Concurrent Education Programs in Ontario: A Complete Guide for Future Teachers

Key Highlights of Concurrent Education Programs in Ontario

• Concurrent education lets you work toward an undergraduate degree and a Bachelor of Education at the same time.
• Ontario universities such as Queen’s and Brock offer program options through the faculty of education.
• Your path may include different teaching divisions, and some routes require specific teachable subjects.
• Practicum placements start early and grow into longer school-based experience.
• Admission requirements usually focus on grades, program prerequisites, and the selection process.
• This guide helps you compare options and plan your next step.

Introduction

If you want to know more about teacher education programs Ontario has to offer, this guide will help you. It covers how concurrent education can be a part of your journey if you want to know how to become a teacher in Ontario. You will find out how these teacher education programs work, what steps you need to take to apply, how the practicum fits in, and what jobs you can get after. The goal is to help you feel sure and ready to pick the teacher education program that is right for you before you apply.

Students who plan to become teachers in Ontario should begin preparing during high school by completing the Ontario Secondary School Diploma (OSSD), which serves as the foundation for admission to most university concurrent education programs.

Concurrent Education Programs in Ontario: Overview

Concurrent education programs in Ontario let you work on an undergraduate program and a bachelor of education program at the same time. This means you join one concurrent program, and during your years at the school, you finish both qualifications.

At Queen’s and Brock, these university programs mix academic study, education courses, and some time working in real classrooms. You learn your subjects, do practice teaching, and move toward getting your Ontario teacher certification in a single, connected path. The next parts explain who might like this route and why many future teachers want to choose it.

Summary of Concurrent Education and Who Should Consider It

For many students, concurrent education is a good starting point. This is because it lets you get teacher training and regular university study at the same time, right from the start. You don’t have to finish one degree and then start teacher training later. You work on both together in one plan.

At Queen’s, you get an undergraduate honours degree and a Bachelor of Education. At Brock, you also finish an undergraduate honours degree and a Bachelor of Education in five years. So, concurrent teacher education is a direct way to get ready for the classroom if you already know you want to teach.

Who is this path for? High school students who want a clear goal often pick this way. It is also good for students who like to plan ahead, want early field experience, and need strong support while they get ready for teaching careers in Canada.

Main Benefits for Future Teachers and Teaching Careers

One big benefit is timing. In this program, you start your teacher education early. You do not have to wait until after you finish your first or undergraduate degree. This helps teacher candidates try out this field sooner. They also build confidence as they go.

Another good thing is hands-on experience. Through the faculty of education, you first work with children and youth, but in guided ways. Later, you move into real practicum placements Ontario schools offer. Some programs let you try special areas like outdoor education or Indigenous Teacher Education.

Key benefits often include:

• A clear path to a bachelor of education and an undergraduate degree.
• Earlier classroom and learning in the community.
• A stronger sense of fit before the final year.
• More time to work on teaching habits, how you talk to others, and planning skills.

Why Students Choose Concurrent Education Pathways

Many students pick concurrent education because they want a clear path to becoming teachers. They do not want to figure out each step by themselves later. They can start an undergraduate degree and teacher training in the same program.

Another reason is that they get to see what real schools are like early on. At concurrent education universities Ontario students look at, the academic calendar includes classes about teaching, time working in schools, and planning for hands-on learning later. This mix helps students know what the job is really like even before they finish. If you want to see why the way this is set up is important, look at how the model works.

Integrated Degree Structure Explained

• In an integrated degree structure, teacher education is combined with regular undergraduate studies from the beginning students do not finish one degree and then start a separate teacher program. Instead, both the bachelor of education and the main undergraduate degree are planned together from the start.
• At Queen’s University, students earn two degrees in five years plus one summer term, taking teacher education courses alongside core subjects such as Arts, Science, Kinesiology, Music, or French. Brock University also offers five-year concurrent teacher education programs, with options for students to specialize in teaching specific age groups.
• This structure provides a more connected learning experience, where main subjects align with future teaching interests and education courses help build teaching skills over time. For those considering bachelor of education programs in Ontario, this approach offers a more direct and integrated pathway compared to traditional teacher education routes.

Early Classroom Experience and Career Planning

A major reason students choose concurrent education is the early classroom experience. Unlike traditional programs, you don’t have to wait until your final year to discover what teaching is like. At Queen’s, for example, you work with children and youth from the start, and begin an in-school practicum in your third year. This gradual approach helps you plan your career sooner, giving you insight into preferred age groups, teaching divisions, and school settings before graduation. Early experience allows you to:

• Test your interest before the final year.
• Learn from real educators during practice teaching.
• Build comfort with planning and student support.
• Explore settings beyond the traditional classroom.

Admission Requirements for Concurrent Education Programs

Admission requirements can be different for each university and the stream you pick, but your grades are very important. Queen’s says they choose students mostly by how well you do in school. The things you need to get into your degree program should line up with what you put in your application. Brock looks at your grades a lot in their selection process too.

But, just meeting the minimum requirements does not mean you will get in. Brock makes it clear that there are only so many spots. The selection process is tough. How you apply might change depending on the program you want, like Music or French. In the next part, we will talk about high school classes, your marks, and the other things you need to send with your application.

Along with meeting university admission averages, students should complete the required Grade 12 university preparation courses in subjects specified by their chosen institution. Selecting the right courses early can improve competitiveness for admission.

Ontario High School Prerequisites and Grade Expectations

If you’re applying from an Ontario high school, the courses required usually match the undergraduate program you choose for your concurrent education path. For example, at Queen’s University, you must take the same prerequisites needed for your intended Arts and Science degree. At Brock University, admission is highly competitive and depends on your grades, as there are limited spots in each stream. Some programs specify teaching subject requirements later, especially for Junior/Intermediate and Intermediate/Senior levels.

Keep these things in mind:

• Good grades are important, since there are only a few spots.
• Which courses you need depends on the undergraduate program you want.
• Some subject needs show up later in the program or when you finish, not just when you start.

Application Process, Supplemental Documents, and International Student Guidelines

The application process for Ontario’s Concurrent Education programs mainly starts through OUAC, where you’ll select your program and use the right codes for Queen’s streams. Some options, like Music, need auditions or portfolios in addition to grades. Brock and other universities highlight that admission is competitive and may require supplemental documents. International students should carefully review program-specific requirements.

Application Area	What to Know
Main portal	Apply through OUAC for concurrent education options
Queen’s French	Apply directly through OUAC using code QBF
Queen’s Kinesiology	Apply directly through OUAC using code QKF
Queen’s Music	Apply through OUAC using code QMM and complete an audition or portfolio
Selection basis	Academic standing or grades are central
Supplemental documents	Required for some specialized programs such as Music
International student guidelines	Review each university’s official admission requirements and program-specific instructions carefully

Teaching Divisions and Teachable Subjects Explained

Teaching divisions decide which age group and grade range you will teach. In Ontario, if you are in a concurrent program, there are different divisions you can choose. These are called Primary/Junior, Junior/Intermediate, and Intermediate/Senior. The choice depends on the university and the way you go through the program.

Your main subject for teaching also called a teachable subject becomes more important in the higher divisions. If you want to be in the primary junior teaching division, you often do not need to pick a teachable subject. But for the junior intermediate teaching division and the intermediate senior teaching division, you need to pick one or more teachable subjects. Your bachelor of arts, a science degree, or a similar degree will usually help you with these choices. Let’s talk more about each division.

Primary/Junior, Junior/Intermediate, and Intermediate/Senior Divisions

• Brock offers three teaching divisions: Primary/Junior (grades K-6), Junior/Intermediate (grades 4-10, mainly 4-8), and Intermediate/Senior (grades 7-12).
• At Queen’s, students select either Primary-Junior (JK-Grade 6) or Intermediate-Senior after their first year, which shapes their courses and practicum.
• Most programs take five years; Queen’s route requires five years plus a summer term.
• You can specialize in subjects like visual arts, dramatic arts, English, French, Geography, History, Mathematics, and Science, depending on your division and school.
• Your teaching division choice determines your future teaching placements and studies.

Choosing Teachable Subjects for Future Teaching Careers

Picking the right teachable subjects in Ontario is important, especially for Junior/Intermediate and Intermediate/Senior students. Your undergraduate studies often guide your choices, so consider your strengths and future plans.

Queen’s Intermediate-Senior students select two teaching subjects from options like English, French, Geography, History, Math, Music, Science, Social Sciences, dramatic arts, and visual arts. At Brock, you can combine choices from arts, science, and physical education.

This planning advice can help:

• Choose subjects you can study well for more than one year.
• Find out if your program wants one or two teachable subjects.
• Know that Canadian history and Canadian geography can be exit needs in some Brock programs.

Practicum Placements and Classroom Experience

Practicum placements Ontario students do are an important part of teacher education programs. These help turn ideas into real work. At Queen’s, students start with work outside the classroom in their first and second year. Then, in year three, they go into an Ontario classroom practicum. In year five, they finish 15 weeks of practicum in publicly funded Ontario schools, plus a three-week practicum connected to a special focus.

At Brock, practice teaching is a big part of what they offer, too. The school says that spots for placing students in school boards are limited. Students can be placed where there is space, and they will have to arrange their own transportation. So, time in the classroom is both good and full of chances to learn, but students need to plan ahead, stay flexible, and be ready to travel when asked.

How Practicum Placements Work

At Queen’s, you work up to bigger practicum placements as you go through the program. In the first and second years, you set up your own work with kids and teens outside of classrooms. In the third year, you do a three-week practicum in an Ontario classroom. The final year brings longer weeks of practicum and one other kind of placement.

The longest time in a school classroom is in the final year. Queen’s students spend 15 weeks of practicum in Ontario classrooms in school boards that work with Queen’s. Brock places students based on what each school board can offer. They say you will have to get your own transportation for practice teaching and any related tasks.

Important details include:

• Placements can depend on the spaces open in school boards.
• You may need your own transportation or have to move for a short time.
• The final year usually has the longest and toughest weeks of practicum.

Skills Teacher Candidates Develop During Placements

Placements give teacher candidates a chance to grow in ways they would not get from just lectures. They work with students, schools, and mentor teachers. This shows them how lessons happen in real time. They also see what classroom routines look like, how to plan, and how to use support strategies each day.

This classroom experience gets students ready for a recommendation to the Ontario College of Teachers and for the certificate of qualification process. It also helps them find out which teaching division and setting fits them best. They can see if they want to work in a regular classroom, in a community program, or in a special area like outdoor education.

Students often build:

• Communication skills with children, families, and school staff.
• Confidence for lesson support, observation, and reflection.
• Good work habits, which help with later steps for teacher certification.

How High School Students Can Prepare for Concurrent Education Programs

High school students can do well when they get good grades and pick courses that go with the undergraduate stream they want. If you go for concurrent programs, you will mix teacher prep with getting an undergraduate honours degree. So, it is important to plan early for this. If you know you want to teach a subject later, you should pick a university route that helps you get to that goal from the start.

You need to know the long-term plan too. With these programs, you do not get a certificate of qualification right away. But they are a step in the path that helps you get Ontario teacher certification once you finish and get recommended. When you have good academic prep, clear goals, and you are ready for university, the application process can feel easier.

Academic Preparation and OSSD Planning

Start your OSSD plan by thinking about the undergraduate program you want to get into. Concurrent education links right to a college degree. So, you need to choose your high school classes in Ontario to match the field you want to study. If you want to go into arts, science, kinesiology, or music, make sure you look at what those programs want from you, and do that early.

You should also pick grade goals that you can meet. Brock and Queen’s both care a lot about strong grades when they choose students. Since the number of spots is small, just having the minimum requirements for these schools or programs may not be enough to get in.

It’s smart to plan by going backward. Start by picking the undergraduate program you want first. Then, find out what you need for that program, like the needed classes, the grades they ask for, and any other rules you need to follow. Doing this will help you know what steps to take on your way to concurrent education and gives you a better chance to get there.

Students who begin planning early can strengthen their university applications through a structured University Preparation Program that focuses on academic readiness, course selection, and long-term educational goals.

Volunteer Experience, Leadership, and University Readiness

Even if grades are the main part of the selection process, having volunteer experience and showing leadership can help you know if teaching is right for you. Spending time with children, youth, working at camps, clubs, or in learning programs can get you ready for university in a hands-on way.

This is important because the world of education is not just about marks. Programs like Educational Studies, Child and Youth Studies, or other subject-based programs will ask you to work with people, speak clearly, and think about how learning works. Getting some early experience in working with others can help you see what it will be like before you even start university.

Good ways to get ready:

• Volunteer with children or teens in your local area.
• Show leadership in school clubs, or take on tutoring or mentoring.
• Take some time to think about why you want to study education and look at teaching as a future path.

If you need to improve prerequisite subjects or meet university admission requirements, enrolling in Ontario high school credit courses can help strengthen your academic profile before applying to concurrent education programs.

Career Opportunities After Completing a Concurrent Education Program

High school students can do well when they get good grades and pick courses that go with the undergraduate stream they want. If you go for concurrent programs, you will mix teacher prep with getting an undergraduate honours degree. So, it is important to plan early for this. If you know you want to teach a subject later, you should pick a university route that helps you get to that goal from the start. For students at USCA Academy, this means selecting courses that align with your interests and future education plans.

You need to know the long-term plan too. With these programs, you do not get a certificate of qualification right away. But they are a step in the path that helps you get Ontario teacher certification once you finish and get recommended. When you have good academic prep, clear goals, and you are ready for university, the application process can feel easier, especially if you start your journey at USCA Academy, where you can receive guidance tailored to your aspirations.

Elementary and Secondary Teaching Careers

Most students choose concurrent education because they want be an elementary teacher or a high school teacher. The division you pick for teaching helps you choose this path. When you go with Primary/Junior, you often end up teaching younger grades. If you choose Intermediate/Senior, you focus on subjects for older grades.

After you finish the program, teacher candidates are usually recommended to the Ontario College of Teachers at Brock, and Queen’s says their graduates can get certified with the Ontario College of Teachers. This is a big step so you can get the certificate of qualification you need to teach in Ontario schools.

The main thing that makes this different from the consecutive route is when you do your studies. In concurrent education, you start your university classes and your teacher training at the same time. This is the way to go for people who already know which grades or subjects they want to teach.

Alternative Education Career Paths

Not every graduate will pick the same place to work. Some will look into other places for learning, because their teacher education placements show them ways that go beyond a normal classroom. Queen’s points out things like museums, clubs, parks, galleries, libraries, and community groups. Seeing these spaces can help you think in a bigger way about your job in the future.

Specialized study is helpful for this as well. For example, you could try outdoor education, Indigenous teacher education, Artist in Community Education, or Brock’s bachelor of recreation and leisure studies with a focus on outdoor education. The bachelor of recreation and leisure studies program gives help to people who want learning to take place in fun or community settings.

Possible paths may include:

• Community education programs and youth organizations.
• Roles connected to outdoor education or hands-on learning.
• Work in a private school or maybe a best international school, depending on what the boss wants and what proof of teaching you have.

Conclusion

To sum up, concurrent education programs in Ontario give you a special way to be a teacher. You get to mix class learning with real work in schools. These programs help you be ready for a good job in teaching. They also let you see and work in a school early, so you get more skills and feel more sure of yourself. When you know more about admission requirements, the different teaching levels, and job paths, you can pick what’s right for you. If you like the idea of being a teacher and want to know how to start, reach out to us. We can help with advice that fits you. This is your chance to help shape young minds with concurrent education!

Preparing for a teaching career begins with choosing the right educational pathway. Whether you are completing high school or preparing for university admission, studying at a Private High School in Canada can provide personalized academic support, university guidance, and the preparation needed for competitive concurrent education programs.

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