You will be better prepared to lead change initiatives in rapidly changing economic, social and cultural environments.
The Professional Certificate in Project Management helps you:
Improve your ability to plan, implement, and manage projects on time and on budget
Learn analytical, critical thinking, and evaluation skills that are needed in the global workforce.
Apply a methodology and lead cross-functional teams to deliver projects
Get practical experience with the Total Project Management (TPM) project using project management and agile best practices and templates. The ten knowledge areas in the PMP® and CAPM® certification exams are covered.
Key topics of the Master of Professional Education program include:
Leadership and schools for the 21st Century
Field-based research in intercultural contexts
Organizational capacity building
Strategic processes for school improvement
The International School Leadership field of study is offered in collaboration with International School Leadership (ISL), a subsidiary of the Ontario Principals’ Council (OPC), that is focused on delivering professional learning opportunities to school leaders around the world. Graduates of this program are awarded both the Master of Professional Education in the field of International School Leadership and a Certificate in Project Management.
Make a difference in other peoples’ lives
Identify and respond to curriculum and pedagogical problems by increasing your thinking and reflective skills.
Make a positive difference in the lives of individuals, families, organizations and communities;
Collaboration, communication and leadership skills allow you to work with diverse professionals and communities and build partnerships;
Analyze problems and use theories to solve them.
September 2019-December 2019 –students will be enrolled in 2 courses:
9512 Leadership and Schools for the 21 st Century : Review major relevant leadership theories and their application to leadership. Examine the attributes of effective school leaders for 21st century teaching and learning using an international leadership framework. Identity the characteristics of effective schools using a variety of school effectiveness frameworks. Probe problems and challenges confronted by leaders in varying contexts and cultures. (.50 credit)
9424 Conducting Site-Based Research in Intercultural Settings: Explore a number of methods for conducting field-based research in intercultural contexts, such as: program evaluation, action research, critical reflective practice and cross-cultural techniques and modes of inquiry. (.50 credit)
January 2020-April 2020-students will be enrolled in 2 courses:
9515 Strategic Processes for School Improvement Planning: Examine how school leaders aim to achieve school improvement through a focus on the development of effective and practical school plans. Explore the role of evidence-based decision making, the use of data-driven strategies, the application of monitoring strategies and the concept of implementation fidelity. (.50 credit)
9516 Organizational Capacity Building: Examine the role of emotional and cultural intelligence in creating the foundations for group and individual professional learning. Investigate the dynamics of various social structures that promote and facilitate professional learning. Explore strategies to improve relational trust, professional capital, and collective efficacy. Probe effective classroom practices: learning styles, universal design, inquiry-based learning and, assessment and instructional strategies. (.50 credit)
May 2020- August 2020- students will be enrolled in 3 courses
9517 Intercultural Capacity Building: Examine a number of models of intercultural learning from psychological, sociological and philosophical traditions. Investigate frameworks of ‘intercultural competence,’ ‘transformative learning,’ and ‘difficult knowledge’ and how they could be employed in conceptualizing one’s own research. (.50 credit)
9518 Individual Capacity Building: Investigate personal factors and thought processes that impact leadership effectiveness. Consider the role of reflection, self-assessment, and performance appraisal in improvement efforts. Examine the notion of ‘ethical fitness’ by probing ethical leadership dilemmas. Explore coaching and mentoring as strategies for improvement at the individual level. (.50 credit)
And the Project Management Certificate
September 2020-December 2020: students will be enrolled in the final course
9519 Capstone: A culminating course in which candidates work together on framing, analyzing, and responding to problems and challenges they encounter in their leadership practice. (1.0 credit)
Minimum level of education required: Four-year Bachelor's degree
Minimum average: 70 per cent
English Proficiency Requirements
English Proficiency Requirements
For direct admission, applicants must be from an English speaking country or meet either of the following English test scores:
For conditional admission, instead of submitting IELTS or TOEFL scores, you may complete English courses prior to the academic program. The length of the English course is determined based on your level of English proficiency.
You may qualify for advanced standing if you have:
PQP Master's Dimension
PQP (without Master's Dimension)
Principal's Development Course
Leading Educators Across the Planet (LEAP) International Exchange