This course builds on the foundations of Guidance and Career Education, Part I by expanding your capacity to support students through the increasingly complex academic, social, and postsecondary decisions they face. You will deepen your understanding of ethical and legal responsibilities, with particular attention to privacy legislation, professional standards, and the nuanced judgment required in sensitive counselling contexts. Throughout the course, you will explore how equitable, culturally responsive, and trauma-informed approaches strengthen the guidance role, including how Indigenous perspectives, histories, and community partnerships enrich pathways planning and student support.
Through case studies, analysis of current policies, and collaborative learning, you will examine how students navigate Ontario’s five postsecondary pathways and how specialized programs, such as OYAP, Dual Credit, SHSM, and experiential learning, can expand access and opportunity. You will also consider the systemic barriers that shape student experience and develop strategies to challenge bias, promote inclusion, and ensure that guidance programming reflects the diverse needs of your school community.
By the end of the course, you will have developed a portfolio of practical, adaptable resources that support counselling conversations, strengthen family and community engagement, and help students make informed, confident decisions. This course is designed to refine your professional judgment, expand your leadership, and prepare you to contribute to equitable, student-centred guidance programming within your board.
Program Information
What you’ll learn studying Guidance and Career Education, Part 2:
- Examine the Ontario College of Teachers’ (OCT) Standards of Practice and Ethical Standards to guide professional judgment in complex counselling situations
- Apply reconciliatory practices by integrating Indigenous cultures, perspectives, and knowledge systems into guidance and counselling programming
- Implement principles from frameworks like Learning for All and Supporting Minds to provide effective, culturally responsive support for students with exceptionalities and mental health needs
- Analyze Ontario’s five post-secondary pathways to effectively guide students and families in their planning
- Evaluate specialized programs to create enhanced and accessible learning opportunities for students
- Apply an anti-oppression lens to identify and challenge systemic barriers, ensuring equitable access to pathways for all learners
- Design and refine school-wide strategies to strengthen support for students navigating key educational transitions
- Develop strategies to engage families, caregivers, Elders, and community partners to build strong networks of support for students
- Apply accessibility legislation (AODA, Human Rights Code) to ensure pathways, counselling, and programming decisions are inclusive and barrier-free
- integrate environmental sustainability and ecological justice into guidance planning, programming, and partnerships
Prerequisites
- OCT MEMBERSHIP showing completion of Guidance and Career Education, Part 1
- CONFIRMATION OF TEACHING EXPERIENCE FORM
Signed by a Supervisory Official from your Board confirming that you have one year (194 days) of teaching experience since becoming a certified teacher. - If you already hold a Part 2 or Specialist on your Certificate of Qualification, a new experience form is not required.
Unsure about eligibility?
For eligibility inquiries, please complete the Pre-assessment form and email it to [email protected] with your specific question. Eligibility confirmations cannot be provided over the phone.
Materials
There are no additional resources required for this course.
Technology
- Laptop/PC: Windows 10 or higher or equivalent operating system with recommended 8 GB of RAM and at least 16 GB of free hard disk space and Wi-Fi capabilities.
- Access to reliable high-speed broadband internet access (Cable, DSL, LTE) with a minimum bandwidth of 15 Mbps is recommended.
- Included integrated webcam and microphone recommended.
This is an asynchronous, cohort based, instructor-led course with defined start date, end date and specific module due dates. Learners are not expected to be online at a certain time of day, but they are expected to work through the material alongside other learners. Learners should expect to spend 16-18 hours on coursework throughout each week to stay on track.
To successfully complete your program, you will complete all assignments, activities and discussions by the posted deadlines in the program.
Your progress will be continuously evaluated using a variety of formative and/or summative assessments to receive a final mark. Information about these assessment methods will be provided in the Learning Management System on the first day of the program.
| Course Detail | Course Info |
|---|---|
| Course Code | EDUC 9N565 |
| Course Name | Guidance and Career Education, Part 2 |
| Category | Three-Part AQs |
| Price | $725 |
| Delivery Mode | ASY - Asynchronous Online |
| Duration | 8 weeks |
| Registration | More Info |
| OSAP Eligible | Yes |
In partnership with
Important dates:
| EDUC 9N565 | Spring | Late Spring | Summer | Late Summer | Fall | Late Fall | Fall-Winter | Winter | Late Winter |
|---|---|---|---|---|---|---|---|---|---|
| 0. Availability | ✔ | ✔ | ✔ | ✔ | ✔ | ✔ | ✔ | ✔ | ✔ |
| 1. Start Date | Mar 23, 2026 | May 4, 2026 | Jun 22, 2026 | Jul 20, 2026 | Sep 14, 2026 | Oct 19, 2026 | Nov 16, 2026 | Jan 18, 2027 | Feb 22, 2027 |
| 2. End Date | May 17, 2026 | Jun 28, 2026 | Aug 16, 2026 | Sep 13, 2026 | Nov 8, 2026 | Dec 13, 2026 | Jan 24, 2027 | Mar 14, 2027 | Apr 18, 2027 |
| 3. Withdraw deadline 100% | March 29, 2026 | May 10, 2026 | June 28, 2026 | July 26, 2026 | September 20, 2026 | October 25, 2026 | November 22, 2026 | January 24, 2027 | February 28, 2027 |
| 4. Withdraw deadline 50% | April 12, 2026 | May 24, 2026 | July 12, 2026 | August 9, 2026 | October 4, 2026 | November 8, 2026 | December 6, 2026 | February 7, 2027 | March 14, 2027 |