Professional Development Program

Method of delivery:
In-person

Applications open:
October 1, 2025

Applications close:
January 31, 2026 at 4:00 p.m. (PT)

Next start date:
September 2026

Join us at our upcoming information sessions

Your K-12 teaching career starts here. Get certified to teach in B.C. schools, and further afield, through one of the oldest and most successful teaching programs in B.C. (20,000 new teachers and counting). Explore teaching theory, develop effective teaching skills and equip yourself to develop a long-lasting, rewarding teaching career.

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Program Overview
Program Design & Courses
Professional Learning Communities & Modules
Locations
Instructional Team
Future Pathways
Student Experiences
Information Sessions
Contact

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PROGRAM OVERVIEW

Designed for

We designed the PDP for aspiring elementary and secondary school teachers in British Columbia. Graduates qualify for a B.C. Ministry of Education teaching certificate that enables you to teach K-12 in B.C. schools—and in many other countries around the world. PDP students can complete a Bachelor of Education (BEd) as a second degree without adding extra time or cost to the program.

Program Structure

4 term, 16 month program
In-person classes
Field experiences
Teaching practicum
For French Module: bilingual module taught mainly in French, with some course material and seminars in English

Intake Schedule

The Professional Development Program accepts applications on an annual basis.

Next Term Intake

Fall 2025

PROGRAM DESIGN & COURSES

Program Design

Over 16 months, students uncover their motives for teaching, explore teaching theory and practices, and learn how to use critical inquiry and reflection as tools for ongoing professional development and lifelong learning.

Graduates qualify for a B.C. Ministry of Education teaching certificate that enables you to teach K-12 in B.C. public schools—and in many other countries around the world. PDP students can complete a Bachelor of Education (BEd) as a second degree without adding extra time or cost to the program.

UNIQUE TO SFU:

For those interested in teaching in French, the PDP - French Module will enable you to broaden and deepen your understanding of the implications of teaching French in a minority context. From the first session onwards, school experience and practicums will enable you to develop your knowledge of BC's francophone and francophile community and of the services offered in French in the province; you'll discover resources that will be useful to you throughout your career.

In British Columbia, many candidates interested in teaching in French have learned the language in French immersion or Core French school settings. That's why, with the support of SFU's Office of Francophone and Francophile Affairs (OFFA), we offer language and identity support to help you build your confidence and continue to learn French and in French.

What's more, thanks to OFFA and several partners, you'll have access to a variety of social and professional activities offered in French and bursaries and awards exclusive to PDP - French module students, worth up to $10,000.

Learn more

As well as creating the cohort structure to help aspiring elementary and secondary school teachers develop strong relational practices and build their professional community, we designed the Professional Development Program around 10 clear goals.

Goal 1: The development of a clear, coherent and justified view of education that:

Demonstrates understanding of the place of education as contributing to the creation of an open, pluralistic and caring society;
Articulates the content, methods and institutional arrangements that are relevant, worthwhile and appropriate for the education of children;
Speaks to a personal vision of what one can achieve as an educator;
Continually and consciously reshapes through experiences with a variety of learners in a range of socio-cultural contexts;
Is informed by understanding of the historical and contemporary legacies of imperialism and colonization on the education system of British Columbia;
Realizes the powerful, and sometimes negative, impact that our Eurocentric education system has had, and continues to have, upon students.

Goal 2: The development of a clear commitment to lifelong and lifewide learning that:

Manifests an openness to considering alternatives and possibilities;
Is rooted in the development of reflective capacities; inherent in various forms of inquiry;
Engages in the wide range of subject-based practices that inform the practice of teaching;
Is demonstrated in the ability to form and reform ideas, methods, techniques;
Upholds standards of excellence
Sets an example for students and stimulates them to be continuous learners.

Goal 3: The development of a clear commitment to uphold the principles of professional responsibility that:

Is sensitive to the positions of privilege, power, and trust in which teachers are placed;
Recognizes that teachers are role models who are rational, reliable, organized, responsible and responsive;
Demonstrates thoughtful and self-initiating behaviour that is reflective, positive in outlook, genuine, non-defensive and non-judgmental;
Demonstrates a reflective approach to personal well-being and the well-being of others;
Results in an increasing level of personal resilience.

Goal 4: The development of a clear commitment to maintain ethical and functional working relationships with all members of the educational community that:

Is open and responsive to feedback and constructive criticism;
Is demonstrated through significant, on-going dialogue and collaboration with colleagues, students, parents and others in the educational community;
Shows care and respect for every student;
Is authentic, transparent and honest;
Communicates openness to other worldviews, belief systems and points of view;
Reflects humility and consideration for others.

Goal 5: The development of knowledge about curricular content, educational theory and effective practice that:

Demonstrates the ability to communicate effectively in English or French;
Demonstrates the ability to understand and work with subject-specific content seen through Canadian, Indigenous and global lenses;
Sees opportunities for cross-curricular and cross-cultural connections;
Is cognizant of how individuals and groups of students learn;
Demonstrates the understanding and ability to create purposeful, contextually relevant lesson and unit plans;
Is aware of current, and varied, evaluation and assessment practices;
Is rooted in a strong sense of what is best for particular students in particular situations.

Goal 6: The development of the clear commitment to respect and celebrate students that:

Demonstrates respect and dignity for students as persons with varied interests, needs, backgrounds, points of view, plans, goals and aspirations;
Demonstrates care for students and their individual development;
Celebrates the diversity in our classrooms, schools and communities;
Demonstrates the understanding of how Indigenous epistemologies and pedagogies create opportunities to meet the needs of all learners and students of Indigenous ancestry;
Demonstrates the ability to observe, understand and respond respectfully to all students: including students with special educational needs and students for whom English or French is an additional language;
Demonstrates the ability to observe, understand and respond respectfully to the diversities of all students.

Goal 7: The development of the ability to create a caring, cohesive community of learners that:

Places students at the centre of decision-making;
Communicates openness;
Demonstrates tolerance for uncertainty;
Celebrates and appreciates the spirit of inquiry;
Demonstrates the ability to be a thoughtful and sensitive observer of what goes on in the classroom;
Develops and nurtures a positive classroom community conducive to the learning and well-being for all students;
Encourages interpersonally sound working relationships among students.

Goal 8: The development of the ability to create opportunities for learning that:

Accesses and engages students' ability to think and learn through their minds, bodies, and hearts;
Are significant, relevant and matched to students’ intellectual, physical, social, emotional, aesthetic and vocational development;
Are responsive to students’ individual learning needs;
Are consistent with the BC Curriculum;
Utilizes relevant learning resources and technologies;
Are conducive to the development of critical thought processes;
Are sensitive to issues of social equity and cultural diversity;
Incorporates assessment as foundational in planning.

Goal 9: The development of the ability to blend theory and practice in well-organized ways that:

Relies on the ability to critically examine one’s own practices and experiences;
Includes the ability to recreate, re-invent, re-constitute or discard practices that have been tried and found to be ineffective to individual and/or group learning needs;
Motivates students to take ownership of their learning;
Cultivates a disposition towards inquiry in the classroom.

Goal 10: The development of ability to use assessment and evaluation practices in a thoughtful and ethical manner that:

Makes use of varied practices of assessment that are congruent with learning Goals;
Respects the dignity of each learner;
Acknowledges the personal, relational, social and cultural perspectives that frame evaluative commentary on student growth and development;
Demonstrates the understanding that assessment, in its many guises, is foundational to effective and powerful learning.

Schedule & Courses

PDP has four full-time terms that combine professional coursework, multiple field experiences and a teaching practicum.

THE PDP LEARNING AND TEACHING COMMUNITIES AND MODULES

Teaching is all about building relationships. Throughout the PDP, you will work with small groups of other student teachers in a Professional Learning Community (PLC) and a module. It’s an invaluable opportunity to establish and build close working relationships with your peers, teacher educators and practicing K-12 teachers.

Professional Learning Community (PLC)

In your first term, you join a PLC in Burnaby, Surrey or Vancouver. As part of a small group of student teachers, you will work closely with instructors to explore foundational themes, begin your guided inquiry, and take part in hands-on learning experiences in educational communities.

Placement in a specific PLC is not guaranteed. An internal (Faculty of Education) decision may result in your PLC changing prior to the start of the term. If a change occurs, you will be notified.

Note: Student teachers admitted to the French and International Teacher Education Module (ITEM) will have separate PLCs.

Modules

In your second term, we will place you in a module, which is a small group of student teachers who work with dedicated teacher educators to focus on the integration of teaching theory and practice. Each module has a different theme (see below). All address the core matters of diversity, equity, Indigeneity, literacy, numeracy, ecology, technology, artistry and creativity, and health and physical activity. School experiences and practicums take place throughout the Lower Mainland and the Fraser Valley.

There are three 'specialty' modules: French, International Teacher Education Module (ITEM) or Indigenous Perspectives on Teacher Education Module (IPTEM). If you are interested in participating in a specialty module, you must declare this at the time of application and submit a letter of intent.

We cannot guarantee placement in a specific PLC or module, but we make every effort to honour students’ survey requests. For more information, see the Cohort and Placement FAQs below and the Admissions guidelines.

Burnaby Community

Explore the role of the community in the education of children and youth. The school district and community experts help guide your professional development.
Grades: K-12
Based: SFU Burnaby Campus
School Experiences/Practica: Burnaby (SD41) and neighbouring districts

Creative Collaborative Communities (C3)

Explore and experience the teaching profession's creative, collaborative, and community-building aspects.
Grades: K-12
Based: SFU Burnaby Campus
School Experiences/Practica: Throughout Lower Mainland

Fine & Performing Arts

Extend your background in the arts to schooling contexts through an arts-based curriculum and arts integration.
Grades: K-12
Based: SFU Surrey Campus
School Experiences/Practica: throughout the Lower Mainland
Note: Secondary student teachers with majors/minors in music, art, theatre/drama and/or dance are placed in this module. Others interested in fine and performing arts may be placed in this module, space permitting.

Imaginative Education

Explore how to use the theory and tools of Imaginative Education to frame content, make decisions about planning and implementation, and help students engage with content in their world. A focus on imaginative practices in pedagogy is highlighted.
Learn more about Imaginative Education

Grades: K-12
Based: SFU Surrey Campus
School Experiences/Practica: throughout the Lower Mainland

Langley Community

Explore teaching through the lens of the community's role in educating children and youth. The school district and community experts help guide your professional development.
Grades: K-12
Based: Gordon Greenwood Elementary School
School Experiences/Practica: Langley (SD35) and neighbouring districts

Literacy in the Urban Classroom (LUC)

Develop engaging, compelling, culturally responsive ways of teaching to help students think, write, read and talk about content across the K–7 curriculum. This module is designed to support the development of culturally responsive ways of teaching with a focus on multiliteracies and what it means to be literate in today’s society, while also focusing on the urban context and ways to support culturally and linguistically diverse groups of K–7 learners, their families and their communities.
Grades: K-7
Based: Strawberry Hill Elementary (Surrey)
School Experiences/Practica: Surrey (SD36) and neighbouring districts

Playworks

Explore play, movement, physicality, and physical activity. Learn how to infuse a greater awareness of physical vitality and knowledge of physical literacy into your teaching. Student teachers develop a deeper understanding of how to infuse a greater awareness of physical vitality and knowledge of physical literacy into their teaching practices.
Grades: K-12
Based: SFU Burnaby Campus
School Experiences/Practica: throughout the Lower Mainland
Note: Secondary student teachers who hold a major or minor in PE in addition to another teachable subject will be placed in this module. Others with a keen interest in physical literacy may be placed in this module, space permitting.

Social Ecology, Environmental Diversity (SEEDS)

Explore sustainability education in a diverse environment. SEEDs are based on environment studies and focuses on environmental ethics and social justice. Involvement with local environmental interests and community organizations will help you recognize the importance of impacting your community as an educational leader. Student teachers in this module may complete the Environmental Education minor. An option to study in Haida Gwaii in the Summer term may also be available.
Grades: K-12
Based: SFU Surrey Campus
School Experiences/Practica: Throughout Lower Mainland

Secondary

In this module, student teachers will focus their learning on ways to develop pedagogical approaches in their specialized subject areas, always remaining cognizant that we "teach kids, not curriculum.” Developing an informed understanding of adolescent learners' diverse needs and developmental stages provides the backdrop for this module. Student teachers will study the education theory, design, and practice for secondary students.
Grades: 8-12
Based: LA Matheson Secondary
School Experiences/Practica: Throughout Lower Mainland

School Experience and Practicum Placements

Participation in a specific module does not guarantee placement at a particular school or district. During the EDUC 401/402 and EDUC 405 terms, your school and practicum placements will be determined by a wide variety of factors, including teachable subject area, transportation options, school availability, and more. Placements take place throughout the Lower Mainland and Fraser Valley. While every effort is made to place you in schools within a reasonable distance from your home, you should be prepared to travel up to 90 km (approximately one hour by car and longer by transit) to your school placement.

The Placement Office arranges all practicum placements. You will not be placed in schools where there may be a conflict of interest such as previous volunteer work or where a family member works or attends. Upon admission, you will complete a survey to indicate your grade level preference, means of transportation and any schools with which you have a prior relationship.

Placement in a specific module is not guaranteed. An internal (Faculty of Education) decision may result in your module placement changing before the term starts. If a change occurs, you will be notified.

Participation in a specific module does not affect your employability at the end of the program. Regardless of which module you participate in, if you successfully complete the PDP, you will be recommended to the Teacher Regulation Branch of the B.C. Ministry of Education for a teaching certificate.

LOCATIONS

At SFU, campus life is rich with opportunities to engage with people, ideas and activities that contribute to personal development and a better world.

Burnaby

Perched atop Burnaby Mountain, Simon Fraser University's original Arthur Erickson-designed campus includes more than three dozen academic buildings and a flourishing sustainable residential community.

Simon Fraser University respectfully acknowledges the unceded traditional territories of the Coast Salish peoples, including the səl̓ilw̓ətaʔɬ (Tsleil-Waututh), kʷikʷəƛ̓əm (Kwikwetlem), Sḵwx̱wú7mesh Úxwumixw (Squamish) and xʷməθkʷəy̓əm (Musqueam) Nations, on which SFU Burnaby is located.

Surrey

Our Surrey campus is a vibrant community hub in the heart of one of Canada’s fastest-growing cities. With easy access to transit, the modern campus is conveniently situated between Metro Vancouver and communities south of the Fraser River.

Simon Fraser University respectfully acknowledges the unceded traditional territories, including the Semiahmoo, Katzie, kʷikʷəƛ̓əm (Kwikwetlem), Kwantlen, Qayqayt and Tsawwassen Nations, on which SFU Surrey is located.

Vancouver

Our Vancouver campus transformed the landscape of urban education in downtown Vancouver. The campus comprises multiple facilities clustered in the core of one of the world’s most liveable cities.

Simon Fraser University respectfully acknowledges the unceded traditional territories including, the Sḵwx̱wú7mesh Úxwumixw (Squamish), səl̓ilw̓ətaʔɬ (Tsleil-Waututh) and xʷməθkʷəy̓əm (Musqueam) Nations, on which SFU Vancouver is located.

SCHOOL PLACEMENTS

Student teachers will be provided with a multitude of learning experiences in on-campus classroom, school, and community environments.

INSTRUCTIONAL TEAM

Like our other teacher education programs, the PDP uses a unique staffing model that teams SFU's world-class researchers (faculty members) with highly skilled seconded teachers (faculty associates) and practicing K-12 teachers (school associates) as teacher educators. Meet our Faculty Associates.

FUTURE PATHWAYS

The PDP can launch your teaching career in B.C. or elsewhere. With careful course and minor selection, you can also complete a Bachelor of Education (BEd) as a second degree.

STUDENT EXPERIENCES

Meet some Professional Development Program alumni.

"I came into the program as a mature student with degrees in archaeology, architecture and 15 years as a designer. After finishing the PDP, I started teaching science and math. I'm not strong in these areas, but the PDP gave me the skills to deal with these situations. I needed to get comfortable teaching lots of different things and it has actually been quite fun!"

Glenn Ross, 2018 Graduate

Listen to the SFU journey and experiences of Professional Development Program alumni.

LEARN MORE ABOUT THE PROFESSIONAL DEVELOPMENT PROGRAM

Curious to know more about the program?

Application and Tuition

Post Application

UPCOMING INFORMATION SESSIONS

Start your journey to becoming a teacher in British Columbia. Register for a Professional Development Program (PDP) information session. Hosted by the Admissions team, you will learn about:

The history and structure of the program
The different program options including the French module*
The admission requirements, including prerequisites
The application process and deadlines
A Q&A to get your questions answered

* For those interested in teaching in French, we recommend that you also attend the 30-minute information session hosted by the SFU's Office of Francophone and Francophile Affairs about the French module. See information and registration below.

View all information sessions

PDP - French Module Information Sessions

Considering teaching French or in French? Register for a Professional Development Program (PDP) – French Module information session to learn more about the program and the possibility to become a teacher in Core French, French Immersion, or Francophone program in British Columbia.

The 30-minute information session (including a question period), hosted by SFU’s Office of Francophone and Francophile Affairs (OFFA), provides information about the French Module’s specificities and advantages such as:

Program options:

Exchange and Dual Program at the Université de Tours (France)
Elective course EDUC 410 - Linguistic and Professional Identities of Bi/Plurilingual Teachers of French
Community-based Module in one of the Conseil Scolaire Francophone’s schools
Baccalauréat en éducation, deuxième diplôme (B.Éd.)
Additional bursaries and awards for students studying in French at SFU, including the PDP - French Module
French language support
Student life in French and networking with the francophone community
French language requirement and DELF-DALF

NOTE - It is strongly recommended you attend an Information Session organized by the PDP Admissions office before attending the PDP – French Module information session.

FREQUENTLY ASKED QUESTIONS

The PDP French module is designed for those interested in teaching in French Immersion or Core French (French as a Second Language). Most of this module is taught in French, but some lessons, seminars, readings and course material will be provided in English.

Elementary Core French or French Immersion: 

Applicants who apply to the elementary stream are considered for both the French Module and the general elementary stream of PDP if they have completed 6 units of English Literature and have the required French language proficiency. 

Secondary Core French: 

Applicants must have a teachable subject in French Language & Literature. They also must have the required French language proficiency.

Secondary Core French with a second teachable:  

For applicants who have completed 6 units of English Literature, their second teachable does not need to be taught in French (e.g. teach an English-speaking Physical & Health Education course). If they do not complete the English Literature requirement, they need to have the required French language proficiency to teach both Secondary subjects in French Immersion. 

Secondary French Immersion: 

Applicants who apply to the secondary stream for French Immersion (with a non-Core French teachable) must have the required French language proficiency. They are considered for both the French Module and general secondary stream of PDP only if they have completed 2 English courses (minimum 6 units with 3 units of literature). Applicants may substitute French literature and composition for English courses if applying for the French Module. This may prohibit completion of a BEd as a second degree during the PDP.

Pre-requisites

If you want to be considered for the PDP – French Module only, the two required courses in English literature or composition (minimum of 6 units including 3 units of literature) may be substituted by courses in French. This may prohibit completion of a BEd as a second degree during the PDP.

Pre-requisites must be completed by May 31. Applicants who complete only French Literature or do not have the pre-requisite courses completed by May 31 are only considered for the French Module. 

French Language Proficiency

Applicants to the PDP - French Module must submit a French language requirement with their application to SFU.

The following are the minimum language requirements for admission to the PDP/PLP - French Modules at SFU, and are also used in determining the placements of practicums:

Program		French language proficiency
Core French /French as a Second Language (FSL)	elementary	DELF B1 (tout public) or equivalency *
Core French /French as a Second Language (FSL)	secondary	DELF B2 (tout public) or equivalency *
French Immersion	elementary	DELF B2 (tout public) or equivalency *
French Immersion	secondary	DALF C1 or equivalency *

If you require more information about the DELF-DALF Exam Centre at SFU, please visit the following website: French Language Requirement

QUESTIONS?

If you have questions about the PDP not covered on our website, contact our admissions team.

Email: pps_admissions@sfu.ca (To prevent missing emails from us, add pps_admissions@sfu.ca to your contact list if you are not using an SFU email account.)

Phone: 778-782-3559

For questions relating to DELF-DALF certification, bursaries, and awards for studies in French, language support and student life in French, please contact SFU's Office of Francophone and Francophile Affairs. Service available in French and English.

Email: educprog@sfu.ca
Phone: 778-782-7646

Please note that all communication and interactions with the PPS Admissions office and Faculty of Education are considered part of the admissions process and are taken into account when considering applicants for admission. Admission may be denied to applicants who communicate in an unprofessional manner or who act in an inappropriate manner during the admissions process.

Virtual Hours

Get help with your application and connect with a member of the admissions team during our virtual drop-in hours: Wednesdays from 3:00 - 4:00 p.m. (PST).**

Meet on Zoom:
https://sfu.zoom.us/j/66007885834?pwd=ckVtTXVkVllsak9BU0FZd3hMUWE0dz09
Meeting ID: 660 0788 5834
Password: 833520
Regular Schedule: Wednesday, 3:00 - 4:00 p.m. (PST)

**Regularly scheduled time slot subject to change or cancellation without notice

Faculty of Education