In this program, students will learn how to become multifunctional educational assistants that will support students as part of a multidisciplinary team. Students will learn from Alberta Certified Teachers and Alberta Educators the required techniques on how to support teachers and other support personnel to provide meaningful instructional and non-instructional tasks.
This program will reduce the classroom ratio of teachers to students by providing qualified and capable assistants that also can offer further assistance to newcomers and recently settled immigrants in Alberta.
The course curriculum is delivered entirely in English, yet the focus is on those students that have a working knowledge of other languages other than English as their primary language, the preferable secondary languages include, yet are not limited to (not listed in particular order):
- French,
- Italian
- Cree
- German
- Arabic
- Punjabi
- Hindi
- Tagalog
- Chinese dialects
- Vietnamese
- Ukrainian
Traits you should have to be successful as an Educational Assistant
Multi-Language Educational Assistants (MEA) must have a combination of soft skills, common sense, and the ability to work in high-pressure situations while being organized on a continuous basis.
The following “ideal traits” have been compiled from interviews with Alberta Certified Teachers and School Administrators on what they deem as ideal for a person to have to be effective within a classroom setting.
This list is not inclusive, as these “ideal traits” will continue to evolve, yet this list should provide you with a firm understanding of what are the minimal requirements; which include and are not limited to:
The following “ideal traits” have been compiled from interviews with Alberta Certified Teachers and School Administrators on what they deem as ideal for a person to have to be effective within a classroom setting.
- Students must already have an interest in working with children, admissions will be given preference to those applicants that have worked with children in a formal setting (school, daycare, childcare, children’s hospital)
- Students must have the ability to communicate in English effectively.
- Students must showcase empathy, have tolerance, patience and be understanding of other people’s needs.
- Students must have an understanding of technology and how to author documentation.
- Students cannot sit and wait for direction, and they must be proactive in having the ability to work independently.
- Students must have the willingness and the ability to learn new things and systems.
- Students must have confidence and be able to articulate their thoughts professionally to all stakeholders at all times.
- Students must be compassionate and understanding while working with children who have learning, physical or psychological needs
Course outline
| COURSE | OBJECTIVE |
| Introduction | You will undertake a self reflection on your strengths and weaknesses, and make a plan on how to overcome any barriers. You will become familiar with your assigned Tablet and learn the concepts of online textbooks and Google Classroom. |
| How to do research | Within this week you will become familiar with concepts for undertaking fact based research within academic realms |
| Cultural differences | Within this week you will be exposed to the differences between Canadian cultures and other countries – Cultures will be explored further and TWO reading text on Indigenous communities is OUT “Firewater” |
| Communications / Written skills | This is a course in written communications focusing on the development of effective writing skills for the work place. You will take your writing beyond the basics and discover techniques and processes useful for developing useful business documents. You’ll discover what it takes to prepare formal business documents, develop reports and review your writing for grammatical errors and clarity. As well, you’ll investigate how writing differs depending on the intended audience and desired outcome. By the end of the course you will be able to: • Understand and use basic grammar rules • Develop an understanding of how to Compose: letters, resumes, reports, inter-office, electronic (email) • Recognize commonly confused words, redundant phrases, clichés and weasel words • Understand the online resources and word processing software that are available to assist you • Structure and develop business reports • Recognize style sheets and accepted sources • Identify the functions of editing |
| Sensory Development | This course examines brain development and sensory processing as it relates to planning activities for children. Special emphasis is placed on sensory processing disorder. This course explores strategies in relation to designing and adapting environments to meet the needs of children. |
| Exploring Exceptionalities Level I | Provides an introduction to children with exceptionalities by examining categories and characteristics of diversity. Explore issues pertinent to children and youth with exceptionalities and their families. |
| Exploring Exceptionalities II | Explore strategies to enable individuals with exceptionalities to succeed in inclusive and other settings. Examine exceptionalities as well as assessment, planning and resources |
| Human Development Level I | Provides an understanding of a developing child from birth to five years. Trace changes that occur physically, socially, emotionally and intellectually during this period |
| Human Development Level II | Understand changes, physical, cognitive, social and personality, that take place from middle childhood through adulthood. Examine theoretical perspectives of human development through comparison of various assumptions and principles about growth and behaviour. |
| De/Coding | Within this course students will learn from a subject matter expert that will showcase how to apply teaching methods to assist teachers in a classroom environment for the application of the foundations for enunciation and pronunciation of subject material. |
| Students with different abilities Level I | This course examines the philosophy and educational concepts associated with educating students with special needs in Alberta. In addition, the course examines theoretical information related to attention deficit disorder (ADD/ADHD), learning disabilities, Down Syndrome, Fragile X Syndrome, cerebral palsy, epilepsy, and Fetal Alcohol Spectrum Disorder. The role special needs educational assistants have in implementing the objectives identified in student’s individual program plans is also examined. Students explore in-depth program modification strategies, documentation strategies and the effects of specific medications. |
| Sensory Development | This course examines brain development and sensory processing as it relates to planning activities for children. Special emphasis is placed on sensory processing disorder. This course explores strategies in relation to designing and adapting environments to meet the needs of children. |
| Supporting instruction | This course examines the theories, key concepts, approaches and instructional strategies related to the teaching of language arts and mathematics. Emphasis is placed on adapting strategies, materials, activities used to support children needing assistance learning math, how to read and write. |
| Positive Behaviour Supports | The course includes an examination of attitudes, values, and skills within a holistic approach to support social and emotional development in terms of positive behaviours. Opportunities for examining the dynamics of behaviour are provided. This course also discusses various strategies to support the development of social and emotional skills and pro-social behaviour. |
| Classroom Organization | Within this course we teach the students on how to effectively assist in the management of a classroom, this will include an overview of “stations” Within this course students will learn from a subject matter expert that will showcase on how to apply teaching methods to assist teachers in a classroom environment for the application of the foundations for enunciation and pronunciation of subject material. |
| Educational Assistant Professionalism Etiquette | Understanding proper etiquette in the workplace is essential for a successful career in any profession, within this week you will learn the proper methods in interacting with others in a business environment and how to talk to someone at work. Focus on developing skills and attitudes necessary for a teacher assistant to work as an effective and professional team member in a school setting. Discuss roles and responsibilities, conflict resolution and legal and ethical issues. |
| Personal Assistance Awareness | This course provides the human services worker with an introduction to personal assistance procedures. Students are exposed to various medical procedures and personal care skills that may be used to support children, youth and adults with disabilities across a variety of settings. |
| PRACTICUM ONE | At assigned location |
| PRACTICUM TWO | |
| Job preparation | Within this week students will be taught how to compose different types of resumes, cover letters and also undertake mock interviews (online and in person) |
| PROFESSIONAL DEVELOPMENT WEEK (FAITH DEVELOPMENT & OBSERVATION ) | Students will visit various religious places of worship to observe and engage to better understand other faiths and cultures. |
| First Aid Certification | Within this course Educational Assistants shall receive the training required for certification of Basic First Aid and an overview on CPR and AED |
Total Hours
- In Classroom 610 hours*
- Practicum = 200 hours*
- Total = 810 hours
*Hours and length of classes are subject to change for the best interest of delivery to students.
** This is only for an overview of the course material an official syllabus and course outline will be issued in the first week of classes.
Start date: Rolling dates starting in January, and ending in September.
Formal Application for International Applicants
- To have the ability to have a valid passport for a minimum of 5 years, and never been denied entry into Canada.
- Proof of ability to acquire funds for a G.I.C (from a bank in India to Bank of Nova Scotia) A sponsorship letter or official documentation (notarized) indicating that the student can pay for the program and living expenses. Remember that you will have to show Canadian Immigration that you have a place where you can reside while you are enrolled in the program.
- A pre-admission application fee of $500.00 (applied to tuition cost once the student commences) is to be provided before a letter of acceptance is issued (Payment is in Canadian Dollars and is to be paid online and directly to the College via bank transfer). ADMISSIONS ARE CAPPED
- For further reference please visit the “International Student Pathway” tab within this site.
Admission for Canadian Citizens
To be eligible for Regular Admission, applicants must present a high school diploma with Grade 12 courses, or equivalents, such as the General Education Development (GED) Test AND/OR required post-secondary courses or post-secondary credential with a PASS and have two letters of reference outlying the applicant’s character.
or
Apply as a “Mature Student” The Royal Alberta College defines a “mature student” as an individual that is at least 19 years of age and has completed 10th Grade, that has been out of school for a minimum of four (4) years and has related work experience within the program they wish to enroll in.
- Each Albertan student is required to pay $175 pre-admission application fee.
- The pre-admission application fee is $250 for students outside Alberta but who are Canadian Citizens.
English (Canada) 
Français du Canada