Certificate Programs

The TATP offers certificate programs for graduate students at the University of Toronto. Our certificate programs are designed to provide students with specialized training in key areas of teaching and learning. Whether you are looking to strengthen your foundational teaching skills, explore innovative educational technologies, design engaging courses, foster inclusive and anti-oppressive pedagogies, or document your teaching journey, we will have a certificate program tailored to your needs and interests. We believe that these certificate programs will not only enhance your teaching effectiveness but also enrich your overall experience as a TA or Course Instructor. They will provide you with valuable resources, networking opportunities, and a supportive community of fellow educators. Registration for all certificate programs is housed in our certificate management system EVE.

Pilot Certificate Programs

Explore TATP's new pilot certificate programs launching in January 2024.

Past Certificate Programs

Information regarding the AUTP and TF certificates offered previously by the TATP. As of January 2024, students will no longer be able to register for these certificate programs

Program Changes F.A.Q.

Learn more about the TATP's program changes and what they mean for you.


Transform your learning journey by reflecting on your professional development experiences with the TATP

Articulating Your Professional Development Experience

Looking for guidance on how to effectively communicate and articulate your TATP experiences? Visit this section for some ideas.

TATP Policies

Consult this information for all policies related to TATP programming.

Pilot Certificate Programs

In January 2024, the TATP is launching 5 pilot certificate programs for graduate students at the University of Toronto. Registration will be available in December of 2023. Registration for all of the TATP’s certificate programs are in the TATP registration system EVE. If you do not have an EVE account, you can sign up using your UTORid.

Through a series of interactive workshops, you will gain the necessary skills to effectively communicate with and support your students.  You will explore effective student-centred practices for working effectively in teaching teams (of Teaching Assistants, Course Instructors, and other student support staff), and adapting diverse facilitation strategies, models, and practices for online, hybrid and in-person teaching. You will also learn about how to integrate EDIA and universal design principles in your teaching to address institutional and systemic barriers to and inequalities in student learning. Gaining this foundation in learning design, you will come away with a toolkit that will enable you to plan effective learning experiences and reflect on the learning that results from them.

Learning Outcomes:

  • Implement effective practices for communicating effectively and professionally with students and teaching teams
  • Explore and adapt diverse strategies, models and practices for supporting student learning in online, hybrid and in-person teaching.
  • Integrate EDIA and universal design principles in your teaching to address institutional and systemic barriers to student learning.
  • Apply principles of learning design to plan effective learning experiences, and to reflect on the learning that results from them.

Transferable Skills:

  • Communicate effectively and professionally.
  • Effective planning and content delivery via online, hybrid and in-person environments.
  • Establish leadership skills for developing and fostering supportive and inclusive communities of diverse persons.


  1. 10 hours of workshop
    • At least 2 hours of Foundations of Teaching Workshops
    • At least 2 hours of Accessible, Inclusive, and Anti-Oppressive Pedagogies Workshops
    • At least 2 hours of Educational Technology Workshops
    • Up to 4 hours workshops in any category
  1. 30 minute written reflection

This certificate will introduce you to different theoretical frameworks and strategies for creating a more accessible, equitable, and inclusive teaching practice. Through a combination of interactive, skill-building workshops, you will learn the principles of inclusive, equitable and accessible teaching. Further, you will build awareness and capacity to engage with anti-oppressive and decolonial approaches to teaching and learning from a variety of critical, reflexive, and culturally responsive pedagogies. The practicum component will provide opportunities to translate knowledge into action. You will reflect on how your identities, lived experiences, values, and commitments inform your teaching identity, and apply the skills and tools you have developed to foster equity, inclusion and belonging in your teaching practice.

Learning Objectives:

  • Engage with different theories, concepts, principles and strategies foundational to equitable, inclusive, accessible, and anti-oppressive education and apply this knowledge to your own teaching practice.
  • Reflect on the interconnections between identity, power, privilege, and bias and understand why these matter in teaching and learning contexts.
  • Apply a range of practices to create accessible (AODA-focused) content and learning environments.
  • Articulate your values and commitments as they relate to EDIA and anti-oppressive education in your teaching practice.

Transferable Skills:

  • Communicating in writing and verbally; expressing ideas and reflections; storytelling; writing skills (editing/proofing)
  • Identifying problems; gathering information; defining needs; forecasting and predicting;
  • Communicating across cultures; managing conflict; recognizing individual differences and perspectives; recognizing and respecting people’s diversity and lived experience; empathizing with others; actively listening to others; providing support for others
  • Being open and responding constructively to change; promoting change; accepting responsibility; fostering a growth mindset


  1. 8 hours of Accessible, Inclusive, and Anti-Oppressive Pedagogies Workshops
  2. Microteaching Session or  In-Class Observation
  3. 30 minute written reflection

In this introduction to teaching with educational technologies, you will explore best practices for integrating educational technologies to enhance learning in in-person, hybrid and fully online classrooms. You will start by building an understanding how technologies can enhance student learning, as well as key considerations and limitations when integrating digital tools and strategies. From there, you will explore practical design considerations when using educational technologies to make learning more accessible, inclusive, engaged and collaborative. You will have the opportunity to identify teaching challenges and explore solutions using educational technology supported by U of T. By applying EdTech integration models and effective pedagogical approaches, you will come away with practical experience and the technological curiosity and confidence to facilitate teaching and learning using institutionally supported tools and/or in technologically enhanced active learning classrooms.

Learning Outcomes:

  • Understand the importance of using educational technologies to enhance learning in in-person, hybrid, and fully online classrooms.
  • Identify technological affordances and limitations when integrating digital tools into in-person and/or online teaching
  • Explore practical design considerations when using educational technologies to make learning more accessible, inclusive, and collaborative
  • Apply EdTech integration models and pedagogical approaches to institutionally supported tools and/or technologically enhanced active learning classrooms.

Transferable Skills:

  • Selecting and integrating appropriate EdTech tools to collaborate, communicate, create, innovate, and solve problems.
  • Demonstrating a willingness and confidence to explore and use new or unfamiliar digital tools and emerging technologies
  • Managing the use of EdTech respectfully, inclusively, safely, accessibly and ethically gathering and synthesizing information to define needs and problem-solving strategies.
  • Forecasting and predicting changes in the landscape of technology in industry and academic settings.


  1. 8 hours of Educational Technology Workshops
  2. Microteaching Session or  In-Class Observation
  3. 30 minute Reflection

In this introduction to course design, you will explore a range of course design models and practices for online, hybrid, and in-person teaching. You will gain both a theoretical knowledge and practical understanding of how and why to align course components (learning outcomes, assessments, and teaching practices) for effective learning experiences. After attending a series of interactive asynchrnous modules and workshops that introduce course design models and practices, you will be able to choose from a range of practicum options that allow you to develop teaching skills and resources, from lesson preparation and delivery to syllabus and assessment design. You will have the opportunity to apply principles of backward design, integrated course design, Universal Design for Learning (UDL), and/or EDIA practices to improve student engagement and learning. By the end of this certificate, you will reflect on your upcoming teaching context and set goals for designing course elements to support your students’ learning experiences.

Learning Outcomes:

  • Explore a range of course design models and practices for online, hybrid and in-person teaching.
  • Align course components (learning outcomes, assessments, and teaching practices) for effective learning experiences.
  • Apply principles of backward design, integrated course design, Universal Design for Learning (UDL), and EDIA practices to improve student engagement and learning.
  • Reflect on your goals for an upcoming teaching context and develop applicable skills through your choice of a practicum component.

Transferable Skills:

  • Facilitation and mentorship: coaching, guiding, and mentoring; facilitating effective learning experiences in a range of modalities
  • Project management and problem-solving: planning, designing, managing, and implementing projects with well-defined goals and outcomes; predicting, identifying, and solving problems;
  • Innovation and analysis: innovating and adapting to change; gathering, synthesizing, and responding to large amounts of information\Communication: actively listening; providing, receiving, and incorporating feedback; developing rapport and working with diverse audiences; motivating and inspiring people


  1. 6 hours of Course Design Workshops
  2. 2 hour asynchronous course design module. This component must be completed prior to attending a peer review session.
  3. Peer Review Session for syllabus or assessment
  4. 30 minute written reflection

Through a four-part series of asynchronous modules, you will reflect on your own teaching identities, learn about the purpose of teaching dossiers, and come away with a plan for how to document and articulate your teaching experiences, teaching development, and teaching-related activities for non-academic, alt-academic and academic careers. After identifying and assessing your teaching values, instructional strategies, and impact on student learning through the modules, you will attend a Statement of Teaching Philosophy (STP) Clinic to get peer feedback on a draft of your own statement. You will identify the context and purpose of your STP and teaching dossier and determine how best to align the various sections of your dossier with a cohesive narrative about your teaching. Throughout this process, you will be encouraged to view your teaching dossier as a living document and a valuable tool for your career exploration, as STPs and other professional documents, when combined, help to draw important connections between personal values and professional goals.

Learning Outcomes:

  • Understand teaching dossiers and their purpose for your professional development;
  • Devise a plan/system for gathering and documenting teaching experience, teaching development, and teaching-related activities;
  • Develop a Statement of Teaching Philosophy (STP) through a deep reflection on your teaching values, instructional strategies, and their impact on student learning;
  • Learn strategies to align the various sections of your dossier into a cohesive narrative about your teaching.

Transferable Skills:

  • Effective communication strategies to a diverse audience through storytelling. data literacy; measurement, analysis, and synthesis; graphic and visual design; ability to locate, gather, and organize complex information; analysis and synthesis of data for the purpose of reflection and professional development.
  • Give and receive feedback through active listening, as well as being open and responding constructively to change.
  • Self-directed learning; evaluating progress; setting and accomplishing goals (planning for and achieving your learning goals); fostering a growth mindset


  1. 4.5 hours of teaching dossier asynchronous modules
  2. A 2 hour Statement of Teaching Philosophy Clinic
  3. Dossier submission and consultation
  4. 30 minute reflection

Past Certificate Programs

The TATP has until recently offered two (2) certificates for University of Toronto students. Please note that as of January 2024 students will no longer be able to register for these certificate programs. Current registrants will have the option of completing their certificates, or registering in one or more of the pilot certificates listed below.

This basic or introductory-level certificate is open to currently registered students at the University of Toronto who are interested in improving their teaching skiils, and who are currently working as teaching assistants, or who soon will be. You do not have to hold a teaching appointment at the time of registration in order to register for this certificate.

Requirements: 6 TATP Workshops, Written Reflection

As of January 2024 there are no longer any workshop breadth requirements and participants may complete any 6 workshops towards the Teaching Fundamentals Certificate.

This certificate is for currently-registered University of Toronto graduate students only. It is not open to undergraduate students. It targets those Masters and PhD students who are intending to pursue a teaching career in academe. You do not have to hold a teaching appointment at the time of registration in order to register for this certificate.

Requirements: 10 TATP workshops, Two Teaching Practicum Components (Microteaching or In-Class Observation), Teaching Dossier, Written Reflection

As of January 2024 there are no longer any workshop breadth requirements and participants may complete any 10 workshops towards the Advanced University Teaching Preparation Certificate.

FAQ: TATP's Program Changes

The certificate programs are a set of professional development certificates specifically designed for graduate students. These programs aim to enhance teaching skills, promote inclusive pedagogies, integrate educational technology, explore course design strategies, and document teaching experiences.

The certificate programs are open to all currently enrolled graduate students at the University of Toronto. Whether you are a teaching assistant, course instructor, or involved in student support roles, these programs offer valuable opportunities for professional growth and development.

Registration will be available in November 2023 for programs starting in January 2024. Registration and information will be available in our registration system.

Absolutely! You are welcome to participate in multiple certificate programs based on your interests and professional development goals. Each program offers unique learning opportunities and focuses on different aspects of teaching and educational practices.

Yes, you have the option to complete the TF (Teaching Fundamentals) or AUTP (Advanced University Teaching Preparation) certificate program that you are currently enrolled in. The requirements for these certificates have been updated to allow flexibility in workshop attendance. You can now attend workshops of your choice to fulfill the required number of workshops, rather than specific categories as previously required

No, you do not need to cancel your registration in the TF or AUTP certificate program in order to register for a new certificate. The pilot certificate programs are separate from the TF and AUTP programs, and you are allowed to participate in multiple certificate programs simultaneously. You can expand your professional development by exploring additional areas of interest without affecting your existing registration.

For more questions related to all certificate programs, refer to the Certificate Programs F.A.Q. page.

Metagognitive Reflection

Metacognitive Reflection for Enhanced Professional Development

Metacognitive reflection is a powerful tool to elevate your professional development and transform your learning journey. By embracing metacognitive reflection, you move beyond traditional learning methods, delving into the depths of your educational experiences to enrich your teaching practices. 

The Importance of Metacognitive Reflection 

Metacognition, often defined as “thinking about thinking,” holds a pivotal role in education. It empowers you to plan, monitor, assess, and adapt your learning behaviors and attitudes, ultimately enabling you to tackle challenges more effectively. This reflective practice nurtures your capacity for critical thinking by facilitating the interpretation, integration, and articulation of knowledge. In today’s dynamic higher education landscape, the ability to teach metacognition has become increasingly essential across diverse academic domains.

Key Benefits of Metacognitive Reflection

Participating in metacognitive reflection unlocks numerous key benefits:

Understanding Your Strengths and Weaknesses: It offers a valuable opportunity to delve into your own abilities, pinpoint areas that require development, and foster self-awareness.

Challenging Underlying Values and Beliefs: Through this process, you can explore your personal values and belief systems, assess their impact on your teaching practices, and challenge any underlying assumptions that might be hindering your growth.

Identifying Possible Biases and Areas for Improvement: By scrutinizing your teaching practices, you can recognize any potential biases and areas that need improvement, ensuring a more inclusive and effective teaching approach.

Assessing the Impact of Your Environment on Learning: Consider how the context in which you learn and teach influences your understanding and approach, leading to more contextually relevant and impactful teaching.

Identifying Areas for Further Exploration: Metacognitive reflection can help you recognize specific topics or concepts you’d like to explore more deeply in your teaching practice, fostering continuous growth and development.

Categorizing Metacognitive Reflection 

Metacognitive reflection can be categorized into several dimensions: 

Meta-Memory (MM): This dimension involves an understanding of your memory and time management. It equips you to gauge how much time you might need to effectively complete a task, enhancing your overall efficiency. 

Meta-Comprehension (MC): This category focuses on your ability to assess your understanding of the material and, more broadly, how you approach your own thinking. It cultivates metacognitive awareness. 

Self-Regulation/Monitoring (SR): Self-regulation encompasses your capacity to plan, monitor, and evaluate your learning process, enabling more efficient self-directed learning. 

Schema Training (ST): This dimension pertains to techniques that bolster your ability to organize and categorize information, particularly focusing on the relationships between different categories of information, fostering a structured and organized approach to teaching. 

How can you use metacognitive reflection across the TATP certificates?

The TATP has created a Metacognitive Reflection Tool (LINK) that can be used while participating in the TATP’s programs. These reflective questions, although universal, are designed to seamlessly align with all our certificates. It’s essential to note that there’s no mandate to embrace this approach for certificate completion. However, we wholeheartedly encourage you to adopt this reflection method as a powerful tool to integrate your learning into your teaching practices effectively, enabling you to eloquently convey your educational experience in your documents. You can employ this approach after completing each certificate component, whether it’s a workshop, practicum, deliverable, or any other element. Moreover, this method serves as a valuable preparation for the mandatory Certificate Reflection, a pivotal step in completing your certificate journey.

TATP Metacognitive Tool

The TATP has created a metacognitive worksheet that you can use to reflect on your learning throughout your experience in the TATP’s workshops and programs. Use this metacognitive reflection worksheet to enhance your professional development learning. Download the word document.

Articulating Your TATP Professional Development Experience

Effectively articulating your experience in the Teaching Assistant’s Training Program’s professional development programming is essential for showcasing the value and impact of your participation. This section provides guidance on how to effectively communicate and articulate your TATP experience, highlighting the transferable skills you have acquired along the way. By emphasizing the broader aspects of your professional development journey, you can demonstrate the depth and breadth of your growth as an educator, as well as the transferability of your skills to various contexts.

Reflecting on the Journey

  • Self-Reflection: Engage in thoughtful self-reflection to identify and articulate the core elements that define your TATP experience. Consider the knowledge, strategies, and insights gained, as well as the growth you have experienced as a teacher and a professional.
  • Identifying Key Milestones: Reflect on significant milestones and moments during your professional development journey with the TATP program. These could include breakthroughs, challenges overcome, transformative learning experiences, and valuable interactions with peers and mentors.

Documenting Your TATP Experience

  • Teaching Dossier: Showcase your TATP experience within your teaching dossier by incorporating a dedicated section that highlights your professional development journey. Include reflections on your teaching philosophy, evidence of effective teaching practices, and examples of innovative approaches you have implemented.
  • CV/Resume: Tailor your CV or resume to highlight your TATP experience. Include a section that outlines your participation in the program, emphasizing the skills developed, workshops attended, and any relevant certificates earned. Incorporate the TATP experience into your professional narrative to demonstrate your commitment to ongoing professional growth.
  • Interviews and Conversations: Prepare to discuss your TATP experience in interviews or professional conversations. Articulate the skills, knowledge, and insights gained during the program, and highlight how these have influenced your teaching approach, your understanding of inclusive pedagogies, and your ability to navigate diverse learning environments.

Highlighting Transferable Skills

  • Identifying Transferable Skills: Recognize the transferable skills you have developed throughout your TATP journey. These skills may include communication, critical thinking, adaptability, collaboration, leadership, inclusive pedagogy, technology integration, and reflective practice.
  • Connecting Transferable Skills: Identify how your transferable skills acquired through the TATP program can be effectively applied to other teaching contexts or professional opportunities. Illustrate how your skills have contributed to successful teaching experiences and positively impacted student learning outcomes.
  • Emphasizing the Broader Impact: Articulate the broader impact of your TATP experience beyond individual workshops or certificates. Discuss how the program has influenced your teaching philosophy, expanded your pedagogical repertoire, and shaped your commitment to inclusive, student-centered education.

Showcasing Accomplishments

  • Reflective Narratives: Share reflective narratives that demonstrate the growth and development you have experienced because of your participation in the TATP program. Discuss specific examples where you applied what you learned, navigated challenges, and achieved positive outcomes in your teaching practice.
  • Student Feedback: Incorporate student feedback and testimonials to showcase the impact of your TATP experience on student learning. Share anecdotes and examples that highlight your ability to create inclusive and engaging learning environments.
  • Demonstration of Innovative Practices: Illustrate how your TATP experience has enabled you to incorporate innovative teaching practices and educational technologies into your instructional design. Highlight projects, assignments, or activities that showcase your ability to create meaningful learning experiences.
  • By effectively articulating your TATP experience using various approaches, such as reflecting on milestones, documenting in teaching dossiers and CVs, and highlighting transferable skills, you can showcase the richness and impact of your professional development journey. Demonstrate the value you bring as a skilled educator, with the ability to adapt and excel in diverse teaching environments and contribute positively to student learning outcomes.

TATP Policies

The TATP is a recognized certificate program of the University of Toronto. As a credentialed opportunity for graduate students, participation in the program is subject to all applicable University policies concerning accessibility accommodation, academic conduct, behavioural conduct, and protection of privacy.

Over years of service provision, the TATP has developed policies specific to our program. Before registering, attending, or enrolling in TATP programming, please familiarize yourself with our policies, procedures, and standards of conduct.

At the TATP, we understand that individuals may require specific accommodations for our programming and materials. We are committed to providing these accommodations to ensure equitable access to our educational resources and opportunities. Here is the process for requesting accommodations:

Contact our Programs Coordinator: If you require accommodations for our programming or materials, please contact our Programs Coordinator, Alli Diskin. Engage in a confidential discussion with our Programs Coordinator to discuss your specific needs and requirements. Our Programs Coordinator will work with you to develop a plan tailored to your needs. This plan may include modifications to materials, alternative formats, or other adjustments to our programming. We will implement the agreed-upon accommodations in a timely manner to ensure your full participation in our programming and access to materials. We value your feedback on the effectiveness of the accommodations provided. We will also schedule follow-up discussions to ensure that your accommodation plan remains suitable and effective.

  1. Enrolling in TATP Certificate Programs: Participants may enroll in multiple certificate programs through the TATP. All certificate enrollment is managed in the TATP’s registration and certificate tracking system, EVE (tatp.eve.utoronto.ca). Workshops and practical sessions can only be counted towards one certificate.
  2. Workshop Attendance Policy: Participants who arrive more than 20 minutes late to an online or in-person session will not be able to count the session towards a certificate program. Participants who must leave a workshop early are asked to inform the workshop presenter that they are leaving the session early. If a participant leaves a session more than 20 minutes early, they will not be able to count the session towards a certificate program. For in-person sessions, attendance is collected at te end of the session. For online sessions, attendance is tracked through the video conferencing platform (Zoom/Teams)
  3. Completing Certificate Requirements: As of September 2023, there are no longer time limits for the completion of TATP certificates, participants can complete certificates at any time. All workshop and practicum components are tracked within the registration system (EVE), and can only be applied to a single certificate. The TATP reserves the right to verify that all of the requirements are fulfilled before issuing a certificate.

Consider this a “code of conduct” for the TATP Certificate Program, if you will; some guiding principles that cover all TATP-sponsored workshops, all Microteaching sessions and conduct during consultation meetings with TATP staff.

  1. Disruptive Behaviour: Participants in TATP workshops are expected to conform to University of Toronto expectations regarding academic and behavioural conduct. Further, comments and participation must conform to university policies that guide teaching and learning environments, such as the Ontario Human Rights Code. We ask that all participants respect the efforts of TATP GEDs and your peers in creating a dynamic professional development environment for graduate students. To this end, please refrain from disruptive behaviour that distracts from others’ full participation in the learning environment. This behaviour can include , but is not limited to: talking over or interrupting; using phones and laptops in a distracting and disruptive manner; perfunctory participation in group activities. We ask that you refrain from, ironically, all the behaviours that you can’t stand in your own classrooms.
  2. Respectful Questioning: The TATP Workshop Series is highly interdisciplinary. TAs from all backgrounds, disciplines and levels of experience attend our sessions. This means that the discussion, activities or question-and-answer period in a given session cannot always speak to your particular teaching context. Keep this in mind when listening to others and asking questions in a workshop. During TATP workshops, seek to ask thoughtful questions with a broad enough focus that the answers may interest your fellow workshop participants as well. TATP Workshop Series facilitators cannot always answer questions with a specific disciplinary focus, but TATP staff members are very happy to discuss specific concerns about teaching in a given department or discipline following our workshops.
  3. Respectful Feedback: When commenting on a peer’s point of view in a workshop, or when providing feedback to a peer on his or her teaching during a Microteaching session, it is extremely important to maintain a professional demeanour and to focus on constructive comments that point toward future development or future discussion. Especially when commenting on someone else’s teaching, be sure to provide descriptive comments that paint a picture for the teacher and describe what it is like to be a student sitting in that person’s class, and avoid prescriptive comments that seek to enumerate everything the person is doing wrong and seek to tell the teacher what she or he must do differently. Feedback is not evaluation: you are not meant to critique your peers. You are sharing observations and perspectives.

Please note that any written work submitted to the TATP office in pursuit of the TATP Certificates is subject to the same rigorous standards as written work submitted in academic programs. Any work associated with the office is governed by the University of Toronto’s code of conduct, and as University of Toronto students, you are bound by the rules and regulations surrounding the submission of individual written work at this institution.

PLAGIARISM OF TEACHING PHILOSOPHY STATEMENTS, WRITTEN REFLECTIONS, OR ANY PUBLISHED WORK CONSTITUTES ACADEMIC MISCONDUCT. The following documents will be checked to ensure that no content has been downloaded off the Internet or copied from other print or online resources:

  • teaching dossiers, including teaching philosophy statements
  • written reflections
  • teaching materials used in Microteaching
  • Assignments or syllabi used in peer review sessions

If a student copies any portion of a teaching philosophy statement or teaching dossier, or copies any text from any source without proper citation when preparing a written reflection or a scholarly paper, the student will be considered to be misrepresenting themself. The student will not receive a TATP Certificate, and further action may be taken, meaning the incident may be brought to the attention of the student’s home department. This can have serious consequences as the department may choose to include a citation in the student’s file.

Students who are found to have committed plagiarism or other forms of academic misconduct will be removed from the certificate program.

Back to Top