2131 Williams Pkwy #4, Brampton, Ontario, L6S 5Z4, Canada
275 Rudar Road, Mississauga, Ontario, L5A 1S2, Canada
Indirect Support:
2131 Williams Pkwy #4, Brampton, Ontario, L6S 5Z4, Canada
275 Rudar Road, Mississauga, Ontario, L5A 1S2, Canada
0
1981
2000
200
9 to 12
1 to 12
Coed
Coed
eSchool
Day
English
English
Academic
Academic
Traditional
Traditional
Varies
8 to 12
Learning, Behavioral
Learning, Developmental, Behavioral
$745
$19,055 to $22,000
No
No
0%
0%
None
None
$0
$0
500
17
0%
0%
100%
100%
1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11, 12
Not available
Rolling
Not available
Not available
No
Yes
No
No
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There are many things that online instruction can offer that other schools simply can’t, including distance learning and remediation. At Ontario eSecondary School courses can be started at any point, and students are able to work through the material at their own pace. Live 24/7 online tutoring is understandably a draw, and also makes this an option for students in all time zones, anywhere in the world. Pacing is student directed, allowing for accelerated completion. It’s an attractive option for students looking to gain the Ontario diploma, or to add courses to an existing program of study.
View full reportMentor College and the TEAM schools (Tutorial and Educational Assistance in Mississauga) are closely associated. They are overseen by a single administrative body, and they share some facilities, services, and extracurricular programs. The most obvious difference between them is focus: where Mentor College provides a program for students proceeding within the academic stream, and the TEAM providing a program for those proceeding within the applied stream. That said, it's the other differences—including style of instruction, class size, and individual attention—that ultimately distinguish the schools. Many students arrive at TEAM after struggling to meet their true academic potential within a more traditional academic setting. The ideal student is one who will benefit from the added support and attention, with particular attention to numeracy, literacy, and the development of sound learning skills. Due in part to the association with Mentor College and TSS, the facilities are modern and robust, as are student services and transportation.
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"They have every course imaginable and incredible teachers to teach the course..."
Sherri Martin - Parent (May 03, 2021)
Ontario E School provided a robust online educational experience for my daughter. She felt the in-pe...
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"The teachers were also very helpful and a huge reason why I did so well at OES."
Michael Hall - Alumnus (Sep 15, 2021)
My experience at Ontario eSecondary School (OES) was phenomenal. I was able to finish my grade 12 at...
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"The staff could not have been more supportive."
Anjali Majmudar - Student (Nov 02, 2021)
I had a great time taking this course! The staff could not have been more supportive. My teacher Ms....
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"While at Team my son developed a strong work ethic and sense of self."
Carmen Mcleod - Parent (Oct 06, 2020)
My son came to Team from a French Immersion school in the TDSB. He was falling far behind. He starte...
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"Ontario eSecondary School (OES) is a Ministry of Education accredited online high school that allow students to earn credits towards the Ontario Secondary School Diploma (OSSD). We offer free 24/7 online tutoring with enrolment and ensure your experience is filled with success by being responsive and available. Registration is open year-round and students can complete courses in as quickly as 4 weeks or as long as 12 months. With affordable online learning we are a trusted source for Grade 9 to 12 credits."
"Located in the Dundas/Hurontario area of Mississauga, TEAM School provides an academic program for both elementary and secondary students. Students from ages 6 to 14 benefit from small class sizes (8 students) and an individualized academic programme to provide an educational upgrading. As their skills improve, TEAM students realize that they really do have the ability to do well in school. The potential that parents had always seen in their children surfaces and they are ready for the next step in the learning process. Classroom learning is enhanced by more than 35 school clubs and sports teams, as well as by the school-wide musical. Students aged 10 and up enjoy a week at the school's Outdoor Education Centre in Muskoka. TEAM Secondary School (TSS) offers a full curriculum for students at the applied (college-bound) level with a maximum class size of 12 students. Students in Grades 9-12 are provided with a premium laptop for the school year."
"Many Ontario high school students register with OES as they search for online high school courses with flexibility. We offer a range of compulsory and elective courses for grades 9 through 12 in subject like english, science and math. We also offer upgrade courses which are courses you need to repeat in hopes or earning a higher mark for post-secondary admissions."
"TEAM School addresses the needs of a variety of students: students who require academic upgrading, students who benefit from small class sizes and extra teacher support, and students who have had an educational assessment indicating a learning challenge.
Co-curricular trips to the school's Outdoor Education Centre in Muskoka enhance in-class learning in the upper grades. Extracurricular activities abound, and include learning opportunities in sports, music, drama and special-interest clubs."
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"The supportive teachers and great support staff are reasons why parents and students choose us over others. With pressing deadlines and the need to communicate with universities and colleges in a timely fashion we go above and beyond in this regard."
"TEAM School boasts superior facilities, some of which are shared with Mentor College. Our transportation system, also shared with Mentor College, covers all areas of Mississauga, Brampton, Oakville, and Etobicoke."
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"That we care about student success and how students perform in post-secondary. We view our school as a transformative learning experience not a transactional one."
"We believe that the TEAM extracurricular program offers a club or team for just about every interest. There are clubs, teams, and special events at TEAM that have been running for decades. Many of these groups were initiated by a student or staff member's passion and knowledge in a specific area. Most clubs, teams, and events are grade/division-specific and schoolwide events like the Culture Show and the charity Fashion Show bring together students of all ages."
"That we reply to emails on evening and weekends which gives them the reassurance that we care and are there to support them in any way that we can."
"Families are pleased when they discover how long TEAM School has been in existence. For over 40 years, TEAM has prepared students for success by providing a solid academic foundation. Parents are also reassured by the fact that all of the members of our leadership team - from director Mr. Macdonald to the principals - were at one time teachers in a TEAM classroom."
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As one of the leaders at Ontario eSecondary School I strive to ensure that your online high school experience is filled with support and success. Attending our school means that you can study hard knowing that you’re getting the best from us at all times as we work closely with our certified staff and course developers on a frequent basis. With eLearning in Ontario growing at a rapid pace you can expect that we will grow as well and ensure that our policies and approaches to student success are dynamic as well. From the entire staff, we look forward to your enrollment and helping you achieve your goals. If you have any questions about our school you can contact me directly at [email protected]
Thank you for taking the time to visit the TEAM School page at Our Kids! Since 1982, TEAM School has offered a safe and positive learning environment where Grades 1 to 8 students can benefit from an 8:1 student-teacher ratio and an individualized learning programme. Our High School programme is an ideal setting for students studying at the applied level who intend to pursue post-secondary education at the college level. I invite you to enjoy the various resources available here and to visit our website for the latest news. If you would like to visit TEAM School, please check the "Events" section for our upcoming open house dates and times. I look forward to meeting you! Thank you for your interest in TEAM School!
Traditional
Information not available
Traditional curricula tend to be very content-based and rooted in the core disciplines. It is a structured approach that involves the teacher delivering a unified curriculum through direct instruction. Students usually learn by observing and listening to their teacher, studying facts and concepts in textbooks, and completing both tests and written assignments - which challenge students to not only demonstrate their mastery of content but their ability to analyze and deconstruct it critically. Class discussions are also used to create critical dialogue around the content of the curriculum.
Traditional curricula tend to be very content-based and rooted in the core disciplines. It is a structured approach that involves the teacher delivering a unified curriculum through direct instruction. Students usually learn by observing and listening to their teacher, studying facts and concepts in textbooks, and completing both tests and written assignments - which challenge students to not only demonstrate their mastery of content but their ability to analyze and deconstruct it critically. Class discussions are also used to create critical dialogue around the content of the curriculum.
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We are an accredited online high school that adhere to the Ontario High School Curriculum. Our online courses allow for students to meet the overall and specific expectations of the course through a variety of resources that include videos, presentations, readings and tests.
Our high school programme is based upon clearly defined goals within a structured environment. Emphasis is placed on the compulsory core credits at the applied level, in preparation for admission to post-secondary college programmes. We stress the personal and academic growth of students in an environment that offers personal attention and small class sizes. All courses are offered in a full-year, non-semestered format to allow for continual learning throughout the entire academic session. In the elementary division, each student has an individualized programme (8:1 student-teacher ratio) for all subject areas. This small and supportive setting allows the student to accomplish work at his or her current level of success and to move on to challenging work. Small group instruction in core subject areas is given to upgrade the student’s skills. Within the classroom there are 2 teachers and 16 students, which offers a typical classroom social setting. Grade level science and social studies instruction is provided. Students gain skills and strategies as they upgrade their skills to best prepare for continued academic success.
Traditional Math
Traditional Math typically teaches a method or algorithm FIRST, and THEN teaches the applications for the method. Traditional algorithms are emphasized and practiced regularly: repetition and drills are frequently used to ensure foundational mastery in the underlying mathematical procedures. The traditional approach to math views math education as akin to building a logical edifice: each brick depends on the support of the previously laid ones, which represent mastery over a particular procedure or method. Traditional Math begins by giving students a tool, and then challenges students to practice using that tool an applied way, with progressively challenging problems. In this sense Traditional Math aims to establish procedural understanding before conceptual and applied understanding.
Traditional Math typically teaches a method or algorithm FIRST, and THEN teaches the applications for the method. Traditional algorithms are emphasized and practiced regularly: repetition and drills are frequently used to ensure foundational mastery in the underlying mathematical procedures. The traditional approach to math views math education as akin to building a logical edifice: each brick depends on the support of the previously laid ones, which represent mastery over a particular procedure or method. Traditional Math begins by giving students a tool, and then challenges students to practice using that tool an applied way, with progressively challenging problems. In this sense Traditional Math aims to establish procedural understanding before conceptual and applied understanding.
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Students are able to use scientific calculators on tests and exams and will be provided with additional resources as applicable
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Phonics-intensive
Systematic-phonics programs teach young children to read by helping them to recognize and sound out the letters and syllables of words. Students are then led to blend these sounds together to sound out and recognize the whole word. While other reading programs might touch on phonetics (either incidentally or on a “when needed” basis), systematic phonics teaches phonics in a specific sequence, and uses extensive repetition and direct instruction to help readers associate specific letter patterns with their associated sounds.
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No
Systematic approach
The systematic approach to teaching beginner writing focuses on directly imparting explicit sentence construction strategies, along with planning, revising, and editing skills. Students are asked to learn these explicit strategies and skills and practice them before applying them in more holistic writing assignments. Grammar and parts of sentences tend to have a central role in systematic writing instruction.
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Equal Balance
Science programs that balance expository and inquiry learning equally will likely have an equal blend of tests and experiments; direct, textbook-based instruction and student-centred projects.
Science programs that balance expository and inquiry learning equally will likely have an equal blend of tests and experiments; direct, textbook-based instruction and student-centred projects.
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Evolution as consensus theory
Evolution as one of many equally viable theories
Evolution is not taught
Evolution as consensus theory
Evolution as one of many equally viable theories
Evolution is not taught
Zoology
Equal Balance
These literature programs draw in equal measure from “Traditional” and “Social Justice” programs.
These literature programs draw in equal measure from “Traditional” and “Social Justice” programs.
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Ancient lit
English lit
World (non-Western) lit
European (continental) lit
American lit
Canadian lit
Ancient lit
English lit
World (non-Western) lit
European (continental) lit
American lit
Canadian lit
Expanding Communities
The Expanding Communities approach organizes the curriculum around students’ present, everyday experience. In the younger grades, students might learn about themselves, for example. As they move through the grades, the focus gradually broadens in scope: to the family, neighbourhood, city, province, country, and globe. The curriculum tends to have less focus on history than Core Knowledge programs.
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Equal Balance
These programs represent an equal balance between the perennialist and pragmatic approach to teaching the humanities and social sciences.
These programs represent an equal balance between the perennialist and pragmatic approach to teaching the humanities and social sciences.
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Hebrew
ESL
Spanish
Russian
Latin
Japanese
Italian
Greek
German
French
Chinese-Mandarin
Chinese-Cantonese
Hebrew
ESL
Spanish
Russian
Latin
Japanese
Italian
Greek
German
French
Chinese-Mandarin
Chinese-Cantonese
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Equal Balance
Receptive arts programs emphasize art history (visual, music, theatre, etc) and appreciation over creating or “making” art. Students learn about various artistic works and movements, and are asked to reflect on their underlying aesthetic features and principles. The goal is to give students a core body of knowledge related to the arts, while developing their cognitive, emotional, and aesthetic sensibilities. Studio-work is still a component of most reflective programs, but it plays less of a role than in creative programs.
These programs have an equal emphasis on receptive and creative learning.
We offer a Grade 9 integrated Arts course
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Acting
Dance
Drama/Theatre
Graphic Design
Music
Visual Arts
Acting
Dance
Drama/Theatre
Graphic Design
Music
Visual Arts
Medium integration
A major effort is made to integrate the development of digital literacy throughout the curriculum and in everything students do. Digital literacy is understood to be a fundamental skill in the 21st century: it therefore follows, the idea goes, that teachers should find ways to connect every lesson back to technology. Effort is made to ensure the use of technology is meaningful and advances students’ skills beyond what they would otherwise be from using computers outside the classroom.
Effort is made to integrate the development of digital literacy through the curriculum. However, this is not a dominant focus.
As an online high school the need for computer and technological literacy is important to their success and experience in the course.
We have two (elementary and high school) Mac labs as well as a mobile technology lab with class sets of iPads employing technology to enhance student learning where appropriate.
Web design
Robotics
Computer science
We offer an online physical education course called PPZ3O, Healthy Living. This courses focuses on well-being and mental health.
First and foremost, TEAM School's approach to physical education is to encourage our students to develop a healthy lifestyle. The school adheres to the Ontario curriculum while accommodating individual student needs.
Student-paced
The main curriculum pace is non-standardized and is HIGHLY responsive to the pacing of individual students, (via differentiated instruction, differentiated assessment, etc). In theory, some students outpace the default/normalized curriculum, while others spend periods "behind schedule" if they need the extra time.
The main curriculum pace is non-standardized and is HIGHLY responsive to the pacing of individual students, (via differentiated instruction, differentiated assessment, etc). In theory, some students outpace the default/normalized curriculum, while others spend periods "behind schedule" if they need the extra time.
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Supportive
A school with a “supportive” academic culture focuses more on process than short-term outcomes: academic performance is a welcomed side-benefit, but not the driving focus. This does not mean the school lacks standards, or has low expectations for its students: a school can have a supportive academic culture and still light the fire of ambition in its students. It does mean, however, the school provides a less intensive culture than schools with a “rigorous” academic classification, and is focused more simply on instilling a love of learning and life-long curiosity.
A school with a “supportive” academic culture focuses more on process than short-term outcomes: academic performance is a welcomed side-benefit, but not the driving focus. This does not mean the school lacks standards, or has low expectations for its students: a school can have a supportive academic culture and still light the fire of ambition in its students. It does mean, however, the school provides a less intensive culture than schools with a “rigorous” academic classification, and is focused more simply on instilling a love of learning and life-long curiosity.
Our teachers take pride in the success of students and as a school all of our staff are Ontario Certified. We also provide students with free 24/7 online on-demand tutoring upon enrollment.
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"We intentionally avoid all forms of public distinction between students in terms of academic performance."
"We honour and distinguish our brightest students, using them as examples for other students to follow."
Intellectual
The goal is to cultivate "academically strong, creative and critical thinkers, capable of exercising rationality, apprehending truth, and making aesthetic distinctions."
Balanced
Equal emphasis is placed on a balance of priorities: intellectual, emotional, social and physical cultivation.
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FORMAL SUPPORT FOR DISORDERS, DISABILITIES, AND EXCEPTIONALITIESA - Forms of SupportAccommodation:
Modification:
Remediation:
B - EnvironmentsIndirect Support:
Resource Assistance:
Withdrawal Assistance:
Partial Integration:
Full-Time Class:
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| Forms of Support | Environments | Forms of Support | Environments | |
ADHD (moderate to severe) This is a neurodevelopmental disorder. Children with ADHD may be hyperactive and unable control their impulses. Or they may have trouble paying attention. These behaviors can interfere with school and home life. | ||||
| Learning disabilities | ||||
Dyslexia (Language-Based Learning Disability) This is a learning disability that can limit a child's ability to read and learn. It can have a variety of traits. A few of the main ones are impaired phonological awareness and decoding, problems with orthographic coding, and auditory short-term memory impairment. | ||||
Auditory Processing Disorder (APD) This is a sound differentiation disorder involving problems with reading, comprehension, and language. | ||||
Dyscalculia This is a kind of specific learning disability in math. Kids with this math disorder have problems with calculation. They may also have problems with math-related concepts such as time and money. | ||||
Dysgraphia This is a kind of specific learning disability in writing. It involves problems with handwriting, spelling, and organizing ideas. | ||||
Language Processing Disorder This is characterized by having extreme difficulty understanding what is heard and expressing what one wants to say. These disorders affect the area of the brain that controls language processing.
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Nonverbal Learning Disorders (NLD) These involve difficulties interpreting non-verbal cues, such as facial expressions and body language. They're usually characterized by a significant discrepancy between higher verbal skills and weaker motor, visual-spatial, and social skills. | ||||
Visual Perceptual/Visual Motor Deficit A characteristic seen in people with learning disabilities such as Dysgraphia or Non-verbal LD. It can result in missing subtle differences in shapes or printed letters, losing place frequently, struggles with cutting, holding pencil too tightly, or poor eye/hand coordination. | ||||
| Developmental | ||||
Autism Refers to a range of conditions that involve challenges with social skills, repetitive behaviors, and speech and nonverbal communication. They also involve unique strengths and differences. For instance, there are persons with both low- and high-functioning autism (some claim the latter is identical to Asperger's syndrome). | ||||
Asperger's Syndrome On the autism spectrum, Asperger's is considered quite mild in terms of symptoms. While traits can vary widely, many kids with Asperger's struggle with social skills. They also sometimes fixate on certain subjects and engage in repetitive behaviour. | ||||
Down syndrome his is associated with impairment of cognitive ability and physical growth, and a particular set of facial characteristics. | ||||
Intellectual disability This is a condition characterized by significant limitations in intellectual functioning (e.g., reasoning, learning, and problem solving). Intellectual disabilities are also known as general learning disabilities (and used to be referred to as a kind of mental retardation). | ||||
Williams syndrome This is a rare genetic disorder present at birth. It is characterized by intellectual disabilities or learning problems, unique facial features, and cardiovascular problems. | ||||
Fetal Alcohol Spectrum Disorder (FASD) Fetal Alcohol Spectrum Disorder (FASD) is an umbrella term used to describe the range of effects that can occur in an individual whose mother consumed alcohol during pregnancy. These may include growth deficits, facial anomalies, and damage to the central nervous system, which can lead to cognitive, behavioural, and other problems. | ||||
| Behavioral and Emotional | ||||
Troubled behaviour / troubled teens roubled teens tend to have problems that are intense, persistent, and can lead to quite unpredictable behaviour. This can lead to behavioural and emotional issues, such as drug and alcohol abuse, criminal behaviour, eating disorders, depression, and anxiety. | ||||
Clinical Depression This is a mental health disorder also called "major depression." It involves persistent feelings of sadness, loss, and anger. According to the Mayo Clinic, symptoms are usually severe enough to cause noticeable problems in relationships with others or in daily activities, such as school, work, or one's social life. | ||||
Clinical anxiety This is a mood disorder involving intense, relentless feelings of distress and fear. They can also have excessive and persistent worry about everyday situations, and repeated episodes of intense anxiety or terror. | ||||
Suicidal thoughts This involves persistent thoughts about ending one's life. | ||||
Drug and alcohol abuse This involves the excessive use of drug and/or alcohol, which interferes with daily functioning. | ||||
Oppositional Defiant Disorder (ODD) This is a disruptive behavioural disorder which normally involves angry outbursts, often directed at people of authority. This behaviour must last continuously for six months or more and significantly interfere with daily functioning. | ||||
| Physical | ||||
Multiple sclerosis This is a condition of the central nervous system. It affects the brain, optic nerves, and spinal cord. Symptoms can include fatigue, loss of motor control, memory loss, depression, and cognitive difficulties. | ||||
Cerebral palsy his refers to a group of permanent movement disorders that appear in early childhood. CP is caused by abnormal development or damage to the parts of the brain that control movement, balance, and posture. | ||||
Muscular dystrophy Muscular dystrophy is a neuromuscular disorder which weakens the body's muscles. Causes, symptoms, age of onset, and prognosis vary between individuals. | ||||
Spina Bifida This is a condition present at birth due to the incomplete formation of the spine and spinal cord. It can lead to a number of physical challenges, including paralysis or weakness in the legs, bowel and bladder incontinence, hydrocephalus (too much fluid in the brain), and deformities of the spine. | ||||
Dyspraxia (Developmental Coordination Disorder) This is a Developmental Coordination Disorder (DCD). Also known as "sensory integration disorder," it affects fine and/or gross motor coordination in children and adults. It may also affect speech. | ||||
Blindness Visual impairment is a decreased ability or inability to see that can't be fixed in usual ways, such as with glasses. Some people are completely blind, while others have what's called "legal blindness." | ||||
Deafness Hearing impairment, also known as "hearing loss," is a partial or total inability to hear. The degree of hearing impairment varies between people. It can range from complete hearing loss (or deafness) to partial hearing loss (meaning the ears can pick up some sounds). | ||||
Cystic Fibrosis Cystic Fibrosis (CF) is an inherited genetic condition, which affects the body's respiratory, digestive, and reproductive systems. It affects young children and adults. | ||||
Multiple physical Accommodating a wide range of physical conditions and disabilities. | ||||
Social skills programs
Occupational therapy
Psychotherapy
Speech-language therapy
Social skills programs
Occupational therapy
Psychotherapy
Speech-language therapy
Accommodations
Modifications
Extra support
Social skills programs
Occupational therapy
Psychotherapy
Speech-language therapy
Social skills programs
Occupational therapy
Psychotherapy
Speech-language therapy
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CompetitiveComp. |
RecreationalRec. |
CompetitiveComp. |
RecreationalRec. |
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Badminton |
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Baseball |
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Basketball |
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Canoeing/Kayaking |
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Cricket |
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Cross-country skiing |
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Cycling |
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Downhill skiing |
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Equestrian |
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Fencing |
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Field Hockey |
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Figure Skating |
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Football |
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Golf |
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Gymnastics |
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Ice Hockey |
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Ice Skating |
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Lacrosse |
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Martial Arts |
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Mountain biking |
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Racquet Ball |
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Rowing |
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Rugby |
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Running |
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Sailing |
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Skateboarding |
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Snowboarding |
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Soccer |
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Softball |
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Squash |
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Swimming |
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Tennis |
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Track & Field |
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Volleyball |
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Weightlifting |
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Wrestling |
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Archery |
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Curling |
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Ultimate |
Ballet and Classical Ballet
Yoga
Yearbook
Student Council
Scouting
Science Club
School newspaper
Round Square
Robotics club
Radio club
Poetry/Literature club
Photography
Paintball
Outdoor Education
Outdoor Club
Online Magazine
Musical theatre/Opera
Math Club
Jazz Ensemble
Habitat for Humanity
Foreign Language Club
Environmental Club
Drama Club
Debate Club
Dance Club
Computer Club
Community Service
Choir
Chess Club
Band
Audiovisual Club
Astronomy Club
Art Club
Animation
Ballet and Classical Ballet
Yoga
Yearbook
Student Council
Scouting
Science Club
School newspaper
Round Square
Robotics club
Radio club
Poetry/Literature club
Photography
Paintball
Outdoor Education
Outdoor Club
Online Magazine
Musical theatre/Opera
Math Club
Jazz Ensemble
Habitat for Humanity
Foreign Language Club
Environmental Club
Drama Club
Debate Club
Dance Club
Computer Club
Community Service
Choir
Chess Club
Band
Audiovisual Club
Astronomy Club
Art Club
Animation
0%
0%
$0
$0
100%
100%
1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11, 12
Not available
Rolling
Not available
Not available
No
Yes
No
No
No
No
No
Yes
No
No
No
No
Accountability, self-management, time-management and ownership.
For students who are interested in enrolling at Ontario eSecondary School (OES) as their main school, there is a one-time $250 fee. If a student requires OES to provide the equivalency credit transfer as a part of their enrollment there is a $150 fee for this service.
If you are interested in admission to TEAM School, we encourage you to visit us at our next open house. If the dates are inconvenient for you, we would be happy to meet you on a more suitable day. Please contact the school office for more information. This is the admissions process to TEAM School:
