Fully Funded 2026 Leadership Program for Canadian Teachers: Aga Khan Foundation Canada’s Teachers’ Leadership Institute

If you’re a teacher in Canada who cares deeply about preparing students for a complex, interconnected world, this is the kind of opportunity you don’t scroll past.

The Aga Khan Foundation Canada (AKFC) Teachers’ Leadership Institute (TLI) 2026 is a fully funded, 5-day, in-person professional learning program in Toronto that brings together educators from across the country to dive into global citizenship, sustainability, and international development—and then turn those big ideas into practical, usable classroom tools.

You’re not paying for travel. You’re not paying for accommodation. You’re not paying for meals.
AKFC picks up the bill. Your job is to show up, think hard, learn a ton, and bring it back to your students and colleagues.

This is not a nice little workshop that gives you a folder and a tote bag and sends you home unchanged.
It’s designed to build your leadership capacity as an educator—so you’re not just teaching about global issues, you’re helping shape how your whole school or district approaches them.

And yes, it’s competitive. But if you care about global issues and want your teaching to feel more relevant, more rigorous, and frankly, more alive, it’s absolutely worth putting in the time to apply.

TLI 2026 at a Glance

What This Opportunity Actually Offers (Beyond “Professional Development”)

Let’s translate the description into what this means for you, your classroom, and your career.

1. A Fully Funded Week of Serious Learning in Toronto

AKFC covers:

• Travel: Getting you to Toronto and back (details on exact arrangements will be on the official site, but you’re not booking this on your own credit card and hoping).
• Accommodation: Lodging for the program dates.
• Meals: So you can focus on thinking instead of budgeting.

That alone is huge. Many PD opportunities expect you or your school to pay for flights, hotels, registration, and food—and that’s often the end of the conversation. Here, the financial barrier is taken off the table.

2. Deep Dive into Global Citizenship & Sustainability for Grades 6–12

TLI is built around global citizenship, sustainability, and international development—words that sound lofty until you realize they’re exactly what your students are asking about when they say things like:

• “Why is climate change so political?”
• “Why is there so much inequality around the world?”
• “What do we actually do about all of this?”

The Institute is designed to help you:

• Understand key concepts in global development and sustainability in teacher-friendly, classroom-ready ways.
• Connect curriculum requirements (social studies, science, language arts, math, arts, etc.) to global issues with real examples and case studies.
• Develop new pedagogical strategies – so you’re not just adding “global” as a one-off lesson, but integrating it into the way you teach.

Think of it as an intensive, practical reboot of how you approach “the world beyond the classroom” in your teaching.

3. Collaborative Learning with Educators from Across Canada

You won’t be sitting in a lecture hall passively absorbing PowerPoints.

The program emphasizes:

• Collaborative learning – workshops, discussions, co-design of lessons.
• Peer exchange – hearing what’s working (and what’s not) in other schools, provinces, and contexts.
• Network building – this is where you meet the people who’ll become your go-to contacts for global education projects and ideas.

If you’ve ever felt like you’re the only one in your building who cares about global issues, this is your people.

4. Concrete Classroom Outputs: Co-created Lesson Plans and Resources

This isn’t a “nice ideas, no follow-through” situation.

You’re expected to:

• Develop or co-create lesson plans during or after the institute.
• Pilot those lessons in your classroom during the 2026–2027 school year.
• Provide feedback to AKFC on how those lessons worked, how students responded, and what needs tweaking.

In other words, you’ll leave not just with inspiration, but with actual materials you can use and refine.

5. Leadership Development, Not Just Teaching Techniques

The “Leadership” in Teachers’ Leadership Institute is not decorative.

The program wants participants who will:

• Share what they’ve learned with colleagues and departments.
• Take on a leadership role in promoting global education in their school or district.
• Help build a culture where global citizenship and sustainability aren’t “extras” but core to how students are educated.

If you’ve been itching to move from “I have a few good lessons” to “I’m influencing how we approach global issues school-wide,” TLI is designed to support that shift.

Who Should Apply (and Who Will Be Most Competitive)

You don’t need to teach social studies to be eligible. You don’t need to already be an expert in global development. But there are some clear criteria and some “ideal fit” profiles.

Core Eligibility Requirements

To be eligible, you must:

• Be a certified educator currently teaching in a 6–12 setting in Canada.
  • This includes public, Catholic, independent, and (where recognized) other certified systems.
  • All subject areas are welcome: science, math, English/French, social studies, arts, tech, etc.
• Be based in Canada and able to attend the full in-person institute at York University, Toronto from:
  • Arrivals: July 26, 2026
  • Full-day sessions: July 27–31, 2026
  • Departures: August 1, 2026
• Demonstrate strong interest in integrating global citizenship, sustainability, and development themes into your teaching.
• Show willingness to share your learning with peers and take on a leadership role in global education.
• Be open to reflective practice and collaborative learning with educators from diverse contexts.
• Be proficient in English, as the Institute is conducted primarily in English.
• Commit to ongoing engagement with AKFC’s educator programming during the 2026–2027 school year, including piloting co-created lessons and reporting back.

What a “Great Fit” Looks Like (Real-World Examples)

You’re likely a strong candidate if:

• You’re a social studies teacher in BC who’s already doing a unit on global inequality and wants to deepen it with more accurate, nuanced content and new strategies.
• You’re a science teacher in Alberta trying to connect climate science to real-world social and economic questions, but you’re tired of textbook-level examples.
• You’re an English or French teacher in Quebec using literature from around the world and you want to connect texts to real global citizenship questions.
• You’re a math teacher in Ontario interested in using statistics and data to explore global health, sustainability metrics, or poverty and inequality.
• You’re a teacher-leader or department head who wants to see global citizenship integrated across subjects, not just one unit or grade.

The program is explicit: you don’t need prior expertise in international development. What you need is demonstrated curiosity, a track record of trying to make your teaching more globally informed, and a clear intention to lead, not just absorb.

Insider Tips for a Winning TLI Application

Assume this is competitive. Plan and write accordingly. Here’s how to put together an application that rises above the “generic PD” pile.

1. Show Concrete, Not Vague, Interest in Global Issues

Don’t write: “I’m passionate about global citizenship.”

Do write things like:

• “I currently teach a Grade 9 unit on climate change where students compare Canada’s climate targets to those of three other countries and write policy briefs.”
• “Our Grade 7s do a ‘global water stories’ project. I want to deepen the development perspective and avoid oversimplified charity narratives.”

Reviewers want to see that you’ve already made some attempts—even small ones—to bring global perspectives into your teaching.

2. Make the Leadership Piece Obvious

They’re not only selecting people who will benefit personally; they want multipliers.

Spell out how you’ll share what you learn:

• Will you lead PD sessions at your school?
• Update departmental units?
• Create school-wide projects like global citizenship days or cross-curricular initiatives?
• Mentor other teachers who are curious but don’t know where to start?

Give specific, realistic plans, not “I will share this with colleagues.”

3. Explain How This Program Fits Your Trajectory

Connect TLI to your professional arc:

• Are you moving into more formal leadership (e.g., department head, instructional coach)?
• Are you the unofficial “global issues person” already and want more rigor and structure?
• Are you looking to shift your practice from “awareness days” toward sustained, curriculum-embedded work?

Show that TLI is not a random workshop, but a logical next step.

4. Name the Gaps You’re Trying to Address

Strong applications acknowledge what’s missing:

• “My students are engaged with global topics, but I worry our lessons are too superficial.”
• “I want to avoid single-story narratives of the ‘Global South’ and need more nuanced, accurate classroom resources.”
• “I need better ways to assess global competencies beyond participation in discussions.”

This tells reviewers you’re reflective, not just enthusiastic.

5. Highlight Openness to Collaboration and Reflection

TLI emphasizes collaborative learning and reflective practice.

Use your application to show:

• Examples of times you’ve adjusted your teaching based on student feedback.
• Instances where you co-designed units with colleagues.
• Projects where you tried something, it didn’t fully work, and you iterated.

They’re not looking for perfection; they’re looking for educators who think critically about their own practice.

6. Respect the Time Commitment—and Say How You’ll Manage It

You’re committing to:

• A full week in July 2026.
• Ongoing engagement through the 2026–2027 school year.

Explain briefly how you can realistically manage that:

• Administrative support?
• Departmental backing?
• Flexibility in your timetable?
• Personal readiness for the workload?

This reassures reviewers you understand what you’re signing up for.

Application Timeline: Working Backward from the Deadline

The listing notes a deadline of February 28, 2025 with applications accepted on a rolling basis until then (original text also mentions Feb 28, 2026—double-check the official page for the final word). Either way, don’t treat this as a “submit at 11:59pm the night before” situation.

Here’s a suggested timeline if you’re aiming for the final deadline:

December 2024 – Early January 2025: Research and Reflection

• Read through the official program page carefully.
• Reflect on:
  • How you currently integrate (or want to integrate) global citizenship and sustainability.
  • Specific units or courses where this is most relevant.
• Jot down bullet points about:
  • Past or current global projects/lessons.
  • Where you want to grow.
  • How you’d share learning with your school.

Mid–Late January 2025: Draft Your Application

• Write your responses in a separate document (do not compose directly in the portal).
• Draft:
  • Clear examples of your current practice.
  • Your motivation for applying.
  • How you’ll act as a leader afterward.
• Ask a trusted colleague or department head to read it for clarity and impact.

Early–Mid February 2025: Refine and Confirm

• Tighten your writing—be concrete, not buzzwordy.
• Confirm:
  • You can attend the full program dates.
  • Your administration is aware and, ideally, supportive.
• Do a final pass for typos and repetition.

At Least 3–5 Days Before the Deadline: Submit

• Don’t wait for the last day; online portals can be temperamental.
• Check that:
  • All required fields are complete.
  • Any required uploads (CV, references, etc., if requested on the official form) are attached and correctly formatted.
• Hit submit while you still have wiggle room for any technical issues.

If applications are truly rolling, applying earlier may improve your chances before spots fill up—another reason not to procrastinate.

Required Materials (and How to Make Them Strong)

The original description doesn’t list every form field, but based on similar programs and the Submittable platform, you should expect some or all of the following:

1. Online Application Form

You’ll likely need to provide:

• Basic personal and contact information.
• School and district details.
• Teaching role, subjects, grades, and years of experience.
• Confirmation that you meet eligibility criteria (grades 6–12, certified, based in Canada, etc.).

Fill these out accurately and consistently with your other documents.

2. Short Answer Questions or Personal Statement

Expect prompts along the lines of:

• Why are you interested in TLI?
• How do you currently—or hope to—integrate global citizenship and sustainability?
• How will you share your learning with others?

Treat these as mini-essays:

• Use specific classroom examples, not general claims.
• Show a mix of experience, humility, and ambition.
• Keep answers structured: problem → what you currently do → where you want to go → how TLI fits.

3. CV or Professional Resume (If Requested)

Highlight:

• Teaching experience by grade and subject.
• Leadership roles (formal and informal).
• Relevant projects:
  • Global issue units.
  • Intercultural initiatives.
  • Sustainability or SDG-related work.
• Any professional learning or projects related to diversity, equity, inclusion, reconciliation, etc.

4. School or Administrative Support (Possible)

Some institutes request:

• A statement of support from a principal or department head, or
• Confirmation that the school knows you may be away for specific dates.

If that’s the case:

• Brief your administrator early.
• Provide them with 3–4 bullet points they can use or adapt for their letter (this helps them help you).

What Makes an Application Stand Out to Reviewers

Reviewers will read a lot of applications from smart, caring teachers. The ones that stick tend to have these qualities:

1. Specific, Not Generic

A standout application doesn’t say:

“I’m passionate about global citizenship and want to prepare my students for an interconnected world.”

That sentence could have been written by anyone.

It says things like:

“In my Grade 10 science class, students investigate climate models for three countries and compare them with local Indigenous knowledge about seasonal shifts. I want to strengthen the development dimension of the unit so they understand who’s most affected and why.”

Specific = memorable.

2. Honest About Challenges

Strong applicants admit what they struggle with:

• “I worry some of my lessons unintentionally reinforce stereotypes.”
• “I’m not always sure how to talk about complex development issues without oversimplifying.”
• “I’ve struggled to assess ‘global competencies’ in meaningful ways.”

This makes you look thoughtful, not weak.

3. Clear Leadership Potential

Reviewers are asking: If we invest in this person, how many students and colleagues benefit?

You stand out when you:

• Point to past leadership (even informal).
• Present a realistic plan to share your learning.
• Show that your school context is open—at least somewhat—to global work (or that you’re strategic about how to introduce it).

4. Alignment with Program Themes

Your application should clearly align with:

• Global citizenship (rights, responsibilities, participation, multiple perspectives).
• Sustainability (environment, economy, society).
• International development (equity, poverty, global systems, power, local voices).

You don’t need to use all the jargon; you do need to show that you’re working (or want to work) with these big ideas.

Common Mistakes to Avoid

Avoid these pitfalls if you want to stay in the “serious contender” pile.

1. Being Too Vague

“Global education” can mean anything from map skills to the UN Sustainable Development Goals.

Don’t say:

• “I want to help my students understand other cultures.”

Say:

• “I want to move beyond food-and-flag multicultural days to a deeper exploration of how power, history, and economics shape people’s lives in different countries, including Canada.”

2. Treating TLI Like a Vacation

Remember: fully funded does not mean “free holiday in Toronto.”

If your application feels like:

• “I’d love a break from my school.”
• “It would be nice to visit Toronto in the summer.”

You’re likely done.

Make it clear you see this as intensive, purposeful professional learning that you’ll carry forward.

3. Ignoring the Leadership Element

If your application is all about your personal growth, with nothing about sharing with others, you’re missing half the brief.

Always address:

• How you’ll multiply the value of the program in your school or district.

4. Overstating Experience or Using Buzzwords

Don’t try to sound like an academic paper.

Avoid strings of jargon (“equipping students with 21st-century global competencies through inquiry-based, student-centered, project-based paradigms”) that say nothing.

Plain, precise language wins.

5. Submitting at the Last Minute

Leaving it to the final hours:

• Increases your chances of technical glitches.
• Decreases the quality of your answers.

Give yourself at least a week of buffer before the deadline.

Frequently Asked Questions

1. Do I have to teach social studies or “global issues” to apply?

No. The Institute is open to all subject areas as long as you’re a certified teacher in a 6–12 setting in Canada.

Math, science, language arts, arts, tech, phys ed—everyone brings something different to global citizenship and sustainability.

2. I’m not an expert in international development. Is that a problem?

Not at all.

The program is designed to build your understanding, not test what you already know. What matters is:

• Your curiosity.
• Your willingness to learn.
• Your readiness to rethink and refine your teaching.

3. Will I have to pay anything?

According to the listing, no.

AKFC covers:

• Travel
• Accommodation
• Meals

Check the official site for any small incidental costs (e.g., local transit, personal expenses), but the program itself is positioned as fully funded.

4. Do I get official recognition or certificates?

Most institutes of this kind provide certificates of completion and often align with professional learning standards. The official page will clarify, but you can reasonably expect some form of recognition you can list on your resume and share with your school.

5. What if I’m not sure I can attend all the dates?

Then you shouldn’t apply until you’re sure.

Full participation is a non-negotiable part of eligibility. Reviewers want people who can commit to the entire experience.

6. How intensive is the follow-up during the 2026–2027 school year?

You’ll be expected to:

• Trial co-created lesson plans.
• Participate in AKFC Educator programming (likely virtual sessions, check-ins, or communities of practice).
• Provide feedback on what worked and what didn’t.

It’s not a second full-time job, but it does require intentional effort. If you’re already stretched to the absolute limit with no flexibility, you’ll want to think carefully about your capacity.

7. Is this only for certain provinces or school systems?

No. The opportunity is open to educators across Canada as long as you meet the certification and grade-level criteria.

How to Apply (Next Steps)

You apply online through AKFC’s Submittable portal.

Here’s a simple, practical sequence:

1. Read the official call carefully.
   Go to the application page and read every section, especially anything about eligibility, expectations, and required responses.

2. Confirm your eligibility and availability.

   • Are you a certified teacher in a 6–12 setting in Canada?
   • Can you attend from July 26–August 1, 2026?
   • Are you prepared to engage through the 2026–2027 school year?

3. Draft your answers offline.

   • Open a Word/Google Doc.
   • Draft thoughtful, specific responses to each application question.
   • Use concrete examples from your classroom and leadership experience.

4. Loop in your admin.

   • Let your principal or department head know you’re applying.
   • Ask for any needed letters or confirmations early, if required.
   • Signal your intention to share learning if selected.

5. Polish and proofread.

   • Read every answer out loud.
   • Check for clarity, specificity, and flow.
   • Eliminate vague phrases and buzzwords.

6. Submit before the rush.

   • Log into the portal.
   • Paste or upload your responses.
   • Double-check all fields.
   • Submit several days before the deadline.

Get Started: Official Application Link

Ready to go for it—or at least see the full details straight from the source?

Visit the official Aga Khan Foundation Canada Teachers’ Leadership Institute 2026 application page here:

Apply and read full details:
https://akfc.submittable.com/submit/340354/teachers-leadership-institute-2026-application

Take an evening, grab your favorite drink, and write the kind of application that reflects who you really are as an educator: thoughtful, ambitious for your students, and ready to take global education seriously.