The Ontario Police College (OPC) has introduced the Applied Police Educator Course (APEC)—a fully redesigned program that now serves as the foundational training for officers seeking to become police educators in their services or progress into OPC’s certified specialty trainer courses. APEC replaces the former Facilitating and Assessing Police Learning (FAPL) course and represents a significant evolution in police educator development across Ontario.

 

A Thoughtful Redesign Informed by Stakeholder Feedback

The transition from FAPL to APEC was driven directly by feedback from police stakeholders across the province. While FAPL utilized a six‑week blended model—five weeks online followed by one week in person—stakeholders consistently expressed a preference for a course offered entirely in person, emphasizing the importance of hands‑on practice, peer collaboration, and real-time facilitation experience.

In response, Dr. Carolyn Fraser, who assumed leadership of the original FAPL portfolio, undertook a full redesign of the course. Her work ensured that the updated program reflected stakeholder needs while integrating modern educational best practices specific to law enforcement training environments. The result is APEC: an intensive, nine‑day, fully in‑class program that balances theory, experiential learning, and practical assessment.

 

A Comprehensive, Practice‑Focused Course Experience

APEC prepares aspiring police trainers by equipping them with advanced skills in facilitation, instructional design, assessment, and learner-centered teaching. The program blends educational theory with applied practice to ensure participants can confidently design and deliver effective police training.

Delivery Format Includes:

• In‑class lectures
• Collaborative and problem-based learning
• Practical teaching and facilitation scenarios
• Lesson plan development
• Structured assessments and feedback

 

Core Lesson Areas

Participants explore a wide range of essential topics critical to modern police education:

1. Learning and Memory: Strategies for Police Training
2. Basic Instructional System Design using the I‑ADDIE Model
3. Writing Effective Learning Objectives
4. Writing and Preparing Lesson Plans
5. Instructional Methods and Techniques
6. Facilitating Learning Activities
7. Effective Presentation Skills & Classroom Management
8. Facilitating and Assessing Practical Scenarios
9. Assessing Learning: Measuring Understanding and Impact
10. Multi-Media Instruction
11. Conducting Course Evaluations and Surveys
12. Professional Practice and Ethical Police Training
13. Developing a Teaching Philosophy
14. Police Trainer as Leader

 

A New Standard for Police Educator Development

By replacing the previous FAPL program, APEC establishes a refreshed and more robust standard for police educator training. Its fully in‑person delivery model directly addresses stakeholder needs and supports more effective instructor development through immersive learning and hands‑on practice.

As police educators continue to shape the next generation of officers, APEC ensures they are prepared with the knowledge, skills, and professional mindset required to lead with competence and confidence in today’s policing landscape.