Member`s Handbook 2012 - Ontario College of Teachers

Transcription

Ontario Certified Teacher's Handbook 2012
For additional information:
Ontario College of Teachers
Toll-free in Ontario: 1-888-534-2222
E-mail: [email protected]
www.oct.ca
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MAKING
CONNECTIONS
Ontario
Certified
Teacher’s
Handbook
2012
Being an
Certified
Ontario
Teacher
has its privileges.
Making connections.
Every day across Ontario, teachers experience
the joy of seeing students’ faces brighten with
the thrill of learning.
Teachers connect with children inside and outside
the classroom. Maintaining professional boundaries
in all forms of communication, technology-related
or not, is vital to maintaining the public trust and
appropriate relationships with students.
This year, the Ontario College of Teachers has
added its timely Professional Advisory on the
Use of Electronic Communication and Social
Media to the handbook for the first time.
Your card will give you benefits at:
• parks, museums, sporting events and theatres
• travel services and vacation destinations
• vendors for computers, software, school supplies
and books.
For a growing list of places where discounts are
offered to Ontario Certified Teachers, visit
www.oct.ca and click on OCT Discounts on the
right-hand side.
Be sure to carry your card with you and ask
wherever you go – even at venues around the
world – whether you can have an Ontario Certified
Teacher discount.
If you know of an organization or business that
would like to offer a discount, ask someone there
to e-mail [email protected] for information.
Table of Contents
1 Welcome from the Chair and Registrar
5 Your Membership at a Glance
6 Your College at a Glance
9 Our Commitment
Who We Are and What We Do
College Bylaws
17 Your Professional Standards
Foundations of Professional Practice
27 Your Qualifications
Your Professional Requirements
Certificates
Professional Advisory on Additional Qualifications:
Extending Professional Knowledge
45 Your College Membership
Professional Advisory: Use of Electronic
Communication and Social Media
65 Your Professional Designation
69 Your Connections
78 Investigations and Hearings
Complaints, Investigations and Hearings
Professional Advisory on Sexual Abuse
and Professional Misconduct
95Index
97 Contact the College
97 Senior Leadership
“You chose a profession
that will give you many
opportunities to make a
difference in the lives
of your students.”
Welcome from the Chair
Welcome to teaching in Ontario and to
the Ontario College of Teachers. If you just
graduated, you probably can’t wait to greet
your first class, help your students achieve
and invite them to think big as they embark
on a new project.
If you have taught outside Ontario, I am sure
that you are ready and eager to contribute your
skills, knowledge and expertise to Ontario
schools and ignite your students’ learning.
the responsible, professional use of electronic
communication and social media, by adding
our professional advisory and useful tips to
this year’s handbook.
That’s why Making Connections is the theme
for this handbook. You chose a profession that
will give you many opportunities to connect
with students and make a difference in their
lives. Whether by awakening the mind of a child
who is writing his name for the very first time
or attending to the unique talent of a teenage
artist, a teacher helps students navigate through
everyday challenges.
I believe the unique professional knowledge
and skills of teachers are founded on mastering
theory and applying it effectively in the classroom
to benefit our students. That mastery is what being
an Ontario Certified Teacher (OCT) is all about.
As teachers, we bring to our classrooms
care, respect, trust and integrity to inspire
our students to learn and help them realize
their full potential. We guide them with insight
and compassion.
Your first year of teaching in Ontario will be a
challenging and rewarding one, and I wish you
much success.
Liz Papadopoulos, OCT
Council Chair
It is common to feel somewhat uneasy as
you enter your new profession. Don’t be. If you
remain true to our standards, you will enjoy
great success. And to help smooth the way,
we’ve provided timely advice for members about
W E LC O M E F R O M T H E C H A I R
1
“You demonstrate care
and compassion. You
act with integrity and
establish relationships
with students based
on mutual respect.
You are a role model.”
Welcome from the Registrar
Welcome to the Ontario College
of Teachers, home to a community of
professionals who combine specialized
knowledge and skills with a love for
learning and teaching.
I am delighted that such highly educated and
talented people like you, with your gift for inspiring
children, are joining our teaching profession. It is
teachers like you who inspire public confidence
in our profession. How do you do this?
You demonstrate care and compassion. You
act with integrity and establish relationships
with students based on mutual respect.
You are a role model.
We need you to help students set goals and
then to watch with pride as they surpass them.
Our theme for this handbook is Making
Connections because teachers connect with
children inside and outside the classroom.
Advances in technology, with the growing use
of e-communication and social media, have
created new opportunities for teaching and
learning for students and teachers. Their use
should be encouraged. But here’s our advice:
Members should exercise the same care and
caution in the digital world as they do in their
face-to-face interactions with respect to
teaching/learning and their professional image.
During my more than 20 years as an educator,
I’ve learned that teaching, more than anything
else, is about establishing and maintaining
relationships. These relationships are primarily
with students but also with colleagues, parents
and the school community. The key is to have
relationships based on care, trust, respect and
integrity – no matter what the method of
communication. We believe the concept of
relationships extends to the College. We look
forward to building that relationship with you and
welcome your feedback and participation in
College initiatives.
I encourage you to take the time to browse
through this comprehensive handbook. You’ll find
it contains helpful and practical information about
the College and the benefits and services we
offer. If you read just one College publication, this
would be an excellent choice.
Congratulations on joining the ranks of the
dedicated and talented group of teachers in
Ontario. It’s good to have you with us.
We are proud of you and your commitment
to students.
Michael Salvatori, OCT
Registrar and Chief Executive Officer
W E LC O M E F R O M T H E R E G I ST R A R
3
Act professionally
Respect the privacy and confidentiality
of student information.
Your Membership at a Glance
Register in the Members’ Area
You can find up-to-date information about College
affairs on our web site at www.oct.ca, where you
can also open a personal password-protected
account in the Members’ Area. Instructions begin
on page 46.
When you activate or establish your account
in the Members’ Area, you gain secure access
to a range of growing services that will help
you maintain and track information important
to your membership in the College. You can
print your updated Certificate of Qualification
and Registration, see your member profile
page, print a tax receipt or inform the College
of any change to your home address and other
personal information.
You can also receive the College’s electronic
newsletter, Your College and You. It gives you
early access to new developments in the activities
of the College and the profession.
Update your e-mail address
Have you updated your e-mail address on the
College web site? An up-to-date address allows
us to send you the latest College and professional
news that may affect you as a teacher in Ontario.
And if you keep your e-mail address current,
we can also send you an e-mail every time your
Certificate of Qualification and Registration is
updated with Additional Qualifications. See page
47 for step-by-step instructions.
Tell us about changes
For the College to maintain accurate and current
records, it is essential that you inform us about
changes to your personal information or
qualifications. College bylaws require that you
notify the College – within 30 days – of any
change of information, such as an address or
name change. The name you are practising under
must be the same name that appears on the
College’s register Find a Teacher. Step-by-step
instructions are available on page 49.
Need-to-know news
To participate in the College’s activities and to
learn more about interesting initiatives in our
profession, turn to the College’s award-winning
quarterly magazine, Professionally Speaking,
where you will find inspiring stories from your
colleagues across the province, useful articles
and resources, and news about changes to
education policy.
Member discounts
Show your Ontario Certified Teacher (OCT) card
and get great discounts on hotels, cars, trips,
computers, books, school supplies and even real
estate agents’ fees and sporting events!
For a list of discounts, go to www.oct.ca and
click on OCT Discounts on the right side of the
home page.
Y O U R M E M B E R S H I P AT A G L A N C E
5
Your College at a Glance
What is the mandate of the
Ontario College of Teachers?
The College was established in 1997 to
allow Ontario teachers to regulate and
govern their own profession in the public
interest. The College sets ethical
standards and standards of practice,
issues teaching certificates and may
suspend or revoke them. We accredit
teacher education programs and courses,
and investigate and hear complaints
about individual members. We are also
mandated to communicate with the
public on behalf of the profession, which
we do primarily through our web site
at www.oct.ca.
How does the College fulfill
its duty to serve and protect the
public interest?
Through the College, Ontario’s teaching
profession works to ensure that qualified
and committed teachers provide quality
teaching to our students. The College
is accountable for how it carries out
its responsibilities.
For example, on the College web site,
the public can view a register of all our
members that includes their qualifications
and credentials. Disciplinary hearings are
open to the public, and a summary of
hearing decisions is published in the
College magazine and on our web site.
How are we governed?
Need more info?
To learn more go to www.oct.ca.
6
M E M B E R ’ S H A N D B O O K 2 0 10
The College is governed by a Council
of 37 members, 23 of whom are members
of the College elected by their peers for
three-year terms.
The College relies on the
involvement and input of
its members and education
partners in its work to
continuously improve the
teaching profession.
Your College at a Glance
Members are elected from the English
public, English Catholic, French public,
French Catholic, elementary and secondary
school systems in all regions of the province
to represent the public interest. Four
elected members represent principal/viceprincipal, supervisory officer, faculty
of education and private school positions.
Ontario certified teachers are
loyal to their profession and to
practicing in the province. In a
member survey, two-thirds of
respondents said they plan to
teach in Ontario until they retire.
The other 14 members of Council are
appointed by the provincial government
for terms of up to three years. The
Council meets at least four times a year
to develop and approve policies.
Get to know your Council with a quick click
of your mouse. You’ll find short biographies
and photos of Council members at
www.oct.ca g Council g Members.
Who are our members?
The majority of College members are
classroom teachers, but vice-principals,
principals, supervisory officers and
directors of education must also be
certified teachers to hold the positions
they do.
égalem
ent dispon
Energy efficiency is a key feature and
dovetails with our commitment to
sustainable development. To demonstrate
our dedication to a more eco-friendly
workplace, the College is working toward
LEED (Leadership in Energy and
Environmental Design) certification.
This handbook, along with other
correspondence you may receive from
the College from time to time, is printed
on 100 per cent, post-consumer recycled
paper using vegetable-based inks.
2011
tion est
The Ontario College of Teachers is greener
and smarter. Improving the environmental
footprint of our building is a high priority.
er's Hand
book
publica
Your College is green
For addit
ional inform
Ontario
ation:
College
Toll-free
of Teach
in Onta
ers
E-mail:
rio: 1-888
info@
-534-2222
www.oct.c oct.ca
a
The majority of College members are classroom teachers,
but vice-principals, principals, supervisory officers and
directors of education are also certified teachers who begin
their careers in the classroom.
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Learn more about the College’s popular
Find an AQ online search tool. You will
find various services we offer throughout
this publication.
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The College offers its members and the
public a wide range of resources on job
opportunities, teaching and education on
its web site, through the Margaret Wilson
Library and in our quarterly magazine,
Professionally Speaking.
Ontario
Certi
Our members work in publicly funded
schools, faculties of education, the Ministry
of Education, teachers’ federations, the
College, independent schools, First Nations
schools and many other institutions that
provide education opportunities for
teachers and their students in Ontario,
as well as in other parts of Canada
and around the world. The College
membership reached 230,000 in 2011.
What services do we offer you?
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Y O U R C O L L E G E AT A G L A N C E
7
Interact with
students appropriately
Maintain a formal, courteous
and professional tone in all
communications with students
to ensure that professional
boundaries with students
are maintained.
Our Commitment
Teachers share with the public a strong
commitment to providing the best
education possible for Ontario children.
The College was established to act on
behalf of the teaching profession in
fulfilling that commitment. The College
operates in an open and accountable
manner to promote public trust and
confidence in the teaching profession.
P U B L I C A C C O U N TA B I L I T Y
9
Who We Are and What We Do
During the course of your career, you
will often hear and read that the College
reglates the teaching profession in the
public interest.
Self-regulation means that the government
has delegated its regulatory functions to
those who have the specialized knowledge
necessary to do the job.
The granting of self-regulation is an
acknowledgement by the legislature that
teaching is a profession whose members
are capable of governing themselves.
Our goal is to help ensure that students
in Ontario schools are taught by highly
skilled, certified teachers practising to
the highest standards. The profession
must also be prepared to uphold its
standards and deal with issues of member
incompetence, incapacity or misconduct.
The teaching profession, through its
College, sets the requirements for entering
teaching, certifies qualified teachers,
develops and maintains ethical standards
and standards of practice, and accredits
teacher education programs and courses
to ensure consistent high quality in the
preparation of teachers.
We operate in an open and accountable
manner, which means that we communicate
with the public about what we do and
how our work supports public education.
This approach builds public trust in the
profession and the important role it plays
in the education of Ontario students.
10
Public accountability
An essential element of self-regulation for
the profession is public accountability. The
College operates in an open and
accountable manner in order to build and
maintain public confidence in the work
that it does. Accountability means that
College activities are transparent to the
public and information is easily accessible.
Students, parents, teachers and the public
all benefit from a publicly accountable
profession.
Our goal is
to help ensure
that students
in Ontario
schools are
taught by
highly skilled,
certified
teachers
practising to
the highest
standards.
Find a Teacher section
of the web site
An Ontario teaching certificate is, in effect,
a licence to teach in Ontario. The College
issues teaching certificates under powers
delegated to it by the Ontario legislature,
so your qualifications and the fact that you
hold a teaching certificate are matters of
public record.
The Ontario College of Teachers Act
requires that the College maintain a
public register of its members.
Find a Teacher, available online,
provides information on your status
and qualifications as a teacher, and
is an important part of the teaching
profession’s commitment to openness
and public accountability.
Our goal is to help ensure that students
in Ontario schools are taught by highly
skilled, certified teachers practising to
the highest standards.
O N TA R I O C E R T I F I E D T E A C H E R ’ S H A N D B O O K 2 0 1 2
Need more info?
To learn more go to
www.oct.ca.
Our Commitment
The accessibility of the Find a Teacher
link benefits our members in a number
of ways. If you need to show proof of your
qualifications for employment purposes,
for example, you can refer potential
employers to the Find a Teacher section
on the College web site.
The College’s annual
report is one of the
ways in which we
fulfill our commitment
to be accountable to
the public.
Find a Teacher does not include personal
information, such as address or phone
number. It provides the following
information about each College member:
• name and registration number
• type of certificate held
• date certificate was issued and expiry
date, if applicable
• notification of completion of the
New Teacher Induction Program
• Basic and Additional Qualifications
• where and when degrees and teacher
education programs were completed
• whether a member is in good standing,
whether a member has retired or
resigned, whether a certificate has
been revoked or suspended
• whether a member is subject to an
order of the Discipline or Fitness to
Practise committees or appealing an
order of either committee
• any terms, conditions or limitations
placed on a certificate.
The public register has been available to
members of the profession and the public
since 1997. A member may request to
remove a former name from the register,
provided the member has never taught
under that name, by completing a request
form on the College web site. The Registrar
may require supporting documentation
with the request.
Annual report
Legislation requires the College to report
annually to the legislature about its
activities.The College uses this opportunity
to produce an annual report that provides
a wealth of statistical information about
the Ontario teaching profession. A wide
variety of policy-makers, media, academics,
schools and other education organizations
look to the College for key information
about Ontario certified teachers.
We have published the annual report online
since 2008 to reduce our environmental
impact and enhance accessibility to a
fuller range of statistical information
about the Ontario teaching profession.
Annual reports dating from 1997
are available online at www.oct.ca g
College Communications.
Discipline decisions
For the public, one of the College’s most
important functions is its responsibility
to address complaints about individual
members. The College is committed to
providing fair and impartial treatment for
its members while carrying out its duty to
protect Ontario students and the integrity
of the profession.
It is very important to the public’s trust
in our profession that information about
this process is easily available.
Disciplinary hearings are open to the
public and their outcome is published in
Professionally Speaking and on our web
site. Any disciplinary action taken against
a member is posted to the member’s
record in the Find a Teacher section of the
OUR COMMITMENT
11
Our Commitment
web site. Copies of discipline decisions
from hearings that are held in public are
available from the College’s Margaret
Wilson Library at [email protected].
•
•
College mandate
A self-regulatory body carries out its
mandate in a transparent and accountable
manner to maintain public confidence
in the regulation of the profession in the
public interest.
The College’s authority is contained in the
Ontario College of Teachers Act, which was
approved by the Ontario Legislature in
1996. The College is mandated to:
• regulate the profession of teaching
and govern its members
• develop, establish and maintain
qualifications for membership in
the College
• accredit professional teacher education
programs offered by postsecondary
educational institutions in Ontario
• accredit ongoing education programs
for teachers offered by postsecondary
educational institutions and other
bodies in Ontario
• issue, renew, amend, suspend, cancel,
revoke and reinstate Certificates
of Qualification and Registration
• provide for the ongoing education
of members of the College
12
•
•
•
e stablish and enforce ethical standards
and professional standards applicable
to members of the College
receive and investigate complaints
against members of the College
and deal with discipline and fitness
to practise issues
develop, provide and accredit
educational programs leading to
certificates of qualification additional
to the certificate required for
membership, including but not limited
to certificates of qualification for
supervisory officers, and issue, renew,
amend, suspend, cancel, revoke and
reinstate such additional certificates
communicate with the public on behalf
of the members of the College
perform such additional functions
as are prescribed by the regulations.
A self-regulatory
body carries
out its mandate
in a transparent
and accountable
manner to
maintain public
confidence.
Our Commitment
Council and committee
responsibilities
You can read summaries of Council
meetings in the Governing Ourselves
pages of Professionally Speaking.
The College Council develops and
approves policies for the regulation
of the teaching profession through its
committee work (see page 14).
Organizational structure
The Council is made up of Ontario certified
teachers elected by College members
from among the membership and public
members appointed by the provincial
government, some of whom have wide
experience in the education sector.
The Council meets at least four times a
year, and meetings are open to the public.
Council minutes, once approved, are
posted on the College web site.
The College Registrar, as chief executive
officer, manages the business of the College.
The Registrar is responsible for issuing
certificates and maintaining the register
of members, and may also suspend
members for non-payment of fees
and appoint investigators to look into
complaints against members.The Deputy
Registrar has responsibility for oversight
of the financial operations of the College.
Four departments provide services to
members and support the work of the
Council committees under the leadership
of the Registrar’s office.
Council
Office of the Registrar
Corporate and Council
Services Department
Membership Services
Department
Investigations and
Hearings Department
Standards of Practice and
Accreditation Department
Administration
Membership Records
Intake and Hearings
Standards of Practice
and Education
Communications
Evaluation Services
Investigations
Accreditation
Policy and Research
Client Services
Information
Technology
OUR COMMITMENT
13
Our Commitment
Council CommitteesResponsibilities
ExecutiveConducts business referred by Council, fills committee vacancies and considers interim suspensions
InvestigationInvestigates complaints regarding members
DisciplineConducts hearings and deals with allegations of professional misconduct and incompetence
Fitness to Practise Conducts hearings and deals with
issues of incapacity
Registration Appeals Reviews appeals from applicants
denied membership
Standards of Practice and Education
Develops standards of practice and ethical
standards for the teaching profession
AccreditationReviews and accredits programs of
professional education recorded on
Certificates of Qualification and Registration
Accreditation Appeals
Reviews appeals to accreditation decisions from teacher education providers
FinanceOversees the financial affairs of
the College and acts as the audit committee
Election Supervises the election of the Council
NominationPrepares a slate of candidates
for membership on the various
Council committees
Quality Assurance Assesses the performance of the College
in relation to its mandate
Editorial BoardOversees the publication of
Professionally Speaking
Human Resources Develops human resources policies
Steering
Facilitates the movement of materials and motions
from the Executive Committee to Council
14
OMNETM
AB
RE
I OR ’ C
S EHRATN
I FDI B
ED
OO
TE
K A2C0H
11E R ’ S H A N D B O O K 2 0 1 2
College Bylaws
The College bylaws set out the
administrative procedures of the
College and provide direction for
implementing policy.
Need more info?
www.oct.ca g
About the College g
College Bylaws
Teachers challenge their
students’ minds and
encourage independent
thought. We teach the
joy of overcoming a
challenge rather than being
overwhelmed by it.
Responsibilities
The bylaws include a number of sections
that affect members directly. The bylaws:
• set out ethical standards and standards of
practice for members of the profession
• require written notification within
30 days from a member of any change
of information, such as address or
name change
• set out the annual membership and
other fees
• require that the College publication,
Professionally Speaking, be distributed
to all members
•
escribe the contents of the College
d
register, determine what information
members must provide, what
information must be retained and
what can be removed.
Current bylaws are on the College web
site at www.oct.ca g About the College g
College Bylaws. The bylaws are updated
on the College web site whenever they
are amended by Council.
Public Interest Committee
A three-person Public Interest Committee
is appointed by the provincial government
to advise Council regarding its duty to
serve and protect the public interest in
carrying out the College’s objectives.
OUR COMMITMENT
15
Act professionally
Be transparent and authentic.
Use your true professional identity
at all times. Even if you create a
false identity, courts can compel
disclosure of your true identity.
Your Professional Standards
Ethical standards, standards of practice and
the professional learning framework describe
what it means to be a member of the teaching
profession in Ontario. They articulate the goals
and aspirations of a teaching profession
dedicated to fostering student learning and
preparing Ontario students to participate in
a democratic society.
P U B L I C A C C O U N TA B I L I T Y
17
articulates the high standards that the
teaching profession sets for educators
in Ontario, bringing together three
documents that form the foundation
for the self-regulation of the teaching
profession in Ontario: The Ethical
Standards for the Teaching Profession
describe the professional beliefs and
values that guide the decision-making
and professional actions of College
members in their professional roles
and relationships.
The Ethical Standards for the Teaching
Profession, Standards of Practice for the
Teaching Profession and Professional
Learning Framework for the Teaching
Profession outline the principles of ethical
behaviour, professional practice and
ongoing learning for the teaching
profession in Ontario.
The five interdependent domains of
the Standards of Practice for the Teaching
Profession describe the continuum
of knowledge, skills and professional
practices of College members.
The complete Foundations of Professional
Practice can be found on the College
web site at www.oct.ca g Publications g
College Communications.
The Professional Learning Framework for the
Teaching Profession presents a variety of ways
College members may pursue opportunities
for ongoing professional learning.
Professional standards that guide and
reflect exemplary teaching practice and
continuous professional improvement are
essential to effective teaching and learning.
The College has fostered the development
of these professional standards to support
exemplary teaching in Ontario.
18
College members use the standards
to reflect on their own development as
teaching professionals and inform their
practice and ongoing learning choices.
Foundations of
Professional Practice
articulates the standards
that Ontario teachers
embrace as their
professional foundation.
Ethical Standards for the Teaching
Profession
Profession represent a vision of professional
practice. At the heart of a strong and
effective teaching profession is a
commitment to students and their learning.
Members of the Ontario College
of Teachers, in their position of trust,
demonstrate responsibility in their
relationships with students, parents,
guardians, colleagues, education partners,
other professionals, the environment
and the public.
Need more info?
www.oct.ca g
Publications g
College
Communications g
Foundations of
Professional Practice
Care
Intrinsic to
the ethical
standard
of Respect
are trust
and fairmindedness.
Members honour
human dignity,
emotional
wellness and
cognitive
development.
The ethical standard of Care includes
compassion, acceptance, interest and
insight for developing students’ potential.
Members express their commitment to
students’ well-being and learning through
positive influence, professional judgment
and empathy in practice.
Trust
The ethical standard of Trust embodies
fairness, openness and honesty. Members’
professional relationships with students,
colleagues, parents, guardians and the
public are based on trust.
Respect
Intrinsic to the ethical standard of Respect
are trust and fair-mindedness. Members
honour human dignity, emotional wellness
and cognitive development. In their
professional practice, they model respect
for spiritual and cultural values, social
justice, confidentiality, freedom, democracy
and the environment.
Integrity
Honesty, reliability and moral action are
embodied in the ethical standard of Integrity.
Continual reflection assists members in
exercising integrity in their professional
commitments and responsibilities.
Standards of Practice for the
Teaching Profession
The Standards of Practice for the Teaching
Profession provide a framework of
principles that describes the knowledge,
skills and values inherent in Ontario’s
teaching profession.These standards
articulate the goals and aspirations of the
profession.They convey a collective vision
of professionalism that guides the daily
practices of members of the Ontario
College of Teachers.
The standards of practice include five
statements about students and student
learning, professional knowledge,
professional practice, leadership in
learning communities and ongoing
professional learning.
Commitment to students
and student learning
Members are dedicated in their care
and commitment to students.They treat
students equitably and with respect and
are sensitive to factors that influence
individual student learning. Members
facilitate the development of students as
contributing citizens of Canadian society.
Leadership in learning communities
Members promote and participate in
the creation of collaborative, safe and
supportive learning communities. They
recognize their shared responsibilities and
their leadership roles in order to facilitate
student success. Members maintain and
uphold the principles of the ethical
standards in these learning communities.
Y O U R P R O F E S S I O N A L S TA N D A R D S
19
Ongoing professional learning
Members recognize that a commitment
to ongoing professional learning is integral
to effective practice and to student learning.
Professional practice and self-directed
learning are informed by experience,
research, collaboration and knowledge.
Professional knowledge
Members strive to be current in their
professional knowledge and recognize its
relationship to practice. They understand
and reflect on student development,
learning theory, pedagogy, curriculum,
ethics, educational research and related
policies and legislation to inform
professional judgment in practice.
Professional practice
Members apply professional knowledge
and experience to promote student
learning. They use appropriate pedagogy
assessment and evaluation, resources and
technology in planning for and responding
to the needs of individual students and
learning communities. Members refine
their professional practice through ongoing
inquiry, dialogue and reflection.
Professional Learning Framework
The Professional Learning Framework
for the Teaching Profession outlines
opportunities for ongoing professional
learning for members. The framework
provides for this growth and development
through the identification of accredited
pre-service and in-service programs of
professional teacher education and a wide
range of other learning opportunities.
20
Professional learning may take a variety
of forms. Following their pre-service
training, members of the College may
complete courses or programs that are
identified in the Teachers’ Qualifications
Regulation, made under the Ontario
College of Teachers Act. These courses or
programs are accredited by the College
and offered by approved providers. When
a member successfully completes one of
these courses or programs, it is recorded on
the member’s Certificate of Qualification
and Registration.
Members of the College stay current and
up to date in many ways beyond completing
Additional Qualification courses and
programs. Examples of professional
learning opportunities are identified in
this document. Educators can participate
in or facilitate professional development
activities, mentor colleagues, join
professional networks, engage in research
activities, and read books and articles
about educational issues.
Professional learning is at the heart of
teacher professionalism. In addition to the
accredited in-service programs, Ontario
certified teachers engage in a wide variety
of professional learning to improve their
practice and enhance student learning. All
of these opportunities are an integral part
of the professional learning framework.
Educators participate in learning
opportunities offered by their employers,
the Ministry of Education, faculties of
education, professional organizations,
federations and subject associations.
Through this professional learning, College
members demonstrate a commitment
to continued professional growth.
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Professional
learning is at the
heart of teacher
professionalism.
By developing the Professional Learning
Framework for the Teaching Profession,
the Ontario College of Teachers meets
its legislated mandate to “provide for
the ongoing education of members of
the College.” It also informs the public
of the many ways educators remain
knowledgeable and current.
•
Standards-based professional learning
provides for an integrated approach
to teacher education. All programs
and professional learning activities
accredited by the College must be
designed to support the Ethical
Standards for the Teaching Profession
and the Standards of Practice for the
Teaching Profession.
The professional learning framework:
•
•
•
•
•
a cknowledges the commitment
members of the teaching profession
make to professional learning
highlights a range of options to improve
practice and enhance student learning
identifies programs and professional
learning activities accredited by
the College
assists members of the College to
identify, collect, reflect upon and
celebrate their learning experiences
and accomplishments
assures the profession and the public
that members of the College have
the opportunity through professional
learning to remain current throughout
their careers.
The professional learning framework
supports the following principles:
•
The goal of professional learning is the
ongoing improvement of practice.
Teacher learning is directly correlated
to student learning. The professional
learning framework encourages
learning activities based on provincial
legislation and policy, system needs,
personal-growth needs and student
learning needs. The framework also
encourages members of the College
to identify and pursue their strengths
and personal interests to further their
professional learning.
•
xemplary professional learning
E
opportunities are based on the
principles of effective learning.
The framework takes into account
individual career and personal
priorities. It outlines professional
learning activities that are varied,
flexible and accessible to members
of the College.
•
eachers plan for and reflect on their
T
professional learning. Responsible
lifelong learning is continuous learning
that is initiated by members of the
College and directed and reviewed
by them on an ongoing basis.
•
earning communities enhance
L
professional learning. The professional
learning framework encourages
collaboration. It supports ongoing
commitment to the improvement and
currency of teaching practice as an
individual and collective responsibility.
21
Professional learning outlined
in legislation
The Teachers’ Qualifications Regulation
defines the teacher education programs
that are currently recognized by the
Ontario College of Teachers. The
regulation is made under the Ontario
College of Teachers Act.
The College Council approved important
changes to the Teachers’ Qualifications
Regulation that came into effect in
May 2010. The revised regulation is the
culmination of four years of extensive
Additional Basic
Qualification Courses
review, consultations and work with our
education partners and flows from the
recommendations of the College’s 2006
study Preparing Teachers for Tomorrow.
Recommendations emerged from our
consultations about preparing teachers
for the classrooms and the continuing
education programs that were needed
to enhance teachers’ professional skills
and knowledge. This includes the
introduction of a new group of 64 courses
in technological education and a new
three-part kindergarten course.
Teachers’
Qualifications
Regulation
Pre-service Ontario
Teacher Education
Programs
(Basic Qualifications)
Honours Specialist
Courses
Supervisory Officer’s
Qualification
These professional learning
programs are accredited by the
Ontario College of Teachers.
Other opportunities
for professional growth
and development
The challenge for members of the College
today is to maintain and extend their
professional knowledge and skills in a
22
Principal’s Qualifications
Courses
Additional
Qualification Courses
rapidly changing educational environment.
Educators engage in many forms of
professional learning. The range of
opportunities reflects the complexity of the
teaching profession and identifies ways that
educators remain current in their practice.
Professional Growth Opportunities
The
challenge
for members
of the
College
today is to
maintain and
extend their
professional
knowledge
and skills in
a rapidly
changing
educational
environment.
These opportunities might include but are not limited to:
Academic Programs
Currently, the Certificate of Qualification and
Registration includes only completed degree
programs. Members of the College may choose to:
• participate in programs or courses offered
through universities, colleges or other
institutions or organizations that do not always
lead to academic degrees.
These programs may be prerequisites to
enrolment in the certification programs listed
in the Teachers’ Qualifications Regulation.
Professional Networks
Research Activities
Members of the College may choose to:
• inquire into teaching practice
• plan and conduct research activities
to enhance teaching and learning
• work collaboratively with others to
contribute to the knowledge base
of teaching and learning
• explore ways to access and use
education research.
Professional Activities
• partner with business, industry, colleges
and universities
• contribute to subject councils, the work of the
federations or other professional organizations
• participate on school-based committees
• serve on a local school community committee
or school council.
• maintain a professional portfolio
• arrange opportunities to observe
exemplary practice
• stay current by reading educational
books and journals
• share ideas and resources with colleagues
• participate in curriculum writing and/or
assessment projects.
Mentoring and Networking
Professional Contributions
• serve as associate teachers
• become involved in a mentoring partnership
• learn with colleagues through co-operative
planning and problem solving
• form study groups.
Learning through Practice
• develop and implement curriculum materials
• participate in school-based collaborative inquiry
• implement a new instructional or
assessment strategy
• conduct and publish action research projects
• pilot new initiatives individually or
with colleagues.
• participate in, present at, or organize
conferences, workshops and institutes
• contribute to a professional publication.
Technology and Learning
• increase their competency in
computer, telecommunication and
videoconferencing technology
• join a listserv
• integrate technology into teaching practice
• enrol in a distance education program.
Members of the College may also choose other options for learning beyond these examples.
23
Accreditation
Teacher education programs in Ontario
are accredited by the Ontario College
of Teachers.
Accreditation is a status granted by the
College to a teacher education program
or Additional Qualification course that has
met or exceeded quality assurance criteria
established by the College. These programs
lead to a qualification on a member’s
Certificate of Qualification and Registration.
Teacher education candidates are assured
that pre-service and teacher education
programs meet provincial regulatory
requirements. They support and reflect the
ethical standards and standards of practice.
Accredited pre-service programs must
meet all regulatory requirements in such
areas as methods and foundations courses,
divisional studies and the practicum.
Accreditation ensures that Ontario’s
teacher education programs are current
and apply theory in practice.
The Accreditation Regulation also gives
the College responsibility for accrediting
Additional Qualification courses named
in the regulation to address the ongoing
professional needs of members. Courses
offered for Additional Basic Qualifications,
Additional Qualifications, Principal’s
Qualifications and the Supervisory
24
Officer’s Qualification program are among
those now reviewed and accredited by
the College. Teachers can find course
guidelines on the College web site at
www.oct.ca g Additional Qualifications
g Schedules and Guidelines.
The accreditation process
Accrediting teacher education programs
maintains the public’s confidence in
Ontario’s certified teachers and ensures
that the public’s interest is protected.
The accreditation process provides quality
assurance for Ontario’s teacher education
programs and ensures that the programs
reflect a culture of continuous quality
enhancement.
Accreditation panels review pre-service
programs in a transparent and fair manner.
Each accreditation panel includes College
members with broad knowledge and
experience in education. You can bring
your expertise to the accreditation process
in two ways.
You can be part of an accreditation
panel. Look for ads seeking panelists
in Professionally Speaking.
Need more info?
www.oct.ca ➔
Additional
Qualifications
Accrediting
teacher education
programs
maintains
the public’s
confidence
in Ontario’s
certified teachers
and ensures that
the public’s
interest is
protected.
You, and members of the public, are also
invited to make submissions about the
quality of initial teacher education programs.
You can find details about this on the
College web site at www.oct.ca g Teacher
Education g How Programs are Accredited.
A College accreditation panel examines
applications made by a faculty to offer a
teacher education program in Ontario. The
application details how the program meets
the requirements outlined in regulation.
various sources of evidence to develop
recommendations and a report for the
College’s Accreditation Committee. The
committee decides about the program’s
accreditation. You can find Accreditation
Committee decisions at www.oct.ca g
Teacher Education g How Programs
Are Accredited. Decisions are also
reported in Professionally Speaking.
After reviewing all documents submitted
by the faculty, the panel members
visit the campus to interview program
administrators, faculty members, teacher
candidates, associate teachers and others
linked to the program. The panel considers
25
Understand
privacy concerns
Operate in all circumstances
online as a professional – as you
would in the community.
Professional Standards
Your Qualifications
Whether in the classroom, the principal’s
office or the district school board, all
members of the College begin their careers
with formal training in a teacher education
program that meets the requirements set
out in regulation. The teaching licence
issued to you annually by the College is an
acknowledgement to employers and the
public of your qualifications and credentials.
F O U N D AT I O N S O F P R O F E S S I O N A L P R A C T I C E
27
Your Professional Requirements
The Education Act defines a teacher as a
member of the College. Clearly defining
academic, professional, language proficiency
and suitability requirements for teacher
certification is one way in which the
College assures its membership and the
public that all teaching professionals are
qualified to work in publicly funded
schools in Ontario.
The information in this section provides
detailed information about Basic
Qualifications, Additional Qualifications
and the Ministry of Education’s New
Teacher Induction Program. All members
of the College must meet the following
requirements.
Teacher education programs
Basic Qualifications
Teachers who complete their teacher
education program in Ontario have the
required areas of study – commonly
known as Basic Qualifications – to teach
in two consecutive divisions – Primary/
Junior, Junior/ Intermediate, Intermediate/
Senior or Grades 9–10/ Grades 11–12
in technological education. It is the Basic
Qualification that determines if you are
qualified as a general education or a
technological education teacher, and in
what language, grades and subjects you
may teach.
Teachers in technological education
subjects have also provided work
experience and proof of competence
in the areas selected as options in their
teacher education program.
28
Teachers who completed their teacher
education program outside Ontario are
granted basic qualifications that reflect
their areas of study.
Your Basic Qualifications are listed
on your Certificate of Qualification and
Registration. They identify the divisions
or areas of study that were a focus
in your teacher education program.
In Ontario, teachers must be qualified
in at least two consecutive divisions.
The divisions are: Primary (Grades K–3),
Junior (Grades 4–6), Intermediate
(Grades 7–10) and Senior (Grades 11–12).
Teacher
certification
is one way
in which the
College
assures its
membership
and the public
that all
teaching
professionals
are qualified
to work in
publicly
funded
schools
in Ontario.
Junior/Intermediate teachers must be
qualified in at least one general education
subject appropriate for Grades 7 and 8
from the list on page 29. Teachers who hold
Intermediate/Senior qualifications must be
qualified in two general education subjects
from that list.
Teachers of technological education
must be qualified in subjects from the
technological education list on page 29.
A teacher may add qualifications by taking
Additional Basic Qualification courses in
different divisions and/or subjects.
The current list of teaching subjects can
also be found on the College web site at
www.oct.ca g Become a Teacher g
Teaching Subjects.
Need more info?
www.oct.ca ➔
Become a Teacher ➔
Teaching Subjects
for a full list of
current subjects
Your Qualifications
If you completed your teacher education
program at an English-language faculty,
your Basic Qualifications are listed in
English, indicating that you are qualified to
teach in the English-language system. If
you completed your program at a Frenchlanguage faculty, your qualifications are
listed in French, indicating that you are
qualified to teach in the French-language
system. If you did not complete your
teacher education program in English
or French but provided proof of language
proficiency in one of these languages, your
qualifications are listed in that language.
Since 2000, applicants to the College
have been required to provide proof
of language proficiency in English or
French in order to be certified to teach
in Ontario. The College records the
names of teacher education degrees,
and initial and Additional Qualification
courses on your certificate.
Technological Education – Teaching Subjects
Communications Technology, Grades 9 and 10
Communications Technology, Grades 11 and 12
Computer Technology, Grades 9 and 10
Computer Technology, Grades 11 and 12
Construction Technology, Grades 9 and 10
Construction Technology, Grades 11 and 12
Green Industries, Grades 9 and 10
Green Industries, Grades 11 and 12
Hairstyling and Aesthetics, Grades 9 and 10
Hairstyling and Aesthetics, Grades 11 and 12
Health Care, Grades 9 and 10
Health Care, Grades 11 and 12
Hospitality and Tourism, Grades 9 and 10
Hospitality and Tourism, Grades 11 and 12
Manufacturing Technology, Grades 9 and 10
Manufacturing Technology, Grades 11 and 12
Technological Design, Grades 9 and 10
Technological Design, Grades 11 and 12
Transportation Technology, Grades 9 and 10
Transportation Technology, Grades 11 and 12
General Education – Teaching Subjects
Anglais
Business Studies – Accounting
Business Studies – Entrepreneurship
Business Studies – General
Business Studies – Information and Communication Technology
Classical Studies – Greek
Classical Studies – Latin
Computer Studies
Dance
Dramatic Arts
Economics
English
Environmental Science/Environmental Studies
Family Studies
Français
French as a Second Language
Geography
Health and Physical Education
History
International Languages
Law
Mathematics
Media Arts (effective March 31, 2011)
Music – Instrumental
Music – Vocal
Native Languages
Native Studies
Philosophy
Politics
Religious Education
Science – Biology
Science – Chemistry
Science – General
Science – Physics
Social Sciences – General
Visual Arts
Y O U R Q U A L I F I C AT I O N S
29
Your Qualifications
Additional Qualifications
Professional advisory
The College issued a professional advisory,
Additional Qualifications: Extending
Professional Knowledge, to help members
understand teaching qualifications in
Ontario. The advisory is available on page
36 of this handbook or visit the College
web site at www.oct.ca g Additional
Qualifications g Professional Advisory.
Find an AQ
You can enter a subject area, course
name, Additional Qualification schedule,
keyword or provider to find a list of
related courses.
Access Find an AQ directly from the
College’s main page at www.oct.ca or under
Additional Qualifications.
Transitional certificate holders are not
eligible to enrol in College-accredited
AQ programs.
The College has made searching for
Additional Qualification (AQ) courses
easier and more convenient for you.
The College’s online search tool, Find
an AQ, will help you find the AQ and the
provider to suit your specific needs.
30
Need more info?
www.oct.ca ➔
Additional
Qualifications ➔
Find an AQ
Go online to find
Additional Qualifications.
Searching for Additional Qualification courses
is now easier and more convenient for you.
The College’s online search tool, Find an AQ, will help you
find the course and the provider to suit your specific needs.
Access Find an AQ directly from the College’s main page at
www.oct.ca or under Additional Qualifications.
Your Qualifications
New Teacher Induction Program
All new Ontario Certified Teachers must
complete the New Teacher Induction
Program (NTIP). The program provides
support, including mentoring, for newly
certified teachers in permanent positions
in publicly funded schools.
Teachers have up to two years to complete
the program. Boards notify the College
when teachers have successfully completed
the program so that the NTIP notation can
be added to their teaching certificate.
Temporary Letter of Approval
School boards apply for a Temporary
Letter of Approval (TLA) when they
cannot find teaching professionals with
the qualifications they need to fill certain
subject areas or teaching needs.
The responsibility for granting TLAs
does not lie with the College but rather
rests with the Ministry of Education.
If you have taken a course in teaching
methodology outside Ontario and would
like to add it as an Additional Qualification
(AQ) to your certificate, you can do so
by filling out an Application for Equivalent
Standing, available on the College web
site at www.oct.ca g Forms. Send the
completed form and a fee* per qualification
to the College. AQ equivalency may be
granted only for coursework, not for
teaching experience.
You must also arrange for official
documentation of your successful
completion of the course to be sent
directly to the College with the seal and
signature of the granting institution’s
registrar. The institution must include
a covering letter in English or French
that carries your name and your College
registration number.
To qualify for equivalent standing,
a course must:
•
TLA applications must be sent to the
regional offices of the Ministry and not
to the Ontario College of Teachers. Only
district school boards and other authorized
employers can apply for a TLA.
•
•
Equivalencies
The College’s Evaluation Services
Unit has extensive information about
teacher education in other parts of
Canada and the world. The College
relies on this information to evaluate
the qualifications and credentials of
individuals who have been educated
and/or certified outside Ontario.
32
•
•
e beyond the teacher education
b
program required for initial certification
have been completed as part of an
accredited teacher education program
that is acceptable to the College
match the curriculum content of the
Additional Qualification guideline
for which you seek equivalency
(the guidelines are posted on the
College web site at www.oct.ca g
Additional Qualifications g Schedules
and Guidelines)
consist of at least 125 hours of
coursework
contain a concentrated study of teaching
methodology appropriate for curriculum
or school settings in Ontario.
The College’s
Evaluation
Services Unit
has extensive
information
about teacher
education in
other parts of
Canada and
the world.
Your Qualifications
If equivalency is granted, the College
will add the Additional Qualification to
your record, including your record on
the Find a Teacher section of the web
site, and send you an acknowledgement
letter. You can use this letter, along with
your current Certificate of Qualification
and Registration, as official confirmation
for employers and faculties of education,
as well as Qualifications Evaluation
Council of Ontario (QECO) and Ontario
Secondary School Teachers’ Federation
(OSSTF) certification. QECO and
OSSTF evaluate teachers’ qualifications
for salary purposes.
The Additional Qualification will appear
on your Certificate of Qualification and
Registration on the College web site
within a few days. You can print the
updated certificate yourself for free from
the Members’ Area, or if you prefer, you
can request that the College reprint your
certificate for a fee*.
Supervisory Officer’s Qualification
There are provisions for a person to
be appointed to a supervisory officer’s
position without having completed the
Supervisory Officer’s Qualification.
Additionally, provisions exist for a
candidate’s prior learning and experience
to be considered in lieu of one or more
Supervisory Officer’s Qualification modules.
The Supervisory Officer’s Qualification
Prior Learning Assessment and
Recognition Application Guide is available
on the College web site at www.oct.ca g
Additional Qualifications g Schedules and
Guidelines g Supervisory Officer’s
Qualification.
*Current fees are listed on the College web site at
www.oct.ca.
33
Certificates
Your Certificate of Qualification
and Registration
When you are accepted as a member,
the College sends you either a Certificate
of Qualification and Registration or a
Transitional Certificate of Qualification
and Registration.
The College issues and may suspend,
cancel, revoke and reinstate Certificates
of Qualification and Registration.
Certificate of Qualification and Registration
A Certificate of Qualification and
Registration is for College members who
completed their teacher education program
and other registration requirements. Some
Certificate of Qualification and Registration
holders may have terms, conditions and
limitations on their certificate. They must
complete the conditions within three years.
Members in good standing who provide
evidence they are working towards the
requirement, may request a one-year
extension by making the request to
the Registrar before expiration. If the
requirement is met, the condition is removed.
A member’s licence to teach will expire if
the requirement is not completed within that
time. Those with expired certificates must
complete their teacher education program
before reapplying to the College.
Transitional Certificate of
Qualification and Registration
A Transitional Certificate of Qualification
and Registration is for College members
who are still completing their professional
education and are enrolled in a Collegeaccredited, multi-session program or an
equivalent in another Canadian province
34
or territory. For example, they have
completed only the first session of their
multi-session teacher education program.
This certificate is valid for six years.
If the professional education program is
not completed within six years, a one-year
extension may be requested. A member’s
certificate will expire if the program of
professional education is not completed in
that time. Those with expired certificates
must complete their teacher education
program before reapplying to the College.
The transitional certificate is provided to:
• people of First Nations, Métis or Inuit
ancestry preparing to teach in the
Primary and Junior divisions
• teacher candidates preparing to teach
technological education, a Native
language or in the French-language
school system
• teacher candidates who are enrolled
in a multi-session program that will
prepare them to teach students who
are Deaf or Hard of Hearing.
The transitional certificate is converted
to a Certificate of Qualification and
Registration when the teacher education
program has been completed.
Your certificate
Your annual certificate is issued when you
renew your licence to teach in Ontario.
To maintain your licence, you must pay
an annual membership fee. The fee is due
on January 1, and you must pay it no later
than April 15 to avoid suspension and the
reinstatement fee. To see or print a copy of
your certificate, please go to the Members’
Area of the College web site.
When you
are accepted
as a member,
the College
sends you
a Certificate
of Qualification
and Registration
to prove that
you have
registered.
Your Qualifications
Your certificate outlines your teaching
qualifications, degrees earned, your program
of teacher education, initial qualifications,
referred to commonly as basic qualifications,
and Additional Qualifications.
Your
certificate
outlines your
teaching
qualifications,
degrees
earned, your
program
of teacher
education,
Basic
Qualifications
and Additional
Qualifications.
Basic Qualifications identify the divisions
or areas for which you have successfully
completed studies in teaching methodology:
Primary (Grades K–3), Junior (Grades 4–6),
Intermediate (Grades 7–10) and Senior
(Grades 11–12) or Technological Education
(Grades 9–10) and (Grades 11–12).
Additional Qualifications identify
that you have successfully completed
courses in education methodology,
school administration or school board
administration.
If you complete an accredited Additional
Qualification course during the year, the
faculty of education or other provider
automatically sends electronic confirmation
to the College that you have successfully
completed the course. If you included your
e-mail address when you opened a personal
account in the Members’ Area of the
College web site, we will notify you when
the AQ is added to your record.
Your Additional Qualifications appear on
your record on Find a Teacher and on your
printable teaching certificate in the
Members’ Area of the College web site.
The certificate also notes any conditions
you must fulfill and the time allotted to
complete them.
Teaching by Non-Members
Two provisions in the Education Act and its regulations allow a board, under special circumstances,
to hire a non-member of the College to teach.
Letter of Permission
The Minister of Education may, by granting a Letter of Permission to a board, authorize the board to employ
a person to teach who is not a member of the College.
A Letter of Permission is issued only after a school board has pursued all recruitment requirements as laid out
in regulation and found that no member of the College is available to fill the position.
A Letter of Permission is effective only for a specified time and a specified position and may not exceed one year.
Emergency Provision
Under an emergency provision, a school board may appoint a person who is not a teacher in the event
that no member of the College is available. In this circumstance, a board may employ a person for up to
10 school days who is 18 years or older and who holds an Ontario Secondary School Diploma.
35
Professional Advisory on
Additional Qualifications:
The Council of the College approved
a professional advisory on extending
professional knowledge through
Additional Qualifications on March 28,
2008. The intent of this advisory is to
clarify for members the purpose of the
regulated system of qualifications in a
division or subject, commonly referred to
as Additional Basic Qualifications (ABQs)
and Additional Qualifications (AQs).
They play an important role in a teacher’s
ongoing professional learning. This advisory
is the outcome of an intensive review of
teachers’ qualifications by the College, its
members and its education partners.
Ongoing professional learning is an
integral part of teaching. The College
mandate includes a requirement to provide
for the ongoing education of members.
The profession’s standards reflect the
expectation that all members will
participate in ongoing learning. Adding to
professional knowledge enhances teaching
practice, which improves student learning.
Ongoing learning, as expressed in
the College’s Professional Learning
Framework, covers a wide range of
activities that help members expand
their knowledge, increase their skills
and prepare for career changes.
Many valuable courses and opportunities
are offered by universities, colleges, teacher
federations, principals’ organizations,
school boards, subject organizations and
community organizations.
The regulated system of Additional Basic
Qualifications (ABQs) and Additional
Qualifications (AQs) is one form of
professional learning. ABQs/AQs are
recognized in legislation, accredited by
the College, offered by providers approved
by the College and, when successfully
completed, recorded on the member’s
Certificate of Qualification and Registration.
Adding to professional
knowledge enhances
teaching practice, which
improves student learning.
Your Qualifications
This advisory
presents
members with
an excellent
opportunity to
assess their
plans for ongoing
professional
learning.
The College works with experts to develop
guidelines that providers must use in
creating ABQs and AQs. Guidelines
establish content, learning expectations,
instructional strategies and forms of
assessment. The College itself does not
conduct courses or programs.
Each year, thousands of members enrol
in and complete additional qualification
courses. The College is committed to
increasing accessibility to these courses
because of the unique educational value
they offer to College members. Some
additional qualifications are recognized
for salary purposes.
This advisory presents members with an
excellent opportunity to assess their plans
for ongoing professional learning.
Additional Qualifications
Additional Basic Qualifications courses
allow teachers to add another division
or subject area to what they are already
qualified to teach. ABQ courses can
prepare teachers to teach students at the
Primary, Junior, Intermediate or Senior
level or in Technological Education.
They can also provide English or Frenchspeaking teachers with the skills to work
in the other language.
Additional Qualifications courses allow
members to expand their knowledge and
skills within the divisions and subjects in
which they are already qualified or to
acquire knowledge in new subject areas.
Specialist and honour specialist courses
allow teachers to focus on leadership and
curriculum development.
The College’s review of teachers’
qualifications in 2006 resulted in the
creation or revision of more than 150
ABQs and AQs. Out-of-date courses
have been dropped and some courses
modified to respond to changes to the
Ontario curriculum.
The new courses reflect the evolution of the
education environment and requests from
College members. Some examples are:
• Aboriginal Peoples: Understanding
Traditional Teachings, Histories,
Current Issues and Cultures
• Enseignement en milieu minoritaire
• Philosophy
• Special Education for Administrators
• Teaching in the Catholic School System
• Teaching and Learning through
E-learning.
Members can access a complete list of
additional qualifications on the College
web site at www.oct.ca.
37
Your Qualifications
Qualifications in regulation
Most additional qualifications are
organized into six schedules – A, B, C, D,
E and F – that are part of the Teachers’
Qualifications Regulation:
• Schedule A: One-session Additional
Basic Qualifications courses prepare
members to teach in another division
or general education subject area. They
also support a teacher’s professional
practice by extending skills and
knowledge in design, delivery and
assessment in the division or subject.
• Schedule B: One-session Additional
Basic Qualifications courses prepare
members to teach additional
technological education courses. They
support a teacher’s professional practice
by adding to technical proficiency and
pedagogical knowledge and skill.
• Schedule C: One-session Additional
Qualifications courses extend teachers’
knowledge and skills in design and
delivery of specific programs. They also
support professional practice by
preparing teachers for specific roles.
• Schedule D:Three-part specialist
courses develop professional
knowledge and teaching practice in
a particular subject or in cross or
integrated curriculum areas.They
enable teachers to explore pedagogy
related to a subject area without taking
more subject-specific university
courses.They also prepare a teacher
to assume leadership roles such as
co-ordinator or consultant for a
particular course or program.
• Schedule E: One-session honour
specialist courses in general education
and one-session honour technological
38
•
education specialist courses develop
leadership in teaching practice for the
design and delivery of particular
subject areas. They may allow a teacher
to assume leadership roles for
particular courses or programs.
Schedule F: One-session courses to
provide technological education teachers
with the opportunity to gain a greater
depth of knowledge in their broad-based
technology area.
rincipal’s Qualifications, Parts 1 and 2,
P
qualify teachers for positions as viceprincipals or principals. In addition, the
Principal’s Development Course provides
opportunities for practising principals and
vice-principals to explore their roles in
greater depth.The Supervisory Officer’s
Qualification Program qualifies members
to serve as supervisory officers.
Expectations of members
Throughout their careers, teachers acquire
additional skills and knowledge to take on
new assignments and responsibilities.
A change in interests or employment
prospects may prompt teachers to add
another subject area or division to their
qualifications. Changes in technology or
in their students’ needs may lead teachers
to search out courses that add to their
knowledge and support their professional
practice. A teacher’s long-term career
plan may include acquiring qualifications
to become a consultant, subject area
or program co-ordinator, principal or
supervisory officer.
Members of
the College
look for
professional
learning
opportunities
that will
continually
enhance their
teaching.
Your Qualifications
Members are responsible for learning
what prerequisites are necessary to enrol
in courses or programs and to apply for
some jobs. Prerequisites are set out in
regulation, but faculties of education or
providers may impose additional
requirements for entry, such as a stronger
subject background or proficiency in the
language of study. For example, faculties of
education or providers offering
ABQs from Schedule A set their own
prerequisites for enrolment. Most require
at least three full courses in the subject
in a postsecondary degree.
Teachers interested in working for a
district school board as a subject or
program co-ordinator or consultant will
find that Regulation 298, Operation of
Schools requires the position to be filled
by a teacher with a specialist or honour
specialist qualification in the relevant field.
The scenarios included as part of this
advisory give examples of what additional
qualifications members may acquire
in response to particular teaching
assignments or in pursuit of a particular
professional interest.
Scenarios
Members of the College look for
professional learning opportunities that
will continually enhance their teaching.
For example, a teacher qualified to teach
primary grades might take the three-part
Primary Education to build on what they
learned in initial teacher education.
Here are some examples of the learning
opportunities members of the College
might choose.
To increase understanding of the
unique aspects of the teaching and
learning environment
Whether you work in the Catholic system,
in a school in a First Nations community,
in a French-language milieu, or in another
unique learning environment, courses in
Schedule C can provide an orientation to
teaching in that environment.
Such courses include Adapting
Curriculum for the Catholic School
System, Leadership en milieu minoritaire,
Teaching Cayuga (or one of six other
Native languages), Teaching Combined
Grades or Alternative Education.
A teacher’s long-term
career plan may include
acquiring qualifications
to become a consultant,
subject area or program
co-ordinator, principal or
supervisory officer.
39
Your Qualifications
To expand the range of subjects one can
teach at Intermediate/Senior Division level
To extend knowledge of teaching in the
French-language system
Teachers with general education
qualifications who want to add to the
subjects/divisions they are qualified
to teach can take an Additional Basic
Qualification (ABQ) from Schedule A.
Teachers who want to extend their
knowledge of the unique aspects of teaching
in the French-language system could:
• complete an AQ in Schedule C such
as Leadership en milieu minoritaire or
Enseignement en milieu minoritaire
• complete a Qualification de base
additionnelle
• complete the three-part AQ
Actualisation linguistique en français /
Perfectionnement du français
(ALF/PDF) in Schedule D.
A teacher with technological qualifications
wanting to add another technological
education qualification can take any other
ABQ from Schedule B for teaching
Grades 9 and 10, provided the teacher can
demonstrate competency in the subject
as defined by the faculty of education.
To teach Grade 11 and 12 students,
a teacher with technological education
qualifications must have one year of
work experience or one year of academic
study in the subject or an equivalent
combination, and must demonstrate
competency in the area of study.
To supervise or co-ordinate a subject
or department
A teacher wanting to apply to supervise or
co-ordinate programs at the board level
must hold a specialist or honour specialist
qualification in the subject or program
area. Specialist or honour specialist AQs
are listed in Schedule D and E.
Additional Qualification
courses are designed by
teachers for teachers.
40
Your Qualifications
To become a principal
Successfully completed AQs
A member of the College wanting to
become a principal must successfully
complete Principal’s Qualifications,
Parts 1 and 2 and a leadership practicum.
Prerequisites for Part 1 Principal’s
Qualifications are:
• five years of teaching experience in
an elementary or secondary school
• qualifications in three divisions,
including the Intermediate Division,
or Grades 9 and 10 in a technological
education subject
• additional academic learning that
ranges from a combination of specialist
or honour specialist courses and
master’s level credits.
Once a teacher has successfully
completed an AQ or ABQ, the course
provider notifies the College, which adds
the qualification to the member’s record.
The completed additional qualification
appears on the member’s certificate and
on the public register.
Once all parts of the program are
successfully completed, the member is
eligible to be assigned to a position as
a vice-principal or principal.
To acquire knowledge of students
with special needs
College members who have students with
special needs in their classroom or who
want to accommodate students with
special needs can take Special Education,
Part I of a three-session AQ in Schedule
D. This provides a background for
teaching all exceptionalities.
Teachers who want to study a particular
area of special needs can take one or
more AQs in Schedule C, such as Teaching
Students with Behavioural Needs,
Teaching Students with Communication
Needs (Autism Spectrum Disorders)
or Teaching Students with Intellectual
Needs (Giftedness).
The additional qualifications listed
on a member’s certificate are an
acknowledgement by the profession and
to the public that the member is qualified
to teach in the divisions, subject areas
and roles indicated. The listed AQs also
provide information to course providers
that a teacher has the prerequisites that
may be required to enrol in some courses.
Additional qualification courses are
designed by teachers for teachers. The
courses and programs that make up the
system of additional qualifications reflect
the experience and pedagogy of the
teaching profession in Ontario.
The acquisition of AQs may result in
an improvement in the member’s salary.
The Ontario Secondary School Teachers’
Federation (OSSTF) or the Qualifications
Evaluation Council of Ontario (QECO)
evaluate qualifications for salary
categories. For more information about
which additional qualifications courses are
related to salary scales, members should
contact QECO or OSSTF Certification.
41
Your Qualifications
Commitment to learning
The legislative context
A commitment to student learning,
one of teaching’s key professional
values, presupposes a commitment to
teacher learning.
The College’s mandate, set out in the
Ontario College of Teachers Act,
emphasizes the importance of supporting
and promoting teacher education. The
College’s mandate is to:
• develop and maintain qualifications
for College membership
• provide for the ongoing education
of members of the College
• accredit professional teacher
education and ongoing education
programs for teachers
• establish and enforce professional
standards and ethical standards
applicable to members of the College.
Profession describe the beliefs and values
that guide the professional judgment
and actions of College members. The
four ethical standards – care, respect,
trust and integrity – establish the core
ethics of teaching. Care includes insight
for developing students’ potential.
Respect includes honouring cognitive
development. Trust includes inspiring
confidence in students and their parents.
Integrity includes continual reflection.
Ongoing professional learning enhances
these attributes.
The Standards of Practice for the Teaching
Profession provide a framework of
principles that describes the knowledge,
skills and values inherent in the profession.
Ongoing professional learning, one of the
five standards, is integral to effective
practice and to student learning.
The College has developed the
Professional Learning Framework for the
Teaching Profession to place ongoing
professional learning in a career-long
context. This framework identifies
accredited initial and ongoing courses and
programs designed to reflect the ethical
standards and standards of practice. It
also describes the many other ways in
which members engage in professional
learning to improve their practice and
enhance student learning.
42
Members should consult their employers’
policies to ensure they are familiar with
any requirements in their workplace that
relate to additional qualifications and
teaching assignments.
Ontario College of Teachers Act
Two regulations under the Act work
together to govern teaching qualifications.
The Teachers’ Qualifications Regulation
addresses initial and ongoing teachers’
qualifications.
The Accreditation Regulation sets the
parameters of the College’s responsibility
to accredit teacher education programs
in Ontario.
Your Qualifications
The Ethical
Standards for
the Teaching
Profession
describe the
beliefs and
values that
guide the
professional
judgment
and actions
of College
members.
Education Act
Several regulations under the Education
Act govern qualifications for teaching
and supervisory roles and highlight the
benefits of additional qualifications:
Regulation 298, Operations of Schools –
qualifications for principals, vice-principals
and teachers
Regulation 296, Ontario Schools for the
Blind and the Deaf – qualifications for
teachers of students who are deaf, blind
or deaf-blind
Regulation 309, Supervisory Officers –
qualifications for supervisory officers
Regulation 98/02, Teacher Learning Plans
– the importance of defining professional
growth objectives
Regulation 99/02, Teacher Performance
Appraisal – the importance of adapting
and refining teaching practice through
continuous learning
Education-related legislation and
regulations are available at www.e-laws.
gov.on.ca/index.html.
Resources
www.oct.ca g Additional Qualifications
www.oct.ca g Additional Qualifications g
Course Providers
www.oct.ca g About the College g
Education Legislation g Teachers’
Qualifications Regulation
www.qeco.on.ca
www.osstf.on.ca g Services
43
Understand
privacy concerns
Monitor regularly all content you
or others post to your social media
accounts and remove anything that
is inappropriate.
Professional Standards
Teacher Education
Your College Membership
Rights and responsibilities go hand in
hand for every one of our 230,000
members. We encourage our members to
participate in College activities. The College
communicates regularly through print and
electronic means to keep you up to date
on the benefits and obligations of being
a teaching professional.
F O U N D AT I O N S O F P R O F E S S I O N A L P R A C T I C E
45
Your Membership in the College
Everyone teaching in Ontario’s publicly
funded schools or whose work requires
an Ontario teaching certificate must
be an Ontario Certified Teacher (OCT).
This requirement applies to principals,
vice-principals, consultants, academic
supervisory officers, directors of
education and teachers, whether they
are full-time, part-time or long-term
occasional employees.
Teachers working in private schools
or in universities or community colleges
where a licence to teach is not a condition
of employment may join the College
for the benefit of holding a current
licence and belonging to their professional
body. Many independent schools require
the teachers they hire to be members
of the College.
Register in the Members’ Area
You can find up-to-date information
about College affairs on our web site at
www.oct.ca, where you can also open a
personal password-protected account in
the Members’ Area.
If you register in the Members’ Area you
gain secure access to a growing range of
services that will help you maintain and
track information important to your
membership in the College. You can:
• print your updated Certificate of
Qualification and Registration
• see your member profile page
• inform the College of any change
to your home address and other
contact information
• print a tax receipt for your annual
membership fee
• give us your e-mail address to receive
the College’s electronic newsletter
for members
• contact Membership Services
• vote in College elections
• request books and videos online from
the College library
• access databases of full-text
journal articles.
Need more info?
www.oct.ca ➔ Members
to access and make changes to your profile
Teachers know that a caring environment
helps students feel capable.
46
If you register
in the Members’
Area you gain
secure access
to a growing range
of services that
will help you.
You must keep
your College
membership in
good standing
to receive your
annual Certificate
of Qualification
and Registration,
which is your
licence to teach.
Update your e-mail address
Have you updated your e-mail address on
the College web site? An up-to-date
address allows us to send you the latest
College and professional news that may
affect you as a teacher in Ontario.
Annual fees are due on January 1 of each
year, and you must pay the fee by April 15.
The December issue of Professionally
Speaking carries a reminder that the
College’s annual licensing fee is coming due.
Changing your e-mail address is simple.
Here’s how:
By the end of January, employers have
deducted and forwarded to the College
the membership fee for their full-time
and long-term occasional teachers, principals, vice-principals, academic supervisory
officers and consultants. Some private
schools and the Provincial Schools
Authority also deduct the annual fee for
their employees.
1. Go to www.oct.ca and choose English.
2. C
hoose Members in the top navigation
bar. Log in, or create an account if you
don’t have one.
3. C
lick on Update Your Profile.
4. Change your e-mail address.
5. C
lick Save at the bottom of the page.
You’re done.
In mid-February all members of the
College who have not yet paid their
annual membership fee are sent a
reminder that their fee is due. You are
responsible for keeping your membership
in good standing, so check that the
payroll deduction is made.
E-mail is now an official means of
communication for the College. Some
news is only communicated through
e-mail so it’s important for you to provide
us with your most current e-mail.
Keep informed on
professional matters
Read the Governing Ourselves pages in
Professionally Speaking to keep up to
date on Council decisions that may affect
your membership. Read any professional
advisories that the College may issue to
its members. Professional advisories are
available on the College web site and are
distributed via Professionally Speaking.
Maintain your membership
You must keep your College membership
in good standing to receive your annual
Certificate of Qualification and
Registration, which is your licence to teach.
If you are not eligible for payroll deduction,
you must make sure to pay your own fee
by April 15.
After April 15, the College will change
the status of members who have not
paid their annual fee to Suspended –
Non-Payment of Fees. Members suspended
for non-payment of fees will not be
eligible to work in publicly funded
schools. Suspended members must pay
the annual fee and a reinstatement fee
to reinstate their membership and return
to good standing.
YO U R C O LLE G E M E M B E R S H I P
47
April 15!
A Crucial Date for Teachers – April 15
Your annual fee is due on January 1.
You can usually pay your annual membership fee
from November of the previous year to April 15.
There are many convenient ways you can do this:
by credit card online at www.oct.ca, by phone via
our automated payment system, through your financial institution, in person or by mailing in a cheque.
If your employer does not automatically deduct
your fee from your paycheque, you must pay it by
April 15. If you do not do so, your certificate will be
suspended and you will not be able to teach in a
publicly funded school in Ontario until you pay your
fee and a reinstatement fee.
If you are going to be on leave during the period
your annual membership fee is due, remember to
check if you will have to arrange to pay it yourself.
Most employers use payroll deduction to collect
the fee, which they then forward to the College.
Methods of payment
•
•
•
•
48
uickest and easiest for you is web
Q
banking/telephone banking. Add
the Ontario College of Teachers as
a payee to your bill payment listing
with your financial institution.
Visa, MasterCard or AMEX is available
24/7 via the College web site at www.
oct.ca. Our online payment system
meets banking-industry standards for
security and privacy, and you will get
a receipt immediately.
You can also pay over the phone
24/7 using the College’s automated
voice system. Just call the College
(416-961-8800 or 1-888-534-2222 in
Ontario) and follow the voice prompts
to the payment system, where you
will be guided through the payment
process automatically. Our new
automated voice system ensures that
the College protects the security and
privacy of your financial information.
You can also pay by cheque, payable to
the Ontario College of Teachers. You
must write your registration number
on the cheque and mail it to: Ontario
College of Teachers, 101 Bloor Street
West, Toronto, ON M5S 0A1. Postdated cheques will not be accepted.
•
r you may visit the College’s Client
O
Services Welcome Counter on the
14th floor at 101 Bloor Street West in
Toronto to pay in person by cheque,
credit card, cash or direct debit.
The College is open from 8:30 a.m.
to 5:00 p.m., Monday to Friday.
Tax receipts
The annual membership fee is taxdeductible. The tax deduction covers the
membership fee for the calendar year –
January 1 to December 31. You receive
your Certificate of Qualification and
Registration and annual Ontario Certified
Teacher card in the mail. You can print
an income tax receipt by accessing your
record in the Members’ Area of the
College web site. You are not required to
submit your tax receipt with your return.
Tell us about changes
For the College to maintain accurate and
current records, it is essential that our
members inform us about changes to their
personal information or qualifications.
Don’t forget this
important date.
As a member
of the Ontario
College of
Teachers, you
have a voice
in how it
regulates the
practice of
teaching.
College bylaws require that you notify
the College – within 30 days – of any
change of information, such as address
or name change. The name you are
practising under must be the same name
that appears on the College’s register
under Find a Teacher.
You may make changes to your contact
information online once you register in
the Members’ Area of the College web
site. Here’s how:
1. Go to www.oct.ca and choose English.
2. C
hoose Members in the top navigation
bar. Log in, or create an account if you
don’t have one.
3. C
lick on Update Your Profile.
4. Make your changes.
5. Click
Save at the bottom of the page.
You’re done.
You may also change your contact
information by calling the College at
416-961-8800 or (toll-free in Ontario)
1-888-534-2222. If, however, you notify
the College of changes in writing, please
be sure to sign your request. This protects
your private information. Unsigned
requests for changes to personal
information and qualifications cannot
be processed.
Become involved in the work
of your College
As a member of the Ontario College
of Teachers, you have a voice in how
it regulates the practice of teaching.
Your participation can range from
running for a place on Council to writing
an article for Professionally Speaking.
The College occasionally asks members to
contribute to the work of a committee or
panel. Look for invitations to apply for
these positions in the College magazine or
on our web site at www.oct.ca. We may
also invite members to join feedback
sessions, participate in surveys or
provide written comments on drafts of
policy documents.
All members are invited to attend the
College’s annual meeting of members,
which is announced in Professionally
Speaking and on the College web site.
Council meetings are open to members
and the public.
In the event of a member’s death,
we require official notification from
the executor of the member’s estate
to change our records.
49
Elections
The College Council has 37 members,
23 of whom are elected by College
members every three years.
The Notice of the Election and Call
for Nominations, as well as information
on all the candidates, are published in
Professionally Speaking and on our web site.
The elected Council positions are divided
into separate electoral categories. Each
position has its own nomination criteria to
ensure adequate geographic, elementary,
secondary and system representation.
There are two positions each – one
for full-time members and the other
for full-time or part-time members –
for Northwest, Northeast, Southcentral,
Southeast, Southwest and Central Ontario.
There are a total of seven representatives
for the various English-and Frenchlanguage public and Catholic elementary
and secondary school systems. There is
one position each to represent principals/
vice-principals, supervisory officers, and
members who teach in private schools
and faculties of education.
A College member interested in running
for election must be in good standing with
the College, reside in Ontario and meet
the specific requirements for the position.
No member may stand for election for
more than one position.
Voting is conducted online through
the College’s highly secure web site.
The College web site uses the same level
of encryption used by banks and credit
card companies and keeps your member
information and your vote secure and
secret. To vote, you need only log in to your
private, password-protected account in the
Members’ Area of the College web site.
The College encourages all its members
to consider nominating someone or to
run for a place on the Council. It is your
right to participate in the business of your
self-governing professional body.
Services for members
All the information the College shares
with its members is posted on the College
web site at www.oct.ca. If you are looking
for information about the College or your
membership in the College, www.oct.ca
should be your first stop.
College members are eligible to cast two
votes for their regional representatives.
Members may also vote for one of the
four additional category positions if
they hold the requisite qualifications
and are employed in one of the specified
positions. All other members are eligible
to vote for each of the seven system
and panel positions.
50
The College
encourages all
its members
to consider
nominating
someone or
to run for a
place on the Council. It is
your right to
participate in the
business of your
self-governing
professional
body.
Besides the information available online –
including full-text issues of Professionally
Speaking – information about the Council
and committee members, the accreditation
process and the Find a Teacher section
of the web site, as well as a range
of services, is available through the
password-protected Members’ Area.
Once you activate or establish your account
in the Members’ Area, you can access your
member information, update your address
and phone number and print updated
copies of your Certificate of Qualification
and Registration. You can also give us
an e-mail address, which the College
will use to send you information, such as
news releases, or to issue updates in our
electronic newsletter, Your College and You.
The College treats your e-mail and postal
addresses as confidential information and
does not make them available to anyone.
Member discounts
Show your OCT
card and get
great discounts on
accommodations,
cars, computers,
books, school
supplies and even
on real estate
agents’ fees!
Show your OCT card and get great
discounts on accommodations, cars,
computers, books, school supplies and
even on real estate agents’ fees! You
can receive discounts at attractions and
stores throughout Ontario by showing
your College membership card or by
asking when you order over the phone.
Be sure to carry your card with you and
ask wherever you go – even at venues
around the world – whether you can
have an OCT discount. For a list of
discounts, go to www.oct.ca and click
on OCT Discounts on the right side
of the main menu.
Updating member records
To protect your private information,
we require that some requests for changes
be made in writing and be supported by
official documents. Without a signature
we will not process your request. However,
you can update contact information such
as residential and e-mail addresses and
phone number online through your
Members’ Area account.
Your certificate
The most current version of your teaching
certificate appears on the College’s web site.
As with other professional licences, your
teaching certificate must be renewed
annually. To maintain your good-standing
status with the College, your membership
fee is due each year on January 1.
Most employers (school boards, school
authorities, private schools, and so on)
automatically deduct the fee from your
pay if you are employed full-time. You
should consult your employer to find out
if your fee will be deducted automatically.
If not, look for reminders in our magazine,
Professionally Speaking, and via e-mail.
Once we receive your annual fee payment,
we will mail you a new OCT card and a
copy of your teaching certificate. You can
print additional copies of your certificate
or an income tax receipt from your
account in the secure Members’ Area
of the College web site.
51
You may use the Request to Update
Registry Information form available
on our web site to let us know that
information on your certificate requires
updating, such as qualifications earned
in Ontario, a degree or a program of
teacher education.
Qualifications and degree names appear
on the public register and on your
certificate as they were reported by the
provider or granting institution. Printing
your own updated certificate from the
Members’ Area at www.oct.ca is free
and can be done 24/7. Or you can ask
the College to print and mail you an
updated copy of your certificate for a fee.
Changing your name
The name you are practising under should
be the same name that appears on your
certificate. College bylaws require that
you inform the College of any name
change. If you wish to register a legal
change of name with the College, we will
need a copy of one of these documents:
• Change of Name Certificate
• court order made under change of
name legislation
• birth certificate
• certificate of baptism if born in
Québec, Newfoundland or Labrador
(prior to January 1994).
If you have married and chosen to take
your spouse’s surname and want to change
your name on the College’s records, we
will need a photocopy of your marriage
certificate. If you wish to revert to a former
name, you may ask for a change of name
on the College’s records by supplying a
photocopy of a Change of Name Certificate
52
or one of the other documents listed above.
If your marriage certificate is issued in a
language other than English or French,
you must submit an original acceptable
translation. For translation requirements,
please visit our web site at www.oct.ca.
You may bring the original document
to the College’s Client Services Welcome
Counter, where a copy will be made
and submitted with a Request to Update
Registry Information form. If you apply
by mail, you will need to include a copy
of the document, with the Request
to Update Registry Information form,
available at www.oct.ca g Forms.
Reinstatement procedure
Members who have not paid their annual
fee by April 15 will have their status
with the College changed to Suspended –
Non-Payment of Fees.
Once suspended for non-payment of fees,
a member can be reinstated immediately
by accessing the secure payment page on
our web site, at www.oct.ca, or by phone
via the College’s automated payment
system. A member may also be reinstated
by filling in a Membership Reinstatement
form, found on the College web site, and
paying a reinstatement fee along with the
annual membership fee.
You may also pay in person or mail in
a cheque or money order.
Need more info?
www.oct.ca ➔ Forms
provides frequently
used documents
available for download.
Suspended members do not receive their
annual Certificate of Qualification and
Registration and are not licensed to teach
in publicly funded schools in Ontario.
They are not permitted to use the
professional designation OCT – Ontario
Certified Teacher.
Members who were certified by the
Ministry of Education but never
registered with the College may also be
reinstated. For further information, please
call the College.
This reinstatement procedure does
not apply to a former member whose
certificate has expired or may have
been revoked as a result of a finding
of professional misconduct, incompetence
or incapacity after a hearing before
the Discipline or Fitness to Practise
committees. For information on this
process, please call the College.
Replacing a certificate
You can print your own duplicate from
the Members’ Area for free, 24/7.
Statement of
Professional Standing
If you want to provide information to
another jurisdiction about your status
as a teacher in Ontario, you can get a
Statement of Professional Standing from
the College. The statement includes
information about your academic and
professional qualifications. It indicates
your professional standing with the College
and whether your certificate has ever been
cancelled, revoked or suspended for cause.
To request a Statement of Professional
Standing, you can fill out the form on
the College web site at www.oct.ca g
Forms. You can also write to the College
to request a Statement of Professional
Standing and include a fee*. Please state
your address, your College registration
number and the name and address of
the person or institution to whom you
want the statement mailed.
A quick, no-cost alternative is to direct
prospective employers to the College web
site so they can check your credentials
immediately on the Find a Teacher
section of the web site. This section
confirms your status with the College and
your professional qualifications.
Release of Personal Information
The College’s privacy code allows you
to gain access to copies of documents
we have as part of your file. You can print
a Request for Release of Personal
Information form at www.oct.ca g Forms.
There is a fee for this service.*
*Current fees are listed on the College web site at
www.oct.ca
Forms you may need
College forms are available online at
www.oct.ca g Forms. You can also request
any forms by calling Client Services
at 416-961-8800 or toll-free in Ontario
at 1-888-534-2222, or sending an e-mail
to [email protected]. Please see the list of fees
on this page.
53
Looking for a job?
A click of the mouse on the Become a
Teacher link on the College’s web site will
give you access to Jobs in Education, a
collection of web sites that post teaching
jobs in Ontario. These four sites –
Education Canada, Jobs in Education,
Apply To Education and Workopolis – also
offer other useful services like resumé
posting, custom-tailored job searches and
information on certification, salary ranges
and jobs by geographical location.
School boards from every province are now
posting jobs on all these sites, which are
also officially recognized by the Ministry
of Education as fulfilling the requirements
for advertising vacant teaching positions.
Margaret Wilson Library
The Margaret Wilson Library collection
of English and French publications covers a
broad range of education subjects, including
classroom management, leadership, ethical
standards and standards of practice,
teaching strategies, mentoring and
working with students with special needs.
They are available for borrowing free of
charge by mail or in person.
54
The library supports the professional
learning of College members and the work
of the College Council, committees and
staff. Besides more than 8,000 educationrelated books and videos, you will find:
• 200 professional journals and general
periodicals
• more than 700 French-language books,
videos and journals
• a searchable online catalogue
• full-text databases through EBSCO
Information Services
• Council records
• a provincial legislation collection
• government documents including
Statistics Canada publications
• newspapers, both in print and online
• several work stations with
Internet access
• WiFi for your own laptop.
You can browse our full catalogue
online at www.oct.ca g Members g Your
Library and request, renew and track
materials online.
New premium research service
Using the library in Toronto
You can electronically access up-to-date,
premium content in any subject area.
The library provides direct access for
you to EBSCO, the world’s foremost
research database service. Full-text
articles are at your fingertips any time
of the day or night, free for College
members. Previously, you had to e-mail
a request to the College. Now, you can
log in to the Members’ Area and get
immediate access to over 8,000 full-text
journals, 700 full-text newspapers and
317,000 full-text education documents.
If you’re keen to read the latest issues
of magazines or journals, you can create
an account with EBSCO and receive
alerts for new issues.
The library is located at the Ontario
College of Teachers, 12th floor, 101 Bloor
Street West in Toronto. Hours are from
8:30 a.m. to 5:00 p.m., Monday to Friday.
You do not have to make an appointment
to use the library. However, calling ahead
will let the staff prepare for your visit and
set aside time to orient you.
For members who are unable to return
materials during library hours, there
is a drop box behind the building, off
St. Thomas Street. The drop box is accessible
24 hours a day, seven days a week.
If you can’t get to the College
•
The library provides many services on the
Internet and is continually adding more.
The library catalogue, conference listings,
a monthly listing of new acquisitions,
links to web-based journals and video
holdings are examples.
•
The library also sends items by mail or will
fax to members who do not have Internet
access or for services not available through
the Internet.
Communicating with you
We’ll mail books and videos postage-free
to your home or school address. Use
the special return-mailing label and you
can mail books back to the library, again
at no charge.
Some of the library’s services are:
• results of searches done by staff
• updates on the status of legislation
and regulations
• conference calendars
• contact information for education
associations and stakeholders
• loans of books and videos by mail.
Your Library page
If you have opened a Members’ Area
account, log in and choose Your Library
to access your customized library page.
Policies on service
•
•
56
•
Magazines do not go out on loan.
Your College membership number is
also your library access number.
Fees for copier and printer use are 20
cents a page. Please bring your
Ontario Certified Teacher’s card with
you when you visit the library.
Professionally Speaking
Professionally Speaking is the definitive
source of need-to-know information for
teachers in Ontario. This award-winning,
full-colour magazine is published quarterly
in English and French. The French edition
is Pour parler profession. The magazine
provides a forum for the discussion of
issues relevant to the future of teaching
and learning, teachers’ professional learning
and standards of practice. Every issue
contains many suggestions for teachers
on where to find useful books, articles,
conferences or seminars and web sites.
Professionally Speaking/Pour parler
profession has one of the largest
readerships of education magazines in
North America. Current and past issues
are available online in full text at www.
oct.ca. Currently, advertising revenues
pay more than half the cost of producing
and mailing the magazine to members.
The per member annual cost for four
issues – including postage – is $2.94.
ibrary materials are available on loan
L
to members only. A loan is for three
weeks and is limited to eight items.
Faculty of education students may use
the library on site for reference but
have no lending privileges.
J u n e 2 011
One Life…Many Gifts
lesson Plans that really
are a lifesaver
Getting Connected
e-learning in ontario
t h e M ag a z i n e o f t h e o n ta r i o c o l l eg e o f t e ac h e r s
Paul Gross’s
remarkable teacher
PM40064343
Professionally Speaking is a
rich source of book reviews,
articles, web references and
other teaching aids.
Professionally
Speaking /
Pour parler
profession
has one of
the largest
readerships
of education
magazines
in North
America.
Ontario
College of
Teachers
Thinking
About
Teaching?
All of these publications
are placed in full text on the
College web site for you
to read online or download.
They can be found at
www.oct.ca g College
Communications.
The College is required by law to formally
notify each member of Council meetings
and keep you up to date on decisions made
by the College Council and committees.
This information is contained in the
magazine’s Governing Ourselves pages.
They carry information about College
activities, including accreditation reviews
of teacher education programs, results
of disciplinary hearings, notification of
Council resolutions, financial reports,
professional advisories and changes in
College policy that affect you as a teacher.
Contributing to the magazine
Professionally Speaking welcomes
contributions from College members
but normally receives many more articles
than can be used. An editorial board
appointed by the College Council reviews
all contributions and selects the articles
to be published.
Contributions should be approximately
1,500 words in length. They must be
submitted in electronic format, either
on disk or sent by e-mail to [email protected].
Articles may be in French or English.
Your College and You
The College’s electronic newsletter, Your
College and You, keeps our members up to
date on changes to policies and procedures
governing the profession, and provides
information on issues relevant to teachers.
The newsletter is sent out periodically to
members who have provided their e-mail
address through the Members’ Area and
who opt to receive this e-news service.
Other publications
The College produces a number of
other publications, each with a specific
focus – annual reports, this handbook
for new members, Thinking About
Teaching? to guide those who want
to enter the profession, news releases,
registration guides for applicants for
College membership, brochures on the
investigations and hearings processes,
professional advisories, and research
documents and reports.
All of these publications are placed in full
text on the College web site for you to read
online or download. They can be found at
www.oct.ca g College Communications.
Conferences and other events
Listings of conferences are found on the
College web site at www. oct.ca. To list
your conference, send the information to
[email protected] as far in advance of the
event as you can.
Two College Members in Your Household?
If there are two College members in your
household, you can ask to receive only one
copy of Professionally Speaking. E-mail the
College at [email protected].
57
Professional Advisory
Use of Electronic Communication
and Social Media
The Council of the Ontario College
of Teachers approved this professional
advisory on February 23, 2011.
This advisory applies to all members of the
Ontario College of Teachers, including but
not limited to teachers, consultants, viceprincipals, principals, supervisory officers,
directors of education and those working
in non-school-board positions.
Use of Electronic Communication
and Social Media
This professional advisory is intended
to provide a context for the responsible,
professional use of electronic
communication and social media by
members of the College.
For the purposes of this advisory,
electronic communication and social
media encompass software, applications
(including those running on mobile
devices), e-mail and web sites, which
enable users to interact, create and
exchange information online. Examples
include, but are not limited to, sites such
as Facebook, Twitter, LinkedIn, Flickr,
YouTube, Wikipedia, Picasa and MySpace.
58
Introduction
Electronic communication and social
media create new options for extending
and enhancing education. However, as the
number of channels of communication in
society increases rapidly, so does the rate
of misuse. Professional boundaries can blur.
Even the most experienced members may
be susceptible to unintentional mistakes.
Maintaining professional boundaries in
all forms of communication, technologyrelated or not, is vital to maintaining the
public trust and appropriate professional
relationships with students. Members must
be aware of the numerous challenges and
the ramifications associated with the use of
electronic communication and social media.
It is the purpose of this advisory to identify
potential dangers and to offer suggestions
about how to avoid them.
The Starting Point
This professional advisory supports the
College’s Ethical Standards for the Teaching
Profession and Standards of Practice for the
Teaching Profession. The standards, which
were developed by members of the College
and members of the public, guide and
inform Ontario’s teaching practitioners.
The ethical standards – in which care, trust,
respect and integrity are the cornerstones –
identify ethical responsibilities and
commitments. “Members express their
commitment to students’ well-being
and learning through positive influence,
professional judgment and empathy in
practice,” the standards say in reference
to care. Honesty, reliability and moral
action are embodied in the ethical
standard of integrity.
The standards of practice guide the
professional judgment and actions of
the teaching profession.
New Frontiers in Teaching
and Learning
Electronic communication and social
media can be effective when used cautiously
and professionally. They serve a range
of purposes, from helping students and
parents/guardians access assignments
and resources related to classroom studies
to connecting with classrooms in other
communities and countries.
However, the most popular social media
applications were not created specifically
for educational purposes and their use
can expose members to risk when it
comes to maintaining professionalism.
It is up to members to know and respect
proper professional boundaries with
students, even when students initiate
electronic interaction.
Private vs. Professional
There is a distinction between the
professional and private life of a teacher.
Practitioners are individuals with private
lives, however, off-duty conduct matters.
Sound judgment and due care should
be exercised.
Teaching is a public profession. Canada’s
Supreme Court ruled that teachers’ off-duty
conduct, even when not directly related
to students, is relevant to their suitability
to teach.1 Members should maintain a
sense of professionalism at all times – in
their personal and professional lives.
Members also use the Internet and social
networking sites as instructional tools
and for professional development,
seeking information on lesson plans,
new developments and methodologies.
1
R. v. Audet [1996] 2 S.C.R. 171; Ross v.
New Brunswick School District No. 15 [1996]
1 S.C.R. 825; and Toronto (City) Board of
Education v. OSSTF [1997] 1 S.C.R. 487.
P R O F E S S I O NAL ADVI S O RY
59
Professional Vulnerability
Practitioners can be vulnerable to
unintended misuses of electronic
communication. Social media encourage
casual dialogue. Even the most innocent
actions can be easily misconstrued
or manipulated. The immediacy and
simplicity of a text message, for example,
may lead to longer, informal conversations.
Rules may relax and informal salutations
may replace time-respected forms of
professional address.
Electronic messages are not anonymous.
They can be tracked, misdirected,
manipulated and live forever on the
Internet. Social media sites create and
archive copies of every piece of content
posted, even when deleted from online
profiles. Once information is digitized,
the author relinquishes all control.
The use of the Internet and social media,
despite best intentions, may cause members
to forget their professional responsibilities
and the unique position of trust and
authority given to them by society. The
dynamic between a member and a student
is forever changed when the two become
“friends” in an online environment.
Members should never share information
with students in any environment that they
would not willingly and appropriately share
in a school or school-related setting or in
the community.
60
Online identities and actions are visible
to the public and can result in serious
repercussions or embarrassment. As the
Office of the Privacy Commissioner of
Ontario notes, users may intend to share
their online existence solely within their
own network, but in theory anyone can
access the users’ musings, photos and
information. Further, the words can
be altered, forwarded and misquoted.
Criminal and Civil Law Implications
Inappropriate use of electronic
communication and social media can
also result in a member being criminally
charged and convicted or facing civil
action. Examples of actions and resulting
charges are:
• making inappropriate online
comments that lead to civil actions,
such as defamation
• disclosing confidential information
about the school, students and
colleagues, thus breaching workplace
privacy policies and provisions of the
Education Act
• posting the work of others without
proper attribution, raising copyrightviolation issues
• breaching a court-ordered
publication ban
• inciting hatred against an
identifiable group
• disclosing information about a
minor, contrary to the Youth Criminal
Justice Act
• using technology to harass a student,
colleague or others, contrary to the
Criminal Code
•
•
sing a computer to lure a child or
u
for juvenile prostitution under the
Criminal Code
exchanging or forwarding compromising
photos, videos or audio recordings of
students leading to charges of possession
or distribution of child pornography.
Electronic communication and social media
can also be used as evidence in criminal and
civil proceedings. The findings and orders
of a criminal or civil proceeding are used as
evidence in College disciplinary hearings.
Disciplinary Implications
The College’s disciplinary process is
based on the presumption of innocence
and the right to a fair hearing. However,
intentional or inadvertent misuse
of social media and electronic
communication could have serious
disciplinary consequences professionally.
Inappropriate online, e-mail and telephone
conversations between members and others,
including students, colleagues, parents/
guardians, employers, family and friends,
expose members to the possibility of
disciplinary action. Cellphone use, for
example, is one of the largest entry-level
gateways to the distribution of child
pornography. Even one-time errors in
judgment involving the exchange of photos,
videos, audio recordings or comments of
a personal nature may lead to a complaint
of professional misconduct.
Inappropriate use of e-mails and other
forms of electronic communication have
been used as evidence in disciplinary cases
and cited in findings of professional
misconduct. Some behaviours that have
warranted disciplinary measures include:
• inappropriate electronic communication
with students, colleagues, parents/
guardians and others
• sending graphic sexual materials
electronically to students
• using school equipment to access, view
or download pornography, including
child pornography
• luring students and non-students
via the Internet, as defined by the
Criminal Code.
The Ontario College of Teachers Act and the
Student Protection Act include “behaviour
or remarks of a sexual nature by a member
towards a student” in the definition of
sexual abuse. Thus, some behaviours that
do not include any physical contact can be
considered to be sexual abuse, and remarks
of a sexual nature communicated online fall
within the definition of sexual abuse.
Members have been found to have
groomed a student for sexual purposes,
using electronic messages to gradually
win a student’s confidence and establish
an inappropriate relationship.
Even if a member waits until the student
has graduated before a sexual relationship
occurs, the electronic communications
with the student could result in findings
of professional misconduct against
the member.
61
Minimizing the Risks:
Advice to Members
Understand privacy concerns
•
Interact with students appropriately
•
•
•
•
•
•
•
62
s a digital citizen, model the behaviour
A
you expect to see online from your
students.
Alert students to appropriate online
behaviour and the proper use
of comments and images.
Maintain your professional persona
by communicating with students
electronically at appropriate times of the
day and through established education
platforms (for example, a web page
dedicated to a school program, project
or class rather than a personal profile).
Maintain a formal, courteous and
professional tone in all communications
with students to ensure that professional
boundaries with students are maintained.
Avoid exchanging private texts, phone
numbers, personal e-mail addresses
or photos of a personal nature with
students.
Decline student-initiated “friend”
requests and do not issue “friend”
requests to students.
Notify parents/guardians before using
social networks for classroom activities.
Let them know about the platforms
you use in your class to connect with
students and consider giving them
access to group pages.
•
•
•
•
•
•
perate in all circumstances online
O
as a professional – as you would in the
community.
Manage the privacy and security settings
of your social media accounts. Privacy
settings can shift and change without
notice. Check the settings frequently.
Assume that information you post can
be accessed or altered.
Ensure that the privacy settings for
content and photos are set appropriately
and monitor who is able to post to any
of your social media locations. Students
should not be among those who
are allowed to view or post on it.
Remember, no privacy mechanism
is guaranteed.
Monitor regularly all content you
or others post to your social media
accounts and remove anything that
is inappropriate.
Ask others not to tag you on any
photographs without your permission.
Ask others to remove any undesirable
content related to you.
Act professionally
•
•
•
•
•
•
•
onsider whether any posting may
C
reflect poorly on you, your school or the
Be transparent and authentic. Use your
true professional identity at all times. Even
if you create a false identity, courts can
compel disclosure of your true identity.
Avoid online criticism about students,
colleagues, your employer or others
within the school community.
Avoid impulsive, inappropriate or
heated comments.
Ensure that your comments do not
incite others to make discriminatory
or other professionally unacceptable
comments.
Respect the privacy and confidentiality
of student information.
Be aware of your employer’s applicable
policies and programs regarding the use
of social media/e-communications and
the appropriate use of electronic equipment. Even if your employer has no
applicable policy, it is your responsibility
to exercise good judgment.
Important questions to ask yourself
•
•
•
•
•
•
•
hen interacting with students
W
electronically am I using electronic
communication and social media to
enhance their learning or to satisfy a
personal need?
What are my reasons for sharing this
information with a student – are they
professional or are they personal?
Is this picture or comment something I
would be comfortable with my students,
their parents/guardians, my supervisor,
my family or the media seeing?
Would my peers or supervisors consider what I have posted as reasonable
and professional?
Would I communicate this way in my
community?
Are the photos, videos or audio
recordings I am posting susceptible to
misrepresentation or manipulation?
Am I keeping current in my awareness
and knowledge of social media technology developments to protect myself
from misuse?
Members should be able to answer this:
How does my online presence – that which
I control and that which is posted by others –
reflect my professionalism, and how does it
reflect on the teaching profession?
63
Your Qualifications
Interact with
Notify parents/guardians before
using social networks for classroom
activities. Let them know about the
platforms you use in your class to
connect with students and consider
giving them access to group pages.
64
Your Qualifications
Your Professional Designation
For the first time in the history of Ontario
education, teachers in this province have
a professional designation. In fact, this
was a first for Canadian educators.
65
Professional Designation
Your mark of professionalism
Symbol of respect
This guide is intended to help
you, as a member of the Ontario
Frequently Asked
Questions
College of Teachers, use your
For the first time in the history of Ontario
College members indicated they
professional designation to
reflect your membership in a
of professionals.
education, teachers in this province havecommunityfavoured
a professional designation
a professional designation. In fact, this
through the College’s annual member
was a first for Canadian educators.
survey, focus groups and an extensive
electronic poll designed and managed
The Ontario College of Teachers
by expert firms outside the College.
launched the Ontario Certified Teacher
They told us they wanted a symbol of
(OCT) designation in the fall of 2009.
personal, professional achievement.
Q. How will the College enforce the correct use of the
professional designation?
A. The College’s process for discipline will apply to members
who are alleged to have abused the OCT designation.
Non-members who use the designation to falsify their
professional standing will be prosecuted to the fullest
extent of the law.
Your membership card, updated
annually upon receipt of your fee, is
proof of your membership in the
College and your privilege to teach in
Ontario’s publicly funded schools.
Q. Can retired teachers still use the OCT designation?
A. Yes, if they maintain their good standing status with the
College by paying their annual membership fees.
Q. Is OCT a lifetime designation?
A. No. Its use is limited only to members who are in good
standing with the College. Members who do not pay their
membership fees, who resign, or who for disciplinary
reasons have been suspended or have had their teaching
certificate revoked are ineligible to use the designation.
Q. Can I use OCT next to my name as a presenter at
a conference, on any books I author or in any work
I do as a consultant?
A. Yes, by all means, as long as you are a member in good
standing with the College.
Q. What happens if a member falls out of good
standing and their name appears in a print or online
publication with the professional designation?
A. If your teaching certificate has been revoked, if
you have retired or if you have failed to pay your
membership fee, you cannot use the professional
designation and you may be subject to professional
misconduct and/or legal charges.
Ontario teachers – like other
professionals – now have a
professional designation they can
use. It’s a first for Canadian teachers
and a new mark of professionalism.
Q. Do conference presenters who lose the privilege
to use the professional designation have a duty/
responsibility to inform conference organizers,
publishers or others that they are no longer eligible
to use the designation?
A. Yes. Those who are ineligible to use the professional
designation will be prosecuted for unauthorized use.
www.oct.ca
To report misuse, please
phone Investigations and
Hearings at 416-961-8800
or toll-free in Ontario at
1-888-534-2222.
Q. Shouldn’t my PhD appear first on my business card?
A. No. All academic degrees should follow your professional
designation. Academic degrees are conferred by
universities upon successful completion of course work
in a specific area of study. The OCT designation signifies
your certification with the regulatory body for the
teaching profession and the right to teach in Ontario’s
publicly funded schools and school systems. Its proper use
signifies your association with the recognized community
of teaching professionals in Ontario.
Q. Can I decide to include OCT after my name in
handwritten notes I send home to parents?
A. Yes. It is appropriate and encouraged to use the
designation as a symbol of professionalism in your
correspondence.
Q. What if I stop working for my board, or change
my place of employment? Can I still use the
A. Yes. The designation is not tied to employment.
If you are a member in good standing with the College,
the designation follows you wherever you work.
Q. Can private or independent school teachers use
the designation?
A. They can if they are certified, qualified members of the
Ontario College of Teachers. By choice, many are, even
though they are not required to be by law.
Q. Can teachers who work in non-classroom settings
use the professional designation?
A. Yes. All College members in good standing, including
those in administrative positions such as principals, viceprincipals and supervisory officers are encouraged to use
the OCT designation.
Q. What do I do if I see somebody using the
professional designation incorrectly?
A. Please report any misuse of the professional designation
to the College’s Investigations and Hearings Department.
The College could also litigate under trademark laws.
OCT is an appropriate description
of you as an individual certified
teacher and as a member of the
collective of Ontario’s teachers
Q. I frequently refer to the College as OCT.
Isn’t it confusing to use the same term for the
A. OCT is an appropriate description of you as an individual
certified teacher and as a member of the collective of
Ontario’s teachers, which has been granted powers to
self-regulate by Ontario’s legislature. The College
comprises more than 220,000 OCTs, professionals like
you who are certified to teach in Ontario’s publicly
funded schools.
Ontario
Certified
Teacher
OCT
Your
Professional
Designation
Cette publication est également disponible en français sous le titre de Enseignante
agréée de l’Ontario Enseignant agréé de l’Ontario EAO Votre titre professionnel.
The College Council grants the OCT
designation to members in good standing.
The designation signifies that you:
• are certified and qualified to teach in
Ontario’s publicly funded schools
• possess distinct knowledge and skills
specific to teaching
• engage in ongoing learning throughout
your career
• belong to a community of highly
educated, responsible and caring
practitioners who are committed to
helping Ontario students develop
and succeed.
Teaching was one of the only selfregulated professions in the province
without a professional designation.
Most people are familiar with RN, CA,
and PEng as designations for nurses,
chartered accountants and engineers.
The abbreviations become common
fixtures in everyday language, symbolic
of the professions and respected titles
for their practitioners.
OCT is that symbol. It’s an important
distinction and one the College hopes you
will use frequently in the months and
years ahead.
The College includes the professional
designation on certificates, correspondence,
the public register and Council decisions.
OCT is not a lifetime award. Only those
who maintain their good standing with the
College can use the designation. Those who
resign, retire, fail to pay their membership
fees, or whose teaching certificate has been
revoked or suspended for disciplinary
reasons are ineligible to use it.
We encourage you to use OCT in your
professional correspondence and wherever
you can to promote professionalism in
teaching. For more information on the
designation, visit www.oct.ca.
OCT lets students, parents and the public
know that you belong to a community
of highly educated professionals, people
whose practice is guided and informed
by the profession’s standards of practice
and ethical standards.
66
You belong to a community
of highly educated, responsible
and caring practitioners who
are committed to helping
Ontario students develop
and succeed.
Ontario Certified Teacher
The Mark of Professionalism
Carmen Wong, CA
Bryan Tiongson, RN
Michael Limerick, OCT
Alicia Fraser, PEng
A Community of Professionals
How do you recognize professionals in Ontario? Look next to
their name. Only qualified, certified teachers who are members
of the Ontario College of Teachers can use the professional
designation, OCT – Ontario Certified Teacher.
The OCT designation tells students, parents and the public
that teachers are guided and informed by ethical standards
and standards of practice.
To learn more, visit www.oct.ca.
Interact with
Avoid exchanging private
texts, phone numbers, personal
e-mail addresses or photos of a
personal nature with students.
Your Connections
If you’re looking for a workshop, expert
information specific to your subject area
or just a bit of friendly collegial support,
you may want to connect with one of these
subject associations and other relevant
educational groups.
Your Connections
Subject associations play a vital role
in education. They offer conferences,
workshops, newsletters and an array
of learning resources. The associations
publish journals, attend ministry meetings
and provide teachers with news and
information about the curriculum related
to their subject areas.
Here’s a sampling of relevant associations in
Ontario to keep you connected and current:
Association francophone à
l’éducation des services à
l’enfance de l’Ontario (AFÉSEO)
AFÉSEO is an organization for anyone
who is interested in early childhood
education in Ontario. It is attuned to its
members’ needs and supports them in
their educational role with young children.
AFÉSEO’s objectives are to promote
communication and the exchange of
information, provide training and resources
and advocate with various authorities to
respond to early childhood needs.
www.afeseo.ca
Association francophone pour
l’éducation artistique en Ontario
(AFÉAO)
AFÉAO works to create a network
of members to promote professional
learning for elementary and secondary
school art teachers. The association
achieves this by organizing one event
each year, rotating among Northern,
Southern and Eastern Ontario. This is
an opportunity to share texts drafted
by our expert teachers and/or artists
in technical workshops and to support
the implementation of Arts Education
curriculum documents. Specialist teachers
70
and artists work together to enrich these
meetings, supporting cultural identity and
school success through the integration
of literacy, numeracy and creative and
critical analytical processes.
www.afeao.ca
Association francophone pour
l’enseignement des
mathématiques en Ontario
(AFEMO)
AFEMO’s objective is to bring FrancoOntarians together to promote excellence
in the teaching of elementary and
secondary school mathematics. Its
functions include organizing a biannual
conference and working in cooperation
with the Ontario Ministry of Education.
www.afemo.on.ca
Arts Education Consultants of
Ontario (ARTSECO)
ARTSECO is comprised of arts
consultants and co-ordinators from across
the province. Its mission is to encourage
and support the development of the arts
in education and the implementation of
the arts curriculum in all Ontario schools.
ARTSECO liaises with the Ministry of
Education, as well as existing agencies
and arts organizations to support arts
education in our schools.
www.artseco.ca
Association for Computer
Studies Educators (ACSE)
ACSE is a non-profit, province-wide
professional association dedicated to
supporting Computer Studies and Computer
Technology education in Ontario. Its
mandate is to provide multi-faceted support
for educators and students. ACSE supports
Your Connections
teachers through the provision of conferences,
summer institutes, and online resources.
The association draws its membership
from Computer Studies and Computer
Technology educators, encompassing high
schools, colleges, and universities.
www.acse.net
Centre franco-ontarien de
ressources pédagogiques
(CFORP)
CFORP supports the development and
continuous improvement of French-language
education by producing and distributing
educational materials, such as Frenchimmersion material. Its services include
publishing, printing, production of online
courses and professional development.
www.cforp.ca
Consultants’/Coordinators’
Association of Primary Educators
(CAPE)
CAPE is a provincial association that
provides teachers with opportunities for
networking and professional learning.
It offers a network of collegial support,
professional learning addressing the
diverse needs of Early Years and Primary
students and an active voice with the
Ontario Ministry of Education.
www.capeonline.ca
Catholic Association of Religious
and Family Life Educators of
Ontario (CARFLEO)
CARFLEO is dedicated to supporting
Catholic educators in the delivery of
quality religious and family life education.
It provides an array of Family Life and
Religious Education resources.
www.carfleo.org
Council of Ontario Drama and
Dance Educators (CODE)
CODE’s goal is to encourage and
support the development of drama and
dance in education in Ontario. It creates
and distributes educational resources
supporting the Ontario dance and
drama curriculum. CODE promotes
dance and drama education in schools
and communities throughout Ontario.
It connects educators, artists, and local
community through workshops,
conferences and online resources.*
www.code.on.ca
Council of Outdoor Educators of
Ontario (COEO)
COEO is a non-profit, volunteer-based
organization that promotes safe and high
quality outdoor education experiences
for people of all ages. It also acts as a
professional body for outdoor educators in
Ontario. These aims are achieved through
publishing Pathways: The Ontario Journal
of Outdoor Education (quarterly) and a
monthly electronic newsletter, running an
annual fall conference, maintaining a web
site, and working with kindred organizations
as well as government agencies.
www.coeo.org
Educational Computing
Organization of Ontario (ECOO)
ECOO exists to share and disseminate
information and to advocate and promote
the effective use of computers and
associated technologies in the education
process. Over the years, ECOO has served
thousands of teachers in their quest to
integrate computers into their teaching. The
organization represents all levels of the
education system and draws members from
YO U R C O N N E CTI O N S
71
Your Connections
all areas of study. Its membership extends
across international boundaries, although
the primary focus is on Ontario issues.
www.ecoo.org
ESL/ELD Resource Group
of Ontario
ERGO is an organization of ESL/ELD
coordinators, consultants and designated
representatives of boards of education,
colleges and universities across Ontario
dedicated to the improving educational
opportunities and practices for Englishlanguage learners.
www.ergo.on.ca
International Languages
Educators’ Association (ILEA)
ILEA provides leadership in establishing
and implementing International Languages
Programs across the province. It endorses
and supports the learning of international
languages, in addition to English and
French. The organization also advocates
literacy for all students and languages, and
organizes professional development and
networking opportunities for educators.
www.ilea.ca
Learning Disabilities Association
of Ontario (LDAO)
LDAO is a charitable non-profit
organization dedicated to improving the
lives of children, youth and adults with
learning disabilities. The association’s
mission is to provide leadership in learning
disabilities advocacy, research, education
and services and to advance the full
participation of children, youth and adults
with learning disabilities in today’s society.
www.ldao.ca
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Ontario Association for
Developmental Education
(OADE)
OADE is comprised of teachers,
educational assistants, principals,
administrators, consultants, and other
support staff and parents who work with
and for students with developmental
challenges. The primary goal of OADE
is to improve the education for students
with developmental challenges in Ontario
so they can achieve a self-satisfying quality
of life, a sense of self esteem and personal
competence in their own community.
www.oade.ca
Geographic and Environmental
Education (OAGEE)
OAGEE is the leading professional
organization for geographic and
environmental education in Canada.
OAGEE members receive four issues
of The Monograph each year (a magazine
filled with lesson plans, resources and
reviews), access to OAGEE conferences
(spring and fall) and summer institutes,
discounts on The Best of The Monograph
CD – over 20 years of lessons and articles
from past issues.
www.oagee.org
Ontario Association of Junior
Educators (OAJE)
OAJE is an organization dedicated to
the professional development of educators
of children in the Junior Division.
www.oaje.org
Your Connections
Mathematics Education (OAME)
Ontario Classical Association
(OCA)
OAME is the professional organization
for everyone interested in Mathematics
education in Ontario. The organization’s
mission is to promote excellence in
Mathematics education in the province.
www.oame.on.ca
The OCA is the only official advocate
for students, teachers and professors of
Latin, ancient Greek and Classics in this
province. The OCA provides on-going
support and professional development for
its members through its newsletter, annual
meetings and symposia. Its mandate is
the promotion and protection of Classical
Languages in Ontario, supporting the
provision of enriching and innovative
programmes in Latin, ancient Greek
and Classics for Ontario students.
www.ontclassics.org
Ontario Association of Physics
Teachers (OAPT)
The mission of OAPT is to advance the
teaching of Physics in the secondary schools,
colleges, and universities of Ontario.
www.oapt.ca
Ontario Association for the
Supervision of Physical and
Health Education (OASPHE)
OASPHE is comprised of educators who
provide a strong voice to lobby policy
makers and advocate for the development
and delivery of quality curriculum in
Health and Physical Education. This will
provide students with opportunities
to develop the skills to make a lifelong
commitment to daily physical activity
and make healthy lifestyle choices.
www.oasphe.ca
Ontario Business Educators’
Association (OBEA)
OBEA is the only organization that
represents business teachers in the
classroom at the provincial level. Its
mission is to contribute to the professional
growth of business educators and to
respond to needs expressed by members.
OBEA strives to provide a forum for
stimulating ideas through conferences,
newsletters and its web site.
www.obea.ca
Ontario Cooperative Education
Association (OCEA)
OCEA is a not-for-profit professional
organization of Ontario co-operative
education and experiential learning
professionals. It strives to provide the
leadership and vision needed for optimal
professional development of its members.
The association also develops and
facilitates access to information, resources
and other supports relevant to OCEA
members and other experiential learning
professionals in Ontario.
www.ocea.on.ca
Ontario Council for Exceptional
Children (OCEC)
OCEC’s mission is to enhance educational
outcomes and improve the quality of life
for individuals with special needs.
www.cecontario.ca
73
Your Connections
Ontario Council for Technology
Education (OCTE)
OCTE was formed to represent teachers of
elementary Science and Technology and
secondary Technological Education in
Ontario. OCTE is a registered, non-profit
organization governed by constitution
and the will of its membership.
www.octe.on.ca
Ontario Elementary Social
Studies Teachers’ Association
(OESSTA)
OESSTA is composed of teachers from
public and Catholic school boards and it
has members from different regions in the
province. The association’s goal is support
educators who teach Social Studies and
Geography and History (Grade 7 and 8).
www.oessta.blogspot.com
Ontario Family Studies-Home
Economics Educators’
Association (OFSHEEA)
With the ultimate goal of strengthening the
family, the role of OFSHEEA is to facilitate
the professional development and personal
growth of educators to promote quality
Family Studies programs in Ontario.
www.ofsheea.ca
Ontario Family Studies
Leadership Council (OFSLC)
OFSLC is composed of representatives of
boards of education in Ontario. The Council
assists school board staff with jurisdictional
responsibilities for Family Studies/Social
Sciences in the curriculum management
process. It provides a forum where the
broad educational issues that impact on
existing and future Family Studies/Social
Science curricula, programs and guidelines
74
may be investigated, analyzed and
appropriate action initiated. The council
contributes to the educational programs and
pedagogy related to the preparation of new
members entering the teaching profession.
www.ofslc.org
Ontario Guidance Leadership
Association (OGLA)
OLGA is on the leading edge of
information for guidance counsellors in the
province. The association promotes and
provides a forum for the dissemination
of current policy information, the sharing
of curriculum resources, professional
development, networking, dialogue,
information processing and problem
solving. It liaises with district school boards,
the Ontario Ministry of Education and the
Ontario School Counsellors’ Association.
www.ogla.info
Ontario History and Social
Science Teachers’ Association
(OHASSTA)
OHASSTA is a volunteer organization
of practising History and Social Science
teachers in Ontario’s elementary and
secondary schools. The association has a
wide membership in Ontario’s two
public systems as well as in its various
private and parochial schools. It has
been deeply and widely involved in the
development and implementation of
Ontario’s new curriculum.
www.ohassta.org
Your Connections
Ontario Mathematics
Coordinators Association
(OMCA)
OMCA members support the effective
teaching and learning of Mathematics
in K-12 classrooms across Ontario. Our
members are coordinators and consultants
at public and Catholic school boards.
The association works closely with the
Ontario Association of Math Educators,
the Ministry of Education, the Education
Quality and Accountability Office and
the Fields Institute.
www.omca.ca
Ontario Modern Language
Teachers’ Association/
Association ontarienne des
professeurs de languages
vivantes (OMLTA/AOPLV)
The OMLTA, in existence since 1886, is a
non-profit organization which represents
the interests of over 1,200 French and
International Languages teachers in
Ontario. The association advocates on
behalf of language educators and provides
leadership in the development of
language policy documents and
curriculum. It provides members with
professional development opportunities
and resources, and promotes the benefits
of learning languages.*
www.omlta.org
Ontario Music Educators’
Association (OMEA)
networking, resources and advocacy
to improve teaching practice and quality
music education in Ontario.
www.omea.on.ca
Ophea
Since 1921, Ophea has been working to
support the health and learning of children
and youth in Ontario. The not-for-profit
organization is led by the vision that
all kids value, participate in, and make a
lifelong commitment to healthy active
living. Ophea works in partnership with
school boards, public health, government,
non-government organizations, and private
sector organizations to develop programs
and services that support healthy active
schools and communities. Visit their web site
to learn more and to access programs and
services which support the implementation
of health and physical education.*
www.ophea.net
Ontario Philosophy Teachers’
Association (OPTA)
The official subject association of Ontario
high school Philosophy teachers, OPTA
provides professional development
and networking opportunities such as
workshops, conferences and the sharing
of resources. Philosophy is a teachable
subject in Ontario. OPTA liaises with
the Ministry of Education, the Ontario
College of Teachers and the Ontario
Teachers’ Federation Curriculum Forum.
www.ontariophilosophy.ca
OMEA is a non-profit organization that
represents music educators in Ontario.
It provides leadership in establishing and
maintaining high standards of school
music throughout Ontario and Canada.
OMEA offers professional development,
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Your Connections
Ontario Reading Association
(ORA)
Ontario Society for
Environmental Education (OSEE)
ORA is a chartered affiliate of the
International Reading Association, a nonprofit, global network of individuals and
institutions committed to worldwide
literacy. More than 70,000 members strong,
the International Reading Association
supports literacy professionals through
a wide range of resources, advocacy
efforts, volunteerism, and professional
development activities. Members
promote high levels of literacy for all.
www.reading.org
OSEE is a professional organization
whose members include teachers from
all levels of education, people who teach
in outdoor education centres or parks
and people involved with Environmental
Education. OSEE offers an annual
conference and publishes a professional
journal five times per year for members.*
www.osee.ca
Ontario School Counsellors’
Association (OSCA)
OSCA provides leadership and support
in Guidance and Career Education
for Guidance Teacher-Counsellors and
students. It advocates for guidance and
career education and promotes exemplary
guidance and career education practices.
The association also provides professional
resources and training.*
www.osca.ca
Ontario Art Education
Association (OAEA)
OAEA is a non-profit organization that
actively promotes and advocates learning
through the visual arts. The association
has served educators across the province
by providing leadership in the development
and promotion of quality visual arts
education at all levels. Members include
elementary and secondary teachers,
professional artists and designers,
art education consultants and
administrators, university and college
instructors, gallery and museum educators,
and government representatives.
www.oaea.ca
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Ontario School Library
Association (OSLA)
OSLA provides professional
development, advocacy, and leadership
for the more than 1,700 elementary and
secondary school teacher-librarians,
library technicians, and school board
consultants who are members. Signature
programs include the annual (February)
Super Conference and The Teaching
Librarian, the definitive magazine on
trends and news for school libraries.*
www.accessola.com/osla
Science Coordinators’ and
Consultants’ Association of
Ontario (SCCAO)
SCCAO assists teachers and school
boards to implement quality Science
programs in Ontario schools. It initiates
and responds to issues of relevance to
students and teachers regarding the
learning and teaching of Science and
Technology. Membership is diverse
reflecting the different curriculum areas
associated with science, and includes
consultants, coordinators, lead teachers,
university professors and researchers.
www.sccao.org
Your Connections
Secondary School Hospitality
Educators of Ontario (SSHEO)
The organization represents the
provincial viewpoint on all matters
relating to Hospitality/Tourism educators
(Technological Education) in Ontario’s
publicly funded schools, colleges
and universities offering programming
relating to our sector. The main
goal of the association is to promote
professionals, cooks, chefs, bakers, meat
cutters, service personnel, travel counsellors,
meeting planners and their programs, and
students in secondary/post secondary
schools in the province.
www.ssheo.ca
Science Teachers’ Association of
Ontario (STAO)
STAO, founded in 1890, continues to be
the professional voice of Science educators
in Ontario. The association’s mission is to
encourage excellence in Science education
through leadership and service.*
www.stao.org
competencies, experiences, and issues
which influence the success of immigrants,
refugees, visa students, and others who
are learning English.
www.teslontario.org
TFO Éducation
TFO Éducation, a division of
GroupeMédia TFO, works closely with
the Ontario Ministry of Education and
Ontario’s French-language schools and
French-immersion programs to produce
resources, tools and workshops that meet
the needs of teachers in the 21st-century
classroom. GroupeMédia TFO is a
French-language educational media
organization that distributes content on
multiple platforms, including television,
the Web, tablets and social networks.
tfo.org/education
* Organizations have indicated they provide some
French-language services or resources.
The Association of Library
Consultants and Coordinators of
Ontario (TALCO)
TALCO Connections is a school library
community for making connections with
colleagues throughout Ontario.
www.talcoconnections.ning.com
Teachers of English as a Second
Language of Ontario (TESL)
TESL Ontario is a non-profit organization
serving the needs of teachers of English as
a Second Language and English Literacy
Development. In its commitment to
professional development and advocacy,
TESL Ontario addresses the range of
77
Investigations and Hearings
The College receives and investigates
complaints against its members related to
professional misconduct, incompetence or
incapacity. The College strives to ensure fair
and impartial treatment for its members
while protecting the public interest.
78
A C O M M I T M E N T TO L I F E LO N G L E A R N I N G
Complaints, Investigations
and Hearings
As members of a profession, teachers are
always on duty. Just as doctors, lawyers,
nurses, engineers and other professionals
are bound by certain standards of conduct,
so too are teachers. You should be aware
that teachers are expected to be
professionals 24/7 and that the College
has a duty to investigate if a complaint
of alleged professional misconduct,
incompetence or incapacity is made
against you.
The courts, including the Supreme Court,
have made it clear that teachers are, in a
sense, always role models and that “they
do not necessarily check their teaching
hats at the schoolyard gate and may be
perceived to be wearing their teaching
hats even off duty.”1
This notion needs to be viewed through
the lens of reasonable expectation of
conduct. One of the privileges associated
with professional self-regulation is that
the public has entrusted the profession to
determine what a reasonable expectation
of conduct looks like through the
decisions and reasons of a panel of peers.
During an investigation of allegations
against a member, the College acts in
a fair and impartial way to respect the
member’s rights while protecting the
public interest.
The College’s responsibility for
investigating complaints against
members of the College and dealing
with issues of discipline and fitness to
practise is outlined in the Ontario
College of Teachers Act.
Complaints to the College must relate
to alleged professional misconduct,
incompetence or incapacity. The College
does not investigate complaints that are
outside its jurisdiction or that are frivolous,
vexatious or an abuse of process.
When someone calls or writes the College
to express a concern about a member,
College staff assesses the nature of the
complaint and, when appropriate, may
discuss with the caller or the writer other
ways to resolve the dispute, such as
talking with the teacher, principal or
school board officials.
Formal complaints, which must be in
writing, may be made by a member of
the public, a member of the College,
the Registrar of the College or the
Minister of Education.
1
R. v. Audet [1996] 2 S.C.R. 171; Ross v.
New Brunswick School District No. 15 [1996]
1 S.C.R. 825; and Toronto (City) Board of
Education v. OSSTF [1997] 1 S.C.R. 487.
I N V E S T I G AT I O N S A N D H E A R I N G S
79
Investigating a complaint
Under the direction of the Investigation
Committee, College investigators
investigate complaints in a fair and
impartial manner.
Typically, an investigation involves
these steps:
•
•
•
•
•
•
•
•
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The
complainant gives the investigator
all relevant information about the
complaint, including any documents
and materials, such as photographs or
physical evidence.
The investigator requires the
complainant to confirm the allegations
in writing.
The investigator notifies the member
by phone and in writing of the
allegations and provides information
about the investigation process.
Members are encouraged to contact
their federation, professional
organization or lawyer.
The member is invited to submit a
written response within 30 days of
receiving notice of the complaint.
The investigator seeks information
from people and organizations who
may have knowledge of the alleged
conduct or actions of the member.
The investigator forwards the
member’s written response to the
complainant for comment.
The investigator prepares a report
outlining information gathered,
which a panel of the Investigation
Committee reviews with the
supporting documentation.
College committees that
deal with complaints
Three College committees deal with
complaints: the Investigation Committee,
which conducts a documentation review
of information related to the complaint;
the Discipline Committee, which holds
hearings related to alleged professional
misconduct and incompetence; and the
Fitness to Practise Committee, which holds
hearings related to alleged incapacity.
Three-member panels make decisions by
considering the information and evidence
related to a complaint. The panels must
include both elected teacher and appointed
public members of Council.
Investigation Committee
The Investigation Committee reviews the
investigator’s report and the supporting
documentation. The panel examines all
the relevant information the College has
obtained regarding the complaint. Based
on its examination, the panel may:
• take no further action regarding
the complaint
• caution or admonish the member
• ratify a memorandum of agreement
reached through the Dispute
Resolution Program
• refer the matter to a discipline or a
fitness to practise hearing.
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Need more info?
www.oct.ca ➔
College
Communications for
the brochure Steps to
Take: If a Complaint is
Filed Against You
The complainant, the member and the
member’s employer (if the member is
employed as a teacher) receive a copy of
the panel’s decision and its reasons, unless
the matter is referred to a hearing, in
which case no reasons for the decision
are allowed by legislation. If the subject
of the complaint was brought to the
College’s attention by a former employer,
the former employer will also receive a
copy of the decision in some situations.
Discipline Committee
The Discipline Committee considers
allegations of incompetence and
professional misconduct that are referred
to it by the Investigation Committee.
Discipline matters are dealt with in public
hearings before a three-member panel.
The panel is composed of at least one
elected and one appointed member.
The College
safeguards
personal
information
about its
members.
Council
members
and College
staff keep this
information
confidential.
If the panel finds the member guilty of
professional misconduct or incompetence,
it may do one or more of the following:
• direct the Registrar to revoke the
member’s certificate
• direct the Registrar to suspend the
certificate for up to two years
• direct the Registrar to impose
terms, conditions or limitations on
the certificate
• postpone a decision for a specific
period to provide the member with an
opportunity to fulfill certain conditions.
In findings of professional misconduct
only, the committee may also:
• require the member to be
reprimanded, admonished or
counselled by the committee
• impose a fine of up to $5,000
• publish its order, in detail or in
summary, with or without the member’s
name, in the College’s magazine
• order costs to be paid by the member.
Decisions from open hearings of the
committee are available through the
Margaret Wilson Library and Quicklaw.
Fitness to Practise Committee
When the Investigation Committee refers
a complaint to the Fitness to Practise
Committee, a panel of this committee
holds a hearing to determine whether a
physical or mental condition or disorder
exists that makes a member unfit to carry
out professional responsibilities or if a
certificate should be made subject to
terms, conditions or limitations. Such a
hearing is not open to the public unless
the member requests that it be open.
If the panel finds a member to be
incapacitated, it may direct the Registrar to
revoke the member’s teaching certificate,
suspend the certificate for up to two years,
impose terms, conditions or limitations on
the certificate, or postpone a decision for a
specific period to provide the member with
an opportunity to fulfil certain conditions.
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Dispute resolution
The College uses a voluntary Dispute
Resolution Program to promote the
resolution of suitable complaints. The
program is available at all stages of the
complaint process. Dispute resolution
may be used as an alternative to a full
investigation or contested hearing.
A matter is considered suitable for
dispute resolution if it can be resolved
in the public interest and if the result
reflects what would be achieved after a
full investigation or contested hearing.
Under the Ontario College of Teachers Act,
the penalty for any member of the College
Council or staff who fails to keep
information confidential is a fine of up
to $25,000.
Professional misconduct
The Professional Misconduct Regulation
describes what actions, or failures to act,
constitute professional misconduct on the
part of College members.
If the parties reach an agreement,
a panel of the appropriate committee
must approve it. If the parties fail to
agree, the matter proceeds by way of
an investigation or hearing.
Confidentiality
The College cannot by law comment on
investigations or complaints unless they are
referred to a public hearing. This practice
protects the member and the complainant
and avoids possible prejudice to the process.
The College safeguards personal
information about its members. Council
members and College staff keep this
information confidential.
82
Professional Misconduct
Regulation
The Professional Misconduct Regulation
(made under the Ontario College of
Teachers Act)
i)the student (or if the student is a
minor, the student’s parent or
guardian) consents to the release
or disclosure, or
ii)if the release or disclosure is
required or allowed by law.
Section 1
The College
uses a
voluntary
Dispute
Resolution
Program to
promote the
resolution
of suitable
complaints.
The following acts are defined as
professional misconduct for the purpose
of subsection 30 (2) of the Act:
7. Abusing a student verbally.
1.Providing false information or
documents to the College or any
person with respect to the member’s
professional qualifications.
7.2 Abusing a student psychologically
or emotionally.
2. Inappropriately using a term, title or
designation indicating a specialization
in the profession which is not
specified on the member’s Certificate
of Qualification and Registration.
8. Practising or purporting to practise
the profession while under the influence
of any substance or while adversely
affected by any dysfunction,
i)which the member knows or ought
to know impairs the member’s
ability to practise, and
ii)in respect of which treatment
has previously been
recommended, ordered or
prescribed but the member has
failed to follow the treatment.
3. Permitting, counselling or assisting
any person who is not a member to
represent himself or herself as a
member of the College.
4. Using a name other than the
member’s name, as set out in the
register, in the course of his or her
professional duties.
5. Failing to maintain the standards
of the profession.
6. Releasing or disclosing information
about a student to a person other than
the student or, if the student is a minor,
the student’s parent or guardian. The
release or disclosure of information is
not an act of professional misconduct if,
7.1 Abusing a student physically.
7.3 Abusing a student sexually.
9. Contravening a term, condition or
limitation imposed on the member’s
Registration.
10. Failing to keep records as required by
his or her professional duties.
11. Failing to supervise adequately a
person who is under the professional
supervision of the member.
83
12. Signing or issuing, in the member’s
professional capacity, a document
that the member knows or ought to
know contains a false, improper or
misleading statement.
13. Falsifying a record relating to the
member’s professional responsibilities.
14. Failing to comply with the Act, the
regulations or the bylaws.
15. Failing to comply with the Education
Act or the regulations made under
that Act, if the member is subject
to that Act.
16. Contravening a law if the contravention
is relevant to the member’s suitability
to hold a Certificate of Qualification
and Registration.
17. Contravening a law if the contravention
has caused or may cause a student who
is under the member’s professional
supervision to be put at or to remain
at risk.
18. An act or omission that, having
regard to all the circumstances, would
reasonably be regarded by members
as disgraceful, dishonourable or
unprofessional.
19. Conduct unbecoming a member.
20. Failing to appear before a panel of
the Investigation Committee to be
cautioned or admonished, if the
Investigation Committee has
required the member to appear
under clause 26 (5)(c) of the Act.
84
21. Failing to comply with an order of a
panel of the Discipline Committee or
an order of a panel of the Fitness to
Practise Committee.
22. Failing to co-operate in a College
investigation.
23. Failing to take reasonable steps to
ensure that requested information is
provided in a complete and accurate
manner if the member is required to
provide information to the College
under the Act and the regulations.
24. Failing to abide by a written
undertaking given by the member to
the College or an agreement entered
into by the member with the College.
25. Failing to respond adequately or
within a reasonable time to a written
inquiry from the College.
26. Practising the profession while the
member is in a conflict of interest.
27. Failing to comply with the member’s
duty under the Child and Family
Services Act.
Section 2
A finding of incompetence, professional
misconduct or a similar finding against a
member by a governing authority of the
teaching profession in a jurisdiction other
than Ontario that is based on facts that
would, in the opinion of the Discipline
Committee, constitute professional
misconduct as defined in Section 1
is defined as professional misconduct
for the purposes of subsection 30 (2)
of the Act.
The College
deals
with
complaints made
by members, employers and
the public.
Professional Advisory on Sexual
Abuse and Professional Misconduct
The College issued this professional
advisory – its first – in October 2002. It
was distributed to College members in
the December 2002 issue of Professionally
Speaking. The College also held a series
of 18 meetings throughout the province
with school board officials, federation
representatives, College members,
community childcare providers, Children’s
Aid officials, parent groups, the police
and the media to build public awareness
of the advisory.
Professional Misconduct
Related To Sexual Abuse
and Sexual Misconduct
The Council of the Ontario College of
Teachers has approved this professional
advisory. The intent of this advisory is to
help members of the College identify the
legal, ethical and professional parameters
that govern their behaviour and to prevent
sexual abuse of students and sexual
misconduct.This advisory is not to be
construed as providing an exhaustive list
of unacceptable behaviours, but rather is
intended to provide examples and guidance.
The authority of the College to
investigate complaints against members
of the College and to deal with issues of
professional misconduct is stated in the
Ontario College of Teachers Act. The
Investigation Committee and the
Discipline Committee of the College may
consider this advisory when reviewing
allegations of professional misconduct.
The Discipline Committee will determine,
in each case, whether particular behaviour
amounts to professional misconduct.
The term “sexual abuse” is defined by the
Student Protection Act (see Sexual Abuse,
page 61). The term “sexual misconduct”
is used in this advisory to refer to any
behaviour of a sexual nature which may
constitute professional misconduct.
Members of the College should consult
their employer’s policies to ensure that they
are familiar with all expectations and
obligations that may exist in their particular
workplaces and communities related to the
contents of this professional advisory.
This advisory applies to all members of the
Ontario College of Teachers, including but
not limited to teachers, consultants, viceprincipals, principals, supervisory officers,
directors of education and those working in
non-school board positions.
Why an advisory on professional
misconduct of a sexual nature?
Public and professional sensitivity to and
awareness of sexual abuse and sexual
misconduct has increased in recent years,
not only in teaching but also in other
professions, particularly where people are
in positions of trust and moral authority.
In April 2000 the provincial government
released Protecting Our Students: A
Review to Identify and Prevent Sexual
Misconduct in Ontario Schools, the report
of former Justice Sydney L. Robins. This
report made numerous recommendations
for the teaching profession, including a
recommendation for the College to
clarify and elaborate on members’
obligations and professional duties.
85
Student Protection Act
In June 2002 the Ontario legislature
passed Bill 101, the Student Protection
Act. This Act modified existing legislation
and placed new obligations on members
of the profession. The College issued
this professional advisory as the Student
Protection Act came into force.
Building on the ethical standards
and the standards of practice
Members of the College demonstrate
care for and commitment to students
that require them to act in students’
best interests and report suspicious
behaviour or allegations of professional
misconduct of a sexual nature to
appropriate authorities. Members must
take a student’s disclosure of abuse
or exploitation seriously, even if some
allegations prove to be unfounded.
Dealing with victim disclosure requires
professional judgment. This advisory
provides some criteria to assist members
in using their judgment.
Members maintain professional
relationships with students and recognize
the trust that the public places in them.
They are aware of the negative impact
of boundary violations on students.
They respond professionally to victims’
allegations by collaborating with other
professionals such as police, child and
family services, and College investigators.
86
This advisory helps clarify members’
responsibilities to the profession – to govern
their own conduct and to understand clearly
what conduct by other members does
not conform to professional standards,
provincial law and the Criminal Code.
Understanding the legal, ethical and
professional parameters of behaviour is
central to a member’s successful career.
This advisory helps members recognize
when they are at risk of breaching
hose parameters.
Even though many of the behaviours
described here may be unthinkable
to most members, the College has an
obligation to identify them so that the
parameters of professional behaviour
are clear. Ignorance of the law or College
regulations is not an acceptable excuse.
Engaging in sexual abuse of students
or sexual misconduct is a form of
professional misconduct and will result
in an investigation and disciplinary action
by the College. Consequences may
include the suspension or revocation of
a member’s Certificate of Qualification
and Registration and membership in the
Sexual abuse
Professional misconduct
Sexual abuse is a form of professional
misconduct. The Student Protection Act
defines sexual abuse of a student and
amends the Ontario College of Teachers
Act to include this definition:
i) sexual intercourse or other forms
of physical sexual relations between
the member and a student,
ii) touching, of a sexual nature, of
the student by the member, or
iii) behaviour or remarks of a sexual
nature by the member towards
the student.
Professional misconduct includes, but is
not limited to, sexual abuse of a student
by a member. Professional misconduct of
a sexual nature could involve a member’s
own students, other students or children, or
even adults, if the Discipline Committee
of the College determines that the
behaviour amounts to an act defined as
professional misconduct.
Accordingly, members should avoid:
• sexual relations or sexual intercourse
with a student
• any form of sexual touching of a student
• any sexual contact, including behaviour
or remarks of a sexual nature,
regardless of the age of the student or
any apparent consent by the student.
There may be forms of professional
misconduct that do not fall within the
definition of sexual abuse but which may
be considered sexual misconduct. These
behaviours could nonetheless fall within
the definition of sexual misconduct
and constitute professional misconduct.
These behaviours may include sexual
harassment and sexual relationships with
students or any conduct which may lead
to an unprofessional and inappropriate
relationship with a student. The latter is
often called grooming behaviour.
The College deals with complaints made
by members, employers and the public.
Written complaints of alleged sexual
abuse of a student or sexual misconduct
have to be investigated by the College
if they fall within the definition of
professional misconduct.
87
Ultimately, the determination of whether
particular behaviour constitutes
professional misconduct will be made
by the Discipline Committee based
on the definition of sexual abuse, as well
as the other definitions of professional
misconduct contained in the Professional
Misconduct Regulation, including:
•
1 (18) an act or omission that, having
regard to all the circumstances, would
reasonably be regarded by members
as disgraceful, dishonourable or
unprofessional
•
1(19) conduct unbecoming a member.
Sexual harassment
•
(5) failing to maintain the standards
1
of the profession
•
(7) abusing a student verbally
1
1(7.1) abusing a student physically
1(7.2) abusing a student
psychologically or emotionally
1(7.3) abusing a student sexually
•
(14) failing to comply with the
1
Ontario College of Teachers Act,
the regulations or the bylaws
•
(15) failing to comply with the
1
Education Act or the regulations
made under that Act, if the member
is subject to that Act
•
(16) contravening a law if the
1
contravention is relevant to the
member’s suitability to hold a
Registration
•
(17) contravening a law if the
1
contravention has caused or may cause
a student who is under the member’s
professional supervision to be put at
or to remain at risk
88
Inappropriate behaviour or remarks of
a sexual nature which may constitute
professional misconduct include, but are
not limited to, conduct that would
amount to sexual harassment or sexual
discrimination under the Ontario Human
Rights Code. These need not be overtly
sexual but may nonetheless demean
or cause personal embarrassment to a
student, based upon a student’s gender,
race or sexual orientation.
Members should avoid even a single
event that may constitute sexual
harassment, including but not limited to:
• objectionable conduct or comments
incompatible with the role of a
member, regardless of whether the
affected students appear to be
offended by the conduct or comments
• sexual harassment of non-students or
of co-workers
• reprisals or threatened reprisals for
rejecting sexual advances.
Sexual relationships
Regardless of the age of a student and
whether there are any criminal law
considerations, it is unacceptable for
a member to engage in or attempt
to establish a sexual relationship with
a student. Professional misconduct
includes, but is not limited to, any sexual
relationship with:
i)a student, regardless of the student’s age
ii) a former student under the age of 18
iii)a former student who suffers from a
disability affecting his or her ability
to consent to a relationship.
Responsibility for ensuring that a memberstudent relationship is professional and
appropriate rests with the member and not
with the student. This remains the case even
when it is the student who attempts to initiate
an inappropriate relationship. Any conduct
directed to establishing such a relationship
may constitute professional misconduct.
It is not necessary that the student be
in the member’s own class. A student
may be a student who is in the school
or school system where the member is
employed, or in relation to whom a
member is otherwise considered to hold
a position of trust and responsibility.
Members should not engage in activity
directed to establishing a sexual
relationship. This includes, but is not
limited to:
• any form of sexual touching
• sending intimate letters to students
• making telephone calls of a personal
nature to students
• engaging in sexualized dialogue
through the Internet with students
• making suggestive comments
to students
• dating students.
Such conduct is inappropriate even if the
conduct does not result in the establishment
of a relationship. Engaging in a sexual
relationship with a person who is under the
age of 18, or in relation to whom the
member holds a position of trust or
authority, may also constitute professional
misconduct, regardless of whether the
person is a student or former student.
Knowing the limits – the
responsibility of each member
There are situations, activities and
actions where members should be
cautious. Even though an action or
event may seem to be in a student’s
best interest, members need to
consider thoroughly the implications
and appearance of the action or
event beforehand.
89
Members have an additional
responsibility to avoid activities that
may reasonably raise concerns as to their
propriety. Keeping this in mind can help
members avoid complaints to either
their employer or to the College, and
can help protect students by detecting
and preventing sexual abuse or sexual
misconduct by others.
•
•
•
Using good judgment
Members understand that students
depend on teachers to interpret what is
right and wrong. This judgment can be
difficult when certain acts seem innocent
but may be considered later as a prelude
to sexual abuse or sexual misconduct.
In the interests of student safety, when
members use their professional judgment
about their own or others’ activities they
should be mindful of these and other
considerations:
• whether the activities are known to,
or approved by, supervisors and/or
parents or legal guardians
• whether the student is physically
isolated from other observers, for
example, behind closed doors
• whether the circumstances are urgent or
an emergency (providing transportation
in a blizzard, for example)
• whether the education environment
might be detrimentally affected by
the activities
90
hether the activity would reasonably
w
be regarded as conduct intended to
promote or facilitate an inappropriate
personal relationship with a student
the extent to which the activities might
reasonably be regarded as posing
a risk to the personal integrity or
security of a student, or as contributing
to any student’s level of discomfort
whether the conduct would reasonably
be regarded as being in the best
interests of the student.
Members should avoid:
•
•
•
•
•
•
•
inviting individual students to
their homes
seeing students in private and isolated
situations
exchanging personal notes, comments
or e-mails
becoming personally involved in
students’ affairs
giving personal gifts to students
sharing personal information about
themselves
making physical contact of a
sexual nature.
When meeting with students, members
should, whenever possible, ensure that:
• classroom and office doors are
left open
• a third party is present or aware of
the meeting
• the student is not physically isolated
from other observers, for example,
behind closed doors
• they are not alone with an individual
student except in urgent or emergency
circumstances.
Reporting suspected or alleged
inappropriate sexual behaviour
If a member of the College has
reasonable grounds to suspect the sexual
abuse of students or sexual misconduct,
the member has a responsibility to
report the suspected or alleged case to
appropriate authorities. This includes
one or more or all of the following: child
and family services, police, the employer
and the Ontario College of Teachers.
Adverse report and anti-reprisal
provisions
The Student Protection Act also amended
the Teaching Profession Act. A member
who makes an adverse report about
another member respecting suspected
sexual abuse of a student by that other
member need not provide him or her with
a copy of the report or with any information
about the report.
Members of the College may not engage
in, or threaten to engage in, reprisals
against anyone who discloses, reports
or otherwise provides information
with respect to alleged or suspected
professional misconduct of a sexual nature.
Employer responsibilities
Similarly, employers were previously
required to report to the College members
who had been convicted of an offence
under the Criminal Code involving sexual
conduct and minors. The Student
Protection Act stipulates that employers
must now report to the College at the time
a member is charged with a sexual offence.
Responsibility of the Ontario
College of Teachers
The Investigation Committee of the College
is responsible for investigating complaints
relating to a member’s alleged professional
misconduct, incompetence or incapacity.
Allegations of misconduct may result in
charges under the Professional Misconduct
Regulation made under the Ontario College
of Teachers Act. If the Investigation
Committee refers a case to the Discipline
Committee, a panel of the Discipline
Committee will conduct a hearing to
determine whether the alleged conduct
constitutes professional misconduct.
91
Relevant legislation
Teachers are governed by several pieces
of legislation and the regulations made
under them. The College web site at
www.oct.ca g About the College g
Education Legislation carries the full
text of these laws and regulations or a
link to them at e-laws.
•
•
eems those who previously held an
d
Ontario Teacher’s Certificate or Letter
of Standing issued by the Ministry of
Education to hold the corresponding
Registration issued by the College
defines the process for qualified
individuals to register as members of
the College.
Ontario College of Teachers Act
•
•
•
stablishes the Ontario College
e
of Teachers
defines the scope of authority
of the College in governing the
teaching profession and protecting
the public interest
sets out the duties of a teacher as a
member of the profession – to pay the
annual membership fees, provide
information required by the College,
fulfill ongoing education requirements,
uphold the standards of the profession
and avoid doing things that result in
disciplinary measures being taken by
the College because of misconduct or
incompetence.
Professional Misconduct Regulation
•
Accreditation Regulation
•
Teachers’ Qualifications Regulation
•
•
92
efines a range of infractions that can be
d
considered as professional misconduct –
from providing false information on
professional qualifications and failing to
maintain the standards of the profession
to abusing a student physically, sexually,
verbally, psychologically or emotionally.
outlines
how new members qualify
for a Certificate of Qualification and
Registration
sets out the process and requirements
for obtaining basic and additional
qualifications, including principal’s and
supervisory officer’s qualifications
e stablishes the parameters of the
College’s responsibility to accredit
teacher education programs in Ontario.
Need more info?
www.oct.ca ➔
About the College
for full-text versions of
education legislation
Education Act
•
s ets duties and responsibilities of the
Minister of Education, the school
boards, school board supervisory
officers, principals, teachers, parents
and students.
Operation of Schools
Regulation – General
Education Accountability Act
•
Student Protection Act
(Regulation 298)
• describes the duties of a teacher
• outlines a teacher’s legal obligations.
•
Collection of Personal
Information Regulation
•
(Regulation 521/01)
• school boards must collect a Canadian
Police Information Centre (CPIC)
computer check on their current
employees
• school boards must collect a CPIC
check from all new employees hired
after March 31, 2002, before they can
start their employment.
s ets province-wide standards for
teaching time in secondary schools,
average class sizes at both the
elementary and secondary levels and
other elements of curriculum and
Special Education.
s ets out a definition of sexual abuse
that recognizes not just physical sexual
abuse but sexual harassment and
inappropriate behaviour of teachers
imposes strong requirements for
reporting sexual abuse.
Child and Family Services Act
•
s ets out the responsibility of a wide
range of professionals who deal with
children – including teachers – to
report if they suspect a child is or may
be in need of protection.
Safe Schools Act
•
•
•
amends the Education Act
gives force to Code of Conduct
sets expectations for behaviour
and consequences for students
who commit serious infractions.
93
Index
Accreditation, 13, 14, 24, 25, 42, 51, 57, 92
Additional Qualifications, 5, 11, 20, 24, 28–33, 35–43, 92
Members’ area, 5, 33, 34, 35, 46, 48, 49, 50, 51, 52, 53, 55, 56, 57
Member discounts, 5, 51
Annual report, 11, 57
New Teacher Induction Program, 11, 28, 32
Certificates
Registration, 5, 20, 23, 24, 28, 33, 34,
37, 46, 47, 48, 51, 53, 83, 84, 86, 88, 92
Transitional Certificate of
Qualification and Registration, 30, 34
Ontario Certified Teacher (OCT), 1, 5, 32, 46, 48, 51, 56, 66, 67, 99
Council, 1, 6, 7, 13, 14, 15, 22, 35, 36,
47, 49, 50, 51, 54, 57, 58, 66, 80, 81, 82,
85, 97
Professional Advisory, 1, 30, 35, 36, 58, 85, 86
Complaints, 6, 11, 12, 13, 14, 78, 79, 80, 82, 83, 84, 85, 87, 90, 91, 97
Disciplinary hearing, 6, 11, 12, 13, 14, 53, 57, 61, 78–93, 97
Elections, 14, 46, 50
Equivalencies, 32, 33
Ethical standards, 6, 10, 12, 14, 15, 17,
18, 19, 21, 24, 42, 43, 54, 58, 59, 66, 85, 86, 100
Fees, 13, 15, 32, 33, 34, 46, 47, 48, 51, 52, 53, 56, 66, 92
Find a Teacher (public register), 5, 10, 11, 33, 35, 49, 51, 53
Find an AQ, 7, 30, 31
First Nations, Métis and Inuit, 7, 34, 39
Investigation, 13, 14, 57, 78–93, 97
Mandate, 6, 12, 14, 21, 36, 42
Margaret Wilson Library, 7, 12, 46, 54, 55, 56, 57, 81, 97
Ontario College of Teachers Act, 10, 12, 20, 22, 42, 61, 79, 82, 83, 85, 87, 88,
91, 92
Professional Learning Framework, 17, 18, 20, 21, 36, 42
Professionally Speaking, 5, 7, 11, 13, 14, 15, 24, 25, 47, 49, 50, 51, 56, 57, 85
Professional designation, 53, 65, 66, 67
Self-regulation, 10, 18, 79
Social media, inside front cover, 1, 3, 44, 58–63
Standards of practice, 97, 100, 6, 10, 13, 14, 15, 17–25, 42, 54, 56, 58, 59, 66,
67, 86
Statement of Professional Standing, 53
Teachers’ Qualifications Regulation, 20, 22, 23, 38, 42, 43, 92
Technological Education, 22, 28, 29, 34, 35, 37, 38, 40, 41, 74, 77
Teacher education, 6, 10, 11, 12, 14, 20, 21, 22, 24, 25, 27, 28, 29, 32, 34, 35,
39, 42, 52, 57, 92
For the kids!
You became a teacher to help
students fulfill their potential, and
in doing so you will fulfill yours.
We are confident that you will have a
rewarding and meaningful career.
Contact the College
General inquiries
E-mail
The Ontario College of Teachers contact
centre and switchboard are open from
8:30 a.m. to 5:00 p.m., Monday to Friday.
We are closed on statutory holidays.
For general information: [email protected]
For library inquiries: [email protected]
Web site
www.oct.ca
Phone
To reach us by telephone, call 416-961-8800
or (toll-free in Ontario) 1-888-534-2222 and
listen to the prompts. The College call centre
has knowledgeable staff who can provide
information on a wide range of issues relevant
to College membership, including qualifications,
certification and the complaints process.
Fax
Mail
101 Bloor Street West, Toronto, ON M5S 0A1
In person
The College’s offices are in downtown Toronto
at 101 Bloor Street West, one block west of
Bay Street. Visit our Client Services Welcome
Counter on the 14th floor.
Library
101 Bloor Street West
416-961-8800
E-mail:[email protected]
416-961-8822
2012 Senior Leadership
Ontario College Of Teachers
Registrar
Michael Salvatori, OCT
Deputy Registrar
Joe Jamieson, OCT
Director of Investigations
and Hearings
Francine Dutrisac, OCT
Director of Corporate
and Council Services
Richard Lewko
Director of Standards of Practice
and Accreditation
Michelle Longlade, OCT
Director of Membership Services
Linda Zaks-Walker, OCT
Have a good year!
Being an
Certified
Ontario
Teacher
has its privileges.
Making connections.
Every day across Ontario, teachers experience
the joy of seeing students’ faces brighten with
the thrill of learning.
Teachers connect with children inside and outside
the classroom. Maintaining professional boundaries
in all forms of communication, technology-related
or not, is vital to maintaining the public trust and
appropriate relationships with students.
This year, the Ontario College of Teachers has
added its timely Professional Advisory on the
Use of Electronic Communication and Social
Media to the handbook for the first time.
Your card will give you benefits at:
• parks, museums, sporting events and theatres
• travel services and vacation destinations
• vendors for computers, software, school supplies
and books.
For a growing list of places where discounts are
offered to Ontario Certified Teachers, visit
www.oct.ca and click on OCT Discounts on the
right-hand side.
Be sure to carry your card with you and ask
wherever you go – even at venues around the
world – whether you can have an Ontario Certified
Teacher discount.
If you know of an organization or business that
would like to offer a discount, ask someone there
to e-mail [email protected] for information.
Ontario Certified Teacher's Handbook 2012
Ontario Certified Teachers belong to
a community of highly educated and
caring professionals who are committed
to helping Ontario students develop and
succeed. Our practice is guided and
informed by the profession’s standards
of practice and ethical standards.
www.oct.ca
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Member`s Handbook 2012 - Ontario College of Teachers

Transcription

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