Materials for Consideration for Teachers New to Ontario
Materials for Consideration
for Teachers New to Ontario
Selection of Materials
from the College
The Ontario College of Teachers was established in 1997 to allow teachers
to regulate and govern their own profession in the public interest.
Teachers who want to work in publicly funded schools in Ontario must
be certified to teach in the province and be members of the College.
You will find below the online version of the Ontario College of Teachers
Act and the Teachers’ Qualifications Regulations made under the
Act, as well as a list of links to provincial legislation affecting
educators.
Standards:
Ethical and practice standards that guide and reflect effective teaching
practice and ongoing professional learning are essential to the teaching
and learning process.
Foundations of Professional Practice:
The Foundations of Professional Practice is a publication that brings together the three documents — the ethical
standards, the standards of practice and the professional learning
framework — that provide a foundation for the regulation of
the teaching profession in Ontario.
Additional Qualifications:
The Teachers' Qualification Regulation identifies Additional Basic
Qualifications (ABQs) and Additional Qualifications (AQs) that members
of the College earn by successfully completing courses and programs
that update and expand professional knowledge. ABQs and AQs are assigned
to schedules A,
B, C, D, E or F according to their professional learning purpose. The
AQ programs for principals, supervisory
officers and for teachers
of students who are deaf and hard of hearing exist in addition
to qualifications in the schedules.
Professional Advisory on Sexual Abuse and Professional Misconduct:
The intent of this advisory is to help members of the College to identify
the legal, ethical and professional parameters that govern their behaviour
and to prevent sexual abuse of students and sexual misconduct.
Professional Advisory on Additional Qualifications: Extending
Professional Knowledge:
The intent of this advisory is to clarify for members the purpose
of the regulated system of Additional Basic Qualifications (ABQs) and
Additional Qualifications (AQs) and the important role they play in
a teacher’s ongoing professional learning. The advisory is an
outcome of an intensive review of teachers’ qualifications by
the College, its members and its education partners.
Selection of
Materials from the Ministry of Education
Education Facts:
Here you'll find the most recent facts and figures available for Ontario's
publicly funded education system.
Curriculum:
Here you'll find curriculum documents and exemplars spanning Kindergarten
to Grade 12. The achievement charts provide guidelines for assessing
students' work. "Exemplars" are samples of actual submitted
work with notes explaining how marks were arrived at.
Aboriginal Education:
Ontario's Aboriginal Education Strategy will help more First Nations,
Métis and Inuit students achieve their full potential.
Special Education:
Students who have behavioural, communicational, intellectual, physical
or multiple exceptionalities, may require special education programs
and/or services to benefit fully from their school experience. Special
education programs and services primarily consist of instruction and
assessments that are different from those provided to the general student
population. These may take the form of accommodations (such as specific
teaching strategies, preferential seating, and assistive technology)
and/or an educational program that is modified from the age-appropriate
grade level expectations in a particular course or subject, as outlined
in the Ministry of Education's curriculum policy documents.
The Identification, Placement, and Review Committee:
Exceptional pupils are identified as such by an Identification, Placement, and Review Committee (IPRC). Upon receiving a written request from
a student's parent(s)/guardian(s), the principal of the school must
refer the student to an IPRC. The IPRC will decide whether the student
is an exceptional pupil and, if so, what type of educational placement
is appropriate. The principal may also, on written notice to the parent(s)/guardian(s),
refer the student to an IPRC. The parent(s)/guardian(s), as well as
a student who is 16 years of age or older, have the right to attend
the IPRC meeting and may request that the IPRC discuss potential programs
that would meet the student's needs. On the basis of these discussions,
the IPRC can recommend the special education programs and/or services
that it considers to be appropriate for the student.
The Individual Education Plan Process:
When an Identification, Placement, and Review Committee (IPRC) identifies
a student as an exceptional pupil, the principal must ensure that an
Individual Education Plan (IEP) for that student is developed and maintained.
An IEP must be developed with input from the parent(s)/guardian(s)
and from the student if he or she is 16 years of age or older.
An IEP must be developed within 30 days of the placement of an
exceptional pupil in a particular program. The parents/guardian(s)
must be provided with a copy; the student must also be given a copy
if he or she is 16 years of age or older. An IEP may also be prepared
for students who require accommodations, program modifications and/or
alternative programs, but who have not been identified as exceptional
by an IPRC.
Selection of Materials
from the Education Quality and Accountability Office (EQAO)
About EQAO:
The Education Quality and Accountability Office (EQAO) is an independent
provincial agency funded by the Government of Ontario. EQAO’s
mandate is to conduct province-wide tests at key points in every student’s
primary, junior and secondary education and report the results to educators,
parents and the public.
EQAO acts as a catalyst for increasing the success of Ontario students
by measuring their achievement in reading, writing and mathematics
in relation to Ontario curriculum expectations. The resulting data
provide a gauge of quality and accountability in Ontario’s publicly
funded education system.
The objective and reliable assessment results are evidence that adds
to the current knowledge about student learning and serves as an important
tool for improvement at the individual, school, school board and provincial
levels. EQAO helps build capacity for the appropriate use of data by
providing resources that educators, parents, policy-makers and others
in the education community can use to improve learning and teaching.
EQAO distributes an individual report to each student who writes the
tests and posts school, school board and provincial results on its
website. Schools and school boards also create their own reports of
EQAO data for distribution to parents and others in their communities.
Materials for Consideration
for Principals New to Ontario
Selection
of Materials from the College
Selection of Materials
Provided to Candidates Enrolled in Principal's Qualifications
The Identification, Placement, and Review Committee (IPRC)
The Individual Education Plan (IEP)
Regulations
Ministry's
Catalogue of Documents for Administrators
Books and Videos
in the Margaret Wilson Library for Principals New to Ontario
Leading Indicators of effective schools : [videorecording] /
LB/2822.82/.L42
Professional development for school improvement : empowering
learning communities /
33876000043038
LB/1731/.G62
Being and becoming a principal : role conceptions for contemporary
principals and assistant principals /
LB/2831.9/.M36
What it means to be a principal : your guide to leadership /
LB/2831.92/.D39
Beginning the principalship : a practical guide for new school
leaders /
LB/2831.92/.D37
If you want to lead, not just manage : a primer for principals /
LB/2831.92/.D85
The principalship : a reflective practice perspective /
LB/2831.92/.S484
The leadership brain : how to lead today's schools more effectively /
LB/2831.92/.S68
The 21st-century principal : current issues in leadership
and policy /
LB/2831.92/.C46
Alternative dispute resolution [videorecording] /
BF/637/.N4/.A48
Assembly required : a continuous school improvement system /
LB/2822.8/.L49
New small learning communities : findings from recent literature /
LB/3012.5/.C67
Professional learning communities at work [videorecording]
: best practices for enhancing student achievement.
LB/2822.82/.D831
Assembly required : a continuous school improvement system
: implementation guide /
LB/2822.8/.L495
Leadership lessons from comprehensive school reforms /
LB/2822.82/.L424
Leading for results : transforming teaching, learning, and
relationships in schools /
LB/2705/.S735
Transforming school leadership and management to support student
learning and development : the field guide to Comer schools in action /
LB/2822.82/.T737
The handbook for school leaders : a practical guide for principals /
LB/2831.92/.C2/.H245
The handbook for school leaders : a practical guide for principals /
LB/2831.92/.C2/.H245
