Professional Standards and Designation
This paper explores the collaborative research relationship among a faculty of education, district school board and a teacher's self-regulatory body. Each group possessed different objectives; however, all agreed that reflection, teacher inquiry and standards of practice would unite their research journey.
This pedagogical resource has been developed to support the use of the College casebook, Cases for Teacher Development: Preparing for the Classroom, within teacher education. The 13 cases you will encounter in the casebook can become your curriculum to initiate study and research into the ethical standards and the standards of practice. Our hope is that the cases as curriculum and pedagogical tools will facilitate deeper awareness, understanding and integration of the standards within your daily practice.
This book for teacher education and teacher development can be purchased through SAGE Publishing at www.sagepub.com
It can also be borrowed from the College library. https://www.oct.ca/members/library
In this article the author describes a collaborative project undertaken by two provincial education organizations to foster the leadership formation of school leaders. Leadership development through case inquiry was the focus of this innovative partnership between the Ontario College of Teachers and the Catholic Principals’ Council of Ontario.
Ethical practice resides at the core of the teaching profession in Ontario, Canada, and is based on an agreed-upon set of ethical standards and principles by both the teaching profession and the public. Starratt’s (2004) understanding of ethics as the principles, beliefs, assumptions, and values that characterize a moral life shapes this core.
This document contains essential information and advice for Ontario Certified Teachers that will help guide and inform your practice.
Professional inquiry empowers educators to become critically aware of the assumptions and beliefs that inform their decisions and actions.
The Ontario College of Teachers and the College of Early Childhood Educators are pleased to offer a new professional learning resource related to interprofessional collaboration and ethical leadership within the context of early learning.
Order from Les Presses de l’Université Laval website: www.pulaval.com
Exploring the Ethical Standards for the Teaching Profession through Anishinaabe Art is an educative resource designed to support exploration into the Ethical Standards for the Teaching Profession.
Exploring the Standards of Practice for the Teaching Profession through Anishinaabe Art is a teacher education resource designed to support inquiry into the Standards of Practice for the Teaching Profession.
The Foundations of Professional Practice articulate a collective vision of professionalism for Ontario educators. Take a minute to reflect on what’s new in a recently revised version.
In the spring of 2002 the Ontario College of Teachers began a research project in order to foster awareness of the Standards of Practice for the 187,000 teachers in the province. Case work, in
which 18 teachers representative of the College's membership wrote narratives describing their
professional dilemmas, was the methodology chosen.
Professional inquiry assists educators to critically explore practices that are laden and interwoven with multifaceted complex ethical dimensions.
Outlines the project and booklets and describes the role of the standards and the benefits of using the case method.
Using a story written by a new teacher, describes how to use the case method.
Describes how to use a narrative inquiry approach, using five vignettes written by new teachers.
Outlines five steps to creating a professional learning session based on the standards.
A synopsis of insights gathered from beginning and teacher mentors during the project.
This facilitator’s guide will introduce a variety of audio-visual and written components and suggest how each component might be used within various professional contexts.
A visual narrative developed by a member of the Ontario College of Teachers. This educator tells a story of his professional practice.
Examples of how the ethical standards and standards of practice are “lived out” in the daily practice of educators.
The aim of this booklet is to build on theoretical understanding of the standards and to enhance professional practice.
Stories based on the everyday practice of educators in Ontario. These cases concern the challenges and dilemmas experienced by two teachers and a consultant.
The Dimensions of Practice highlight many of the concepts that comprise each domain
of the standards of practice. Illustrated in charts, the dimensions address issues of
knowledge, support, context and application of the standards.
The College’s Council approved use of the designation in September 2008 by certified, qualified College members in good standing. Enseignante agréée de l’Ontario, Enseignant agréé de l’Ontario or EAO is the equivalent French terminology for use by French-language College members.
The Ontario College of Teachers - the regulatory body for teachers - has a professional designation for all Ontario teachers in good standing... a first for teachers in Canada.
This advisory from the Ontario College of Teachers helps to clarify members' responsibilities when using electronic communication or social media so they can govern their conduct and understand what conduct does not meet professional standards.
A workbook for teachers to use on their own.
Cases and questions to guide the discussion, a guide for facilitators, and a workbook to map the cases back to the standards.
Ethical dilemmas and a framework for decision making.
A script, Recreational Mutiny, presents a principal’s dilemma. Discussion and reflection guide included.
Lays out context and structure of the resource kit.
A two-sided poster listing the standards of practice and ethical standards that are the foundation of teaching in Ontario.
Strengthening the Vision: A Discourse on the Ethical Standards for the Teaching Profession is an inquiry-based resource inspired by the reflective writing of one member of the Ontario teaching profession.
Narrative-based writing approaches validate, connect and empower beginning teachers. They help move teachers from feelings of disillusionment and isolation to feelings of hope, confidence and a sense of connectedness to a meaningful profession.
The current study had two purposes: to explore further revisions to the Three-Part Schedule D Additional Qualification (AQ) courses in special education and to determine if a virtual knowledge network would be a viable and welcome tool in building teacher capacity for classroom inclusion of students with exceptionalities.
This paper outlines the partnership between the Faculty of Education at Brock University and
the Ontario College of Teachers as the self-regulatory body for the teaching profession in
Ontario. The paper explores how two institutions collaborated to use case study methodology
with faculty members in an initial teacher education program.
This paper will discuss the new additional qualification course guideline for Teaching and Learning through e-learning in Ontario. This innovative new teaching qualification course provides a foundation for teachers interested in supporting the development of professional knowledge, skills, dispositions and instructional practices that support teachers facilitating e-learning within various educational contexts across a highly diverse province.
A narrative approach to policy development was utilized to collaboratively reconceptualize
a provincial Principal’s Qualification Program. The stories, perspectives and lived experiences
of teachers, parents, students and the public were included as essential voices and
information sources within policy development conversations.
In this 14-minute video, First Nations elders, an Inuit elder and a Métis senator share personal stories of tragedy, experience, wisdom and cultural identity. Their words underline the importance of understanding our Canadian history and the experiences First Nations, Inuit and Métis students bring to our classrooms.
These stories will help educators enhance their professional knowledge and practice.
The Ontario College of Teachers developed this resource to support the development of Additional Qualifications course guidelines.
Ontario Certified Teacher – or OCT – is the designation in English and is granted by the Council of the Ontario College