101 Bloor Street West
Toronto ON, M5S 0A1
P: 416-961-8800
Toll Free (Ontario Only): 1-888-534-2222
F: 416-961-8822

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Materials for Consideration for Teachers New to Ontario

Materials for Consideration for Teachers New to Ontario

Selection of Materials from the College

About 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.

Education Legislation: 

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.


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.


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.

An Introduction to Special Education in Ontario:

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

OCT - The Mark of Professionalism

Member’s Handbook 2012

Foundations of Professional Practice

Information for First Nations, Métis and Inuit on Becoming a Teacher

Becoming a Teacher

Margaret Wilson Library

Professionally Speaking, current issue 

Professional Advisory. Additional Qualifications: Extending Professional Knowledge

Professional Advisory. Professional Misconduct Related to Sexual Abuse and Sexual Misconduct

Serving the Public Interest

Resolving Complaints

Dispute Resolution Program

Steps to Take if you Have a concern About a Member

Steps to Take if a Complaint is Filed Against You

Selection of Materials Provided to Candidates Enrolled in Principal's Qualifications

Alphabetical list of College documents including “Latest Documents” and “Research Documents”

List of books and videos for principals from the Margaret Wilson Library

Special Education

The Identification, Placement, and Review Committee (IPRC)
The Individual Education Plan (IEP)


Ontario College of Teachers Act, 1996

Regulation 184/97: Teachers Qualifications

Regulation 298: Operation of Schools-General

Ministry's Catalogue of Documents for Administrators

Publications for Administrators

Regulation 437/97 - Professional Misconduct

Books and Videos in the Margaret Wilson Library for Principals New to Ontario

Leading Indicators of effective schools : [videorecording] /

Professional development for school improvement : empowering learning communities /

Being and becoming a principal : role conceptions for contemporary principals and assistant principals /

What it means to be a principal : your guide to leadership /

Beginning the principalship : a practical guide for new school leaders /

If you want to lead, not just manage : a primer for principals /

The principalship : a reflective practice perspective /

The leadership brain : how to lead today's schools more effectively /

The 21st-century principal : current issues in leadership and policy /

Alternative dispute resolution [videorecording] /

Assembly required : a continuous school improvement system /

New small learning communities : findings from recent literature /

Professional learning communities at work [videorecording] : best practices for enhancing student achievement.

Assembly required : a continuous school improvement system : implementation guide /

Leadership lessons from comprehensive school reforms /

Leading for results : transforming teaching, learning, and relationships in schools /

Transforming school leadership and management to support student learning and development : the field guide to Comer schools in action /

The handbook for school leaders : a practical guide for principals /

The handbook for school leaders : a practical guide for principals /

101 Bloor Street West, Toronto ON, M5S 0A1, P: 416.961.8800 / Toll Free (Ontario Only): 1.888.534.2222 / F: 416.961.8822 / info@oct.ca

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