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