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.
Allard, C., Goldblatt, P., Kemball, J., Kendrick, S., Millen, J., & Smith, D. (2007). Becoming a reflective community of practice. Reflective Practice, 8(3), pp. 299-314.
The Ontario College of Teachers thanks the enthusiastic students of the Fletcher's Meadow Secondary School film program who helped us make the College Video Tour. Get a behind-the-scenes look at the whole crew and students in action. Popcorn optional.
Although the College supported the general principles of this bill to improve access to professions for those educated outside Canada, many important details were left to be defined by yet undrafted regulations. Also, some provisions conflicted with the College's legal obligations.
This bill, the Education Statute Law Amendment Act (Learning to Age 18), proposed raising the leaving age and giving credit for time spent in programs offered by non-traditional educational organizations. The College, while supporting the intent, said the bill did not deal adequately with accountability and responsibility for the educational programming.
This bill was a response to an Ontario government report on identifying and preventing sexual misconduct in schools. Although the legislation was welcome, the College found significant shortcomings: no definition of sexual misconduct and two loopholes that could allow a sexual predator to remain in or return to the school system.