Smith, D. (2015). Pedagogies for teacher education policy development in Canada: Democratic dialogue in Cheryl J. Craig , Lily Orland-Barak (ed.) International Teacher Education: Promising Pedagogies (Part C) (Advances in Research on Teaching, Volume 22C) Emerald Group Publishing Limited, pp.253 – 279.
This award honours an individual who strives to strengthen public confidence in education.
"Philip is a great example of someone who embeds the teaching profession's ethics of care, trust, respect and integrity, says Joe Jamieson, Deputy Registrar of the Ontario College of Teachers.
Report of the two-year review of teachers' qualifications, including 66 recommendations to the government for changing and updating courses for pre-service and in-service teacher education.
For program providers, outlines application and accreditation requirements and process.
Clarifies the purpose of the regulated system of qualifications in a division or a subject, commonly known as Additional Basic Qualifications (ABQs) and Additional Qualifications (AQs).
The Council of the Ontario College of Teachers approved this advisory on June 4, 2015 to remind members that they have a duty to report abuse and/or neglect of children and youth. This may be read in conjunction with previous advisories such as Professional Misconduct Related to Sexual Abuse and Sexual Misconduct, and Safety in Learning Environments: A Shared Responsibility.
This advisory 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.
Helps to identify the legal, ethical and professional parameters that govern members' behaviour and to prevent sexual abuse of students and sexual misconduct.
The Council of the Ontario College of Teachers approved this advisory to assist members in their daily efforts to provide students a safe, inclusive and accepting school climate that helps all students reach their full potential.
Sets out 4Rs of safety: recognize, respond, report and reflect – to help members safeguard students in all learning environments and situations.
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.
Members recognize that a commitment to ongoing professional learning is integral to effective practice and to student learning. Professional practice and self-directed learning are informed by experience, research, collaboration and knowledge.
The Magazine of the Ontario College of Teachers