Committees at Work

Accreditation Committee


The College’s Accreditation Committee ensures high quality programs to prepare Ontario’s teachers, through program review and accreditation. A rigorous review process assures the public that Ontario’s teacher education programs meet the standards set out in regulation.

The Accreditation Committee appoints an accreditation panel to review each initial teacher education program in Ontario. New programs are reviewed before they can be offered to students, and existing programs are reviewed every seven years to confirm that they continue to meet standards and requirements.

In the reviews, panel members examine documents submitted by the program provider. Panels also visit program sites when considering a program for accreditation renewal. The panel interviews program faculty and stakeholders, examines materials, and reviews facilities and resources. Members of the public are always provided with an opportunity to offer feedback about the programs under review.

After the review, the panel develops its report, and sets out its recommendations and the evidence it considered. The committee considers the information in the panel’s report and issues an accreditation decision.

An empty classroom 

Accreditation Reviews

In 2018, the committee considered four initial teacher education program reviews for accreditation of the following programs:

  • Department of Education at Redeemer University College:
    • Consecutive program of professional education with areas of study in the Primary/Junior and Junior/Intermediate divisions, leading to a Bachelor of Education degree
    • Concurrent program of professional education with areas of study in the Primary/Junior and Junior/Intermediate divisions, leading to a Bachelor of Education degree
  • Faculty of Education at York University:
    • Concurrent and consecutive programs of professional education with areas of study in the Primary/Junior, Junior/Intermediate and Intermediate/Senior divisions, including the Primary/Junior divisions with a focus on teaching French as a Second Language, leading to a Bachelor of Education degree
    • Consecutive program of professional education for persons of First Nations, Métis, or Inuit ancestry with an area of study in the Primary/Junior divisions, leading to a Bachelor of Education degree
  • Department of Education at Tyndale University College:
    • Consecutive program of professional education with an area of study in the Primary/Junior and Junior/Intermediate divisions, including Primary/Junior divisions with a focus on teaching French as a Second Language, leading to a Bachelor of Education degree
  • Faculty of Education at the University of Ontario Institute of Technology:
    • Consecutive and concurrent programs of professional education with areas of study in the Primary/Junior and Intermediate/Senior divisions, leading to a Bachelor of Education degree

The Accreditation Committee also rendered a decision regarding the renewal of a program of professional education at Laurentian University. That review had occurred earlier in 2017.

In late 2018, the faculties of education at Brock University and Université Laurentienne submitted applications for the general accreditation of their programs. These reviews will occur in 2019.

Monitoring Programs with Conditions

When a teacher education program is accredited with conditions, the faculty provides the Accreditation Committee with a plan for satisfying the conditions, followed by annual reports that describe their progress. Faculties may also request that the committee remove conditions from accredited programs.

The Accreditation Committee received and reviewed a plan from the Department of Education, Tyndale University College, to satisfy the conditions on the consecutive Bachelor of Education program (Primary/Junior, Primary/Junior with a focus on teaching French as a Second Language and Junior/Intermediate divisions). The committee removed all conditions from this program.

The committee received and reviewed an annual report from the Faculty of Education, University of Windsor, to satisfy the conditions on the multi-session consecutive Bachelor of Education or Diploma in Technological Studies (Grades 9/10 and Grades 11/12 level). The committee removed all conditions from this program.

Students tying their sneakers

Substantial Change Decisions

The Accreditation Committee received and reviewed substantial change requests, and requests for additions to programs, for the following programs:

  • Schulich School of Education at Nipissing University:
    • Multi-session consecutive program of professional education with an area of study in teaching Native Languages, leading to a Bachelor of Education degree or Diploma (known as “Teacher of Indigenous Languages as a Second Language program” or TILSL)
    • Consecutive program of professional education with areas of study in the Primary/Junior, Junior/Intermediate and Intermediate/Senior divisions, leading to a Bachelor of Education degree
    • Concurrent program of professional education with areas of study in the Primary/Junior, Junior/Intermediate and Intermediate/Senior divisions, leading to a Bachelor of Education degree
  • Faculty of Education at the University of Windsor:
    • Multi-session consecutive program of professional education with areas of study in Technological Education subjects at the Grades 9/10 and Grades 11/12 level, leading to a Bachelor of Education degree or a Diploma in Technological Studies
  • Faculty of Education at Lakehead University:
    • Multi-session consecutive program of professional education with an area of study in teaching Native Languages, leading to a Diploma in Education (known as Indigenous Language Teacher’s Diploma program)

The committee approved the changes and additions to the programs at Nipissing University, the University of Windsor and Lakehead University. 

Accreditation Resources

In order to provide a modern and streamlined review process for accreditation, staff continuously improve resources and practices. In 2018, resources were refreshed to reflect regulatory changes and program enhancements. Opportunities for feedback from faculties, panelists and committee members were provided, and input was implemented when applicable.

Committee Professional Development

Presentations were provided in support of continuous professional development for the Accreditation Committee. Topics included initial teacher education in Ontario, orientation of the Accreditation Committee of the eighth Council, panel training and legal training on writing reasons and conditions.

Public Input

The College invites public input regarding the teacher education programs under review. An email notification tool on the College website allows members of the public to learn about upcoming accreditation reviews and offer input on the quality of the programs for the panel’s consideration. Social media outreach throughout the accreditation review provides the public with opportunities to offer input to the panel.

Visit the College website to learn about upcoming accreditation reviews or follow us on Facebook, Twitter or LinkedIn.

Accreditation

To June 30, 2018:
  • Jean-Luc Bernard, OCT (a)
  • Susan E. Elliott-Johns, OCT (e) (Vice-Chair)
  • Marie-Thérèse Hokayem (a)
  • Matthew Kavanagh, OCT (e)
  • Colleen Landers (a)
  • Richard Michaud, OCT (e)
  • Claudia Patenaude-Daniels, OCT (e)
  • Tom Potter (a) (from February 8, 2018)
  • Nicole van Woudenberg, OCT (e) (Chair)
From July 1, 2018:
  • Paige Bennett, OCT (e) (Vice-Chair)
  • Jean-Luc Bernard, OCT (a)
  • Susan E. Elliott-Johns, OCT (e)
  • Rebecca Forte, OCT (e)
  • Marie-Thérèse Hokayem (a) (to September 7, 2018)
  • Colleen Landers (a) (Chair)
  • Mary-Anne Mouawad, OCT (e)
  • Tom Potter (a)

(a) = appointed
(e) = elected