Committees at Work

Standards of Practice & Education Committee

The Ethical Standards for the Teaching Profession, the Standards of Practice for the Teaching Profession and the Professional Learning Framework for the Teaching Profession (PLF) together convey a collective vision of teacher professionalism in Ontario. This collective vision is the foundation of initial teacher education, continuing teacher education, professional practice, ongoing professional learning and educational leadership.

The standards describe the professional knowledge, skills, values and ethical commitments inherent within educators’ professional practice in Ontario. The PLF articulates the many forms of ongoing education and learning engaged in by members of the profession.

The Standards of Practice and Education (SP&E) Committee advises the College Council on the development, implementation and review of the ethical and practice standards and the PLF, which help to support teacher professionalism. The committee also reviews Additional Qualification (AQ) policy guidelines and associated research.

In 2018, the committee focused on:

  • enforcement of the ethical standards and standards of practice within teacher education and professional practice
  • communication and education regarding the standards
  • development of standards-based teacher education research and resources
  • development and implementation of policies related to AQ course guidelines
  • engagement in research to support AQ policy development, AQ accreditation, ethical professional practice, teacher leadership and standards implementation
  • development and implementation of policies related to the standards and teacher education
  • educative processes related to ethical leadership and practice as outlined in the ethical standards
  • implementation of the revised Professional Learning Framework for the Teaching Profession
  • broadening membership engagement in the work of the College, and in particular, engaging members such as retired and Indigenous educators
  • supporting the implementation and education of the standards and the PLF through accreditation practices associated with Additional Qualifications (AQs).
Students working with science lab equipment 

Continuing Teacher Education: Review of AQ Course Policy Guidelines

AQ courses are offered by approved providers across Ontario. The foundation for these courses is the AQ policy guidelines issued by the College. The contents of these teacher education policy guidelines reflect the knowledge and skills associated with the various dimensions of teaching and educational leadership. The ethical standards and the standards of practice form the basis for AQ course guidelines, which provide a holistic framework for enhancing educators’ professional knowledge, skills and practices. Accredited AQ courses are aligned with the College’s AQ policy guidelines. The committee supports the collaborative development of AQ policy guidelines through engagement with the teaching profession, learners, AQ providers, educational stakeholders and the public. A range of inclusive practices is employed to invite shared leadership and ownership in the democratic AQ review process used by the College. The following AQ conceptual framework has been endorsed by the SP&E Committee to guide AQ policy development. 

A flow chart showing the College's additional qualification course guideline development and review framework. Long description follows.

The additional qualification (AQ) draft development process has four phases: background research, consultation, writing team input and having the draft reviewed by the Standards of Practice and Education Committee.

The next step is provincial validation. The draft guideline is distributed, and over three months there is input from the profession, educational stakeholders and the public. The guideline is posted on the College website.

The next step is review of feedback. This consists of a review and analysis of provincial feedback, a review and implementation of website feedback and then a final review by the College’s Standards of Practice and Education Committee.

The final step is when the final AQ guideline is posted to the College website.

Draft AQ Course Guidelines Approved

In 2018, the committee approved 39 draft AQ course guidelines and one program for provincial validation. These AQ guidelines include:

Schedule A (Intermediate and Senior) (two guidelines):

  • Media Arts

Schedule B (12 guidelines): Technological Education

  • Green Industries, Grades 9-10
  • Green Industries, Grades 11-12
  • Hairstyling and Aesthetics, Grades 9-10
  • Hairstyling and Aesthetics, Grades 11-12
  • Health Care, Grades 9-10
  • Health Care, Grades 11-12
  • Hospitality and Tourism, Grades 9-10
  • Hospitality and Tourism, Grades 11-12
  • Manufacturing Technology, Grades 9-10
  • Manufacturing Technology, Grades 11-12
  • Transportation Technology, Grades 9-10
  • Transportation Technology, Grades 11-12.

Schedule C (12 guidelines):

  • Occasional Teaching
  • Science and Technology, Grades 7-8
  • Student Assessment and Evaluation
  • Teaching Onondaga
  • Teaching Students with Communication Needs (Autism Spectrum Disorders)
  • Arts, Grades 7-8
  • Use and Knowledge of Assistive Technology
  • Action Research
  • Orientation to Teaching in Ontario
  • Teaching Students with Behavioural Needs
  • Teaching Students with Communication Needs (Autism Spectrum Disorders)
  • Teaching Students with Communication Needs (Learning Disability).

Schedule D (Three-Part Specialist) (12 guidelines):

  • Integration of Information and Computer Technology
  • Guidance and Career Education
  • Social Studies, Primary and Junior
  • Special Education.

Schedule E, Honour Specialist (one guideline):

  • Technological Education.

Program:

  • "Teaching Students who are Deaf or Hard of Hearing" Program.

Final AQ Course Guidelines Approved

In 2018, the committee approved 83 final AQ course guidelines to guide the design and implementation of AQ courses. These AQ guidelines included:

Schedule A (Intermediate and Senior unless otherwise stated) (33 guidelines):

  • Business Studies – Accounting (Senior)
  • Classical Studies – Greek
  • Classical Studies – Latin
  • Family Studies
  • Health and Physical Education
  • Native Languages – Cayuga
  • Native Languages – Cree
  • Native Languages – Lenape
  • Native Languages – Mohawk
  • Native Languages – Ojibwe
  • Native Languages – Oji-Cree
  • Native Languages – Oneida
  • Native Languages – Onondaga
  • Philosophy (Senior)
  • Politics (Senior)
  • Geography
  • Physics (Senior)
  • Science General
  • Social Science General (Senior).

Schedule C (three guidelines):

  • Education Law
  • Special Education for Administrators
  • Teaching in the Catholic School System

Schedule D (Three-Part Specialist) (36 guidelines):

  • Business Studies – Accounting
  • Family Studies
  • Health and Physical Education
  • Native Languages – Cayuga
  • Native Languages – Cree
  • Native Languages – Lenape
  • Native Languages – Mohawk
  • Native Languages – Ojibwe
  • Native Languages – Oji-Cree
  • Native Languages – Oneida
  • Native Languages – Onondaga
  • Writing

Schedule E, Honour Specialist (11 guidelines):

  • Classical Studies
  • Geography
  • Native Languages – Cayuga
  • Native Languages – Cree
  • Native Languages – Lenape
  • Native Languages – Mohawk
  • Native Languages – Ojibwe
  • Native Languages – Oji-Cree
  • Native Languages – Oneida
  • Native Languages – Onondaga
  • Science, Schedule E.

A variety of school supplies sit on a desk

Regulatory Motions Approved and Referred to Council in 2018

The SP&E Committee recommended 14 regulatory changes to Council. Council subsequently recommended the following 14 regulatory changes to the Minister of Education:

  1. the name of the Classroom Management Additional Qualification course be changed to The Learning Environment in Schedule C of the Teachers’ Qualifications Regulation
  2. the name of the Inclusive Classroom Additional Qualification course be changed to Equitable and Inclusive Schools in Schedule D of the Teachers’ Qualifications Regulation
  3. the French name of the Health and Physical Education, Grades 7 and 8/Santé et éducation physique – 7e et 8e année Additional Qualification Course be changed to Éducation Physique et Santé– 7e et 8e année in Schedule C of the Teachers’ Qualifications Regulation to align with the title of the French curriculum guideline
  4. the French name of the Pre-School Education for Children who are Deaf or Hard of Hearing/Éducation préscolaire des élèves sourds ou malentendants Additional Qualification Course be changed to Éducation préscolaire: Qualification additionnelle en surdité in Schedule C of the Teachers’ Qualifications Regulation
  5. a Supervisory Officer’s Development Course Additional Qualification be added to the Teachers’ Qualifications Regulation
  6. the name of the Supporting First Nations, Métis and Inuit Students: Guidance and Counselling Additional Qualification course be changed to First Nations, Métis and Inuit Students: Counselling and Support in Schedule D of the Teachers’ Qualifications Regulation
  7. the Teaching Students with Communication Needs (Autism Spectrum Disorders) Additional Qualification course be revoked in Schedule C of the Teachers’ Qualifications Regulation
  8. a new Teaching Students with Communication Needs (Autism Spectrum Disorders) Additional Qualification course be enacted in Schedule D of the Teachers’ Qualifications Regulation
  9. the French name of the Teaching Students who are Deaf or Hard of Hearing/Enseigner aux élèves Sourds ou Malentendants Additional Qualification Program be changed to Qualification additionnelle en surdité in the Teachers’ Qualifications Regulation
  10. the following Additional Qualifications be revoked within O. Reg. 176/10, Teachers’ Qualifications Regulation:
    • Teaching Students Who Are Deaf or Hard of Hearing - American Sign Language (ASL)
    • Teaching Students Who Are Deaf or Hard of Hearing - Langue des signes québécoise (LSQ)
    • Teaching Students Who Are Deaf or Hard of Hearing - Aural and Oral Communication
  11. an Additional Qualification entitled, Teaching Students who are Deaf or Hard of Hearing, be enacted within O. Reg. 176/10, Teachers’ Qualifications Regulation.

Principal’s Qualification Program (PQP) and Supervisory Officer’s Qualification Program (SOQP)

The committee received information related to the following quality assurance mechanisms that have been developed and implemented to ensure that candidates of these provincial leadership qualifications are receiving the professional knowledge, skills and practices required of principals and supervisory officers in a diverse and changing educational landscape.

  • AQ focus group sessions for instructors of both the Principal’s Qualification Program (PQP) and Supervisory Officer Qualification Program (SOQP), to review the online delivery format of these courses
  • Developing and implementing an SOQP survey for new SOQP providers and candidates enrolled in these programs
  • Developing and implementing a PQP survey for PQP candidates to help inform the implementation of the PQP course guideline
  • Designing focus group methodology for the PQP instructors and members with the PQP qualification
  • Engaging with AQ providers related to the implementation of AQs and responding to inquiries related to implementation practices.

AQ Provincial Writing Teams

The SP&E Committee received information regarding 17 AQ provincial writing teams that engaged members of the profession in 2018 for the following AQ course guidelines, as identified within the Teachers’ Qualifications Regulation 176/10:

Schedule A:

  • Media Arts

Schedule C:

  • Orientation to Teaching in Ontario
  • Use and Knowledge of Assistive Technology
  • Teaching in a French Immersion Setting
  • Teaching Students with Communication Needs (Learning Disability)
  • Teaching Students with Behavioural Needs
  • Teaching Students with Intellectual Needs (Mild Intellectual Disability)
  • Teaching Students with Intellectual Needs (Developmental Disability)
  • Teaching Students with Physical Needs
  • Teaching Students with Communication Needs (Speech and Language)
  • Teaching Students with Intellectual Needs (Giftedness)
  • Teaching Students with Multiple Needs.

Schedule D: Three-Part Specialist:

  • Actualisation linguistique en francais/Programme d'appui aux nouveaux arrivants (ALF/PANA) (For teaching in French-language schools only)
  • Guidance and Career Education
  • Integration of Information and Computer Technology in Instruction
  • Science and Technology, Primary and Junior.

Schedule E: Honour Specialist:

  • Technology Education.

AQ Provincial Consultations

The College regularly engages with College members, educational stakeholders and the public in reviewing and developing AQ policy guidelines. This process is essential in supporting AQ policy guidelines that reflect current practices and foster exploration of concepts and inquiries related to innovative and emerging practices within various areas of education.

An Open Space Technology Consultation for the Kindergarten AQ course guidelines was facilitated for 68 participants, and informed the work of the committee.

The committee had the opportunity to enrich its work by participating in this session and experience the AQs coming to life. The session enabled parents, early childhood educators and members of the teaching profession, including experienced Kindergarten educators, to engage in AQ policy development conversations together. Focus groups were also conducted for Kindergarten AQ providers and early childhood educators as part of the consultation process.

Students playing volleyball 

Written Reports

The following written reports were generated to support the policy development, research and standards-based educative work of the committee:

  • Review of the Schedule D Special Education Additional Qualification Course Guidelines – Open Space Participant Discussion Notes, November 14th, 2017
  • Standards of Practice and Education Committee – June 2015 to May 2018 (Accomplishment Report)
  • Standards of Practice and Education Committee – Highlights of Standards of Practice and Education Work from September 2015 to June 2018
  • Supporting the Ongoing Education and Professional Practice of the Teaching Profession: Additional Teaching Qualifications (October 2018)
  • Inquiring into Early Learning: Principles, Pedagogies and Partnerships - Open Space Participant Notes - Schedule D Kindergarten Additional Qualification Course Guidelines Review Process.

Teacher Educative Sessions

The committee received five presentations by members of the profession to support the policy development work related to the following areas:

  • Integration of Anishinaabe posters within professional practice
  • Action research
  • Autism
  • School gardening
  • Special education
  • Social studies
  • Teaching students who are deaf or hard of hearing
  • Teaching students with communication needs (learning disability)
  • Technological education.

Find an AQ

In 2018, 205 AQ related member queries were received via the College’s online search tool, Find an AQ. This is a significant increase in member AQ inquiries since the committee recommended enhancements to the search tool. This has resulted in the College being able to more directly support members’ inquiries related to specific AQs.

An infographic showing an analysis of inquiries regarding additional qualifications courses. Long description follows.

A chart showing an analysis of member inquiries regarding additional qualifications courses. The College received 205 inquiries from January to December, 2018.

Details:
Most inquiries (19%) came in April, 2018.
The most referenced course delivery method was online.
28 French language inquiries were received.

Nature of the inquiries:
General information about a specific course
When a specific course will be offered
Where to take a specific course
Recommending a course be offered by a specific provider
Course registration process
Available online

AQ Courses:
The top 5 AQ courses / programs referenced in the inquiries were:
1. French as a Second Language
2. History
3. Special Education
4. Music - Vocal
5. Reading

Providers:
The main providers referenced in the inquiries include:
University of Toronto OISE
Western University
York University
University of Ottawa

Revised AQ Candidate Survey

By the end of 2018, data was collected from 4,256 AQ course candidate surveys that focused on approximately 200 AQ courses. This helped inform AQ policy development and accreditation practices.

Accreditation of AQ Course Submissions

The committee reviewed the College’s re-conceptualized approach to the accreditation of AQ course submissions, which was aligned with the processes and practices associated with the policy development processes used for AQ courses. The accreditation processes are an enactment of the standards and the PLF and help support the committee’s focus related to the ongoing implementation of the standards and the PLF. In 2018, 211 AQ courses were accredited by the College, which had the standards and PLF as foundational elements.

Ongoing Education for AQ Providers

The committee received information related to two AQ institutes for AQ designers and instructors focused on explicitly and intentionally integrating core concepts embedded in the standards into AQ course submissions. These experiential institutes offered AQ course developers and instructors the opportunity to explore AQ course guideline concepts, and design them through the lenses of universal design, differentiated instruction, professional inquiry and critical pedagogy.

Standards Education

Standards educative sessions along with standards-based resources continue to influence and support teacher education and leadership development. These educative sessions support the integration of the ethical standards, the standards of practice and the PLF within teacher education.

In 2018, staff facilitated 41 sessions for 800 participants, including teacher candidates, new teachers, teacher-educators and leaders, principal candidates, AQ course developers and internationally educated teachers. The chart below provides a breakdown of these educative sessions during 2018. 

A pie chart showing standards educative sessions at the College. Long description follows.

26% of sessions: In-service Teacher Education: PQP Part 1
20% of sessions: Briefings to International Delegations
14% of sessions: Conference Presentations
14% of sessions: Indigenous Conference Presentations
12% of sessions: Initial Teacher Education Presentations
8% of sessions: District School Board Presentations
6% of sessions: AQ Developer Sessions

Standards Teacher Education Resources

The SP&E Committee supported the ongoing development of written and visual standards-based resources for use within initial and continuing teacher education and professional practice. These initiatives support the College mandate related to the enforcement of the standards and providing for the ongoing education of educators. These resources supported ethical professional practice and were collaboratively developed with members of the teaching profession.

Ethical-Based Resources

Strengthening a Vision: A Critical Discourse on the Ethical Standards for the Teaching Profession is an inquiry-based resource that was inspired by the reflective writing of one member of the Ontario teaching profession. This resource was developed to foster a deeper examination of ethical professional practice.

As recommended by the committee, the College developed posters depicting four images of the educator and the learner that emanate from the Foundations of Professional Practice, and these posters have been shared with all district school boards, First Nations schools, school principals and AQ providers, to support ongoing professional learning and education.

These new resources have been well received by the profession and have facilitated professional inquiry, reflection and dialogue in the many rich concepts embedded within the vision of the educator and learner, as illuminated in the ethical standards and standards of practice and professional learning framework.

First Nations Teacher Education Resources

The following standards-based First Nations teacher education resources for initial and continuing teacher education were publicly released:

  • Exploring the Standards of Practice for the Teaching Profession through Anishinaabe Art Discussion Guide
  • Posters depicting the educator and learner from an Anishinaabe perspective (see previous section).

The College continues to receive very positive feedback regarding Exploring the Standards of Practice for the Teaching Profession through Anishinaabe Art. To date, 134,934 posters featuring original art created by a First Nation member of the profession have been requested by members of the profession, educational stakeholders and members of the public. The posters depict the four ethical standards and the five standards of practice from an Anishinaabe perspective.

These resources help to support the meaningful inclusion of First Nations cultures and worldviews within initial and continuing teacher education. It is evident that these visuals have had significant impact beyond their original intent and have become a focal point for reflection and a core dimension in many AQ courses.

Other Standards Education Resources

The following new standards-based teacher education resources were recently developed and released on the College’s website:

  • Acting on our Ethics: Caring for Haiti
  • Exploring Leadership Practices through Case Inquiry: Supporting Inclusive Schools
  • Inquiring into Professional Practice: Narratives of Educators of Mathematics
  • YouTube Video - Ethical Standards for the Teaching Profession – Teaching: A Professional Commitment!
  • YouTube Video - Standards of Practice for the Teaching Profession – Teaching: A Professional Commitment!

Standards of Practice and Education

To June 30, 2018
  • Elizabeth Edgar-Webkamigad, OCT (a) 
  • Susan E. Elliott-Johns, OCT (e)
  • Marie-Thérèse Hokayem (a)
  • Jacqueline Karsemeyer, OCT (e) 
  • James Knopp (a) 
  • Colleen Landers (a)
  • Shannon Marcus, OCT (e)
  • Richard Michaud, OCT (e) (Vice-Chair)
  • Ravi Vethamany, OCT (e) (Chair)
From July 1, 2018
  • Charles Dimitry Abraham, OCT (e)
  • Elizabeth Edgar-Webkamigad, OCT (a)
  • Susan E. Elliott-Johns, OCT (e) (Chair)
  • Erin Glen, OCT (e)
  • Mary Ellen Gucciardi, OCT (e) (from October 25, 2018)
  • Marie-Thérèse Hokayem (a) (to September 7, 2018)
  • James Knopp (a) (to September 4, 2018)
  • Mary-Anne Mouawad, OCT (e) (Vice-Chair)
  • Nicola Powadiuk, OCT (e) (to October 25, 2018)

(a) = appointed
(e) = elected

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