The standards of practice for the teaching profession were developed using a variety of sources and resources. Existing statements from other educational jurisdictions were reviewed. This review included both national and international examples. Standards of practice statements from other self-regulatory bodies in Ontario were also examined.

Hundreds of members of the College and the public contributed through structured research activities to the development of the standards of practice. The structured research activities included interviews, focus groups, and written responses to questions posed on the College web site and in College publications. In addition, many participants offered feedback through e-mail, discussion groups, writing teams and written correspondence.

A preliminary draft was reviewed by more than 500 members of the College and the public who engaged in developmental feedback sessions. Many groups and individuals also prepared written responses to this early draft. Data from the developmental feedback sessions and the issues brought forward in these responses provided the basis for the revision of the preliminary draft.

The standards of practice have been developed to answer the question "What does it mean to be a teacher?" The responses contributed by participants in the development and revision processes were highly personalized, deeply reflective and complex. Participants spoke passionately about the importance of teaching – for now and for a future we can not yet envision.

The standards of practice are descriptors for the teaching profession. They will also serve as a catalyst for discussion, debate and movement toward a consensus about what it means to be a teacher.

The document, Standards of Practice for the Teaching Profession, was approved by the Council of the Ontario College of Teachers on November 19, 1999.

Ce document est disponible en français sous le titre de Normes d’exercice de la profession enseignante.

Introduction

Self-Regulation and Standards of Practice

The Ontario College of Teachers is the self-regulatory body for the teaching profession in Ontario.

A self-regulatory body must be able to articulate what it is that makes that professional body unique. In the case of the Ontario College of Teachers, it means answering the question "What does it mean to be a teacher?" Professional self-regulatory bodies use the term "standards of practice" to refer to the descriptors that answer this question. For the teaching profession, this description includes statements about students and student learning, professional knowledge, teaching practice, leadership and community, and ongoing professional learning.

The standards of practice for the teaching profession provide the foundation for pre-service and in-service programs accredited by the Ontario College of Teachers.

This means that the Ontario College of Teachers has now assumed, through legislation, the responsibility for the accreditation of pre-service education programs at the faculties of education in Ontario universities. It also means that the College will accredit forms of in-service professional learning. In-service professional learning currently accredited by the College through Regulation 184/97 under the Ontario College of Teachers Act includes programs such as the Additional Qualification Courses, the Principal's Qualification Program, and the Supervisory Officer's Qualifications Program. Another challenge will involve identifying ways to accredit other programs and the ongoing professional learning that takes place in practice.

Professional growth is at the core of teacher professionalism. The Ontario College of Teachers through the accreditation of pre-service and in-service programs based on the standards of practice provides members of the College with opportunities for this ongoing professional growth.

The professional learning programs accredited by the Ontario College of Teachers must address the professional growth needs of members from the time they prepare to enter the teaching profession to the time they retire. In this document the term professional learning refers to those programs accredited by the Ontario College of Teachers. Professional growth is a more inclusive term recognizing the many ways teachers acquire professional knowledge.

In the College of Teachers Act, Regulations under the Act, and in this statement of standards of practice "teacher" means a member of the Ontario College of Teachers. This definition requires that the College accredit professional learning programs for not only classroom teachers but also for members in a broad range of roles such as principals, occasional teachers, superintendents, and directors of education.

Principles

The standards of practice for the teaching profession were developed to support these principles.

The standards of practice describe what it means to be a member of the teaching profession in Ontario.

This description highlights, in a general way, the knowledge, skills, and values that are inherent to the teaching profession. They articulate the goals and aspirations of a profession with a mandate to foster student learning. Members of the College, as members of the teaching profession, foster student learning through a variety of roles in education.

The standards of practice are reflective of the beliefs and values expressed by the participants in the development process.

The standards of practice were developed with input from members of the College and the public. The participants in the development process recognized the contribution the teaching profession makes to Ontario society. These participants highlighted the need to ensure that professional learning programs accredited by the College are based on the standards of practice and that these programs prepare members of the profession to meet the challenge of preparing students to be contributing members of Ontario society.

The standards of practice recognize and value diversity in teaching.

The description of what it means to be a member of the teaching profession recognizes that effective teaching requires the use of a range of teaching styles and techniques. These variations afford teachers the opportunity to make choices, accommodate change, and meet student needs.

The standards of practice are based on the premises that personal and professional growth is a developmental process and that teachers move through a variety of career and life stages.

Standards of practice provide the foundation for ongoing professional growth through the professional learning programs accredited by the Ontario College of Teachers.

Teacher candidates in a pre-service program are involved in professional learning based on the standards of practice at a level appropriate for beginning teachers. Candidates in the Principal's Qualification Program engage in professional learning based on the standards of practice as well – but from a school administration perspective. Participants in the Supervisory Officer's Qualifications Program will see the standards of practice from a system perspective. Participants in the Additional Qualification Course for Special Education experience professional learning based on the standards of practice and highlighting the needs of exceptional students.

Teachers, as they move through different career and life stages, will engage in a variety of professional learning activities. The basis for this professional learning will be the standards of practice for the teaching profession.

The standards of practice for the teaching profession are interdependent.

The question "What does it mean to be a teacher?" generates multiple responses. Focusing on a single area of the standards of practice does not address the complexity of the teaching profession.

• focus on the responsibility of the teaching profession to enhance student learning
• provide a common understanding of what makes "being a teacher" a unique professional experience
• clarify the knowledge, skills and values implicit in the practice of teaching
• provide the basis for ongoing personal and professional growth and the accreditation of professional learning programs
• represent the aspirations and goals of the teaching profession
• enhance the dignity of the teaching profession
• acknowledge the contribution the teaching profession makes to Ontario society
• assist the College in fulfilling its mandate to govern the practice of teaching in the public interest.

Note:
All members of the College should be able to "see" the work they do described in these standards of practice.

The standards are not intended to be the criteria for the ongoing performance appraisal of individual members of the College. Performance appraisal remains the responsibility of the employer. In publicly funded systems, these responsibilities are outlined in the Education Act and Regulation 298 under the Education Act.

Standards of Practice

Commitment to Students and Student Learning

Members of the Ontario College of Teachers demonstrate care for and commitment to students. They are dedicated in their efforts to teach and to support student learning. They treat students equitably and with respect. They encourage students to grow as individuals and as contributing members of society. Members of the Ontario College of Teachers assist students to become life-long learners.

Professional Knowledge

Professional knowledge is the foundation of teaching practice. Members of the Ontario College of Teachers know the curriculum, the subject matter, the student, and teaching practice. They know education-related legislation, methods of communication, and ways to teach in a changing world.

Teaching Practice

Members of the Ontario College of Teachers apply professional knowledge and understanding of the student, curriculum, teaching, and the changing context of the learning environment to promote student learning. They conduct ongoing assessment and evaluation of student progress. They modify and refine teaching practice through continuous reflection.

Leadership and Community

Members of the Ontario College of Teachers are educational leaders who create and sustain learning communities in their classrooms, in their schools, and in their profession. They collaborate with their colleagues and other professionals, with parents, and with other members of the community to enhance school programs and student learning.

Ongoing Professional Learning

Members of the Ontario College of Teachers are learners who acknowledge the interdependence of teacher learning and student learning. They engage in a continuum of professional growth to improve their practice.

Commitment to Students and Student Learning

1. Demonstration of care and commitment

Members of the Ontario College of Teachers:

1. model for students the curiosity, enthusiasm, and joy of learning
2. help students to appreciate their own identity, to learn more of their cultural heritage, and to build self-esteem
3. demonstrate concern for student character, peer relationships, and personal aspirations.

1. understand and use a range of teaching methods to address learning, cultural, spiritual, and language differences, and family situations
2. develop programs for students that incorporate a knowledge and understanding of human development and learning theory.

1. accommodate the differences in students and respect their diversity
2. help students to connect learning to their own life experiences and spiritual and cultural understandings.

1. encourage students to become active, inquisitive and discerning citizens
2. create opportunities for students to understand, facilitate and respond to change
3. reinforce the rights and responsibilities students have as citizens.

1. link the curriculum and learning experiences to everyday life
2. encourage students to know about, reflect on and monitor their own learning
3. challenge students to the pursuit of excellence.

Professional Knowledge

1. Knowledge of the student

Members of the Ontario College of Teachers know:

1. how differences arising from cultural heritage, language, family, gender, community and other factors shape experience and impact on learning
2. how to recognize strengths and weaknesses of students
3. how teaching is shaped by what is known about human development and learning
4. that teaching students with exceptionalities requires the use of specialized knowledge and skills.

1. the subject matter
2. how knowledge in their subject area is created, linked to other subjects and applied to life experiences
3. the curriculum relevant to their subject(s)
4. ways to connect curriculum expectations to curriculum resources and technologies.

1. make knowledge and skills accessible to others
2. shape instruction so that it is helpful to students who learn in a variety of ways
3. motivate students
4. establish and modify instructional settings
5. manage time for instruction
6. establish classroom management strategies that support learning and respect the dignity of students
7. collaborate and structure interaction among students to ensure that shared learning, as well as individual learning, occurs
8. assess and evaluate student learning, student approaches to learning and the achievement of curriculum expectations
9. communicate and collaborate with parents and others involved in the education of students.

1. change
2. the factors in a diverse and changing society that impact on learning
3. provincial legislation, local policies and procedures, and community norms that guide the decisions they make.

Teaching Practice

1. The student

Members of the Ontario College of Teachers planning for instruction:

1. collaborate with professional colleagues to support student learning
2. apply knowledge of student backgrounds, experiences and learning styles
3. apply knowledge of how students develop and learn
4. apply knowledge of a student's physical, social and cognitive development
5. respond to learning exceptionalities and special needs
6. adapt teaching practice based on student achievement.

2. Curriculum

Members of the Ontario College of Teachers:

1. adapt the methods of inquiry, content knowledge and skills required in the curriculum
2. link content and skills to everyday life experiences
3. integrate a variety of teaching and learning strategies, activities and resources
4. assist students to develop and use ways to access and critically assess information.

3. Teaching and the changing context of the learning environment

Members of the Ontario College of Teachers:

1. carry out their duties as outlined in legislation
2. establish a safe and supportive learning environment
3. establish and maintain standards for student behaviour
4. enhance the learning environment with a variety of curriculum resources and available technologies
5. organize time and space to enrich the learning environment
6. develop student activities to promote social and group responsibilities
7. use classroom management skills to enhance learning
8. apply teaching strategies to meet student needs.

4. Assessment and evaluation of students

Members of the Ontario College of Teachers:

1. communicate clear, challenging and achievable expectations for students
2. gather data on student performance using a variety of assessment strategies
3. keep a continuous and comprehensive record of group and individual achievement
4. report and provide ongoing feedback of individual achievement to students and parents.

5. Reflection

Members of the Ontario College of Teachers:

1. integrate curriculum expectations into current teaching practice
2. reflect on current practice to determine if needs of individuals and groups of students are being met
3. modify and refine teaching practice using a variety of sources and resources.

Leadership and Community

1. Responsibility and service

Members of the Ontario College of Teachers:

1. build trust with students, parents and the community
2. exercise professional integrity and judgement.

2. Creation of a learning community

Members of the Ontario College of Teachers:

1. learn with and from their students, colleagues and others in communities of learners
2. motivate and inspire through sharing their vision
3. create opportunities for students to share their learning with their classmates, schoolmates, parents and the community
4. invite parents and to members of the community to share their knowledge and skills in supporting classroom and school activities.

3. Sustaining learning through innovation and change

Members of the Ontario College of Teachers:

1. innovate and effect change through decision-making, initiating change, and evaluating and communicating results
2. engage others through shared problem-solving and conflict resolution
3. act both as team members and as team leaders
4. acknowledge and celebrate effort and success.

Ongoing Professional Learning

1. Teacher learning and student learning

Members of the Ontario College of Teachers:

1. understand that teacher learning is directly related to student learning
2. act as role models who demonstrate lifelong learning
3. engage in a variety of learning opportunities both individual and collaborative that are integrated into practice for the benefit of student learning.

2. Professional growth

Members of the Ontario College of Teachers:

1. recognize that continuous professional growth is an integral part of teaching
2. recognize that teaching and professional growth are influenced by personal, social and educational contexts
3. understand that teaching practice is enhanced by many forms of knowledge, ways of knowing and ways to access that knowledge
4. anticipate and plan the kinds of learning they will need to respond to a variety of educational contexts.

3. Improving practice

Members of the Ontario College of Teachers:

1. demonstrate a commitment to continued professional growth
2. know that professional learning is most effective when it is job-embedded, relevant and supported by others within the educational community
3. reflect on their practice and learn from experience
4. draw on and contribute, where appropriate, to various forms of educational research
5. collaborate with colleagues to improve practice.

Additional information on the Standards of Practice for the Teaching Profession is available from:

The Professional Affairs Department
Ontario College of Teachers
121 Bloor Street East
Toronto, Ontario
M4W 3M5
Phone: (416) 961-8800
1 888 534-2222
Fax: (416) 961-8822


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