Resources Alpha
On September 1, 2015, Ontario’s teacher education program changed. The four-semester program with an increased practicum of 80 days includes an enhanced focus in areas such as special education, how to teach using technology, and diversity. As a result of these changes, new teacher education program requirements for certification also took effect on September 1, 2015.
Should you require additional information about teaching requirements or registration, please contact Client Services at 416-961-8800 or toll-free in Ontario at 1-888-534-2222 or email us at info@oct.ca.
A Rotinonhsyón:ni Representation of the Ethical Standards for the Teaching Profession is an educative resource designed to support critical exploration into the Ethical Standards for the Teaching Profession.
Registrar's report to College Council outlining which decisions from public hearings are available to the public and under what conditions.
This document reflects input from a variety of groups from Ontario education stakeholders.
The College appoints an accreditation panel to conduct a comprehensive review of each teacher education program including interviews and observations.
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 statements and descriptions that accompany the artwork produced for the Additional Qualification (AQ) Anti-Black Racism guidelines by Danilo Deluxo have been co-written by Danilo Deluxo McCallum (he/him) and Rukiya Mohamed (she/her).
First report since College established in 1996. College re-launched its website, started Professionally Speaking/Pour parler profession magazine, received 300,000 certified teacher records dating back to 1910 and started granting Certificates of Qualification.
The College approved in principle Standards of Practice for the Teaching Profession, did first accreditation reviews of education faculties and implemented a criminal records check.
The College approved in principle the Ethical Standards for the Teaching Profession, drafted a professional learning framework, started a voluntary alternative dispute resolution program, and took part in activities to recruit and retain teachers.
The College now requires that in-service and pre-service education programs reflect the Standards of Practice and Ethical Standards. The public register went online.
The College improved procedures regarding sexual misconduct by members and also started a five-year study to follow 2001 and 2002 graduates to determine what must to be in place to keep teachers in the profession.
The College has been promoting the standards of practice and ethical standards and expanding accreditation to cover new teacher education programs.
The College presented a plan for mentoring new teachers to the government and finished its first survey of members.
The College addressed issues of teacher supply, student protection and government initiatives that affected certification requirements.
A new provincial teacher induction program reflected much of the advice given by the College. The College started an extensive review of the Teachers' Qualifications Regulation.
The College updated the standards of practice and ethical standards, incorporating input from almost 9,000 members and stakeholders and approved 66 recommendations for improvements to the Teachers' Qualifications Regulation.
The College reviewed its registration practices and its policies on making discipline decisions public, in keeping with the College commitment to transparency and accountability.
The College improved registration practices, which will assist internationally educated teachers. New Additional Qualification courses reflect the changes laid out in the 2006 review.
The College launched the OCT professional designation, which tells the public that ethical standards and standards of practice guide the work of teachers.
Equipping Teachers for the 21st century, our 2010 online annual report, honours Ontario Certified Teachers who are taking College-accredited Additional Qualification (AQ) courses in record numbers.
Find detailed information on Ontario Certified Teachers including key demographic data, teacher qualifications, and where and how Ontario teachers are educated.
Find detailed information on Ontario Certified Teachers including key demographic data, teacher qualifications, and where and how Ontario teachers are educated.
The theme for this year’s publication is Setting the Standard for Great Teaching — the tagline for our public awareness initiative and a succinct summary of the College’s work.
The theme for this year’s publication is “Great Teaching” — recognizing Ontario Certified Teachers who exemplify the high standards of practice to which OCTs aspire.
The College is also mandated to communicate with the public on behalf of the profession, which it does primarily through its website and this annual report.
The official compendium of 2016 Council and College activities – all in the interest of serving the public.
The official compendium of 2017 Council and College activities, all in the interest of serving the public.
The official compendium of 2018 Council and College activities, all in the interest of serving the public.
The official compendium of 2019 Council and College activities, all in the interest of serving the public.
The official compendium of 2020 Council and College activities, all in the interest of serving the public.
Review of the third year of plan to improve quality and scope of services provided to the francophone community.
Review of the second year of plan to improve quality and scope of services provided to the francophone community.
Review of the third year of plan to improve quality and scope of services provided to the francophone community.
Answers to questions on teacher's role, testing, most enjoyable, challenging aspects of teaching, confidence in system and gender.
This questionnaire helps internationally educated teachers determine how likely they are to meet the regulatory requirements for teacher certification in Ontario.
Auditor's Report with regards to compliance as at April 15, 2009
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.
Considers the issues raised by the submission of fraudulent credentials by applicants in support of their applications for membership in regulated professions.
The proliferation of social media and electronic communication in the past few years has compelled individuals, groups and organizations in all domains to consider their use and impact. Education is no exception. In this paper, we will provide a discussion of what social media and electronic communications are and how they are used as well as the general benefits and disadvantages associated with these forms of communication, with a specific focus on privacy implications.
Paper presented by Registrar and CEO Michael Salvatori, OCT, at the Canadian Association for the Practical Study of Law in Education (CAPSLE) conference.
The Ontario College of Teachers has developed a Complaint Resolution Program to resolve complaints in the public interest.
Summary of discussion and recommendations relating to recruiting and retaining teachers.
Overview of programs, strategies and practices that lead to a high-quality practicum experience for teacher candidates.
The Ontario College of Teachers receives applications for certification from thousands of people from more than 100 different countries each year. These applications are evaluated to ensure Ontario’s academic, professional, language proficiency and professional suitability requirements are met.
Some certificates will have conditions if the professional education program does not fully meet our certification requirement.
Policies, practices and procedures.
Smith, D., & Qua-Hiansen, J. (2015). Democratic dialogue as a process to inform public policy: Re-conceptualizing a supervisory officer’s qualification program. International Journal of Education Policy and Leadership 10(1), pp. 1-32.
Smith, D. (2010). Developing leaders using case inquiry. Scholar-Practitioner Quarterly, 4(2), pp. 104-124.
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.
The ethical standard of Care includes compassion, acceptance, interest and insight for developing students’ potential.
Intrinsic to the ethical standard of Respect are trust and fair-mindedness. Members honour human dignity, emotional wellness and cognitive development.
This document contains essential information and advice for Ontario Certified Teachers that will help guide and inform your practice.
The Ethical Standards for the Teaching Profession represent a vision of professional practice. At the heart of a strong and effective teaching profession is a commitment to students and their learning. Explore this vision of professional practice through Anishinaabe art.
Download your posters for printing at home.
Governing Ourselves informs members of legal and regulatory matters affecting the profession. This section provides updates on licensing and qualifi cation requirements, notifi cation of Council resolutions and reports from various Council committees, including reports on accreditation and discipline matters.
This resource gathers vignettes based on
the lived experiences of an Ontario Certified
Teacher (OCT) with a profound sensorineural
hearing loss. Each vignette is followed by
critical reflections intended to encourage
dialogue about accessibility, inclusion and
belonging.
Members are dedicated in their care and commitment to students.
Honesty, reliability and moral action are embodied in the ethical standard of Integrity.
Members promote and participate in the creation of collaborative, safe and supportive learning communities.
Members recognize that a commitment to ongoing
professional learning is integral to effective practice and to student learning.
Members strive to be current in their professional knowledge and recognize its relationship to practice.
Members apply professional knowledge and experience to promote student learning.
The ethical standard of Trust embodies fairness, openness
and honesty.
These nine eco cards combined into a single document are standards-based educational resources. They may be used as tools for deepening understanding and exploration of environmental stewardship and ecological literacy within teacher education and professional practice. Larger versions called eco placemats are also available.
These nine eco placemats combined into a single document are standards-based educational resources. They may be used as tools for deepening understanding and exploration of environmental stewardship and ecological literacy within teacher education and professional practice. Smaller flash card versions called eco cards are also available.
The ethical standard of Care includes compassion, acceptance, interest and insight for developing learners’ potential.
Members are dedicated in their care and commitment to learners.
Honesty, reliability and moral action are embodied in the ethical standard of Integrity.
Members promote and participate in the creation of collaborative, safe and supportive learning communities.
Members recognize that a commitment to ongoing professional learning is integral to effective practice and to student learning.
Members strive to be current in their professional knowledge and recognize its relationship to practice.
Members apply professional knowledge and experience to promote student learning.
Intrinsic to the ethical standard of Respect are trust and fair-mindedness.
The ethical standard of Care includes compassion, acceptance, interest and insight for developing learners’ potential.
Honesty, reliability and moral action are embodied in the ethical standard of Integrity.
Intrinsic to the Ethical Standard of Respect are trust and fair-mindedness
The ethical standard of Trust embodies fairness, openness and honesty
Members are dedicated in their care and commitment to learners.
Members promote and participate in the creation of collaborative, safe and supportive learning communities.
Members recognize that a commitment to ongoing professional learning is integral to effective practice and to student learning.
Members strive to be current in their professional knowledge and recognize its relationship to practice.
Members apply professional knowledge and experience to promote student learning.
The ethical standard of Trust embodies fairness, openness and honesty.
Professional inquiry empowers educators to become critically aware of the assumptions and beliefs that inform their decisions and actions.
The Ontario College of Teachers and the College of Early Childhood Educators are pleased to offer a new professional learning resource related to interprofessional collaboration and ethical leadership within the context of early learning.
This guide is a case-based resource to help facilitate professional inquiry into inclusive educational leadership practices through exploring professional experiences of school principals.
Exploring the Ethical Standards for the Teaching Profession through Anishinaabe Art is an educative resource designed to support exploration into the Ethical Standards for the Teaching Profession.
Exploring the Standards of Practice for the Teaching Profession through Anishinaabe Art is a teacher education resource designed to support inquiry into the Standards of Practice for the Teaching Profession.
PricewaterhouseCoopers audited the College's registration practices to find that they do meet the standards outlined in the Fair Access to Regulated Professions Act.
Report on the procedures the College uses to certify teachers. Submitted for 2008 as required to the Office of the Fairness Commissioner.
Report on the procedures the College uses to certify teachers. Submitted for 2009 as required to the Office of the Fairness Commissioner.
Report on the procedures the College uses to certify teachers. Submitted for 2010 as required to the Office of the Fairness Commissioner.
Report on the procedures the College uses to certify teachers. Submitted for 2012 as required to the Office of the Fairness Commissioner.
This Fair Registration Practices Report was produced as required by:
-the Fair Access to Regulated Professions Act (FARPA) s. 20 and 23(1), for regulated professions named in Schedule 1 of FARPA
-the Health Professions Procedural Code set out in Schedule 2 of the Regulated Health Professions Act (RHPA) s. 22.7 (1) and 22.9(1), for health colleges.
This Fair Registration Practices Report was produced as required by:
l the Fair Access to Regulated Professions and Compulsory Trades Act (FARPACTA) s. 20 and 23 (1), for regulated professions named in Schedule 1 of FARPACTA
the Health Professions Procedural Code set out in Schedule 2 of the Regulated Health Professions Act (RHPA) s. 22.7 (1) and 22.9(1), for health colleges
This Fair Registration Practices Report was produced as required by: the Fair Access to Regulated Professions and Compulsory Trades Act (FARPACTA) s. 20 and 23(1), for regulated professions named in Schedule 1 of FARPACTA and the Health Professions Procedural Code set out in Schedule 2 of the Regulated Health Professions Act (RHPA) s. 22.7 (1) and 22.9(1), for health colleges.
This Fair Registration Practices Report was produced as required by: the Fair Access to Regulated Professions and Compulsory Trades Act (FARPACTA) s. 20 and 23(1), for regulated professions named in Schedule 1 of FARPACTA and the Health Professions Procedural Code set out in Schedule 2 of the Regulated Health Professions Act (RHPA) s. 22.7 (1) and 22.9(1), for health colleges.
This Fair Registration Practices Report was produced as required by: the Fair Access to Regulated Professions and Compulsory Trades Act (FARPACTA) s. 20 and 23(1), for regulated professions named in Schedule 1 of FARPACTA and the Health Professions Procedural Code set out in Schedule 2 of the Regulated Health Professions Act (RHPA) s. 22.7 (1) and 22.9(1), for health colleges.
This Fair Registration Practices Report was produced as required by the Fair Access to Regulated Professions and Compulsory Trades Act (FARPACTA) s. 20 and 23(1), for regulated professions named in Schedule 1 of FARPACTA and the Health Professions Procedural Code set out in Schedule 2 of the Regulated Health Professions Act (RHPA) s. 22.7 (1) and 22.9(1), for health colleges.
Report on the procedures the College uses to certify teachers. Submitted for 2019 as required to the Office of the Fairness Commissioner.
Report on the procedures the College uses to certify teachers. Submitted for 2020 as required to the Office of the Fairness Commissioner.
Report on the procedures the College uses to certify teachers. Submitted for 2021 as required to the Office of the Fairness Commissioner.
Report on the procedures the College uses to certify teachers. Submitted for 2022 as required to the Office of the Fairness Commissioner.
College review of its own registration practices to see that they are fair, transparent and objective. Includes reports of stakeholder sessions, recommendations and changes implemented.
The report captured the thoughts, concerns and ideas of newly certified teachers and recent applicants, community groups, government representatives, teacher federations, parents and students the College consulted. The results indicated that the College’s practices are consistent with the expectations in Ontario’s Fair Access to Regulated Professions Act. Recognizing that there is always room for improvement, the College listened to feedback from various individuals and groups, and made some significant changes in the College’s certification processes.
Review of the procedures the College uses to certify teachers. Submitted for 2010 as required to the Office of the Fairness Commission.
Ontario teachers are exceptionally qualified. To learn more about your child’s teacher, visit our online
public register.
Focus on Teaching: A Survey of Ontario Certified Teachers is a new survey. The questions in the survey provide insight into a variety of areas, including the labour mobility of teachers, employment patterns, teacher attrition and demographic information of the entire College membership.
The Foundations of Professional Practice articulate a collective vision of professionalism for Ontario educators. Take a minute to reflect on what’s new in a recently revised version.
For course providers, outlines requirements of four courses (classroom management, professional boundaries, stress and anger management and ethical practice), which members may be required to complete.
This outline of how the College assessed staff abilities in French and defined bilingual positions to improve French language services to members can serve as a case study for other organizations.
College suggestions on revising governance structure of the College and strengthening self-regulation in the teaching profession.
The Investigation Committee and Discipline Committee have approved the use of a new guide to assist in their review of incompetence matters arising from unsatisfactory teacher performance appraisals (TPAs).
This guide is a narrative-based resource to help facilitate professional inquiry into the standards through mathematics.
Professional inquiry assists educators to critically explore practices that are laden and interwoven with multifaceted complex ethical dimensions.
Review of the Ontario College of Teachers Intake, Investigation and Discipline Procedures and Outcomes, and the Dispute Resolution Program
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.
College reply to Education Minister who asked for advice on a teacher testing program. College examined how other professions and jurisdictions measured and maintained competency, consulted education stakeholders and presented 15 recommendations.
Done with Conseil scolaire de district du Centre-Sud-Ouest, Laurentian University School of Education, and Trillium Lakelands District School Board, this study offers eight recommendations to provincial government to attract more men to teaching.
Presents to the government a framework for a program to mentor new teachers to keep them in the profession.
The professional designation Ontario Certified Teacher (OCT) was first approved by the Ontario College of Teachers in 2008.
The Ontario College of Teachers - the regulatory body for teachers - has a professional designation for all Ontario teachers in good standing... a first for teachers in Canada.
Your handbook is a one-stop guide to the many services available to everyone registered with the College.
Reflection on 10 years of self-government and the six main factors that influenced the implementation of the College mandate.
Summary of Registrar's report to Council on 10 years of self-government and the six main factors that influenced the implementation of the College mandate.
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.
The College’s Professional Advisory on Anti-Black Racism recognizes that Ontario Certified Teachers (OCTs) play an important and influential role in learning environments and as such, are uniquely positioned to help address anti-Black racism and its impact on students. The advisory examines how OCTs can work toward overcoming long-standing and historical legacies and break down deeply entrenched systemic barriers.
This advisory highlights the importance of maintaining professional boundaries and provides practical advice to Ontario Certified Teachers at any point in their education careers.
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.
Helps to identify the legal, ethical and professional parameters that govern members' behaviour and to prevent sexual abuse of students and sexual misconduct.
How does a teacher become licenced to teach in Ontario? Do you know what contributes to the expertise of your child’s teacher?
If you are applying to become an Ontario certified teacher, you will want to watch this registration tutorial video. Presented by College Registrar and Chief Executive Officer Michael Salvatori, OCT, it contains helpful tips and advice to guide you step-by-step through the process of applying online.
Registration requirements may change without notice.
The guide to use if you are applying as a teacher of academic subjects from Kindergarten to Grade 12.
The guide to use if you are a First Nations, Inuit or Métis applicant without a university degree applying to teach the Primary-Junior grades.
The guide to use if you are applying as a teacher of a native language.
The guide to use if you are applying as a teacher of technological subjects.
Brochure that explains the College's jurisdiction and the different methods the College uses to resolve complaints made against teachers.
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.
Six Nations artist Elizabeth Doxtater worked in dialogue with members from Six Nations communities and in friendship with the Ontario College of Teachers to develop this resource in a way that inspires the ethical pursuit of Indigenous educational wellness.
Protect and preserve your professional status as an Ontario Certified Teacher through College membership.
Sets out 4Rs of safety: recognize, respond, report and reflect – to help members safeguard students in all learning environments and situations.
A workbook for teachers to use on their own.
Ontario’s teaching profession regulates itself. This means that the people of Ontario trust teachers to govern their own profession using their collective specialized knowledge, skills and experience.
Brochure outlining the mandate of the College.
Brochure outlining the mandate of the College.
Brochure outlining the mandate of the College.
Brochure outlining the mandate of the College.
Brochure outlining the mandate of the College.
Brochure outlining the mandate of the College.
This review of the language competencies required of teachers for effective professional practice reveals that teachers’ language competencies are diverse and extensive.
The Standards of Practice for the Teaching Profession provide a framework of principles that describes the knowledge, skills, and values inherent in Ontario's teaching profession. Explore these principles through Anishinaabe art.
Download your posters for printing at home.
A two-sided poster listing the standards of practice and ethical standards that are the foundation of teaching in Ontario.
Answers to questions on confidence in system, positives and negatives of teaching, good teaching, public affairs, accountability, role of parents, mentoring, age and gender.
Answers to questions on school problems, reforms, career and professional development, multi-year agreement, initial education and public perception of teaching profession.
Answers to questions on stress, career planning, changes in education, student success factors, parent-teacher relations, age of consent, voting in College election.
Answers to questions on career satisfaction, challenges and retention, professional designation, classrooms, over-supply and cyber-bullying.
“We want to go to school!” This is what children of war countries from all over the world told humanitarian Stephen Lewis who opened the College conference in the fall. But the reasons are different than you might think. Hear what they shared with him and what Lewis had to say about public education, controversy and the role of the College.
Brochure outlines the complaint process and your rights. Includes a list of do's and dont's.
Brochure outlines how to complain to the College about the conduct of a teacher, including a list of do's and dont's.
Summary of a College study, Finding the Meaning in the Public Interest, which describes two competing views of the public interest in regulating professions.
Prior learning assessment and recognition (PLAR) is a process that allows applicants to demonstrate prior learning for all or parts of the Supervisory Officer’s Qualification Program (SOQP).
Resource for providers, including application and proposal requirements, details about accreditation, and application information.
This advisory is intended to help Ontario Certified Teachers support students with mental health concerns and understand how to assist in their support.
Killoran, I., Zaretsky, H., Jordan, A., Smith, D., Allard, C., & Moloney, J. (2013). Supporting teachers to work with Children with Exceptionalities. Canadian Journal of Education, 36(1), pp. 240-270.
Answers to questions on professional designation, advisories, Additional Qualifications, College facilities, membership renewal and card use.
Answers to questions on professional designation, advisories, Additional Qualifications, College facilities, membership renewal and card use.
Answers to questions on professional standards, Additional Qualifications, associate teaching, College election participation, publication ban, labour mobility and the College magazine.
Annual survey of College members.
Brochure for high school students outlining the qualities, education and experience you need to become a teacher.
This quick reference brochure provides important information to new Ontario Certified Teachers on how to access College’s services, resources and tools.
Tools and resources specifically designed for you.
Almost every new teacher did eventually get a regular job suited to their qualifications. New teachers lack orientation programs.
By March of their first teaching year, four of five new teachers have regular teaching positions or term contracts.
Outside the population growth area of Greater Toronto, job openings are increasingly scarce, except for French-language teachers and those qualified in secondary math, physics, chemistry and technological studies.
Many English-language graduates of 2006, 2005 and 2004, and even some from 2003 and 2002, continue to look for their first regular teaching contracts.
Difference between market for French-language and English-language teachers continues to widen. Most 2004 and 2003 Ontario and border college graduates are well settled by the fourth and fifth years of their teaching careers.
Seventeen per cent of new grads from Ontario faculties and border colleges could not find any type of teaching job. French-language teachers have an easier time, but those finding regular jobs in their first year fell from 70 to 50 per cent.
Since 2002, the College has been surveying teachers in their first years to see what kinds of jobs they are getting and how they are settling into the profession. Unemployment is up sharply in 2010 with many new English-language teachers unable to find even daily supply teaching. New French-language teachers have better job outcomes than English-language teachers but two years of data show clearly that they, too, are now experiencing a more challenging job market.
The job market is getting even tougher for new teachers. But, as our 2011 Transition to Teaching survey has found, those aren’t the only challenges. Read on to find out what it’s like to be a new teacher in 2012.
The job market is getting even tougher for new teachers. But, as our 2011 Transition to Teaching survey has found, those aren’t the only challenges. Read on to find out what it’s like to be a new teacher in 2012.
Another cohort of new teachers swelled the ranks of Ontario’s 30,000+ teachers unable to find regular teaching jobs in 2012. Read our exclusive survey for all the details.
This report is a supplement to the Transition to Teaching study report for 2012.
Surplus Ontario teachers queue up for years to secure full employment.
This report is a supplement to the Transition to Teaching study report for 2013.
Ontario’s Transition to Teaching study focuses on job search outcomes, early-career experiences and professional development of newly licensed teachers.
This report is a supplement to the Transition to Teaching study report for 2014.
The Transition to Teaching study focuses on job search outcomes, early-career experiences and professional development of recently licensed teachers.
French-language education program graduates start to regain high-demand status in Ontario.
The Transition to Teaching surveys include samples of all individuals recently licensed to teach in the province of Ontario.
This report is a supplement to the Transition to Teaching study report for 2016.
The annual Transition to Teaching surveys include samples of individuals licensed to teach in the province of Ontario.
The annual Transition to Teaching surveys include samples of individuals licensed to teach in the province of Ontario.
The annual Transition to Teaching surveys include samples of individuals licensed to teach in the province of Ontario.
The annual Transition to Teaching surveys include samples of individuals licensed to teach in the province of Ontario.
Video conferencing adds a new dimension to the way we connect with friends and family. When used effectively, it can also be a valuable tool in aiding instruction as it can enhance students’ learning and keep them engaged while supporting their mental health, particularly when they are isolated from classmates, friends and extended family.
Parent, teacher or student -- it's your College, and we'd like to show you around.
Check out our College Tour video. It highlights the inner workings of the College and the people who make it happen.
Many thanks to the enthusiastic students of the Fletcher's Meadow Secondary School film program who helped us make this video. Get a behind-the-scenes look at the whole crew and students in action. Popcorn optional.
This video demonstrates how the College conducts public hearings into allegations of professional misconduct or incompetence.
Who licenses teachers to teach in Ontario’s public schools? Who oversees teachers’ performance appraisals? Who sets the provincial curriculum? Find out inside...
Subject associations play a vital role in education. They offer conferences, workshops, newsletters and an array of learning resources.
Ontario Certified Teacher – or OCT – is the designation in English and is granted by the Council of the Ontario College
of Teachers.
