Resources Category
College Reports
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 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.
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.
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.
Review of the Ontario College of Teachers Intake, Investigation and Discipline Procedures and Outcomes, and the Dispute Resolution Program
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.
Summary of a College study, Finding the Meaning in the Public Interest, which describes two competing views of the public interest in regulating professions.
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 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.
