101 Bloor Street West
Toronto ON, M5S 0A1
P: 416-961-8800
Toll Free (Ontario Only): 1-888-534-2222
F: 416-961-8822
info@oct.ca

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(a) New certification requirements in effect

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.

Annual Report 1997

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.

1998 Annual Report Cover

Annual Report 1998

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.

Annual Report 1999

Annual Report 1999

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.

Annual Report 2000

Annual Report 2000

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.

Annual Report 2001

Annual Report 2001

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.

Annual Report 2002

Annual Report 2002

The College has been promoting the standards of practice and ethical standards and expanding accreditation to cover new teacher education programs.

Annual Report 2003

Annual Report 2003

The College presented a plan for mentoring new teachers to the government and finished its first survey of members.

Annual Report 2004

Annual Report 2004

The College addressed issues of teacher supply, student protection and government initiatives that affected certification requirements.

Annual Report 2005

Annual Report 2005

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.

Annual Report 2006

Annual Report 2006

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.

Annual Report 2007

Annual Report 2007

The College reviewed its registration practices and its policies on making discipline decisions public, in keeping with the College commitment to transparency and accountability.

2008 Annual Report Cover

Annual Report 2008

The College improved registration practices, which will assist internationally educated teachers. New Additional Qualification courses reflect the changes laid out in the 2006 review.

2009 Annual Report Cover

Annual Report 2009

The College launched the OCT professional designation, which tells the public that ethical standards and standards of practice guide the work of teachers.

2010 Annual Report Cover

Annual Report 2010

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.

2011 Annual Report Cover

Annual Report 2011

Find detailed information on Ontario Certified Teachers including key demographic data, teacher qualifications, and where and how Ontario teachers are educated.

Annual report 2012

Annual Report 2012

Find detailed information on Ontario Certified Teachers including key demographic data, teacher qualifications, and where and how Ontario teachers are educated.

Annual Report 2004

Annual Report 2013

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.

Annual Report 2004

Annual Report 2014

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.

Annual Report 2004

Annual Report 2015

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.

Screenshot of the 2016 Annual Report page for the Ontario College of Teachers

Annual Report 2016

The official compendium of 2016 Council and College activities – all in the interest of serving the public.

Annual Report 2017

Annual Report 2017

The official compendium of 2017 Council and College activities, all in the interest of serving the public.

Annual Report 2017

Annual Report 2018

The official compendium of 2018 Council and College activities, all in the interest of serving the public.

Application Accessibility Tool Link

Applicant Eligibility Assessment Tool

This questionnaire helps internationally educated teachers determine how likely they are to meet the regulatory requirements for teacher certification in Ontario.

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Becoming a reflective community of practice

This paper explores the collaborative research relationship among a faculty of education, district school board and a teacher's self-regulatory body. Each group possessed different objectives; however, all agreed that reflection, teacher inquiry and standards of practice would unite their research journey.

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Becoming a Reflective Community of Practice

Allard, C., Goldblatt, P., Kemball, J., Kendrick, S., Millen, J., & Smith, D. (2007). Becoming a reflective community of practice. Reflective Practice, 8(3), pp. 299-314.

Video

Behind-the-scenes at Fletcher's Meadow Secondary School

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.

Bill 124, Fair Access to Regulated Professions Act

Bill 124, Fair Access to Regulated Professions Act

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.

Bill 52 – Submission to the Standing Committee of the Legislative Assembly

Bill 52 – Submission to the Standing Committee of the Legislative Assembly

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.

Brief on Bill 101 Student Protection Act

Brief on Bill 101 Student Protection Act

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.

CAPSLE 2011: Electronic Communication and Social Media - the New Frontiers

CAPSLE 2011: Electronic Communication and Social Media - the New Frontiers

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.

Casebook Guide for Teacher Education

Casebook Guide for Teacher Education

This pedagogical resource has been developed to support the use of the College casebook, Cases for Teacher Development: Preparing for the Classroom, within teacher education. The 13 cases you will encounter in the casebook can become your curriculum to initiate study and research into the ethical standards and the standards of practice. Our hope is that the cases as curriculum and pedagogical tools will facilitate deeper awareness, understanding and integration of the standards within your daily practice.

COMPLAINT RESOLUTION PROGRAM

Complaint Resolution Program

The Ontario College of Teachers has developed a Complaint Resolution Program to resolve complaints in the public interest.

Credential Assessment for Denied Applicants

Credential Assessment for Denied Applicants

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.

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Dialogic Construction of Ethical Standards for the Teaching Profession

Ethical practice resides at the core of the teaching profession in Ontario, Canada, and is based on an agreed-upon set of ethical standards and principles by both the teaching profession and the public. Starratt’s (2004) understanding of ethics as the principles, beliefs, assumptions, and values that characterize a moral life shapes this core.

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Duty to Report - Professional Advisory

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.

Evote Governing Ourselves

Evote Governing Ourselves

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.

Fair Registration Practices Review 2011

Fair Registration Practices Report 2013

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.

Fair Registration Practices Review 2011

Fair Registration Practices Report 2014

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

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Fair Registration Practices Report 2015

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.

Fair Registration Report for 2016

Fair Registration Practices Report 2016

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.

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Fair Registration Practices Report 2017

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.

Fair Registration Practices Report 2018

Fair Registration Practices Report 2018

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.

Fair Registration Practices Review 2008

Fair Registration Practices Review 2008

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.

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Fair Registration Practices Review 2010

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.

Find a Teacher Brochure

Find a Teacher

Ontario teachers are exceptionally qualified. To learn more about your child’s teacher, visit our online public register.

Cover Foundations of Professional Practice

Foundations of Professional Practice

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.

Framework for Courses of Study

Framework for Courses of Study

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.

French Language Proficiency Assessment Project

French Language Proficiency Assessment Project

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.

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Illuminating and facilitating professional knowledge through case work

In the spring of 2002 the Ontario College of Teachers began a research project in order to foster awareness of the Standards of Practice for the 187,000 teachers in the province. Case work, in which 18 teachers representative of the College's membership wrote narratives describing their professional dilemmas, was the methodology chosen.

Incompetence Guide

Incompetence Guide

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).

Knowledge Keepers - Discussion Guide Cover

Knowledge Keepers - Discussion Guide

The video profiles an educator in Manitoulin Island who, after years of overcoming life challenges, has helped numerous First Nations children gain an education. The discussion guide and video are designed to enhance professional practice in incorporating First Nation, Métis and Inuit perspectives into teaching.

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LeSage Report

Review of the Ontario College of Teachers Intake, Investigation and Discipline Procedures and Outcomes, and the Dispute Resolution Program

Narrowing the Gender Gap: Attracting Men to Teaching

Narrowing the Gender Gap: Attracting Men to Teaching

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.

OCT The Mark of Professionalism Cover

OCT The Mark of Professionalism

The College’s Council approved use of the designation in September 2008 by certified, qualified College members in good standing. Enseignante agréée de l’Ontario, Enseignant agréé de l’Ontario or EAO is the equivalent French terminology for use by French-language College members.

Our Evolving Mandate

Our Evolving 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.

PROFESSIONAL LEARNING FRAMEWORK FOR THE TEACHING PROFESSION

Professional Learning Framework for the Teaching Profession

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.

Portrait of a smiling junior grade student.

Quiz for Parents

How does a teacher become licenced to teach in Ontario? Do you know what contributes to the expertise of your child’s teacher?

Video

Registering with Ontario College of Teachers

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.

Resolving Complaints

Resolving Complaints

Brochure that explains the College's jurisdiction and the different methods the College uses to resolve complaints made against teachers.

Cover image of the Ontario College of Teachers Retirement Brochure

Retiring? Keep your status!

Protect and preserve your professional status as an Ontario Certified Teacher through College membership.

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Serving on Council

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.

Parlons d'excellence

Speaking for Excellence

This review of the language competencies required of teachers for effective professional practice reveals that teachers’ language competencies are diverse and extensive.

Standards for the Teaching Profession

Standards Poster

A two-sided poster listing the standards of practice and ethical standards that are the foundation of teaching in Ontario.

State of the Teaching Profession 2003

State of the Teaching Profession 2003

Answers to questions on confidence in system, positives and negatives of teaching, good teaching, public affairs, accountability, role of parents, mentoring, age and gender.

State of the Teaching Profession 2005

State of the Teaching Profession 2005

Answers to questions on school problems, reforms, career and professional development, multi-year agreement, initial education and public perception of teaching profession.

State of the Teaching Profession 2006

State of the Teaching Profession 2006

Answers to questions on stress, career planning, changes in education, student success factors, parent-teacher relations, age of consent, voting in College election.

Stephen Lewis

Stephen Lewis delivers keynote

“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.

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Supporting Teachers to Work with Children with Exceptionalities

The current study had two purposes: to explore further revisions to the Three-Part Schedule D Additional Qualification (AQ) courses in special education and to determine if a virtual knowledge network would be a viable and welcome tool in building teacher capacity for classroom inclusion of students with exceptionalities.

Survey of Members 2008

Survey of Members 2008

Answers to questions on professional designation, advisories, Additional Qualifications, College facilities, membership renewal and card use.

Survey of Members 2008

Survey of Members 2008

Answers to questions on professional designation, advisories, Additional Qualifications, College facilities, membership renewal and card use.

2009 State of the Teaching Profession Cover

Survey of Members 2009

Answers to questions on professional standards, Additional Qualifications, associate teaching, College election participation, publication ban, labour mobility and the College magazine.

Teaching and Learning through e-learning: A New Additional Qualification Course for the Teaching Profession Cover

Teaching and Learning through e-Learning: A New Additional Qualification Course for the Teaching Profession

This paper will discuss the new additional qualification course guideline for Teaching and Learning through e-learning in Ontario. This innovative new teaching qualification course provides a foundation for teachers interested in supporting the development of professional knowledge, skills, dispositions and instructional practices that support teachers facilitating e-learning within various educational contexts across a highly diverse province.

Thinking about Teaching

Thinking About Teaching

Brochure for high school students outlining the qualities, education and experience you need to become a teacher.

Transitions to Teaching 2003

Transition to Teaching 2003

Almost every new teacher did eventually get a regular job suited to their qualifications. New teachers lack orientation programs.

Transition to Teaching 2004

Transition to Teaching 2004

By March of their first teaching year, four of five new teachers have regular teaching positions or term contracts.

Transition to Teaching 2006

Transition to Teaching 2006

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.

Transition to Teaching 2007

Transition to Teaching 2007

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.

Transition to Teaching 2008

Transition to Teaching 2008

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.

Transition to Teaching 2009

Transition to Teaching 2009

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.

Transition to Teaching 2010

Transition to Teaching 2010

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.

2012 Transition to Teaching Cover

Transition to Teaching 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.

2014 Transition to Teaching Cover

Transition to Teaching 2014

Ontario’s Transition to Teaching study focuses on job search outcomes, early-career experiences and professional development of newly licensed teachers.

Transition to Teaching 2010

Transition to Teaching 2015

The Transition to Teaching study focuses on job search outcomes, early-career experiences and professional development of recently licensed teachers.

Transition to Teaching 2016

The Transition to Teaching surveys include samples of all individuals recently licensed to teach in the province of Ontario.

Transition to Teaching 2010

Transition to Teaching 2017

The annual Transition to Teaching surveys include samples of individuals licensed to teach in the province of Ontario.

Transition to Teaching 2018

Transition to Teaching 2018

The annual Transition to Teaching surveys include samples of individuals licensed to teach in the province of Ontario.

Video

Video tour of Ontario College of Teachers

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.

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Vision of the Educator and Learner

A graphic representation of the vision of the educator and the vision of the learner that forms the foundation of Additional Qualification courses.

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Voices of Wisdom: Learning from Elders

In this 14-minute video, First Nations elders, an Inuit elder and a Métis senator share personal stories of tragedy, experience, wisdom and cultural identity. Their words underline the importance of understanding our Canadian history and the experiences First Nations, Inuit and Métis students bring to our classrooms. These stories will help educators enhance their professional knowledge and practice. The Ontario College of Teachers developed this resource to support the development of Additional Qualifications course guidelines.

Who does what in education

Who Does What in Education

Who licenses teachers to teach in Ontario’s public schools? Who oversees teachers’ performance appraisals? Who sets the provincial curriculum? Find out inside...

Your Professional Designation Cover

Your Professional Designation

Ontario Certified Teacher – or OCT – is the designation in English and is granted by the Council of the Ontario College of Teachers.

101 Bloor Street West, Toronto ON, M5S 0A1, P: 416.961.8800 / Toll Free (Ontario Only): 1.888.534.2222 / F: 416.961.8822 / info@oct.ca

© 2019 Ontario College of Teachers

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