Teachers, Teacher Education, and Professional Development
To teach in the publicly funded primary school system, a teacher must be a member of the Ontario College of Teachers. To become a member of the college, teachers must complete a minimum three year post-secondary academic degree from a recognized post-secondary institution; a four semester teacher education program (increased from two semesters as of September 2015) consisting of coursework in education foundations, curriculum, and instruction; and at least 80 days of evaluated practice teaching in classrooms using the Ontario curriculum. Recently introduced mandatory core content includes mathematics pedagogy as a foundational component. Teachers may complete their teacher education after their academic degree, or concurrently with their academic degree.
In Ontario, teacher education programs lead to certification in two consecutive divisions of the school system—primary and junior divisions (kindergarten to Grade 6), junior and intermediate divisions (Grades 4 to 10), or intermediate and senior divisions (Grades 7 to 12)—or in technological education (Grades 9 to 12). Teachers may earn additional qualifications through additional course work at any time throughout their career.
Requirements for Ongoing Professional Development
The responsibility for providing ongoing professional learning is shared by the Ministry of Education, the Ontario College of Teachers, teachers’ federations, and Ontario school boards. The Ministry mandates two Professional Activity (PA) days per year for schools and school boards to work on provincial education priorities, and up to four more PA days for other professional development activities. The Ministry also supports professional learning for teachers at all stages of their career (e.g., the New Teacher Induction Program, a growth oriented teacher performance appraisal process, and the Teacher Learning and Leadership Program, which provides funding for advanced, self-directed learning).
In mathematics, the Ministry supports job-embedded professional development to improve student learning and achievement, using effective evidence-based practices (e.g., Collaborative Inquiry in Learning Mathematics and differentiated instruction). The Ministry conducts and commissions research and evaluations in a number of areas that impact student engagement and achievement, including professional development. Additionally, the Ministry supports professional development for educators in mathematics through symposia, webinars and teleconferences, summer programs, and the production of print and multimedia resources.