Teachers, Teacher Education, and Professional Development
Teacher Education Specific to Reading
To teach in the publicly funded school system in Ontario, a teacher must be a member of the Ontario College of Teachers. Prospective members must have completed a minimum three year, post‑secondary academic degree from an accredited post‑secondary institution and a four semester initial teacher education program. The teacher education program must consist of coursework in education foundations, curriculum and instruction, and at least 80 days of practice teaching. Teacher education programs can be completed after or concurrently with the academic degree. Information about program requirements and mandatory core content, including reading, can be found on the Ontario College of Teachers website.
In Ontario, initial teacher education programs lead to certification in two of the following divisions of the school system: the primary/junior division (kindergarten to Grade 6), the junior/intermediate division (Grades 4 to 10), the intermediate/senior division (Grades 7 to 12), or in the technological education program (Grades 9 to 12). The primary and junior divisions cover the full range of teaching subjects, including reading, within the language section of the provincial elementary curriculum. Teaching assignments are based on providing the best possible program and ensuring the safety and wellbeing of students, with consideration of the qualifications that teachers hold.
Requirements for Ongoing Professional Development in Reading for Teachers
After completion of their initial teacher education program, teachers can expand their teaching credentials by taking additional qualification courses. Additional qualification courses are accredited by the Ontario College of Teachers and are offered by approved providers such as faculties of education, school boards, and teacher federations. Teachers obtain a “specialist” qualification in reading by completing a three course additional qualification program in reading.
Providing for ongoing professional learning is a shared responsibility in Ontario. The Ministry of Education, the Ontario College of Teachers, teachers’ federations, and school boards play roles in this process. The Ministry mandates two “professional activity” days for schools and school boards to work on provincial education priorities, and up to four more professional activity days for other professional development activities such as student assessment and curriculum development. The Ministry also supports professional learning at all stages of a teacher’s career through program supports such as the New Teacher Induction Program (a growth oriented teacher performance appraisal system) and the Teacher Learning and Leadership Program (a source of funding for advanced self‑directed learning).
The Ontario College of Teachers establishes ethical standards and standards of practice for the teaching profession and provides for teachers’ ongoing learning through its Professional Learning Framework. This consists of formal accredited additional qualification courses and informal learning opportunities, programs, and activities such as mentoring, research, networking, and curriculum development.