Council Approves Professional Learning Framework

The Professional Learning Framework for the Teaching Profession, which outlines the parameters that constitute lifelong learning for professional teachers, was approved by the College Council at its meeting on October 13th.

Council’s decision to enshrine the professional learning framework in the College bylaws recognizes the importance of ongoing professional development to the teaching profession.

The document describes the various forms of professional learning teachers engage in during and after their pre-service training and the range of professional learning experiences available through their workplace, the Ministry of Education, faculties of education, professional organizations, federations and subject associations.

As with the Standards of Practice for the Teaching Profession and the Ethical Standards for the Teaching Profession, the professional learning framework was developed in consultation with College members, educational stakeholders and the public. A draft version of the professional learning framework was made available to members and the public for comment before a final version was presented to Council for approval.

Professional Learning Framework for the Teaching Profession

The Ontario College of Teachers is the self-regulatory body for the teaching profession in Ontario. Members of the College acquire the knowledge, skills and values described in the Standards of Practice for the Teaching Profession and the Ethical Standards for the Teaching Profession through ongoing professional learning. The Professional Learning Framework provides for this growth and development through accredited pre-service and in-service programs as well as through other forms of ongoing professional learning.

Professional learning may take a variety of forms. Following their pre-service training, members of the College can complete courses or programs that are identified in Regulation 184/97 Teachers’ Qualifications, made under the Ontario College of Teachers Act, 1996. These courses or programs are approved by the College and offered by registered providers. They are outlined in this document. When a member successfully completes one of these courses or programs, it is recorded on the Certificate of Qualification.

Members of the College stay current and up-to-date in many ways beyond completing Additional Qualification courses and programs. Examples of these professional learning opportunities are identified in this document. Educators can participate in or facilitate professional development activities, mentor colleagues, join professional networks, engage in research activities, and read books and articles about educational issues.

Professional learning is at the heart of teacher professionalism. In addition to the accredited in-service programs, members of the Ontario College of Teachers engage in a wide variety of professional learning in order to improve their practice and enhance student learning. All of these opportunities are an integral part of the Professional Learning Framework. Educators participate in learning opportunities offered by their employers, the Ministry of Education, faculties of education, professional organizations, federations and subject associations. Through this professional learning, College members demonstrate a commitment to continued professional growth.

By developing the Professional Learning Framework, the Ontario College of Teachers meets its legislated mandate to "provide for the ongoing education of members of the College". It also informs the public of the many ways educators remain knowledgeable and current.

Professional Learning Required in Legislation

Regulation 184/97 Teachers’ Qualifications

Regulation 184/97 Teachers’ Qualifications made under the Ontario College of Teachers Act identifies the programs currently recognized by the Ontario College of Teachers.

These include:
Certification Programs
Regulation 184/97 Teachers' Qualifications

Other Opportunities for Professional Growth and Development

The challenge for members of the College today is to maintain and extend their professional knowledge and skills in a rapidly changing educational environment. Educators engage in many forms of professional learning. The range of opportunities listed in this document reflects the complexity of the teaching profession and identifies ways that educators remain current in their practice.

These opportunities might include but are not limited to:

Academic Programs

Currently the Certificate of Qualification includes only completed degree programs.

Members of the Ontario College of Teachers may choose to:

• participate in programs or courses offered through universities, colleges or other institutions or organizations that do not always lead to academic degrees

These programs may be prerequisites to enrolment in the certification programs listed in Regulation 184/97 Teachers’ Qualifications.

Research Activities
Members of the Ontario College of Teachers may choose to:

• inquire into teaching practice
• plan and conduct research activities to enhance teaching and learning
• work collaboratively with others to contribute to the knowledge base of teaching and learning
• explore ways to access and use educational research.

Professional Networks
Members of the Ontario College of Teachers may choose to:

• partner with business, industry, colleges and universities
• contribute to subject councils, the work of the federations or other professional organizations
• participate on school-based committees
• serve on a local school community committee or school council.

Professional Activities
Members of the Ontario College of Teachers may choose to:

• maintain a professional portfolio
• arrange opportunities to observe exemplary practice
• stay current by reading educational books and journals
• share ideas and resources with other colleagues
• participate in curriculum writing and/or assessment projects.

Mentoring and Networking
Members of the Ontario College of Teachers may choose to:

• serve as an associate teacher
• become involved in a mentoring partnership
• learn with colleagues through co-operative planning and problem solving
• form study groups.

Professional Contributions
Members of the Ontario College of Teachers may choose to:

• participate in, present at, or organize conferences, workshops and institutes
• contribute to a professional publication.

Learning through Practice
Members of the Ontario College of Teachers may choose to:

• develop and implement curriculum materials
• participate in school-based collaborative inquiry
• implement a new instructional or assessment strategy
• conduct and publish action research projects
• pilot new initiatives individually or with colleagues.

Technology and Learning
Members of the Ontario College of Teachers may choose to:

• increase their competency in computer, telecommunication, videoconferencing, CD-ROM and videodisc technology
• join a listserv
• integrate technology into teaching practice
• enrol in a distance education program.

Members of the Ontario College of Teachers may also choose to:

• determine other options for learning beyond these examples.

The Professional Learning Framework:

• acknowledges the commitment members of the teaching profession make to professional learning
• highlights a range of options to improve practice and enhance student learning
• identifies programs and professional learning activities accredited or approved by the College
• assists members of the College to identify, collect, reflect upon and celebrate their learning experiences and accomplishments
• assures the profession and the public that members of the College have the opportunity through professional learning to remain current throughout their careers.

The Professional Learning Framework supports the following principles:

• The goal of professional learning is the ongoing improvement of practice. Teacher learning is directly correlated to student learning.
  The professional learning framework encourages learning activities based on provincial legislation and policy, system needs, personal growth needs and student-learning needs. The framework also encourages members of the College to identify and pursue their strengths and personal interests to further their professional learning.
• Standards-based professional learning provides for an integrated approach to teacher education.
  All programs and professional learning activities accredited by the College must be designed to support the Standards of Practice for the Teaching Profession and the Ethical Standards for the Teaching Profession.
• Exemplary professional learning opportunities are based on the principles of effective learning.
  The framework takes into account individual career and personal priorities. It outlines professional learning activities that are varied, flexible, and accessible to members of the College.
• Teachers plan for and reflect on their professional learning.
  Responsible lifelong learning is continuous learning that is initiated by members of the College and directed and reviewed by them on an ongoing basis.
• Learning communities enhance professional learning.
  The Professional Learning Framework encourages collaboration. It supports ongoing commitment to the improvement and currency of teaching practice as an individual and collective responsibility.

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