Highlights of the 1997 Annual Report
Colleges First Public Hearings
Faculties of Education Undergo
The Ontario College of Teachers is the
self-governing body of the teaching profession. It was created by the Ontario College of
Teachers Act, 1996 to license and regulate the profession in the public interest and
officially came into existence on May 20, 1997.
The College is governed by its Council, which is made up of 17 College members elected
by practising teachers and 14 members of the public appointed by Order-In-Council.
In February, 52,642 teachers participated in the election of the Colleges first
Council in a mail-in ballot a significantly higher turnout than elections for other
In May, the new Council assembled for the first time and elected Donna Marie Kennedy as
Chair and John Cruickshank to the position of Vice-Chair. Council also established five
statutory and three standing committees to assist it in carrying out its responsibilities.
Council met five times in 1997, while the Colleges committees met a total of 24
In August, members in good standing began to receive their Certificates of Registration
and Qualification, which replaced the Ontario Teachers Certificate. Information on
many certificates reflected data entry errors and files that had not been updated for
years, so in its first year of operation the College had to launch a major initiative to
update the certificates and correct its recently-inherited database.
At its meeting in September, Council approved a regulation that defines professional
misconduct for College members. The Ontario College of Teachers and its committees will
rely on these definitions during investigations and hearings into complaints about the
misconduct of members.
Council closely monitors government initiatives. On October 20, the Chair of Council
presented the Colleges position on Bill 160 to the Standing Committee on the
Administration of Justice and informed the MPPs that four clauses in the bill undermined
the Colleges mandate to certify teachers and determine their qualifications. The
government withdrew the four problem clauses 10 days later.
The College received numerous inquiries and requests from a variety of stakeholders
throughout the year including government, faculties of education, school boards, trustee
organizations, the Ontario Teachers Federation and its affiliates, subject
associations and school councils. The Ontario model of self-regulation also attracted a
national and international audience, and the College received numerous delegations.
The profession experienced continued growth throughout the calendar year. By December
31, 165,099 teachers had registered, making the College the largest self-regulating body
in the country.
The Executive Committee conducts the ongoing
business of the College between Council meetings. It has the powers of Council with
respect to any matter that requires immediate attention. If the Executive Committee
exercises this power, it must report to Council at its next meeting. The committee does
not have the power to make, amend or revoke a regulation or bylaw.
The Executive Committees work during 1997 was focused on further developing the
Colleges structure and procedures.
Three special committees were established: the Election Review Committee, the Editorial
Board and the Human Resources Advisory Subcommittee.
The committee also established two task forces. One task force examined policies
related to paying Council members for their preparation time. It decided that members
would only be paid for preparation time for meetings of Investigation panels. The second
task force developed a protocol to guide those who speak for the College.
The committee developed, and brought to Council, a Code of Ethics for Council members.
This code defines Council members obligations in the performance of their duties.
Over the course of the year, the Executive Committee provided substantive input into
the Professional Misconduct Regulation; the Colleges brief to the Standing Committee
on Bill 160, the Education Quality Improvement Act; and the proposed Criminal Records
In November, the committee approved the appointment of an investigator under Section 36
of the Ontario College of Teachers Act. This kind of investigation may be initiated by the
Registrar if she believes a College member has demonstrated professional misconduct,
incompetence or incapacity.
The Executive Committee reviewed all committee reports going to Council and filled
vacancies on the Discipline and Accreditation Committees resulting from the resignations
of Council members.
of Practice and Education Committee
The Standards of Practice and Education
Committee advises Council on the development of:
- pre-service and in-service standards of practice
- a provincial professional learning framework to support standards of practice and
promote continuing competence among members of the College.
The committee is made up of five elected and four appointed members of Council. It met
three times in 1997. Four subcommittees focused on specific tasks. Two of these
subcommittees concentrated on standards of practice for the teaching profession; two
initiated work in the area of ongoing professional learning and the professional learning
framework. Each of these subcommittees included two external resource persons who are
members of the College and have experience and expertise specific to the work of the
The subcommittee members, including the external resource persons, are:
Pre-service: Standards of Practice
Sandi Bell, Margaret Dempsey, Clarice West-Hobbs
Arlene Campbell, acting vice-principal, Toronto District School Board
Jacqueline Harris, course director, York University
Professional Learning Framework
Liz Barkley, Frances Hill, Diane Leblovic
Kevin Crouse, vice-principal, Hamilton-Wentworth District School Board
Jacqueline Levesque, directrice générale, Centre de leadership en
Supervisory Officer Qualifications Program:
Standards of Practice
Margaret Dempsey, Frances Hill, William Rogers
Lynda Palazzi, superintendent of schools, Peel District School Board
Carole Weir, director of education, Superior North Catholic District
Ongoing Professional Learning:
Standards of Practice
Liz Barkley, Harry Mulvale, Anthony Saldanha
Lori Barkans, teacher, Grand Erie District School Board
Michael Prendergast, teacher, Hastings and Prince Edward District School
The committee and unit staff completed a search of the national and international
literature relating to standards of practice. The committee identified several themes
consistently found in existing examples. The committee determined that these themes would
provide the basis to initiate a conversation with members of the College and the public
about what standards of practice might mean in the context of Ontario education.
The committee has undertaken a comprehensive and integrated approach to field-based
research in order to ensure that members of the College and the public have an opportunity
to provide data to assist in the development of the standards and the professional
learning framework. The research activities include the use of structured focus groups,
personal interviews, facilitated discussions and the use of web site postings as
data-gathering opportunities. A written survey will also be field tested for broader
distribution in 1998. All data will support the work of the committee as it prepares the
first draft of the standards and the professional learning framework for consideration by
The committee has prepared print resource materials that support the exploration of the
issues related to the development of standards of practice for the profession and the
professional learning framework. These materials have been widely distributed and
The committee anticipates that a draft statement of standards of practice for the
teaching profession and a preliminary report on the professional learning framework will
be brought to the December 1998 meeting of the College Council for consideration. At this
time, the committee will also recommend a process for a second phase of data-gathering and
consultation with members of the College and the public.
The Standards of Practice and Education Committee appreciates the time many members of
the College and the public have given to this phase of our work. The data gathering
process continues to bring valuable insights and direction to the development of the
standards of practice for the teaching profession.
The mandate of the Accreditation Committee is
to develop an accreditation process for all Ontario teacher education programs and
providers. This is new and innovative work. Until now programs in the field of teacher
education have never been accredited.
There are 10 faculties of education in the province providing teacher education
pre-service programs. There are also a wide variety and number of in-service programs and
providers. The committee decided to give priority to the development of an accreditation
process for the pre-service programs. The committee is made up of five elected and four
appointed members of Council.
The Accreditation Committee met three times in 1997. It set up two subcommittees to
facilitate its work. Subcommittee members included representatives of the Ontario
Association of Deans of Education (OADE) and of the College membership at large.
External subcommittee members were:
Dr. Michael Awender, dean, faculty of education, University of Windsor
Dr. R. Terrance Boak, dean, faculty of education, Brock University
Dr. Rebecca Coulter, associate dean, faculty of education, University of
John Dunscombe, teacher, West Parry Sound Board of Education
Dr. Jean Handscombe, faculty of education, York University
Eleanor Newman, superintendent, Leeds and Grenville County Board of
Janet Ouellette, principal, Windsor Roman Catholic Separate School Board
Robert Pellerin, teacher, Simcoe County Board of Education
Dr. Stan Shapson, dean, faculty of education, York University
The subcommittees kept in close touch with the Standards of Practice and Education
Committee as the themes around standards of practice for the profession were being
Pre-Service Program Review Subcommittee
The College conducted a massive data collection process in 1997. Letters were sent to
French and English institutions and accrediting bodies around the world, asking them to
provide information about programs and requirements. The subcommittee then developed
program criteria tailored to Ontario requirements. These criteria were anchored on the
trends and themes emerging from the work of the Standards of Practice and Education
The subcommittee task was to develop a draft accreditation process for pre-service
education programs at Ontario faculties of education. It began its work by collecting data
from colleges regulating other professions in Ontario, and from boards regulating teachers
in other jurisdictions.
The accreditation process will involve all aspects of the teacher education program:
the physical plant; research resources available to students and staff; the relationship
between faculty and associate teachers; the length and cost of the program; and how
programs address the main themes identified by the Standards of Practice Committee.
An accreditation model was developed which will be tested at three pilot sites:
Laurentian University, Nipissing University and Queens University.
There was an intensive consultation process with the three pilot faculties. This
included monthly meetings with deans and faculty members or their representatives. The
process allowed a continuous dialogue and exchange of information.
College staff and committee members also visited other faculties to explain their work.
As well, they provided monthly updates to meetings of the OADE.
The draft accreditation process was presented to the Accreditation Committee at the end
The Accreditation Committee made plans to establish panels which will spend four days
in 1998 at each faculty of education pilot site to meet with administration, faculty of
education staff, associate teachers and teacher candidates.
In-service Program Review Subcommittee
In September, the College conducted three information sessions for representatives of
subject area associations, faculties of education, teacher federations, community
colleges, consortia, private providers and school boards to discuss in-service education
programs and experiences. Information from those sessions was shared with the College
membership by means of the College web site.
The In-service Program Review Subcommittee was formed to review the data and make
recommendations about criteria to be applied to potential providers. This work is ongoing.
External subcommittee members were:
Elizabeth Falco, teacher, Trinity College School, Port Hope
William Gerth, principal, Central Huron Secondary School, Quinton
Hélène Koscielniak, superintendent, Conseil des écoles séparées
catholiques du district de Kapuskasing
Dr. Joanne Quinn, director of continuing education, Ontario Institute for
Studies in Education
Dr. Laverne Smith, dean, faculty of education, Nipissing University
Rochelle Williams, teacher, Westview Family Blue Haven Centre, North York
This statutory committee investigates
complaints of alleged professional misconduct, incompetence and incapacity.
The committee is made up of five elected and two appointed members of the Council.
Complaints may come from the public including students and parents
members of the profession, the Minister of Education and Training or the Registrar.
Allegations of professional misconduct, incompetence and incapacity are investigated
thoroughly by the committee before it makes a decision. The committee decides which
matters are to be forwarded to the Discipline or Fitness to Practise committees for a
Origin of Complaints
|*Minister/Ontario Teachers Federation (OTF)
|Minister of Education
|Members of College
* These complaints were originally
filed with the OTF by school boards and employers in compliance with the legislation then
Nature of Complaints
|Nature of Complaint
|Criminal charges or convictions
|Inappropriate conduct: verbal
|Inappropriate conduct: physical
|Fitness to practise
|Sexual impropriety: no criminal charges
Disposition of Complaints
|Referrals to Discipline Committee
The Investigation Committee has the power to:
- dismiss a complaint
- admonish or caution a member
- refer a complaint to the Discipline Committee for a hearing
- refer a complaint to the Fitness to Practise Committee for a hearing
- take other appropriate action consistent with the Ontario College of Teachers Act.
Disposition of Complaints
The College received the power to commence investigations in May. The committee met
three times during the year and held one panel meeting.
Almost half of the complaints related to criminal charges or convictions deemed to be
matters which would impact on a members suitability to teach students. These were
primarily sex-related offences.
The Professional Misconduct Regulation came into force on December 4, allowing the
committee to begin making decisions about the results of its investigations. Seven cases
were considered: six were referred to the Discipline Committee for a hearing; in one case,
the member was cautioned about conduct.
The committees decisions and advice, particularly in the area of cautions to
members, should serve an important educational function for the membership.
In 1997, the committee developed the guidelines, policies and procedures that it will
use to conduct investigations and make decisions. In developing its procedures, the
committee relied on the knowledge and experience of staff and legal counsel, and the
practices and procedures of other regulatory bodies.
Committee members and staff were trained in decision-making, investigation procedures
and were familiarized with legislation pertaining to education and self-regulation. This
is an on-going process.
Committee members were involved in the development of the Professional Misconduct
The committee is also developing an alternative dispute resolution mechanism. The
College will use this process to settle disputes between complainants and College members
as an alternative to hearings.
The committee and staff made presentations to groups representing the profession,
teachers unions, parents and the general public.
The statutory mandate of the Discipline
Committee is to rule on any allegation of professional misconduct or incompetence on the
part of a College member. Professional misconduct is defined in the regulations. The
committee is made up of seven elected and four appointed members of Council.
Complaints are referred to the committee by the Investigation Committee, the Council or
the Executive Committee. Decisions are based on evidence placed before the committee in a
hearing. Hearings are normally open to the public.
Where the committee finds a member guilty of professional misconduct or incompetence it
may do one or more of the following:
- direct the Registrar to revoke a certificate
- direct the Registrar to suspend a certificate for up to 24 months
- direct the Registrar to impose conditions or limitations on a certificate
- impose a suspended penalty which may be waived if certain conditions are met in a
If the committee finds a member guilty of professional misconduct, it may also do one
or more of the following:
- require that the member be reprimanded, or counseled by the committee or its delegate,
and have this penalty recorded on the register, temporarily or indefinitely
- impose a fine of up to $5,000
- publish its order, in detail or in summary, with or without the members name, in
the Colleges official publication
- fix costs to be paid by the member to the College.
The Discipline Committee met for a total of three days in 1997, and a subcommittee did
extensive work on proposed rules of procedure. In drafting these rules, the committee
reviewed investigation and hearing process of the Ontario Teachers Federation
Relations and Discipline Committee. Committee members received training in conducting
hearings and in writing decisions.
The Committee also gave careful consideration to the proposed Professional Misconduct
Regulation and offered input to modify the regulation.
to Practise Committee
The Fitness to Practise Committee has the
statutory power to rule on any allegation of incapacity on the part a College member.
Cases may be referred to the committee by the Investigation Committee, by the Council or
the Executive Committee. The committee is made up of three elected and two appointed
members of Council.
When a complaint is received, the committee holds a hearing to determine whether
physical or mental conditions or disorders exist that make a member unfit to carry out
professional responsibilities. Hearings are not normally open to the public.
If the committee finds a member to be incapacitated it may:
- direct the Registrar to revoke a certificate
- direct the Registrar to suspend a certificate for up to 24 months
- direct the Registrar to impose conditions or limitations on a certificate
- impose a suspended penalty which may be waived if certain terms and conditions are met
in a specified time.
In 1997, the committee met three times and laid the foundation for its future
operations. It conducted an overview of the complaint intake, investigation and hearing
process, and developed draft Rules of Procedure for Conducting Hearings. In developing its
rules the Committee considered the experiences of colleges regulating the health care
professions in Ontario. The committee also provided training for its members in conducting
hearings, decision-making and decision-writing.
Those who have been denied registration in
the College, or those who have restrictions put on their certificate may appeal those
decisions to the Registration Appeals Committee. The committee is made up of three elected
and two appointed members of Council.
The Committee met for two days in May to elect a vice-chair and to provide orientation
for members to the assessment of teaching credentials. As well, members attended a
training session on administrative law.
No applications for registration appeal were received in 1997.
All numbers reflect the 1997 calendar year.
in the College*
Gender and Language
* Includes members in good standing only
By College of Teachers election
|Currently out of Province
|Currently out of Country
Age Distribution of the College Membership
(46 members with unknown or invalid
dates of birth)
Changes During 1997
|Suspended non-payment of fees
|Reinstated for payment in 1997
Registration Summary 1997
|Out-of-province and out-of-country evaluations
|Applicants trained in Canada
|Applicants trained out-of-country
Letters of Eligibility
Interim Certificates of Qualification
|Ontario new graduates processed
|Letter of Eligibility to Interim Certificate of
|Interim Certificate extensions
|Interim Certificate to Certificate of
The Finance Committee advises Council about
the Colleges financial affairs and also acts as an audit committee. All of the
committees recommendations must be approved by Council, which has the ultimate
responsibility for the financial affairs of the College.
The committee makes recommendations about the Colleges long term financial and
operating plans. It determines the principles and guidelines used in setting the annual
budgets, oversees budget preparation, and examines interim financial reports to ensure
budget compliance and appropriate reporting to Council.
In its role as audit committee, the Finance Committee reviews, with management and the
external auditors, the annual financial statements and makes recommendations about
Councils accounting, financial reporting and internal control procedures.
The committee reviews and makes recommendations about proposed annual membership and
other fees. It also oversees the development of spending policies, investment guidelines,
and the management of major financial risks.
At its inaugural meeting, Council requested the committee to review the 1997 operating
budget. The committee met in May and June to do this work. It recommended approval of the
budget and, during the course of these deliberations, developed a set of financial
objectives which it adheres to in overseeing the Colleges financial affairs.
- Services will be appropriately funded to meet legislative requirements.
The Ontario College of Teachers Act, 1996 establishes the responsibilities and obligations
of the College. The financial plans of the College will provide adequate resources in this
- Fees will be set at reasonable levels. The annual membership fee will
be kept to the lowest possible level consistent with the other financial objectives.
- Financial resources will be accumulated to ensure stability and independence.
Although created by an act of the Ontario legislature, the College is an autonomous body
corporate without share capital. In financial terms this requires the accumulation of
financial resources of a sufficient size, and without reliance on borrowing, so that the
College will have the capacity to: respond to unexpected risks; take advantage of
opportunities; stabilize annual membership fees.
The committee reviewed the audited 1996 financial statements and recommended Council
approval. The 1998 budget process began in August. Council approved the final budget in
The Committee also reviewed financial policy issues relating to travel, insurance and
investment. The committee is made up of three elected and two appointed members of
FINANCIAL REPORTING RESPONSIBILITIES
The financial statements of the Ontario College of Teachers are prepared by management
which is responsible for the integrity, objectivity, reliability and fairness of the data
presented, including amounts which, of necessity, must be based on estimates and informed
judgments of current events and transactions.
In discharging its responsibility for the integrity and fair presentation of the
financial statements, the College maintains a system of internal controls designed to
provide assurance that transactions are authorized, assets are safeguarded and proper
records are maintained. These controls include quality standards in hiring and training of
employees, an effective segregation of responsibilities, and accountability for
performance of those areas of responsibility.
Council and Finance Committee
The Council of the Ontario College of Teachers has the ultimate responsibility for
reviewing and approving the annual financial statements and overseeing managements
responsibilities for the preparation and presentation of financial information and the
maintenance of internal controls. Its Finance Committee, composed of five Council members,
assists the Council in meeting these responsibilities, and performs the duties of an audit
committee. The role of the committee includes the following:
- To review, with management and the external auditors, the annual financial statements
and the results of the auditors examination and to recommend the annual financial
statements for approval to Council.
- To consider with management and the external auditors any matters which could affect the
adequacy of the Councils accounting, financial reporting and internal control
- To consider with management the financial policies with regard to spending, investment
guidelines and the management of major financial risks faced by the College.
The Colleges external auditor is Coopers & Lybrand, an independent auditing
firm, appointed by the Council. Their responsibility is to report to the Finance
Committee, the Council, and the members, regarding the fair presentation of the financial
statements of the College. This responsibility is fulfilled by carrying out an examination
in accordance with generally accepted auditing standards. The auditors have full and
unrestricted access to the Finance Committee to discuss their audit and related findings
as to the integrity of the Colleges financial reporting and the adequacy of the
system of internal controls.
Four Teachers Lose
Their Teaching Certificates
at Colleges First Public Hearings
teachers lost their teaching certificates following the Colleges first disciplinary
hearings April 89. A fifth teacher, whose hearing was adjourned, will return to the
College to complete his hearing in July.
The hearings were the first held by the Ontario College of Teachers and marked the
first time that teachers disciplinary hearings were held in public. The College of
Teachers Act requires public disciplinary hearings to ensure that the College protects the
public interest. Parts of the hearings may be held in-camera to protect young witnesses.
The discipline panel revoked Peter Kuhns teaching certificate based on his
criminal conviction for bribery of a Ministry of Education and Training official. Kuhn, of
Kitchener, did not attend the hearing and was not represented.
The discipline panel also took away the teaching certificate of Narcisse Kuneman of
Geraldton, now jailed as a dangerous offender, for more than 30 charges of sexual assault
that span a period of 27 years. Kuneman did not attend the hearing.
Ian L. Mosley of Ottawa had his teaching certificate revoked for sexual abuse of a
student, for which he was convicted and sentenced to a jail term. Mosley did not attend
David C. Morgan of Bruce County also had his teaching certificate revoked for sexual
abuse of two students. He did not appear and was not represented at his hearing.
Buryl L. Wilson of London agreed to resign his certificate and undertook not to teach
anywhere in Canada or abroad as he prepares his appeal of his criminal conviction for
sexual offenses. Wilson will appear before the discipline panel again on July 13.
All five teachers can no longer teach in a publicly-funded school in Ontario.
The written decisions and the facts of these cases will appear in the next edition of
Faculties of Education Undergo
Ontario teaching profession broke new ground in teacher education this spring when
accreditation teams from the College arrived at three faculties of education to implement
the newly-developed initial accreditation process.
The Ontario College of Teachers has assumed responsibility for ensuring that teacher
education programs meet criteria developed by the profession.
The accreditation process officially got under way in March, when the faculties of
education submitted volumes of required information to the College. In April and May,
panels of educators visited the first pilot sites, Laurentian, Nipissing and Queens.
Next winter, four more faculty of education programs will serve as pilot sites, and four
more the following year.
The College developed the Pre-service Teacher Education Initial Accreditation Handbook
to outline the accreditation process for the universities. It was published in February
and served as the guideline for this springs initial accreditation process.
Each university in the pilot round provided information about their programs to the
College. The documents cover a wide range of information program history and
development, the philosophy and conceptual framework of the programs, administrative
information about teacher candidates, faculty and resources, admission criteria,
curriculum and graduation requirements.
THEORY-PRACTICE LINK A KEY
A five-member panel visited each university for four days to verify the information,
and to interview and meet faculty, administration, teacher candidates, associate teachers,
alumni, school board partners and others.
A major component of the on-site campus visit was the exhibits room where, among other
things, teacher candidates work was on display to clearly demonstrate the
theory-practice connection in the pre-service program.
The five-member panel was composed of three members of the College Council, a
representative nominated by the faculty under review and a member-at-large of the Ontario
College of Teachers.
In March, panel members spent three days preparing for their visit. Each panel was
assigned to one university. Their job was to prepare a report and recommendations for the
Accreditation Committee. The panels report highlighted strengths of the program and
noted areas for improvement. The panel recommended one of three decisions to the
- initial accreditation granted
- initial accreditation granted with conditions, or
- initial accreditation not granted.
The Accreditation Committee will review the report, then make a decision on initial
accreditation. Their decision will be reported to Council, the university and the public.
In June this year, all partners in the first round of pre-service teacher education and
an external evaluator will make suggestions about the accreditation process and about how
it might be improved or streamlined. The process will be reviewed and, if necessary,
altered in each of its first three years until a system is in place that demonstrates
fairness, clarity, integrity and accountability.
A full report on this springs initial accreditation process and its results will
appear in an upcoming issue of Professionally Speaking.
If you would like more information about the accreditation of pre-service teacher
education programs in Ontario, or if you have questions about this springs review,
please write or e-mail the Accreditation Unit at email@example.com
or visit their web site.