Language That Defines Us

One of my treasured possessions is a Collins Robert French Dictionary. It was a prize I won in Grade 12 for participating in a French contest. The book sits on my desk all these years later for two reasons: first, it reminds me of the pride I felt in being rewarded for my developing proficiency in French; and second, I love language — especially the power of the form and function of words.

Definitions are important. They contribute to a common understanding from the outset of a conversation — whether face-to-face or via a thread of text messages — which helps to align points of view, foster collaboration and advance goals.

I often reflect on the College’s primary mandate to serve and protect the public interest — particularly when international delegations visit us. Defining the “public interest” is especially important when explaining the unique and important role the College plays in regulating Ontario teachers.

What exactly is the public’s interest in the teaching profession and how does the College serve and protect it?

The answers depend on the context. For example, consider one of the profession’s richest resources, the professionalism of its members. Confidence in public education soars when people know that its practitioners are qualified not only in subject matter but also in child development, differentiated instruction, inclusive learning environments and many other critical areas.

We can also adopt an approach that examines the College’s main responsibilities through the public lens that focuses on standards, certification, accreditation and discipline.

Before we can begin to define the public interest in each of these areas, we must ensure that the public is aware of and understands the College’s functions. Our public awareness initiative uses a variety of platforms and creative approaches to engage parents and the public. Meeting people in parent council meetings and community events, and interacting with them through email, surveys and social media, spark discussions about how our work serves the greater good and also serves to improve it.

Let us consider two of the College’s broad functions: accreditation and certification. The College’s role in accreditation is to ensure that initial teacher preparation programs and Additional Qualification courses help teachers develop and enhance their professional knowledge and practice. The community benefits from the College’s cyclical, robust and rigorous accreditation process, which culminates in a readily accessible and public accreditation report. High standards and a transparent process and outcome help to serve and protect the public.

Similarly, the public is assured of rigour and high standards through the College’s certification process. Our public register, Find a Teacher, is proof of our members’ high level of qualification and preparation, as well as their commitment to ongoing learning. (Check out our poll on p. 15 to see the different ways in which your colleagues are using the public register.)

The common thread woven through each of these expressions of the public interest is our members’ competence and qualification. It is clear that the public confidence in teaching rests primarily on the well-founded trust in its professionals and their commitment to their students’ welfare and learning.

The College takes what the “public interest” means to heart and we strive to inspire public confidence in our work at every turn. Is the community better served by clear communication, open access to our processes and accountability for our results? Yes.

Serving and protecting the public interest means promoting the professionalism of teaching — by any definition.