ps 10 cover.jpg (60060 bytes)
September 1999


Blue pages


College Bulletins With Need-To-Know Information for Ontario Teachers

AG00041_.gif (503 bytes) Back to the College's Home Page

College of Teachers Accredits Three Faculties of Education in Spring ’99 Review

Accreditation Committee Makes Three-Year Accreditation Awards to University of Ottawa, York University and University of Windsor.

The College’s pilot accreditation process has opened another important window on the teaching profession for both educators and the public. In May, the Accreditation Committee made three-year accreditation awards to four teacher education programs at three Ontario universities. The committee is publishing summaries of the accreditation reports and the complete recommendations to the faculties in the Blue Pages and on the College web site.

Committee panels reviewed the University of Ottawa consecutive pre-service teacher education program, the Université d’Ottawa – programme de formation initiale ŕ l’enseignement, and the consecutive and concurrent programs at the University of Windsor and at York University during the spring 1999 round of accreditation reviews.

Five-member panels visited each site – including separate panels for the French and English programs in Ottawa – and interviewed senior administrative officials at the universities, the deans of the faculties of education, faculty members, associate teachers, teacher candidates, advisory bodies, alumni and others connected to the pre-service programs.

The panels examined volumes of materials that the College had requested of the faculties and many examples of teacher candidates’ work on display in the various exhibits rooms. The College also invited members of the profession and the public to comment on the teacher education programs under review.

The programs had to demonstrate that they were meeting all regulatory requirements in such areas as methods and foundations courses, divisional studies, and the details of their practicum. As well, the programs had to show that they reflected the Standards of Practice for the Teaching Profession. Because the College is the professional self-regulatory body for the teaching profession in Ontario, the standards of practice provide the foundation for the accreditation of pre-service programs.

The College will review the programs at Brock University, Lakehead University, the University of Western Ontario and the Ontario Institute for Studies in Education at the University of Toronto next year.

University of Ottawa
Initial Accreditation Report
Pre-service Teacher Education Program

Accreditation Panel

Vito Del Re, College Member
Allen Pearson, University of Ottawa Nominee
Cecilia Reynolds, Council Member
David Somer, Council Member
Frances Thorne, Council Member
Pauline Faubert-McCabe, Program Officer

Award
"That the Chair of the Accreditation Committee, in accordance with clause 5.03(h) of the Bylaws of the Ontario College of Teachers, direct the Registrar to award the status of "initial accreditation granted" for three years to the consecutive pre-service teacher education program at the University of Ottawa."

Introduction
The pre-service teacher education program at the University of Ottawa is a one-year consecutive program, leading to a Bachelor of Education degree.

The 449 teacher candidates are offered both a traditional on-campus program, as well as an on-site program in collaboration with local school boards, teacher federations and the Ministry of Education.

Recommendations
Commitment to Students and Student Learning
• Improve the flexibility of the program by:
• investigating and implementing ways to recognize teacher candidates’ prior learning
• increasing access for all students to elective courses
• providing diversity in the course delivery model that recognizes the concerns raised by students regarding course delivery and structure.
• Develop a plan to actively recruit visible minorities and people with disabilities as pre-service teacher candidates and faculty, to reflect community diversity.
• That the Dean of the Faculty of Education continue to address the imbalance between tenure-track and part-time faculty and to monitor the involvement of tenure-track faculty in the teacher education program.
• That the Faculty re-visit the policies and practices regarding the assessment of the experience profile in the admissions process and consider involving members of the public in the process.

Professional knowledge
• That continued emphasis be placed on the knowledge required for effective classroom management.
• That faculty consider ways to allow teacher candidates to have an opportunity to learn about setting up a classroom before school opening.

Teaching practice
• That accessibility to the Learning Resource Centre be improved by extending the operating hours including vacation periods.
• That the holdings in the Learning Resource Centre be improved through the updating of print and audio-visual materials, and that better facilities be provided for producing traditional classroom aids.
• That long-range plans for the Faculty of Education emphasize the need to integrate technology into the pre-service classrooms and reduce the reliance on computer labs.

Leadership and community
• That the Dean clarify the mandate and the role of the Teacher Education Advisory Committee.
• That partnerships be extended to include those who have not traditionally been involved in the program.
• That a communication plan be developed to enhance dialogue and information exchange between the faculty and those in the field.

Ongoing professional learning
• That the selection criteria for associate teachers and associate schools be effectively communicated to all partners.
• That the Faculty work in partnership with district school boards to adequately prepare associate teachers for their crucial role.

Université d’Ottawa
"Formation initiale ŕ l’enseignement"
Initial Accreditation Report

Accreditation Panel

Paule Boisvert, College Member
Paul Charron, Council Member
Roger Claux, Faculty Representative
Michel Gravelle, Council Member
Marilyn Laframboise, Council Member
Lise Presseault, Senior Program Officer

Award
"That the Chair of the Accreditation Committee, in accordance with clause 5.03(h) of the Bylaws of the Ontario College of Teachers, direct the Registrar to award the status of "initial accreditation granted" for three years to the programme de formation initiale ŕ l’enseignement de l’Université d’Ottawa."

Introduction
The "programme de formation initiale ŕ l’enseignement de l’Université d’Ottawa" had 292 teacher candidates in a variety of streams. The programs included:
• A Primary-Junior program with much longer practicums and a focus on the integration of courses into activities in the schools offered by means of videoconferencing and course lecturers (Glendon and Windsor campuses).
• An integrated program offered jointly by the faculties of science and education that leads to the Bachelor of Science and Bachelor of Education degrees. The program is designed for teacher candidates to acquire a knowledge of mathematics and science, with an emphasis on teaching these disciplines at the secondary school level. It accentuates didactic knowledge, but offers less opportunity for teamwork.
• A Primary-Junior program on the Ottawa campus, entitled "De la craie ŕ la souris", that focuses on the integration of new technologies and co-operation between faculty members and associate teachers.
• A new program was being developed by the program committee to prepare teacher candidates to teach at the secondary school level.

Recommendations
Commitment to Students and Student Learning
• That the strategic plan of the university continue to make teacher education a priority.
• That the education and experience of faculty continue to reflect the conceptual framework of the pre-service teacher education program.
• That the faculty continue to encourage the administrators of the pre-service teacher education program to take part in budget decisions.
• That the university improve mentoring for Glendon teacher candidates by allocating the appropriate pedagogical and technological resources.
• That the university survey employers and graduates from the different training streams to assess readiness for employment.

Professional knowledge
• That the Faculty of Education accelerate its restructuring of the pre-service secondary school teacher education program by borrowing from the Primary Division model.
• That the faculty maintain its internal structure, consisting of a program committee and program board, to support program revision, development and implementation.
• That the faculty continue to form partnerships with school boards to develop strategies emphasising training for associate teachers.
• That the faculty work with the school boards to support mentoring for teachers who are just entering the profession.
• That the Faculty of Education continue to include practicum supervision as part of professors’ teaching load.

Teaching practice
• That the faculty continue to emphasize the practicum and integrate theory with experience in the schools.
• That the faculty continue to use the learning journal as a training tool.
• That the Faculty of Education implement debriefing mechanisms for teacher candidates returning from their practicums.
• That the Faculty consider partnerships with school boards that provide teacher candidates at the Glendon and Windsor campuses with an on-site resource person in courses on communication and information technologies.

Leadership and community
• That partnerships with other faculties be continued and promoted to encourage teacher candidates to consider the teaching profession and begin preparing for it at the start of their university studies.
• That the partnerships with school boards in the regions where the Glendon and Windsor campuses are located remain an important asset for meeting the needs of francophones in these regions to receive their education locally.
• That the university maintain the program delivery model that will permit the Franco-Ontarian community to have the teachers it will need in the future.
• That the Faculty of Education’s admissions process take into account the subject needs of the schools in the community they serve.

Ongoing Professional Learning
• That the Faculty of Education continue to make an up-to-date Resource Centre a keystone of its teacher education program.
• That the university and the Faculty of Education maintain their commitment to student preparation by holding workshops on various topics.
• That the Faculty make the Ontario association of directors of education of French-language school boards aware of the changes to the new teacher education programs.
• That the faculty members maintain their interest in and openness to international French-language educational methods and research.

University of Windsor
Initial Accreditation Report
Pre-service Teacher Education Programs

Accreditation Panel

Janet Wilkinson, College Member
Ronald Reddam, University of Windsor Nominee
Donna Marie Kennedy, Council Member
John Slade, Council Member
Larry Capstick, Council Member
Laura Sheehan, Acting Manager, Accreditation

Award
"That the Chair of the Accreditation Committee, in accordance with clause 5.03(h) of the Bylaws of the Ontario College of Teachers, direct the Registrar to award the status of "initial accreditation granted" for three years to the University of Windsor for its concurrent and one year consecutive pre-service teacher education programs."

Introduction
The panel used document review, an exhibits (living documents) room, interviews and visits to the Chatham-Kent campus and associate schools, to examine the Bachelor of Education program. At the University of Windsor teacher candidates obtained a BEd degree in either a concurrent program (candidates co-registered with another faculty) or a consecutive program (one-year post-undergraduate degree).

Recommendations
Commitment to Student Learning
• As opportunities present themselves in staff renewal, faculty be encouraged to further complement their gender and cultural diversity.
• That more financial resources be directed to the Faculty of Education to support teaching loads, increased supervision of practicum and a balanced portfolio of teaching, research and community service. The panel noted, from documentation and verbal information provided, that less than 50 per cent of the revenue generated by the Faculty of Education through tuition and grant revenues appeared in their direct budget line. A review of the financing of the University of Windsor Faculty of Education main campus and the Chatham-Kent campus would be useful.

Professional Knowledge
• That the University of Windsor Faculty of Education take a lead role in encouraging associate schools and district school boards’ involvement in the promotion and understanding of the philosophy, mission statement, conceptual framework and curriculum of the pre-service teacher education program.
• That the Religious Education foundation course be expanded to 34 hours, making it consistent with other foundation courses.
• That the eligibility of the Religious Education course for graduation requirements be reviewed.
• That instructors at the Chatham-Kent site and the University of Windsor main campus co-plan and deliver common course content.
• That the Issues in Education course be available to more teacher candidates. The panel views the content of this course as significant to a pre-service teacher education program.
• That more infusion of multicultural and racial diversity be placed into the course content to prepare teacher candidates for teaching in Ontario.
• That associate teachers be made aware of course content and syllabi in the foundations/methods area and its relationship to the practicum experience.
• That the Faculty of Education continue to build upon its commitment to a full mandatory foundations course that addresses the needs of "exceptional people."
• That the Chatham-Kent campus requires additional financial and human resources to accommodate common program planning of all faculty members and sessional staff.
• That the University of Windsor Faculty of Education expand their computer resources.
• That integration of computer technology in all courses be supported by an infusion of funding directed at this area.
• That a stronger technological relationship be established between the Chatham-Kent campus and the Faculty of Education located at the main campus of the University of Windsor.

Teaching Practice
• That a formal dialogue around the respective process of program delivery begin with all partners in the teacher education process including associate teachers, principals and administrators of district school boards.
• That the recognition and valuing of the associate teacher’s role and its significant place in the teacher education process be formalized. Board liaison and school administrator’s role in the process need to be clarified and formalized.
• That direct communication with associate teachers and board personnel concerning all parts of the teacher education program including methodology and foundations course content and its application to the practicum experience be increased.
• That faculty offer an overview of the assessment and evaluation processes used with teacher candidates highlighting a common understanding of their design, purpose and effective use to associate teachers, principals and administrators at district school boards.
• That the faculty offer associate teachers the opportunity to share their daily best practice with teacher candidates in the foundations/methods portion of the teacher education program.
• That all individuals supervising practicum teach in the pre-service program. This connection is imperative to the programmatic linkages of theory and practice as supported by the integration of theoretical perspectives with practical application.
• That the practicum be increased to 12 weeks.
• That the two-day in-school period permit a formative assessment of this growth experience.
• That when two teacher candidates are assigned to one teacher, a notation in the practicum handbook should be made to address how the expectation of each teacher candidate’s experience to teach 100 per cent will be met.

Leadership and Community
• That before embarking on an expansion of the concurrent program, a thorough investigation involving all stakeholders is recommended to identify the capacity of both human and financial resources.
• That the Teacher Education Advisory Committee develop a clear mandate and focus.

Ongoing Professional Learning
• That the faculty implement a process to look at the on-going professional development and growth of the faculty as part of their long range planning process.

York University
Initial Accreditation Report
Pre-service Teacher Education Programs

Accreditation Panel

Wayne Cornack, Council Member
Ann Manicom, Faculty Representative
Simone Oliver, College Member
Ron Rambarran, Council Member
Frances Thorne, Council Member
Rick Chambers, Program Officer

Award
"That the Chair of the Accreditation Committee, in accordance with clause 5.03(h) of the Bylaws of the Ontario College of Teachers, direct the Registrar to award the status of "initial accreditation granted" for three years to York University for its concurrent and one year consecutive pre-service teacher education programs."

Introduction
York University teacher candidates obtain a Bachelor of Education degree in either a concurrent program at the main campus (candidates co-registered in another faculty) or a consecutive program (one-year post-degree program) offered at five satellite campuses, one in each of Halton, York Region, Durham and two in north Toronto.

The concurrent program had 896 candidates, including 301 graduating candidates. The consecutive program had 527 candidates. Candidates focused their studies in one of primary/junior, junior/intermediate, or intermediate/senior program divisions. The intermediate/senior division in the consecutive program was limited to mathematics, science, and technology. Special program emphases in the consecutive program include early childhood education, urban diversity, fine arts, and mathematics/science/technology.

Recommendations
Commitment to Student Learning
• The Education Resource Centre requires adequate and immediate funding to increase both the size of its collection and the space for the materials and teacher candidates.
• The Education Resource Centre needs to have its resources electronically catalogued immediately to make them available to all teacher candidates in both programs, including those in the consecutive programs at the remote sites.
• The York Faculty of Education is encouraged to continue its hiring practices to reflect the diversity of the teacher candidate population and of York’s neighbouring community.
• The York Faculty of Education is encouraged to document the success of the interview process in identifying potential candidates who can demonstrate commitment to students and student learning.
• The York Faculty of Education is encouraged to further develop a systematic process to track the success of their graduates.
• The availability and access to resources at the remote sites needs to be improved. Steps need to be taken to ensure that quality and current learning resources are equally available to support all aspects of the program at all sites.

Professional Knowledge
• Courses for teacher candidates who may want to be employed in the publicly-funded Catholic schools in Ontario should be integrated into the regular course load.
• Legal issues related to education need to be given a more prominent position in the foundations courses.
• When developing specialty programs, for example, the Junior/Intermediate Mathematics, Science and Technology program, continue to ensure that all core curriculum areas are strongly incorporated.

Teaching Practice
• The York Faculty of Education should explore linkages with independent schools using the current Ontario curriculum to provide practicum placements with members of the College for teacher candidates.
• The York Faculty of Education, along with its partner boards of education, needs to devise methods to encourage and value the participation of host teachers.
• The York Faculty of Education should maintain its current policy of assigning the responsibility for the formal evaluation of the practicum component of the program to adjunct professors and course directors.
• Full teams from the Faculty of Education and all practicum sites need to work together to support the integration of the academic framework in both the university and host school contexts.
• The adjunct professors must work closely with the host teachers to reinforce and clearly articulate the academic framework in the context of the teacher candidate’s practicum experience.
• The York Faculty of Education continue to work closely with its partner boards of education to expand the clustering model for placement of teacher candidates and the growth of host schools as sites of learning.
• The York Faculty of Education needs to ensure that the first week of school practicum remains intact as an introduction to the life of the school and to the concurrent program.

Leadership and Community
• Immediately develop a formal external advisory structure to include such representatives as members/employees of the Education Quality and Accountability Office, the Ministry of Education, the Ontario College of Teachers, the provincial principals’ organizations, the supervisory officers’ organizations, members of independent schools and representatives of the Ontario Teachers’ Federation.
• Encourage ongoing community involvement (school and larger community) for teacher candidates and host teachers.
• Support ongoing faculty research in partnership with schools and school boards.

Ongoing Professional Learning
• Support the Faculty of Education Students’ Association in its development of professional development programs for teacher candidates.
• Encourage the involvement of teacher candidates, host teachers, and adjunct professors in professional development opportunities in host schools.
• Encourage the continuation of action research among teacher candidates, host teachers, adjunct professors, course directors and faculty members.

The full executive summaries of the Accreditation Committee reports, including the panel’s observations, re available at http://www.oct.ca/english/New Design/accreditation.htm

 

Council Appoints First Deputy Registrar

wpe23.jpg (5235 bytes)

Veteran educator and community leader Joe Atkinson was appointed in May as the first Deputy Registrar of the College. Atkinson joined the College in February 1997 as Co-ordinator of Professional Affairs and led the development of the first standards of practice for Ontario’s teaching profession.

"Since he joined the College in 1997, Joe Atkinson has been a tremendous asset," said College Registrar Margaret Wilson. "Under his leadership, the Professional Affairs department firmly established the College’s unique expertise in the areas of teacher education program accreditation, standards of practice, ethical standards and professional learning for the profession."

Atkinson joined the Ontario Public School Teachers’ Federation (OPSTF) in 1974. He became the first director of the federation’s Professional Development Services in 1991 and was instrumental in helping OPSTF establish an international reputation for excellence in the development and delivery of quality professional growth programs for teachers.

The Ontario Teachers’ Federation awarded Atkinson a fellowship in 1992 in recognition of his contribution to the professional learning of educators across North America.

Atkinson holds a BA from York University and an MEd from the University of Toronto (OISE). He completed his teacher training at Lakeshore Teachers’ College, where he was awarded the Prince of Wales Trophy as the top graduating teacher of 1966.

The College’s new Deputy Registrar taught in junior and intermediate classrooms in Toronto, as well as outdoor education, gifted education and adult education. He also brings to his new position years of experience at the community level, having served as president of the United Way of Ajax-Pickering and Chairman of the Board of Directors of the Ajax and Pickering General Hospital. In 1985, he was elected to the Town of Ajax Council, serving as both local and regional councillor and as deputy mayor.

A former board member of the Central Lake Ontario Conservation Authority, Atkinson is currently vice-chair of the Ajax Hydro Electric Commission and serves as a member of the Rogers Cablesystems Advisory Board. For his outstanding contribution to the well-being of his community, he was named Ajax Citizen of the Year in 1995 and was the recipient of the Ajax Civic Award.

"I saw the establishment of the College of Teachers in 1996 as a defining moment for our profession," said Atkinson. "To have the opportunity to serve now as the first Deputy Registrar of the College is definitely a privilege and I embrace the challenges of my new role energetically and enthusiastically."

Four New Public Members Join College Council

Four new publicly-appointed members joined the College Council in May. Ernie Checkeris, Patrick J. Daly, Allen Pearson and Larry Mongeon replaced departing public members Nicholas Myrhorod, Anthony Saldhana, Stan Shapson and Jim Sherlock.

Council Chair Donna Marie Kennedy has extended thanks to the four public members of Council whose terms had expired. "I want to express the appreciation of your fellow Council members and the members of the College for your contributions to the vital work of helping to shape the direction of the College in its early days. I know that all Council members have been called on to make very significant commitments of their time and energy, and we appreciate all you’ve done."

wpe38.jpg (5243 bytes)
Ernie Checkeris

Sudbury community veteran Ernie Checkeris, chair of the Rainbow District School Board in Sudbury, brings to Council 53 years of experience as a school board trustee. He served seven times as board chair over the years, and is a lifetime member of the Ontario Public School Boards Association.

A successful hardware store owner for 36 years – he retired in 1980 – Checkeris has received numerous awards from teacher federations and education associations for his life-long commitment to public education.

Checkeris is an active and well-known community figure in the Sudbury area. He is a member of the St. Nicholas Greek Orthodox Community, the Nature Conservancy of Canada, the Ontario Crafts Council. He is also an associate of the Smithsonian Institution and a life member of the Ethnic Press Association.

wpe3F.jpg (5467 bytes)
Patrick J. Daly

Patrick J. Daly has been chair of the Hamilton-Wentworth Catholic District School Board since 1991 and a school trustee since 1985.

Daly is president of the Ontario School Trustees’ Council and past president of the Ontario Catholic School Trustees Association. He sits on the board of directors of the Canadian Catholic School Trustees’ Association and is chair of the board of the Catholic Community Delivery Organization.

wpe40.jpg (5551 bytes)
Larry Mongeon

Larry Mongeon is the president of mon NET logiciels Inc./my NET Software Inc., a consulting, developing and training firm that provides new and emerging technologies to a variety of clients and small businesses.

Mongeon is a member of the Microsoft Developers Network (MSDN), and instructor at the Xcelco Training Centre in Sarnia. He also develops multimedia and on-line training modules for commercial application.

Mongeon’s community involvement includes the NAFTA Superhighways Conference and the Bayer Championship.

wpe41.jpg (6063 bytes)
Allen Pearson

Allen Pearson is the dean of the Faculty of Education at the University of Western Ontario, which he joined as a professor of education in 1995. He also taught at the University of Alberta in the Department of Educational oundations and Educational Policy Studies where he was department chair and assistant dean.

He has also served as a visiting scholar at the Institute of Education, University of London, and as a visiting scholar in education at the Graduate School University at Harvard University.

Pearson is the author of The Teacher: Theory and Practice in Teacher Education (1989), 17 refereed articles and over 40 additional articles, conference papers and reviews. His research interest focuses on philosophical issues concerning teacher education and critical thinking.

Term of Council Extension Proposed

The College Council has requested the government to approve a regulation passed at Council’s May meeting to extend the term of the current Council by six months to October 31, 2000.

The terms of Council members elected in the first College elections in 1997 were due to end next May 1. However, the government’s heavy legislative agenda and the provincial election prevented Cabinet approval of a new election regulation under the Ontario College of Teachers Act. The Election Committee advto hold the next election for the College Council on schedule.ised Council that it would be very difficult under these circumstances

The extension will allow the adoption of a new election regulation that will reflect changes in the education system brought about by Bill 160. The proposed new regulation includes specific representation for French Catholic and French public school boards and for principals.

The Ontario College of Teachers Act permits Council to extend its term by six months in circumstances like these. The College expects the new regulation to be approved by government this fall, with the College election to be held in October 2000.

College’s Alternative Dispute Resolution Program Provides New Options to Formal Complaints Process

The Investigation Committee has approved new tools to resolve complaints in a program that promotes co-operation and accountability. The program will focus on early resolution and complaint mediation as alternatives to the lengthy investigation and hearing process.

The Ontario College of Teachers has launched a new voluntary program that will give more control and flexibility to complainants and members of the College in resolving disputes.

"Complaints are often motivated by a desire to improve a situation or ensure that it does not happen again," said Investigation Committee Chair Harry Mulvale. "The co-operative and creative efforts that go into the resolution of a dispute have the potential for producing outcomes that address the specific concerns of the parties as well as durable solutions to these concerns.

"The dispute resolution program allows members and complainants to retain a degree of control of the process and to be part of the solution while still ensuring the public interest."

This allows more flexibility, not found in the formal investigation and hearing process where outcomes are limited by statute, are made by entirely independent panels and can only be appealed through the court system.

"The program gives us additional mechanisms to resolve a complaint," said Investigations and Hearings Co-ordinator Patrick O’Neill. "It allows us in some cases to resolve a matter faster, with greater satisfaction for the parties, and to avoid a lengthy and sometimes draining process for the people involved. The hearing process is very similar to the court system and can be quite stressful."

Participants – complainants or members – can opt out of the program at any time without prejudice, in which case the matter resumes its normal course in the more formal investigation and hearing process. Discussions or negotiations held for the purpose of the dispute resolution remain strictly confidential and are not considered part of the formal investigation and hearing process. To ensure there is no prejudice in the treatment of a matter, in certain cases a different panel of the Investigation Committee takes over responsibility for the investigation.

FOUR OPTIONS
An obvious strength of the dispute resolution program is the flexibility it allows not only in creating resolutions that actively involve the complainants and members but also ensure that the concerns are addressed in the public interest. The College keeps the door open to four alternatives throughout the investigation and hearing process:

Informal Resolution (IR)
The College can suggest informal resolution when a complaint has not been filed formally and meets suitability criteria set by the Investigation Committee.

For example, College staff members routinely suggest that complainants bring their complaints to the attention of the teacher, the principal or the superintendent if appropriate. At this stage, the aim is to assist the complainants in achieving resolution at the local level. In these cases, the College has not notified the teacher concerned, as the complaint has not been filed formally.

Early Resolution (ER)
Once the member has been informed of a formal complaint, if the issue is suitable for dispute resolution and it seems it could be resolved early in the formal process, an early resolution could be attempted. Of course the parties would have to agree to participate and any proposed resolution that resulted would be submitted to the Investigation Committee for approval.

Complaint Mediation (CM)
In the course of considering a complaint, the Investigation Committee may defer action on a specific complaint and suggest mediation if it believes that a resolution in the public interest can be achieved. Once again, the complainant and member must agree to the mediation and the Investigation Committee must ratify the agreement.

Depending on the type of complaint — interested complaint mediation (ICM) could be used, in which case a trained College staff member would help reach an agreement. Alternatively neutral complaint mediation (NCM) could be used, in which a neutral, external mediator helps reach an agreement.

Resolution Negotiation (RN)
Resolution negotiation is a last-chance option before a hearing of the Discipline Committee or the Fitness to Practise Committee takes place. Similarly to mediation, it offers a range of outcomes that are more varied, flexible and remedial than those offered in the statutory, more formal disciplinary hearing.

A COMMON PRACTICE

Dispute resolution is gaining popularity as an efficient and co-operative way to resolve issues. The provincial and federal court systems both promote alternative dispute resolution (ADR) to settle disputes out of court whenever possible. An increasing number of organizations also promote dispute resolution alternatives, including other self-regulating professional bodies in the province.

The Ontario College of Nurses, for example, has established a Participative Resolution Program (PRP) as an alternative to its formal investigation process. The program allows "the parties to a complaint to actively work together to resolve the concerns raised. The person who lodged the complaint, the nurse, the College and sometimes the employer, are parties to the process."

The criteria used by the College of Nurses to determine that participative resolution is appropriate include that the complaint relates to nursing practice or conduct, that both parties are interested in the process, that the process is in the best therapeutic interest of the client, that the process can improve the nurse-client relationship and the quality of nursing care and that the outcome protects the public interest. PRP is usually not an option for complaints about serious abuse of the nurse-client relationship.

Recent legislation establishing the self-governing body for Ontario’s social workers specifically mandates the new college to employ ADR in its complaints process.

Linda Grant Named College’s Co-ordinator of Professional Affairs

Grant.jpg (5520 bytes) The College’s Professional Affairs Department has a new leader. Linda Grant was named co-ordinator of the department on July 12. Grant was previously the manager of the department’s Standards of Practice and Education Unit. She replaces Joe Atkinson, who was named Deputy Registrar on June 1.

The department is responsible for developing and implementing the standards of practice for teachers – the standards as a whole for the profession, the profession’s ethical standards and a framework for professional life-long learning. As well, the department is responsible for the accreditation of Ontario’s faculties of education and professional learning providers.

"The Professional Affairs Department will continue to support the important work of Council in the area of teacher education. Professional learning is at the core of teacher professionalism. When teachers learn, students learn," said Grant.

Grant holds a doctor of education degree from OISE/UT, an MEd from Brock University and a BA from McMaster University. Prior to joining the College in 1997, she was with the Professional Development Services Department of the Ontario Public School Teacher’s Federation for 10 years.

Grant has almost 20 years of experience as a principal, vice-principal and teacher in Hamilton schools and has authored or edited numerous articles and books on issues in education.

Janice Thomson

wpe6F.jpg (6846 bytes) Veteran educator Janice Thomson, who played a key role in the establishment of the College of Teachers, passed away May 21 after a courageous battle with cancer. She was 50 years old.

Thomson taught high school in Hamilton for 17 years and co-authored the history text, Canada: History in the Making, which is still in use today. She joined the Ministry of Education and Training in 1987 and was seconded from the ministry as co-ordinator of the College’s implementation committee in 1995.

Janice went on to become the first manager of the Accreditation Unit in the College’s Professional Affairs Department and led the development of the process and criteria the teaching profession now use to review and accredit Ontario faculties of education.

"No job was too big or too small for Janice," College Registrar Margaret Wilson said. "She was always looking for solutions to problems, not moaning about them. She was a dedicated professional with superior intellect and quick wit."

Her colleagues at the College also know Thomson as the driving force behind two very successful United Way campaigns. In 1997, with the College barely four months old, Thomson led a team that raised more than $10,000 for charity, and the College’s first United Way campaign won an award from the United Way of Greater Toronto.

Janice Thomson will be greatly missed by her colleagues and numerous friends. Our sincere condolences go to her husband Garry and all her family.

New Applicants Must Prove
English or French Fluency

New applicants for an Ontario teaching licence who did not complete their studies in English or in French should have to pass a test to demonstrate their proficiency in one of the province’s two official languages of instruction before being certified by the College.

The new provision would give foreign applicants clear guidelines about the level of fluency required to teach in Ontario and replace a patchwork system of assessment at the board level.

The College Council decided at its May meeting to formally request the government to amend Regulation 184/97 made under the Ontario College of Teachers Act, which governs teachers’ qualifications, so that the College could require a language proficiency assessment starting in January 2000.

"As the licensing body for the teaching profession in Ontario, the College must ensure that teachers master the English or French language at a level sufficient to give Ontario students the best education possible," said College Chair Donna Marie Kennedy. "The new policy answers a need for consistency and quality assurance across the province. It is based on thorough research and consultation with members of the profession, faculties of education and school boards."

Superintendents in school boards have been required since 1978 to evaluate the fluency in English or in French of prospective teachers trained outside Ontario. However, the boards have never received the resources to do this job on a consistent basis and evaluation methods vary across the province.

NOT ALL APPLICANTS WILL BE TESTED
Applicants would not be required to take the test to teach in English-language schools if they completed post-secondary and teacher education studies in Canada, the United States, the United Kingdom, Australia, the Bahamas, Barbados, Bermuda, the Cayman Islands, Guyana, the Republic of Ireland, Jamaica, Montserrat, New Zealand, St. Kitts-Nevis, South Africa, or Trinidad and Tobago.

Applicants who can provide evidence that they studied at the primary, secondary and post-secondary levels in English may also be exempted from the language proficiency test.

Applicants wishing to be certified in French would also be exempted from the language proficiency test if they completed their post-secondary and teacher education studies in French in Canada, Belgium, France, Luxembourg, Monaco or Switzerland.

Applicants who can provide evidence that they studied at the primary, secondary and post-secondary levels in French may also be exempted from the language proficiency test.

The tests the College would accept cover four basic areas – speaking, listening comprehension, reading comprehension and writing. The College also considered the accessibility and affordability of the tests, since they will be paid for by the applicants.

Applicants who must show language proficiency in English may choose from one of two tests approved by the College. Certification in French will be based on TESTCan. Costs of the test range from $105 to $349, and most can be taken at several centres in Ontario and across Canada; some can be taken at centres around the world.

College Seeks Authority to Grant Letters of Permission

The College is requesting the authority to grant Letters of Permission to ensure that licensed teachers supervise Ontario classrooms and, in emergency situations, that those in charge remain accountable to the public if they are not licensed teachers. The College Council decided at its May meeting to formally request the government to give teachers’ self-governing body this new authority.

Letters of Permission – currently issued by the Minister of Education – allow a school board to employ, for a maximum of one year, a person who is not a member of the College if the Minister is satisfied that no member of the College is available.

"As the regulatory body responsible to govern and regulate the teaching profession, the College ensures that Ontario classrooms are supervised by qualified teachers," said College Chair Donna Marie Kennedy. "There is a loophole with Letters of Permission — the ministry cannot provide us with the information we need because of the privacy provisions of the Freedom of Information and Protection of Privacy Act."

"We need the authority to issue Letters of Permission for reasons of accountability. We have a system in place that includes, for example, standards of practice and a misconduct regulation, and we are now developing a code of ethics. Anybody in charge of a classroom should be accountable to the public to live up to those standards."

The proposed change would allow the College Registrar to issue Letters of Permission, impose terms and conditions and cancel letters if needed. The Registrar would maintain a list of the school boards that have requested Letters of Permission, the person for whom the letter was issued and any terms or conditions that apply. This information would be accessible to parents, students and College members as part of the College’s public register.

The transfer of Letters of Permission to the College would require the government to make amendments to the Education Act and the Ontario College of Teachers Act.

Discipline Panel Decisions

Panels of the College Discipline Committee have ordered summaries of five recent disciplinary cases to be published in Professionally Speaking.

Member: Percy Norman Beirness
Decision: Certificates of Registration and Qualification Revoked

A panel of the College’s Discipline Committee held a public hearing on April 23 into allegations of professional misconduct against Percy Norman Beirness, 71, of Lindsay. Beirness, who did not attend the hearing and chose not to be represented, was certified to teach in 1947 and was a school principal for the Durham Board of Education — now the Durham District School Board — at the time of the incidents. Beirness retired from his employment in December 1985.

The allegations of professional misconduct against Beirness included failing to maintain the standards of the profession, abusing a student physically, sexually, verbally, psychologically or emotionally, putting students under his supervision at risk and engaging in conduct unbecoming a member.

The panel heard testimony from a victim that Beirness engaged in sexual acts with him when he was 12 years old. Beirness touched the student in a sexual manner on numerous occasions. The victim said he didn’t tell him to stop because "he was doing me favours and he was my principal."

A detective for the Durham Regional Police testified that the victim came forward in December 1997 after reading about a previous arrest and other complaints about Beirness.

The panel found Beirness guilty of professional misconduct and ordered his Certificates of Registration and Qualification revoked. The decision of the panel will appear on the College’s public register.

Member: John Edward Schmidt
Decision: Certificates of Registration and Qualification Revoked

A panel of the College’s Discipline Committee held a public hearing on May 20 into allegations of professional misconduct against John Edward Schmidt. Schmidt, 41, of Welland did not attend the hearing and chose not to be represented.

Schmidt was employed as a teacher by the Kawartha Pine Ridge District School Board, formerly the Northumberland-Clarington Board of Education. The school board terminated his employment in January 1998.

The allegations of professional misconduct against Schmidt included failing to maintain the standards of the profession, abusing a student physically, sexually, verbally, psychologically or emotionally, committing an act that would be regarded by members of the College as disgraceful, dishonourable or unprofessional, and engaging in conduct unbecoming a member.

The panel heard evidence that Schmidt developed a relationship with a student at the school where he taught and engaged in inappropriate sexual touching and behaviour with the student. The teacher also encouraged the student to visit him at his home to pursue the relationship.

Schmidt admitted in a letter to the College that he has continued to be involved with the student, that he loved her and the feeling was mutual, that their relationship was physical as well as emotional and mental, and that he accepted the responsibility and consequences of his actions.

The panel found Schmidt of professional misconduct and ordered his Certificates of Registration and Qualification revoked. The decision of the panel will appear on the College’s public register.

Member: Nancy Tagavilla Ocampo
Decision: Certificates of Registration and Qualification Suspended for One Year

A panel of the College’s Discipline Committee held a public hearing on July 5 concerning allegations of professional misconduct against Nancy Ocampo, a former teacher with the Metropolitan Separate School Board — now the Toronto Catholic School Board. Ocampo, 65, was certified as a teacher in 1970. She was not present at the hearing and chose not to be represented.

The allegations against Ocampo included failing to maintain the standards of the profession, failing to comply with the Education Act, contravening a law that may cause a student under her supervision to be put at risk and engaging in conduct that would be regarded by members as disgraceful, dishonorable or unprofessional.

The discipline panel heard testimony from victims that Ocampo repeatedly used physical punishment to discipline students. She had been warned in writing on two separate occasions that physical punishment was against school board policy. The second notice also warned of serious consequences should she continue to use physical punishment.

That panel also heard evidence that Ocampo was charged with and found guilty of committing an assault under the Criminal Code of Canada in February 1998. She received a conditional discharge, as well as one year’s probation and 30 hours of community service.

The discipline panel found Ocampo guilty of professional misconduct in that she failed to maintain the standards of the profession, contravened a law that affects her suitability to hold a certificate of qualification and registration and engaged in conduct unbecoming a member.

The discipline panel ordered Ocampo’s Certificates of Registration and Qualification suspended for one year. The panel’s decision will appear on the College’s public register.

Member: Robert Richard Haines
Decision: Certificates of Registration and Qualification Revoked

The College’s Discipline Committee held a hearing July 6 concerning allegations of professional misconduct against Robert Richard Haines of Toronto. Haines, 54, was certified as a teacher in 1971 and was teaching with the Toronto Board of Education, now the Toronto District School Board. He received principal’s qualifications after completing the two-part course in 1996 and 1997, but did not work in that capacity.

The allegations of professional misconduct against Haines included providing false information or documents to the College, failing to maintain the standards of the profession, signing or issuing documents that he knew contained false, improper or misleading statements, failing to comply with the College of Teachers Act, and engaging in conduct that would be regarded by members as disgraceful, dishonourable or unprofesssional.

The panel heard evidence that Haines received his Elementary School Teacher’s Certificate in 1971 based on academic qualifications that he did not hold. Haines also falsely claimed he held a Bachelor of Arts, a Master of Arts and PhD from the University of California in Los Angeles. Haines also used these false qualifications to get better pay for extra degrees and higher grid placement. Panel also received as evidence an agreed statement of facts admitting the false credentials and signed by defense counsel on behalf of Haines.

The panel found Haines guilty of professional misconduct and ordered his Certificates of Registration and Qualification revoked immediately. The panel’s decision will appear on the College’s public register.

Member: Pieter (Peter) Van Dyken
Decision: Certificates of Registration and Qualification Revoked

A panel of the College’s Discipline Committee held a public hearing on July 19 concerning allegations of professional misconduct against Pieter (Peter) Van Dyken of Cambridge. Van Dyken, 50, was a former teacher and principal at a Cambridge-area private school. He received his teaching certificate in 1985.

Van Dyken chose not to attend or be represented at the hearing.

The allegations of professional misconduct against Van Dyken included abusing a student or students physically, sexually, verbally, psychologically or emotionally, conduct that would be regarded as disgraceful, dishonourable or unprofessional, and conduct unbecoming a member.

The discipline panel heard that between 1988 and 1990 Van Dyken tutored a male student, both at the school and in his home, where Van Dyken sexually assaulted him numerous times. Testimony from the student indicated that Van Dyken also assaulted him in a hotel room and while camping during outings outside the school.

The panel also heard from a former 16-year-old student of Van Dyken’s. She testified that in 1989, after she babysat for his family, Van Dyken touched her for sexual purposes in a playground while walking her home.

In November 1997, Van Dyken was arrested and charged with sexual assault, sexual exploitation and sexual interference. In February 1998, he pleaded guilty to sexual assault against the male student and sexual exploitation against the female student. Van Dyken was sentenced to 10 months in jail and 18 months probation.

The panel found Van Dyken guilty of professional misconduct and ordered his Certificates of Registration and Qualification revoked. The decision of the panel will appear on the College’s public register.