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.
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."
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.
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.
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.
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
 |
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 |
 |
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.
