Presentation of the Ontario Teachers Federation to the Ontario - PDF document

Presentation of the Ontario Teachers’ Federation to the Ontario College of Teachers’ Governing Council, October 1, 2014 OTF has the legislated mandate to advocate for the Thank you for the opportunity to present today. As profession and represent the voice of the profession. The outlined in our paper, A Course Correction , OTF believes concern is that, over time, the College has strayed into that, at times, the OCT oversteps its role as regulator. OTF’s mandate of being an advocate for members of the This presentation intends to provide more clarity on our profession. perspective. Let’s take professional learning, for example. Let’s be clear—this is not about the fee or the fee increase. OTF’s paper was underway before the recent OTF supports the mandate of the College to accredit fee increase. Our paper consolidates positions that OTF pre-service programs, AQs and ABQs. OTF understands, and the Affjliates have previously put forth, formally and respects and acknowledges the College’s role in educating informally. The fee captured the attention of teachers but members and the public about the standards of practice is a symptom of deeper concerns. and professional advisories. However, some workshops at the OCT conference, “Inspiring Public Confjdence” last The issue of the OCT legislated mandate has been raised year, may have strayed beyond the College’s legislated several times. Over a year ago, the OCT directed that its mandate. Likewise, the “teacher tips” and other inclusions teacher councillors not meet with Affjliate leadership in Professionally Speaking test the boundaries of the or stafg. However, over many years, when teacher College’s role. representatives did engage in dialogue regarding policy issues, OTF has routinely expressed the view that OCT’s When the recertifjcation regime of a previous government mandate is and ought to be restricted to regulating in the was eliminated, the requirement of the College to be public interest as stated in Section 3(2) of c. 12: in carrying responsible for teacher re-certifjcation and mandatory out its objects, the College has a duty to serve and protect professional learning was very clearly and very the public interest. deliberately removed from its mandate. Ontario, unlike virtually all other Canadian jurisdictions, Teachers are provided ample opportunities for has established a legislated body to regulate the professional growth through the Ministry, school boards, profession. We are not questioning that authority or OTF, the federations and provincial subject and division that role. Prior to the creation of the College, OTF, by associations. These bodies appropriately provide teachers legislation, served roles as both disciplinarian and with such opportunities; it is their responsibility. Teachers advocate. The government of the day established the appropriately look to these bodies for professional College because it wanted those functions separated. learning, not the College. Public debate focused specifjcally on that separation of roles—advocacy and discipline. Ontario Teachers’ Federation

The Council has debated priorities and approved reaching OTF studied other regulatory bodies for comparison out to “engage” various non-traditional groups, including with OCT. retired teachers. It is unclear what “engaged” means in the work of the College. Almost all College certifjed teachers are employed by school boards in Ontario. Some teachers have other If “engaged in the work of the College” really means, employers. Regardless, teachers are employed, not self- “seek or maintain your certifjcate in the College,” OTF employed; they are subject to scrutiny by their employers asks that you be clear. If the College is going to pursue and likewise, they are ofgered various types of support a new certifjcation or membership category for faculty from their employers. On the other hand, in many self- of education students, again OTF asks that you be clear. regulated professions, the majority of members are self- However, these students are already Associate Members employed and depend on their professional certifjcation of OTF. Why would OCT seek them out when they cannot to act as a public seal of approval. They may have no be licensed before they have successfully completed their other association or collective body to provide them with program? This is another area rife with challenges which professional support. In such cases, their regulatory body OTF asks the Governing Council to seriously consider may provide some other professional services or support. before taking any action. However, for teachers, this is not a practical requirement of the regulator nor is there a legislative basis for it. Teachers require their license to teach. If they need or want an AQ, the OCT has accredited AQ and ABQ Teachers in the public system are the vast majority programs to ensure quality. Teachers may vote in College of actively employed OCT teachers and members, by elections. The College establishes standards of practice statute , of OTF, their professional association, their and occasionally issues professional advisories of which respective Federation or principal/superintendent teachers should be aware. They should know that there is association. OCT has regulated teaching since 1997, but a process if a complaint is made against them. This is the OTF and the Federations, pre-existing bodies, have not legislated mandate of OCT and information teachers need. had their legislated mandates in any way restricted (save for the discipline function of OTF) as a result of In discussing its Vision statement, Council gave the establishment of the College. Put simply, OCT need consideration to including references to student not , and in our view, should not , provide services such as outcomes. All partners in education in Ontario— ongoing learning, awards, scholarships, or “member perks” government, teachers, federations, principals, regulators— which more properly, and in fact, already are provided by see student achievement and well-being as the purpose of other organizations. Duplication serves no purpose but education. However, student outcomes do not fjt directly to confuse. There is no confmict when OTF or the Affjliates in the legislated mandate of OCT to protect the public provide such professional or advocacy services; when the interest. It is the system—schools, boards, the Ministry College does so, confmict arises. and teachers who direct their energies at good outcomes for students. The College, although working with other partners toward that end is, quite appropriately, one step removed. PRESENTATION TO THE OCT GOVERNING COUNCIL - OCTOBER 1, 2014