Initial Teacher Education Program Moving to a 12-Month Model on May 1, 2027

On April 10, 2026, the Ontario government announced changes to the initial teacher education program. Effective May 1, 2027, the current four-semester model will become a three-semester, 12-month consecutive program. The new model maintains the current 80-day practicum requirement.

As the regulator for Ontario’s teaching profession, the College sets certification requirements and accreditation standards that serve the public interest. The College’s priority is to maintain clear professional standards and to support a smooth transition to the new initial teacher education program model.

The College has worked with the Ministry of Education to draft the related regulatory amendments to transition to the new program model. The focus in this initial phase of work has been on changes to Ontario Regulation 347/02 Accreditation of Teacher Education Programs (Accreditation Regulation).

At its June 11, 2026 meeting, College Council approved the proposed amendments to the Accreditation Regulation.

Beyond initial teacher education program changes, the amendments also include changes to ensure the continuity of existing initial teacher education programs during the implementation of the new model, as well as updates previously approved by College Council and housekeeping amendments to streamline and clarify accreditation reviews.

Corresponding updates to teacher certification requirements set out in Ontario Regulation 176/10 Teachers’ Qualifications that align with the Accreditation Regulation are anticipated later this year.

Teacher candidates, College members, and all other interest holders are encouraged to monitor the College website for further updates.

New Certification Pathway Will Support Indigenous Languages Revitalization

The College has been working with the Ministry of Education and First Nations, Métis and Inuit partners to develop a new pathway for prospective Indigenous languages teacher candidates to become Ontario Certified Teachers (OCTs) in Indigenous Languages.

The new model is supported by a community endorsement pathway, authorizing First Nations, Métis and Inuit communities to establish endorsement circles or committees to assess and endorse Indigenous language teacher candidates to the College for certification.

On June 11, 2026, College Council approved a motion for College and Ministry staff to draft regulations that will put this licensure pathway into practice. Before the pathway can be implemented, draft regulations must be brought back to Council for consideration.

What is a community endorsement circle and how will it work?

The community endorsement model will allow communities to assess and endorse Indigenous language teacher candidates for certification without the prerequisite of completing an initial teacher education program.

Following an endorsement, Indigenous language teacher candidates can apply to the College. If certified, the candidates would become OCTs in Indigenous Languages and would be permitted to teach the Indigenous languages for which they have been endorsed in Ontario’s publicly funded school system.

Why this change?

Many First Nations, Métis and Inuit languages are spoken in Ontario, and several are taught in schools, including Oneida, Mohawk, Ojibwe, Cree, and Inuktitut. However, Indigenous languages are at risk due to the impacts of residential schools, the aging remaining population of fluent speakers and the low number of certified Indigenous language teachers.

This new certification pathway will remove barriers for Indigenous language teachers and create more opportunities for Indigenous languages to be promoted and preserved.

The College recognizes our many partners in this work, including the Ministry of Education, First Nation, Métis, Inuit sharing session partners, and the Chiefs of Ontario.  

More information about this priority initiative will be shared as it becomes available.

Council Meeting Update

To start the June 11, 2026, Council meeting, Selection and Nominating Subcommittee Vice-Chair Stephen Sliwa, OCT, led the meeting on behalf of Council Chair Joseph Fiorino. He began by recognizing outgoing Council member and former Acting Chair, Tammy Webster, OCT. He acknowledged her contributions since joining Council under the new governance model in 2022. Stephen also welcomed the newest Council member, Teresa Mormile, OCT, who was appointed on March 26, 2026, for a two-year term.

During the meeting, key updates were presented and motions were approved, moving forward several College priorities. The Registrar and CEO, Linda Lacroix, OCT/EAO began by presenting a quarterly report with new and updated tracked data metrics and key performance indicators.

Council then received a report from the Standards of Practice and Education (SPE) Committee, including the refreshed Professional Standards for the teaching profession which were approved by the SPE Committee on May 21, 2026. Council also heard about a related awareness and engagement plan that will begin in August.

Additionally, Council received and approved proposed regulatory amendments to Ontario Regulation 347/02 Accreditation of Teacher Education programs related to changes to initial teacher education programs associated with Bill 101, Putting Student Achievement First Act, 2026.

A decision note outlining the Indigenous Languages certification pathway and conceptual framework was presented, with Council approving engagement with the Ministry of Education to develop proposed regulatory amendments for the new pathway. Draft amendments will be presented to Council at a future date.

Council also received a decision note about updating the name of the Additional Qualification Supporting Multilingual French Language Learners to comply with the Ministry of Education’s Policy/Program Memorandum 172. A related motion was approved.

An update on the College’s Governance Enhancement Plan was also provided, with Council approving the table of contents for the new governance manual.

Finally, Council received a report from the Audit and Finance Subcommittee, including quarterly financial results, and a report from the Selection and Nominating Subcommittee which included a motion to appoint Line Lienou, OCT to Council for a two-year term effective July 7, 2026. That motion was also approved.

Council meetings are livestreamed on the College’s YouTube channel. Meeting summaries and related documents are posted on our website.

Join Our August Session to Help Develop Engagement Resources for the Professional Standards

Your voice helped inform the refreshed Professional Standards, and now you can help bring them to life.

The Professional Standards outline expectations for OCTs. They support ethical decision-making and guide professional judgment in practice. By upholding these standards, educators maintain the integrity of the profession in the public interest.

The College is inviting OCTs from across the province to participate in a session that will focus on developing engagement tools and resources to help members understand and apply the refreshed Professional Standards in daily practice.

The commitment includes:

• One day of advance preparation with materials provided by the College.
• Two days on-site in Toronto (August 10 and 11, 2026, for the English session; August 12 and 13, 2026, for the French session).
• Collaboration with OCTs from across the province.

Participants will receive compensation for their involvement. Eligible travel and accommodation expenses will be reimbursed.

Interested in participating?

Complete the expression of interest form by July 10, 2026. Spaces are limited. We will aim to ensure representation from OCTs across the province and across the Ontario education sector.

Get Involved in College Governance

Apply today to serve on Council or one of the College’s statutory or regulatory committees. Build your professional and regulatory expertise, advance your career and broaden your impact in Ontario’s education system to support student protection and well-being across the province.

The College is looking for qualified and dedicated OCTs, reflecting Ontario’s linguistic, geographic, and demographic diversity, to govern the teaching profession in the public interest.

The deadline to apply is July 15, 2026, to be considered for a term starting January 1, 2027.

Your application* will be considered by the Selection and Nominating Subcommittee for current and upcoming vacancies. Individuals appointed to fill a vacancy will be appointed for a one- or two-year term, subject to renewal.

More information about eligibility criteria and the benefits of getting involved can be found on the College’s website.

*Service on Council or Committee is a voluntary position. This is not a teaching position.

Save the Date for Our Annual Meeting of Members on October 20

The College’s Annual Meeting of Members will be held on Tuesday, October 20, 2026, from 5:30 p.m. to 6:30 p.m.

The online meeting is open to OCTs, applicants, interested education partners, and members of the public. College leadership, including Registrar and CEO Linda Lacroix, OCT/EAO, and the Chair of College Council, Joseph Fiorino, will provide updates on how the College works within its mandate to protect the safety and well-being of Ontario students.

The meeting will be hosted on Zoom with simultaneous French and English interpretation and optional closed captioning, and will conclude with a Q&A session. Questions can be submitted in advance when you fill out your registration form. Details on how to register will be available soon.

Engage in Professional Learning Through Case Studies from the Professional Advisory Addressing Hate and Discrimination

Based on real-life examples, the appendix that accompanies the Professional Advisory Addressing Hate and Discrimination includes nine case studies designed to help OCTs work through and appropriately address acts of hate and discrimination.

Focus on case study 9: Dismissing acts of hate and discrimination

Scenario: “During yard duty, I saw a few students making fun of a student because of their socio-economic status and skin colour. This has occurred several times in the past few weeks. They also posted a few things in our online classroom. It was just good-natured fun, and the student impacted was not overly upset and did not seem too affected by it.”

What should OCTs do?

• Address the issue with the students involved through conversation, as they may not be aware of the severity of their actions, or the impact they could be having on others.
• Involve parents, if appropriate, so they are aware of the issue and have an opportunity to be part of the solution.
• Engage the school (including other educators, administrators, students, and your employer) to have open and honest discussions about diversity, acceptance and understanding.
• Examine and share resources that address the dismantling of hate and discrimination to educate and help students understand the impact of their actions and encourage more inclusive and respectful behaviors. These resources may be available through the College’s Margaret Wilson Library.

Exercise knowledge-informed professional practice: OCTs are obligated to address bullying in all forms, in person and online, by taking preventive measures, following progressive discipline protocols, supporting students, and promoting understanding and respect for all. Principals have an obligation to investigate all reported bullying incidents and follow all additional and required protocols when dealing with these incidents.

As an OCT, you are responsible for student safety, which extends to the mistreatment of students by other students during daily interactions. While an impacted student may not seem affected, the hateful or discriminatory behaviour or comments are unacceptable and must be addressed. Failure to do so could be interpreted as accepting or even promoting this type of behaviour, which can lead to a College investigation and potential outcomes directed by the Investigation Committee or the Discipline Committee.

The Professional Advisory Addressing Hate and Discrimination and case studies are available online at oct.ca in both PDF and audio formats.

Each case study is divided into four parts:

1. Scenario: Describes a situation based on real life occurrences, presented from the point of view of an OCT.
2. Address it: Provides guidance on addressing the issue professionally.
3. Build awareness: Highlights professional, ethical, and legal responsibilities.
4. Know your role: Clarifies how an OCT’s actions reflect professional expectations.

Reflecting and Learning in June with the Margaret Wilson Library

The Margaret Wilson Library curates resources that support ongoing professional learning and reflection. This month’s featured titles focus on two areas that are top of mind in June: Indigenous perspectives and 2SLGBTQIA+ topics.

How to access the reading list:

1. Access your College account on oct.ca by clicking Member Sign-in.
2. On the left navigation pane, click Library.
3. On the right navigation channel of the library page, click June Reading List under Featured Title.

Still have questions? Contact the library team at library@oct.ca or 1-833-966-5588 (toll-free, Canada and U.S.A).