PROFESSIONAL LEARNING AND PERFORMANCE REVIEW: AN INTEGRATED VISION
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1 PROFESSIONAL LEARNING AND PERFORMANCE REVIEW: AN INTEGRATED VISION OECTA's Response to the February 2000 Consultation Paper of the Ontario College of Teachers March 2000
2 PROFESSIONAL LEARNING AND PERFORMANCE REVIEW: AN INTEGRATED VISION OECTA's Response to the February 2000 Consultation Paper of the Ontario College of Teachers March 2000 Introduction The current controversy surrounding teacher testing in Ontario is yet another example of the confusion which plagues this province's teaching profession. The confusion originates, first and foremost, in a lack of linguistic clarity. No one seems to know exactly what the term teacher testing means, how to define it or, what is more important, how to describe its terms of reference. All anyone knows for sure is that it was an election promise. To no one s surprise, such confusion leads to contradiction. One hears that teacher testing means a paper and pencil test whose aim is to analyze both knowledge of curriculum and the ability to teach.teachers need to pass the test much the way cars undergo an emissions check, the results to determine who is fit to perform. At the same time, one reads that teacher testing is a program, one that may (or may not) include a written component; one that may (or may not) include classroom evaluations. Consequently, some say, teacher testing is no longer an event;it is now a procedure, a system related to teacher competence. How this procedure will demonstrate teacher competence, no one really knows. There is even confusion around who determines the policy framework regulating any teacher testing program. On October 21, , for example, the provincial government announces in its Throne Speech that teacher testing will begin in June Then, on November 10, the Minister of Education sends a letter to the College of Teachers asking for advice on teacher testing, stating the parameters within which the advice must fit, instructing the College to provide such advice by December 31. The College, in turn, indicates that developing advice takes time, especially if it is to be based on research and consultation.the earliest such advice could be ready, especially if it is to be comprehensive, accurate, and reliable, is the week of April 10, Meanwhile, the Ministry of Education appoints its own internal team to conduct research on teacher testing, a process which appears both to undermine and duplicate the work of the College. There is even talk that O N TARIO ENG LISH C ATHOLIC T E AC HERS A S S O C I ATION 1
3 EQAO, the Education Quality and Accountability Office, established by the Ontario Government in 1996, has indicated a willingness to develop a test for certified teachers, and would be prepared both to administer the test and provide remediation to those who do not pass. What all this could mean is that, u l t i m a t e ly, the policy decisions concerning teacher testing may have little to do with the College s consultation pro c e s s. Tr a g i c a l ly, these decisions may have more to do with the Pre m i e r s Office than c o n s u l t a t i o n ;m o re to do with political polls than teaching excellence, with contro l and centralization more than high standards within the teaching pro fe s s i o n. Research on Teacher Testing Such a scenario would be even more tragic given the recent release of the Consultation Paper produced by the Ontario College of Teachers.The paper is an example of the importance of first-rate re s e a rc h, e s p e c i a l ly in issues such as teacher testing.the College paper provides an extensive overview of the programs and practices used by other self-regulated bodies in Ontario to maintain competence; a survey of international programs and practices in the teaching profession that address the issue of teacher competence, and a thorough explanation of the regular assessment practices and performance reviews already in place within the province s teaching profession.the College deserves praise; it delivers on its promise to provide a framework that brings clarity and insight to the issue of teacher testing in Ontario. Within the College document, which bears the title A Consultation Paper: Formulating a Response to the Letter of November 10, 1999 from the Minister of Education re a Teacher Testing Program, the profession s governing body offers several observations of special interest to the educational community. Jurisdictions such as the state of Texas undermined public confidence in the quality of teaching by using a written test to assess the competence of experienced members of the teaching pro fe s s i o n.the College makes re fe re n c e to the fact that the T E CAT (Texas Examination of Current Administrators and Teachers) seemed so simple at first; g i ve a test and eliminate the few teachers with indefe n s i b ly weak skills. The negative side to what happened invo l ve s u n fo reseen consequences: enormous costs, f renetic preparation and wo rry i n g about the test, demoralized teachers, and a public unimpressed by the extre m e ly high pass rate. Although these outcomes we re not intended, t h ey may be i n evitable fe a t u res of a re form that hangs so much importance on a test pitched to the lowest level of performance on the lowest teaching skills. (p ) T h e re is a lack of re s e a rch to support the extent to which standardized tests can ensure competence or lead to more effe c t i ve teaching. The College make s re fe rence to the fact that, after a decade of teacher testing, re s e a rch has failed to demonstrate any significant relationship between basic competency tests and other measures of program success, including success in teaching. (p. 5 2 ) The delive ry of quality education depends on quality teachers A n integrated ap p roach to ensuring competency in the teaching pro fession is in the 2 O N TARIO ENGLISH C ATHOLIC T E ACHER S A S S O C I AT I O N
4 best interest of the pro fe s s i o n.it is in the best interest of the public. M o s t i m p o rt a n t ly, it is in the best interest of the students in Ontario classro o m s. (p. 6 8 ) A framework for pro fessional learning is needed to provide direction and a systematic ap p roach to ensuring accountability in the teaching pro fe s s i o n.( p. 5 8 ) OECTA's Response to the Consultation Process O E C TA has never wave red from its opposition to a written competence test fo r c e rtified teachers. It believes that such a test is ineffe c t i ve, w a s t e f u l,and should n ever be imposed on certified teachers. For this re a s o n,in November 1999, the A s s o c i a t i o n,together with its partners in Catholic education, published a document entitled A Professional Learning Framework:An Integrated Vision. That document addressed the issue of ongoing professional learning using the themes of accountability, p a rt n e r s h i p s, and the promotion of teacher professionalism. The framework provided an alternative vision to teacher testing, a vision that addressed both the need for public accountability and the need for professional autonomy. What is more important, the framework identified factors that teachers believe must exist to foster meaningful professional growth: learning must be self-directed adequate resources and funding must be provided the focus of professional development must be the enhancement of student learning a variety of professional opportunities must be available, including both formal and informal learning related to teacher practice these opportunities must be related to Standards of Practice In add i t i o n,the Catholic educational commu n i t y s framework document stated that pro fessional learning and performance rev i ew are closely re l a t e d. I n d e e d, p ro fessional rev i ews of teachers often take place on a cyclical basis and invo l ve distinct evaluation tracks such as ap p r a i s a l, i m p rove m e n t, and grow t h. The framework provided a coherent structure for professional learning and performance review by identifying the educational partners involved in this process, and providing direction for the lead roles each partner could assume in their own areas of jurisdiction. O E C TA s response to the College s Consultation Paper builds on the cohere n t s t r u c t u re first developed by the Association in its pro fessional learning f r a m ewo r k. While we have maintained the graphic illustration of the framework, our response to the Consultation Paper elaborates on it, demonstrating how the options identified in the College s paper best fit together to address the common concerns of public accountability, educational partnerships, and the promotion of professionalism. In addition, this response provides a prism allowing us to view the options identified in the College s paper from three angles. O N TARIO ENG LISH C ATHOL IC T E AC HERS A S S O C I ATION 3
5 4 O N TARIO ENGLISH C ATHOLIC T E ACHERS A S S O C I AT I O N
6 The first is context. The College formulates its options within the five parameters provided by the Minister s letter concerning a program for teacher testing. OECTA, on the other hand, responds to the College s options according to the framework within which each partner could assume a lead role in providing an integrated approach. The second deals with the funding implications of the options.the College does not mention these, while OECTA s response makes clear that, without adequate funding or resources for teachers, all the discussion and consultation around professional learning and performance review become little more than an educational version of workfare. The third is the induction programs.the College refers to them but provides little explanation of what these programs look like. With regard to acceptable induction programs, OECTA believes that: an induction to the profession should follow the pre-service program to provide the support needed by the beginning teacher a one-year induction program should be mandatory for all beginning teachers every district school board should provide the program for beginning teachers under contract with that board, with funding from the Ministry of Education the inductee must be a certified teacher and receive a full salary beginning teachers and mentor teachers in the induction program should have a reduced teaching assignment and in-school time for professional development criteria should be developed to identify teachers who could act as mentor teachers. Once identified, individual teachers must have the option to say yes or no to becoming a mentor. recognition must be provided for mentor teachers beginning teachers should not be evaluated on their participation in the induction program; the mentor teacher does not evaluate the beginning teacher the pairing of beginning teacher and mentor must be mutually agreeable OECTA s response to the College Consultation Paper attempts to provide a more elaborate framework as well as direction which will, we hope, serve to shape policy regulations concerning professional learning and performance review in a manner truly worthy of professional support. O N TARIO ENGLISH CATHOLIC T E ACHERS A S S O C I ATIO N 5
7 Option A2 The Minister of Education be requested to review and revise those aspects of Regulation 298 made under the Education Act that relate to the performance appraisal of members of the Ontario College of Teachers such that the components of performance appraisal be set by the government. Option A3 The Minister of Education be requested to review and revise, where appropriate, those aspects of Regulation 298 made under the Education Act that relate to the assignment of teachers to programs/subjects for which they do not hold additional qualifications as outlined in Regulation 184 made under the Ontario College of Teachers Act/96. Option D4 The Minister of Education be requested to ensure that employers provide support and remediation for members of the Ontario College of Teachers when issues of teacher competency arise as part of the performance appraisal process required by Regulation 298 made under the Education Act. Option E1 Legislation be introduced to ensure that employers be required to notify the Ontario College of Teachers where there are members whose o n going performance ap p r a i s a l s, after the provision of support and remediation,cause the employer to be concerned about the members' possible incompetence, in accordance with Section 30 (3) of the Ontario College of Teachers Act/96, incapacity in accordance with Section 31 (2), or professional misconduct, in accordance with Regulation 437/97. 6 O N TARIO ENGLISH CAT HOLIC T E ACHERS A S S O C I AT I O N
8 Gove r n m e n t Proposed Options:The Role of Government OECTA believes that the primary role of government is to establish general legislative directions in the areas of professional learning and performance review. In response to the options that have legislative references, OECTA takes the following positions: Option A2 Qualified Support the request to the Minister of Education to establish general legislative direction for performance appraisal of members of the College, based on procedures and policies that reflect best practice (i.e. appraisal/growth/ improvement tracks, due process) provincial guidelines that ensure consistency of approach and delivery in appraisal practices by boards a consultation process which includes Teacher Affiliates and other educational partners (i.e. s u p e rv i s o ry officers, principals) to assist in the rev i ew of Regulation 298 and the development of provincial guidelines for perfo r m a n ce appraisal templates appraisal templates that reflect the characteristics and distinctiveness of each publicly-funded educational system Option A3 Qualified Support OECTA believes: that teachers should be assigned,whenever possible, to areas for which they are qualified that teachers should receive performance reviews only in instructional areas where they are qualified that adherence to current legislation allows for the latitude of instructional placement necessary for administrative flexibility, especially in small boards Option D4 Support OECTA believes: that support and remediation for teachers whose performance ap p r a i s a l suggests they need improvement is essential to the performance appraisal pro c e s s that such support is professionally acceptable and publicly credible Option E1 Oppose OECTA believes: that performance appraisals are the responsibility of school boards that board policies and procedures,when adhered to, are already in place to address the needs of teachers who are unsuccessful in the improvement track of performance appraisals that legislation is already in place under the College s disciplinary regulations to deal with these concerns (i.e. Section 47 (3)) that the introduction of legislation that allows the College to evaluate teachers is not legally defensible, nor is it professionally acceptable O N TARIO ENG LISH C ATHOL IC T E AC HERS A S S O C I ATION 7
9 Option B4 Employers be required to provide a two-year induction program to newly-graduated teachers employed on a regular basis to ensure that beginning teachers continue to develop and to refine the knowledge and skills required by members of the teaching profession and be required to report successful completion by the teacher for inclusion on the Certificate of Qualification. Option B5 Employers be required to provide a two-year induction program to newly-graduated teachers employed on a regular basis to ensure that beginning teachers continue to develop and to refine the knowledge and skills required by members of the teaching profession and be required to report successful completion by the teacher in order that an Interim Certificate of Qualification issued at entry to registration with the Ontario College of Teachers be converted to a Certificate of Qualification. Option B6 E m p l oyers be re q u i red to provide a two - year induction program to members of the Ontario College of Teachers who completed their teacher education program outside Ontario and are employed on a regular basis for the first time in Ontario to ensure that they develop and refine the knowledge and skills required by members of the teaching profession and be required to report successful completion by the teacher for inclusion on the Certificate of Q u a l i f i c a t i o n. Option B7 E m p l oyers be re q u i red to provide a two - year induction program to members of the Ontario College of Teachers who completed their teacher education program outside Ontario and are employed on a regular basis for the first time in Ontario to ensure that they develop and refine the knowledge and skills re q u i red by members of the teaching pro fession and be re q u i red to re p o rt successful completion by the teacher in order that an Interim Certificate of Qualification issued at entry to registration with the College be conve rted to a C e rtificate of Qualification. 8 O N TARIO ENGLISH C ATHOLIC T E ACHER S A S S O C I AT I O N
10 School Board s Proposed Options:The Role of School Boards OECTA believes that school boards have responsibilities in the following two areas: implementation of professional learning; reporting to the College of Teachers and to their local public concerning professional development o p p o rt u n i t i e s. This re p o rting should include access to and equity of opportunity in professional development, and performance review of teachers based on sound principles. I n response to the options that refer to the role of school boards, OECTA takes the following positions: Option B4 Qualified Support an induction program for newly-graduated teachers which reflects "best practice" exemplars and is funded by the Ministry of Education. Without adequate funding by the Ministry of Education, induction programs would only burden new teachers, mentors and district school boards. a one-year time frame for an induction program rather than two, to better fit the probationary period of most newly-graduated teachers the requirement that completion of an induction program be reported to the College by the employer as part of an annual report on professional development activities sent to the College by the district school board fully-funded induction programs as economically feasible, professionally acceptable, and publicly credible Option B5 Oppose OECTA opposes: Interim Certificates of Qualification for newly-graduated teachers a fully-funded induction program development of provincial guidelines for successful induction programs designed by the educational partners a one-year time frame for induction programs Option B6 Qualified Support a fully-funded induction program for teachers new to the province a one-year time frame for program completion, and results to be reported to the College by the employer as part of the board's annual report on professional development activities the option of the employer to design the induction program to take into consideration prior learning Option B7 Qualified Support OECTA believes: that teachers trained in other Canadian provinces and territories already face rigorous scrutiny by the College.A two-year induction program is perhaps too long and consideration should be given to including the one-year induction O N TARIO ENG LISH C ATHOL IC T E AC HERS A S S O C I ATION 9
11 Option C2 An orientation program be established for members of the Ontario College of Teachers who return to the profession following a break in employment in education in Ontario for a period of five years or more and successful completion of the program be reported by the employer for inclusion on the Certificate of Qualification. Option C3 An orientation program be established for members of the Ontario College of Teachers who completed their teacher education program outside of Ontario, and successful completion of the program be reported for inclusion on the Certificate of Qualification. 10 O N TAR IO ENGL ISH CATHOLIC T E ACHERS A S S O C I AT I O N
12 School Board s program as one of the criteria for moving from an interim certificate to a Certificate of Qualification Option C2 Qualified Support the concept of an orientation program (i.e. module) funded by the Ministry of Education for the purpose of professional upgrading the maintenance of a professional learning portfolio by a teacher while on leave as an alternative to an orientation program the role of the employer in developing an orientation program in consultation with educational partners the report of the completion of orientation programs by the employer to the College as part of an annual report on professional development activities Option C3 Qualified Support the development of an orientation program for members of the College who completed their teacher education outside Ontario the delivery of such a program which is designed to take into account the background and experiences of the candidates (Regulation 184) the development of this orientation program by boards and appropriate stakeholders and reported to the College by boards as part of an annual report on professional development activities O N TARIO ENGLISH CATHOLIC T E ACHERS A S S O C I ATION 11
13 Option B9 All members of the Ontario College of Teachers retain a professional portfolio highlighting their ongoing professional learning and achievements that is reported to the College periodically by employers, perhaps once every three to five years. Option B10 All members of the Ontario College of Teachers be required to prepare an annual professional growth plan. Option B11 All members of the Ontario College of Teachers be required to participate in prescribed ongoing education and to submit evidence of such participation to the College. 12 O N TAR IO ENGL ISH CATHOLIC T E ACHERS A S S O C I AT I O N
14 Te a c h e r s Proposed Options:The Role of Teachers Teachers are involved in lifelong learning as a professional responsibility. OECTA supports a professional learning framework which allows teachers to determine which pro fessional experiences best serve their needs and teaching c i rc u m s t a n c e s ;to develop a pro fessional learning plan that identifies opport u n i t i e s for these experiences; to maintain a personal record or portfolio of ongoing professional learning experiences during the course of the year and submit, if requested, this personal professional growth record for review by the employing school board. In response to the options that refer to the role of teachers, OECTA takes the following positions: Option B9 Qualified Support the use of professional portfolios as venues to highlight professional learning portfolios kept by teachers to verify professional learning,which can be used to demonstrate such learning, if requested a variety of portfolio designs rather than a standardized electronic format in-service to assist teachers in the use of portfolios the reporting of professional development highlights by the employer to the College, perhaps once every three to five years Option B10 Support the concept of an annual professional growth plan teacher access to employer resources for professional development as essential to professional learning the use of the plan to demonstrate self-directed learning on the part of teachers Option B11 Oppose OECTA opposes: prescribed learning that is regulated by the College OECTA believes that: ongoing professional growth is best served when learning is self-directed prescribed learning already exists in Ontario in the form of Regulation 184, especially in terms of added qualification courses and courses for positions of responsibility (i.e. principal, superintendent) prescribed learning already exists in district school boards that require it for new Ministry of Education curriculum changes t h e re is no correlation between prescribed learning and teacher competence, the position clearly stated in the College research the Ministry of Education should direct school board s, t h rough legislation, t o p rovide ongo i n g,consistent support to teachers by holding Curriculum Implementation Days during the school day and year, and ensure that adequate funding is available to school boards to enable teachers to undertake this type of professional growth activity O N TARIO ENGLISH CATHOLIC T E ACHERS A S S O C I ATION 13
15 Option B8 The requirements for the accreditation of ongoing professional certification courses listed in Regulation 184/97 made under the Ontario College of Teachers Act/96 will include a well-defined provision for the assessment of candidates based upon criteria developed and approved by the Ontario College of Teachers. Option D3 All providers of in-service programs accredited by the Ontario College of Teachers will be required to demonstrate through the accreditation process that policies and processes are in place to support and remediate candidates experiencing difficulty in meeting program assessment requirements. 14 O N TARIO ENGL ISH C ATHOLIC T E ACHERS A S S O C I AT I O N
16 Teacher A f f i l i a t e s Proposed Options:The Role of Teacher Affiliates The primary role of Teacher Affiliates in pro fessional learning and p e r formance rev i ew is to work in co-operation with school board s, t h e M i n i s t ry of Education, faculties of education, the College of Te a c h e r s, a n d other agencies with a direct interest in the lifelong learning of teachers. I n response to the options that re fer to teacher affiliates and faculties of e d u c a t i o n, O E C TA takes the fo l l owing positions: Option B8 Oppose OECTA opposes: direct involvement of the College in mandating specific criteria for the assessment of candidates for Additional Qualifications (A.Q.) assessment strategies developed by A.Q.providers that align assessment to the subject/discipline, and refer to the College s Standards of Practice the co-operation of the College in developing a general set of assessment guidelines to be used as exemplars for A.Q. providers Option D3 Qualified Support on-going remediation for candidates through mechanisms already in place within the A.Q. course structure (i.e. mentoring, personal conferencing, program adjustments) OECTA opposes: remediation for candidates over and above on-going support mechanisms already in place, because they are operationally problematic O N TARIO ENGLISH CATHOLIC T E ACHERS A S S O C I ATION 15
17 Option A1 The Ontario College of Teachers will continue to refine the policies and processes for the accreditation of pre-service and in-service teacher education programs to ensure that such programs meet both the regulatory requirements outlined in the Ontario College of Teachers Act/96 and the standards of practice and ethical standards approved by the Council of the College. Option C1 Processes be established for the ongoing performance appraisal process outlined in Regulation 298 made under the Education Act to include the regular review of the teacher's professional portfolio developed by the Ontario College of Teachers and organized around both the Standards of Practice for the Teaching Profession and the Ethical Standards for the Teaching Profession. 16 O N TARIO ENGLISH C ATHOLIC T E ACHERS A S S O C I AT I O N
18 Proposed Options:The Role of the College of Teachers O n t a r i o C o l l e ge of Te a c h e r s OECTA believes that the primary role of the College of Teachers is to enhance lifelong learning opportunities for all teachers through accreditation of teacher education pro g r a m s ; t h rough regulations for the deve l o p m e n t, p rovision and a c c reditation of educational programs additional to those re q u i red for a c e rtificate of qualification and registration; through learning exemplars which provide guidance regarding educational re q u i rements for teachers in various educational settings; and through analysis of trends and directions which assist teachers in planning their professional growth. The College also has a reporting function related to its provincial mandate. In response to the options that relate to the College, OECTA takes the following positions: Option A1 Support the role of the College in the accreditation of teacher education and inservice programs as outlined in legislation Option C1 Oppose OECTA opposes: the use of the Standards of Practice as criteria for performance reviews of teachers.the College itself, in its own document on the standards of practice, does not support this use. the use of professional portfolios in performance reviews,but only to verify the annual professional growth plan and only upon the request of the employer the role of the College in developing exemplars to be used as guidelines for the development of professional portfolios O N TARIO ENGLISH CATHOLIC T E ACHERS A S S O C I ATION 17
19 Option B1 In addition to possession of an undergraduate university degree or other qualifications appropriate to the division/subject area of concentration, applicants to a teacher education program at an Ontario faculty of education be required to complete successfully a written assessment of basic knowledge and skills with regard to literacy and numeracy prior to entrance to the program. Option B2 Teacher candidates enrolled in a teacher education program in Ontario, in addition to program and practicum requirements, be required to complete a written assessment of knowledge and skills related to Ontario curriculum, pedagogy, and education legislation and policy appropriate for beginning teachers prior to entrance to the profession in Ontario. Option B3 Applicants for membership in the Ontario College of Teachers who completed their teacher education program outside Ontario, in addition to program and practicum requirements, be required to complete a written assessment of knowledge and skills related to Ontario curriculum, pedagogy, and education legislation and policy appropriate for beginning teachers prior to entrance to the profession in Ontario. Option D1 The process for written assessment of basic knowledge and skills with regard to literacy and numeracy prior to entrance to a teacher education program in Ontario include a provision for remediation for unsuccessful candidates. Option D2 Ontario faculties of education be required to demonstrate during the accreditation process conducted by the Ontario College of Teachers that there are policies and processes in place to support and remediate teacher candidates experiencing difficulty meeting program assessment requirements and to provide for the exit from the program of candidates who continue to experience difficulty. 18 O N TAR IO ENGL ISH CATHOLIC T E ACHERS A S S O C I AT I O N
20 Faculties of Education Proposed Options:The Role of the Faculties of Education Faculty of education students are not members of teacher associations.there is, however, a close working relationship between affiliates and faculties, especially in relation to teacher education programs and practicum placement. I n response to the options that re fer to Faculties of Education, O E C TA takes the fo l l owing positions: Option B1 Support with Amendment basic literacy and numeracy skills for all teachers coming into the profession the right of faculties of education to determine how best to ensure teacher candidates acquire such skills the research of the College that recognizes that most entry-level testing is done in jurisdictions where teacher candidates do not meet licensing standards College research that confirms that there is no correlation between teacher testing and teacher competence Option B2 Qualified Support written assessments of teacher candidates managed and regulated by faculties of education foundation courses which provide the knowledge and skills related to Ontario curriculum, pedagogy and education legislation and policy College research that confirms that there is no link between performance on a written test and teacher competence Option B3 Oppose OECTA opposes: a written assessment for teachers who complete their teacher education program outside Ontario an orientation program for all teachers who complete their teacher education outside Ontario (i.e. Regulation 184/97) levels of certification (i.e. restricted and interim) which ensure required remediation can be completed within a set time and context Option D1 Qualified Support OECTA believes that: remediation for candidates who are unsuccessful in written assessments of basic knowledge and skills is imperative if Option B1 is pursued Option D2 Support OECTA believes that: support and remediation should be provided to teacher candidates experiencing difficulty such support and remediation are already in place in faculty programs O N TARIO ENGLISH CATHOLIC T E ACHERS A S S O C I ATION 19
21 Closing Remarks The Consultation Paper produced by the College of Teachers on the issue of a teacher testing program represents only one example of the positive role research can play in providing solid information for decision-makers. The fact that the range of options proposed for consideration makes no specific mention of a written test of competence for certified teachers reinforces the position that teacher testing is ineffective, wasteful and should never be imposed on certified teachers. In its place, Ontario needs an integrated approach to professional learning and performance rev i ew, an ap p roach that respects both pro fe s s i o n a l autonomy and public accountability.the College addresses the integrity such an approach has for the teaching profession of Ontario. OECTA s efforts to provide direction and design in an operational sense provide realistic hope in this regard. To put into place the operational policies necessary to create this framework would be the true mark of political leadership. To impose a written test of competence, after all the counsel that speaks against it, would be to engage in an act of educational tyranny. 20 O N TARIO ENGLISH CATHOLIC T E ACHERS A S S O C I AT I O N
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