Ontario College of Teachers: Standards of Practice for the Teaching Profession.

Autor/inn/en	Marrin, Mary; Grant, Linda R.; Adamson, Gary; Craig, Allan; Squire, Frances A.
Institution	Ontario College of Teachers, Toronto.
Titel	Ontario College of Teachers: Standards of Practice for the Teaching Profession.
Quelle	(1999), (36 Seiten)Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; Monographie
Schlagwörter	Recht; Academic Standards; Accreditation (Institutions); Classroom Environment; Curriculum Development; Educational Change; Educational Innovation; Elementary Secondary Education; Ethics; Faculty Development; Foreign Countries; Higher Education; Knowledge Base for Teaching; Preservice Teacher Education; Reflective Teaching; State Standards; Student Evaluation; Teacher Competencies; Teacher Improvement; Teacher Responsibility; Teaching Skills; Canada + Suchen Sie Ihr Suchwort? Accreditation; Institution; Institutions; Akkreditierung; Staatliche Anerkennung; Institut; Klassenklima; Unterrichtsklima; Curriculum; Development; Curriculumentwicklung; Lehrplan; Entwicklung; Bildungsreform; Instructional innovation; Bildungsinnovation; Ethik; Ausland; Hochschulbildung; Hochschulsystem; Hochschulwesen; Teaching theory; Theory of teaching; Unterrichtstheorie; Lehramtsstudiengang; Lehrerausbildung; Schulnote; Studentische Bewertung; Lehrkunst; Lehrverpflichtung; Lehrbefähigung; Lehrkompetenz; Unterrichtsbefähigung; Kanada
Abstract	The Ontario College of Teachers licenses, governs, and regulates teaching practice. Its mandate includes providing leadership in developing standards of practice. This paper examines the mandate of the Standards of Practice and Education Committee and work of the staff in the Standards of Practice and Education Unit. After describing development of the Standards, the paper details key elements in commitment to students and lifelong learning: demonstration of care and commitment, support for student learning, equitable and respectful treatment, growing as individuals and contributing members of society, and assistance in becoming lifelong learners. Key elements of professional knowledge are noted: knowledge of the student, the curriculum, teaching practice, and the learning environment. Key elements of teaching practice include: the student, curriculum, teaching and the changing context of learning environments, student assessment and evaluation, and reflection. Key elements of leadership and community are: responsibility and service, creating learning communities, and sustaining learning through innovation and change. Key elements of ongoing professional learning are: teacher and student learning, professional growth, and improving practice. The paper discusses ethical standards, implementation (professional learning framework), ongoing professional learning, accreditation of preservice programs, standards of practice in investigations and hearings, and current validation strategies. (Contains 53 references.) (SM)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC