ontario college of teachers transition to teaching 2012

Ontario College of TeachersTransition toTeaching 2012

Teachers face tough entry-job hurdles in an increasingly crowded Ontario employment market

Transition to Teaching 2012Teachers face tough entry-job hurdles in an increasingly crowded Ontario employment market

Index

1. EXECUTIVE SUMMARY — 1• RecenthistoryofteachersupplyanddemandinOntario—1• 2012Surveyhighlights—3

2. EMPLOYMENT OUTCOMES — 6• Jumpinfirst-yearteacherunemployment—6• Morechallengingmarketinyearstwotofiveofteachingcareers—12• Waittimesforfullemploymentgetlongereachyear—15• Mostpre-surplusgraduatesof2002wellestablishedinteachingcareers—16• French-languageteachermarketssluggish,butstrongerthanEnglish-language market—18• MorenewteachersfindjobsinindependentschoolsandoutsideOntario—20• Fewjobopportunitiesfornew-Canadianteachersinsaturatedjobmarket—22

3. JOB SEEEKING AND VOLUNTEERING — 25• Manyteachersconductproactiveandpersistentjobsearches—25• Thosewhocanlookwidelyforfirstjob—26• Mixedreviewsonschoolboardhiringpractices—26• Networkingkeytosuccessfullylandingteachingjobs—27• Manyteachersnowvolunteertogetnoticed—28

4. TEACHING EXPERIENCE IN THE EARLY CAREER YEARS — 29• Challengingassignmentsforsomefirst-yearteachers—29• Qualificationsandassignmentsgenerallywellmatched—29• Manypositivesinteachingcareerdespitejobmarketchallenges—30

5. TEACHER EDUCATION, NEW TEACHER INDUCTION PROGRAM (NTIP) AND PROFESSIONAL DEVELOPMENT — 32

• Morepracticumhighestpriorityforchangeinteachereducation—32• NewTeacherInductionProgramhighlyvalued—35• Manyearly-careerteachershighlyengagedinprofessionaldevelopment—36

6. DAILY SUPPLY TEACHING — 38• Newteacherslimitedtodailysupplyjobsforincreasinglylongtime—38• School-basedprofessionaldevelopmentgapfordailysupplyteachers—39

7. CAREER PLANS AND ATTACHMENT TO TEACHING — 41• Strongcommitmenttoteachingprofession—41• MajorityteachingelsewherewillreturntoOntario—42• Moreattrition,butstillcomparativelystrongretentionofOntarioteachers—42

8. CONCLUSION — 45

9. METHODOLOGY — 46• Purposesandsponsorshipofstudy—46• Surveydesignanddelivery—46• Samplingandsurveyadministration—47• Responseratesandmarginsoferror—47

10. DEMOGRAPHICS — 49• OntarioandUSborderCollegegraduates—49• New-Canadianteachers—50• Ontarianscertifiedafterteachereducationinanotherprovinceorabroad—50• TeachersfromotherprovinceswhomigratedtoOntario—51

11. GLOSSARY OF TERMS — 52

TRANSITION TO TEACHING 2012 1

1. Executive summary

Recent history of teacher supply and demand in Ontario

TheTransition to TeachingstudylooksattheearlycareersandprofessionaldevelopmentofnewOntarioteachers.Thisannualstudybeganin2001whentheelementaryandsecondaryteacheremploymentmarketsinOntariowereinthemidstofaretirement-drivenshort-termteachershortagethatstartedin1998andlastedforaboutfiveyears.Bythemiddleofthepastdecade,however,itbecameclearthattherewasanemergingsurplusofteachersrelativetoavailablejobs.Thissurplushasgrownsteadilysince2005.

TheOntarioteachingjobmarketatthebeginningofthe2000swasverypositiveforjobseekers.MostnewFrench-andEnglish-languageteachers1graduatingfromOntariouniversitieswereeasilyabsorbedintoteachingpositionsinpubliclyfundedandindependentschools.Severalyearslateritwasevidentthattheshortagewasnolongerandanemergingsurplusofteachersandgrowingteacherunderemploymentwasevident.

Howdidthischangecomeabout?

Jobopeningsforteachersariseprimarilyfromteacherretirementsfrompubliclyfundedschoolboardsandindependentschools.Jobopportunitiesaredriventoalesserextentbyteachersleavingjobspriortoretirement,becauseofgovernmentpolicyandfundingchanges,andinrelationtotheriseandfallinstudentenrolmentsandtheassociatedopeningandclosingofclassroomsandschools.

Sharplyincreasedteacherretirements2intheyears1998to2002—drivenbyenhancedearlyretirementopportunitiesintheOntarioTeachers’PensionPlanaswellasunderlyingteacherdemographics—meantregularteachingjobs3wereplentiful.Schoolboardswereconcernedabouttheteachershortagerelativetodemandandsomeboardsvigorouslyrecruitedformerteachersintheircommunitiesbackintotheprofession.Mostnewteacherssecuredjobsrelativelyeasilyandearlyintheircareersineverypartoftheprovince.

Eachyear,someteachersleavetheprofessiontemporarilyorpermanentlyortheyleavetheprovinceandpursuetheirteachingcareerselsewhere.SomeformerOntarioteacherssubsequentlyreturntoactiveteachingintheprovince.Ontariopolicyinitiatives—suchasthefundingofmoreteachingpositionstoreduceclasssizesandtheextensionofKindergartenprograms—addemploymentopportunitiesfornewteachers.Thecurrentongoinggradualdeclineinstudentenrolmentreducesthedemandforteachers.

Policyandstudentdemographicchangeshavetendedtosomewhatbalanceoneanotheroutintheircombinedimpactonthevolumeofteachingjobsintheprovince.Formerteachersreturningtoactiveserviceintheprovincemoderatelosseseachyearfrompre-retirementdepartures.Themaindriverofannualdemandfornewteachersisthenumberofteacherretirements.

Afterunusuallyhighteacherretirementlevelsinthelate1990sandtheearlypartofthefollowingdecade,teacherretirementsinOntariofellsubstantiallyandcontinuedatmuchlowernumbersfrom2003onwards.Atthesametime,thesupplyofnewteachersgrewsubstantially—fromOntariofacultiesofeducation,fromorganizationsotherthanOntariouniversitiesgivenspecialministerialconsenttooperateteachereducationprogramsinOntario,fromUSbordercollegesthatgrewtheirteachereducationintakeof

1 “French-languageteachers”arethosequalifiedand/orteachinginFrench-languageschoolsandthosequalifiedand/orteachingFrenchasasecondlanguageinEnglishlanguageschools;“English-languageteachers”areothersnotqualifiedand/orteachinginFrench2 “Teacherretirements”throughoutreferstoOntarioTeachers’PensionPlanreportsonOntarioteacherswhoareplanmemberswhoretireorareforecasttoretireannually.3 “Regularteachingjob”referstoateachingposition,part-timeorfull-time,onacontractthatdoesnothaveadefinedendingdate.

2 ONTARIO COLLEGE OF TEACHERS

OntarianstomeettheOntarioteacheremploymentmarket,andalsomoreteachersmovingtoOntariofromotherprovincesandcountries.

TheEnglish-languageteacherjobmarketstartedtobecomemorecompetitivefrom2003to2005andjobopportunitiesfornewteachersdeclinedandbecamemoreandmorelimitedrelativetothesteadilygrowingsupplyeachsubsequentyear.Inthefiveyears1998through2002Ontarioexperiencedrecord-highteacherretirements,anaverageofabout7,200annually.Atthattimetherewerecomparativelylownumbersofnewteachersenteringtheprofessioneachyear.4French-languageandEnglish-languageschoolboards,atbothelementaryandsecondarylevelsandineveryregionoftheprovince,experiencedretirement-drivenjobopeningsthatgeneratedmanyopportunitiesfortheaverageof9,200newOntarioteacherseachyearatthattime.Therewasarelativebalanceofteacherdemandandsupplyatthattimeacrosstheprovince.

0 2000 4000 6000 8000 10000 12000 14000

2008 - 2011

2003 - 2007

1998 - 2002

Annual retirements and entry of new teachers

Average annual new teachers Average annual teacher retirements Difference ("Surplus")

Teacherretirementsthendeclinedoverthedecadeandthevolumeofnewentrantstoteachingincreased.Forthefiveyearsfrom2003to2007,averageannualretirementsfellsubstantially,andtheaveragefellagainoverthelastfouryears.AndtheaverageannualnumberofnewteachersinOntariorosesubstantiallyoverthesameperiods.Thesupplyanddemanddifferenceofjust2,000morenewteachersthanretireeseachyearinthefiveyears1998-2002becameawideannualdifferenceofabout6,500throughthemiddleofthepastdecadeandhasreachedabout7,800annuallyoverthepastfouryears.

Eachyearthesurplusteachersfromearlieryearsarestillactiveontheemploymentmarkettryingtomoveuptofullemploymentandgeneratingmoreandmorecompetitionfortheyear’snewsupplyofteachersforarelativescarcityofteachingjobs.

4 “Newteachers”refersthroughouttonewlycertifiedmembersoftheOntarioCollegeofTeachers.


WithincreasedawarenessoftheannuallymorecompetitiveteacheremploymentmarketinOntario,thenumberofapplicantsforOntario’sone-yearteachereducationprogramsdeclined.Fromapeakofabout16,500applicantsin2007theannualvolumefelltoabout10,800by2012.Despitethissharplylowerapplicantvolume,OntarioeducationgraduatesjoiningtheOntarioCollegeofTeacherseachyearremainedrelativelyconstant.

Ontheotherhand,thenumberofOntarianswhograduatedeachyearfromUSborder-collegesandbecameOntarioCertifiedTeachersfellbyalmost50percentbetween2006and2011.AndtheannualnumberofOntario’snewlycertifiedteacherseducatedinotherprovincesandcountriesalsodeclinedbyabout30percentoverthesameperiod.Overall,fromahighofabout12,750newOntarioteachersfromallsourcesin2008,thetotalhadrecededsomewhattoabout11,650in2011.

Teacherretirementsareforecasttoremainatanaverageofabout4,500annuallyoverthenext10years,creatingabout7,000feweropeningsannuallythanthe2011levelofnewlycertifiedteachers.However,continuingdownwardtrendsinteachereducationapplicationsmayreducethesupplyofnewteachersinthecomingyears.

Amodestthree-yearreductioninOntarioteachereducationfundingisnowfullyinplacewiththe2012-2013academicyear.Thishasreducedfundedfacultyofeducationenrolmentsbyabout850placesfromthepeakin2009-2010.However,therehasbeensomegrowthinenrolmentsinrecentyearsinteachereducationprogramssponsoredbyotherinstitutionsoperatinginOntariounderministerialconsentpermits.

DiscussionsareunderwayinOntariothatcouldeventuallyleadtoafurthersignificantreductioninfundedteachereducationspacesatOntario’suniversities.Shouldthischangetakeplace,theannualsupply/demandimbalancewouldbesharplyreducedandthecumulativesurplusofqualifiedteachersinOntariowouldgraduallydecline,eventuallyresultinginmorepositivejoboutcomesforthereducedvolumeofnewlylicensedteachersinfutureyears.

2012 Survey highlights

Since2006thisstudyhasfoundthattheannualoversupplyofteachersinOntariohashadacumulativeimpactnegativelyaffectingnewteacherjoboutcomesmoreandmoreovertime.Newteacherstakelongertomoveupfromdailysupplyassignmentstotermcontractandregularjobsandfrompart-timetofull-timecontracts.Asunderemployedteacherswhograduatedinpreviousyearscontinuetoseekmoredailysupplyteachingdays,improvedlong-termoccasionalandregular-teachercontracts,eachsuccessivesetofteachereducationgraduatesfacesanincreasinglymorecompetitivejobmarketinOntario.

Thespring2012surveyoffirst-yearteachersfoundthattheunemploymentraterosesharplyforthefourthyearinarow.Morethanoneinthreeoftheteachereducationgraduatesof2011whosoughtteachingjobsduringthe2011-12schoolyearwereunemployed.Theywereactivelylookingforteachingjobsbutcouldnotevenfinddailysupplyteachingduringtheyear.Andjustoneinthreeofthosewhodidfindsomeemploymentsecuredasmuchteachingworkastheywanted.

Morefirst-yearteachersaremovingoutoftheprovincetofindafirstteachingjob.Oneineightofthe2011teachereducationgraduatesresidedoutsideOntariowhensurveyedinspring2012.AndthosewhowereoutsidetheprovincehadmuchmoresuccessthanthosewhoremainedinOntarioasmeasuredbylowerratesofunemploymentandunderemploymentandmuchhigherratesofsecuringregularjobs.

Ontarioindependentschoolsareevenmoreimportantsourcesofteachingjobsfornewgraduatesthaninpreviousyears.Morethanoneineightofthegraduatesof2011whofoundworkasateacherintheprovincewerehiredbyindependentschools.Theirshareofregularteachingjobswasevenmoredisproportionate,withmorethanoneinfiveoftheregularcontractsintheprovincecomingfromindependentschools.


Morethanoneinfourofthesenewgraduates(27percent)whofoundsomeworkasateacherintheirfirstyeardidsooutsidetheprovinceorinanOntarioindependentschool.Andforthosewhosucceededingettingregularteachingjobsintheirfirstyear,almosthalf(45percent)foundtheirjobsoutsidetheOntariopubliclyfundedschoolsystem.

Morefirst-yearteachersworkinnon-teachingoccupationseachyear.Forthe2011graduates,morethanoneinfourdidsowhenfacedwithafailedsearchforteachingjobsortosupplementpart-timeteachingincome.

TheOntariojobmarketglutnowaffectsalltypesofnewteachersthroughouttheprovince.However,regional,languageanddivisiondifferencesinjoboutcomemeasuresareevident.

Primary-Juniorteachers,English-languageteachersgenerally,andthoseinToronto,centralandsouthwesternOntarioreportthehighestlevelsofunemployment.TechnologicalEducationteacherscontinuetoenjoybetterjoboutcomesthanothers.However,theunderemploymentandunemploymentratesarealsonowsubstantialforthesetechnologyteachersandlessthanoneinfiveofthemsaytheysecuredregularteachingjobsintheirfirstyear.

JustoneineightIntermediate-Seniorteachershadregularappointments.Andeventhosewithmathematics,sciencesand/orcomputerstudiesqualificationsreportedthesamelowoneineightregularjobsuccessrate.

Abouthalfofthefirst-yearFrench-languageteacherssurveyedin2012saytheywereunemployedorunderemployedthroughouttheschoolyear.Thiscontinueswhatisnowafour-yearstretchofweakeremploymentoutcomesforFrench-languageteachers.GraduatesofFrench-languageteachereducationprogramsreporthigherunemploymentandunderemploymentratesthanFrenchassecondlanguageteachers.JustoneinfourFrench-languageteachersfoundregularjobsintheirfirstyearcomparedwithabouttwoinfiveFSLteachers.

Joboutcomesalsodeclinedforearlycareerteachersgenerallyinthesecondthroughfifthyearsoftheircareersasthetimerequiredtogainfullemploymentasateacherlengthenedevenmore.

Despitetheunfavorableemploymentoutcomes,thisnewgenerationofOntarioteachersisgenerallycommittedtoteaching.Almost9in10first-yearteacherssaytheywillstillbeteachersfiveyearsdowntheroad.Eventhosewhoreporttheywereunemployedfortheentirefirstyearreportthishighlevelofcontinuingattachmenttotheprofession.Theypursuedteachereducationbecausetheywantedtomakeadifferenceinstudents’lives,andthismotivatesthemnottogiveupontheirteachingcareerseveninthefaceoftheinitialunemploymentorunderemploymentexperiencedbymany.

Bythesecondyear,however,somediscouragementisevidentamongthemanyteacherswhoarestillunemployedorunderemployed.

New-Canadianteachershaveverylimitedjobsuccessinthisemploymentmarket.Overthepastfiveyears,first-yearunemploymentmorethandoubledforthisgroupwhoare,forthemostpart,seasonedteacherswithyearsofexperienceinotherjurisdictions.Fourinfivefirst-yearnew-Canadianteachersin2012reporttheyareunemployed—theywereonthejobmarketduringthe2011-2012schoolyearandcouldnotevengetafootholdindailysupplyteaching.AndevenintotheirsecondyearasOntarioteachers,morethanthreeinfiveofthenew-Canadianscertifiedin2010reporttheyarestillunemployed.

Newteacherjobsearchesincludemuchmorethantheon-lineapplicationsthatarethestandardprocessformostOntarioschoolboards.Twointhreeofthemseenetworkingasessentialtosuccessfullylandingafirstteachingjob.Theyactivelypursueopportunitiestogetnoticedthroughworkingtheireducationcontactsandmakingpersonalvisitstoschools.Almosthalfofthemvolunteertheirtimeinschoolclassroomstoincreasetheirvisibilityandchancestoberecommendedforteachingjobs.


Mostofthemapplytomultipleschoolboardsandtomultipleregionsoftheprovince.Almostoneinfivealsoapplytoschoolsinotherprovincesandabroad.AndabouttwoinfiveofthemapplytoOntarioindependentschools.

Theygiveschoolboardhiringpracticesmixedreviews.Themajorityofthemfindthestandardapplicationprocesstobeclear,althoughhalfofthemsaytheyarenotinformedaboutthestatusoftheirapplications.Andhalfofthemcouldnoteasilyfindinformationabouthowtogetonsupplylistsandhowsupplyliststatusrelatestoaccessinglong-termoccasionalandregularpositions.Oneinthreesaysitishardtofindinformationabouttheavailabilityofteachingjobs.

Successingettingajobisseenasdependentonmultiplefactors.Theformalitiesoftheon-lineapplication,resume,portfolioandcoverletterareessential.Agoodinterviewisneeded.Butgettingtothatinterviewisthoughtbymanytorequireconnectionsestablishedthroughpracticum,volunteering,networking,family,friendsorotherwise.Theysaythatbeingknownbyschooladministrators,orsimplybeingintherightplaceattherighttime,iswhatoftenresultsinbeingnoticedinacrowdedemploymentmarketandlandingthatfirstteachingjob.

Thetwointhreefirst-yearteacherswhofoundsomeemploymentin2011-12generallyconsiderthemselvestobewellprepared,confident,supportedbycolleaguesandprofessionallysatisfiedwithassignmentsthatareappropriateandchallenging.Andabouthalfofthemconsidertheirworkloadstobesatisfactory.

Notunexpectedly,concernaboutjobsecurityistheonesignificantnegativereportfrommostnewteachers.Andasimilarconcernaboutjobsecurityisevidentamongsecond-yearteachers.Morethanoneinfivefirst-andsecond-yearteachersreportthattheyarenotoptimisticabouttheirprofessionalfuture.

RecentgraduatesofOntarioteachereducationprogramsrecommendchangestofurtherstrengthenteachereducationinthefuture.Theycallforlengtheningtheteachingpracticum.Theysuggestthatteachereducationcandidatesneedmoreopportunitiestoengageinsupervisedteachingintheclassroom,morecoachingandfeedbackabouttheirteaching,andtheyneedmoretimetoobserveexperiencedteachers.

Confidentintheircurrentskills,theyneverthelessplaceaveryhighpriorityonfurthersupportinhands-onteachingtechniquesinareassuchasclassroommanagementandstudentassessment.

Theyare,forthemostpart,engagedinsignificantandvariedprofessionaldevelopment.MostofthesmallminorityofthemwhoareinregularcontractsinOntariopubliclyfundedschoolboards,andoneinthreeofthoseinlong-termoccasionalcontractsinthepublicsystem,participateinandhighlyvaluetheNewTeacherInductionProgram(NTIP).

Thereisasignificantprofessionaldevelopmentgap,however,forthemajorityofnewteachers—thosewhoareunemployedorindailysupplyteachinginthefirstandsecondyearsfollowinggraduation.

Mostoftheselessfortunateteachersmissoutontheformalandinformalschool-basedprofessionaldevelopment,orientation,mentoringandprincipalevaluations.Theyalsotakefewerin-servicecourses.Andtheyengagefarlesswithothereducatorsthroughsubjectorspecialistassociationsandthroughcollaborativelearningandactionresearchthandotheirpeersinregularpositionsorlong-termoccasionalcontracts.

ThenewgenerationofOntarioteachersconsistsofhighlycommittededucatorsmotivatedbyastrongdesiretomakeapositivedifferenceforstudents.Mostofthemplantoteachoverthelong-term.Thehighlychallengingjobmarketintheprovincedoesnotdetermanyofthemfromstickingwiththeircareerchoice.

Althoughanincreasingnumberlookoutsidetheprovinceforteachingjobs,themajorityofthosewhodosohopetoreturnonedaytoteachinOntario.Despitesomerecentgrowthinteacherattrition,thecomparativelyhighmembershipretentionratesattheOntarioCollegeofTeachersconfirmthislong-termcommitmenttoteaching.


2. Employment outcomes

Jump in first-year teacher unemployment

Ontario’steachingjobmarkettightenedevenfurtherin2011-2012.Morefirst-yearteachersfacedunemploymentthaninpreviousyears.Morearepursuingnon-teachingjobsastemporarymeasures.AndoneinsixofthoseteachingintheirfirstyearfollowinggraduationfoundtheirteachingopportunityoutsidetheprovinceofOntario.

Morethanoneinthree(37percent)ofthe2011graduatesfromOntariofacultiesandUSbordercollegessaytheylookedforteachingjobsinthe2011-12schoolyearbuttheirsearchcameupempty.Theydidnotevenobtaindailysupplyteachingassignments.Morethantwoinfive(44percent)ofthosewhodidfindsomeworkasateacherinthe2011-12schoolyearsaythattheywereunderemployed.Theygotlessteachingemploymentthantheywanted.

It has been extremely difficult, especially in my area of Ontario. I doubt I will gain a teaching job for at least another three or four years.

UnemployedIntermediate-SeniorHistoryandEnglishgraduate,GTA

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2006 2007 2008 2009 2010 2011 2012

First-year teacher unemployment and underemployment over time

Unemployed Underemployed

First-yearjobsuccessforteachereducationgraduatesdeterioratedsubstantiallyoverthepastsevenyearsasthesurplusofteachersinOntariogrewfurtherwitheachpassingyear.

Thecombinedunemploymentandunderemploymentrateforfirst-yearteachershasclimbedfrom30percentforthe2005graduatesto71percentforthegraduatesof2011.Andthenewteacherunemploymentrateacceleratedrapidlysince2008—fromsevento37percentinjustfiveyears.


Formostofthosewhohadameasureofjobsuccessitcameintheformofdailysupplyteachingand/orpiecingtogetherpart-timeandlimitedtermcontractjobs,ofteninmorethanoneschool.Theentryjobforthemajoritywasdailysupplyteaching(51percent)and,byyearend,mostofthosewhowereteachingheldtermcontracts(37percent)orwerestillondailysupplylists(another37percent).

Aboutoneinfour(26percent)ofthosefindingsomeworkasateacherhadsecuredaregularteachingjob.Thisisonlyslightlymorethanhalfthe47percentoffirst-yearteachersreportingregularjobssixyearsagoandwellbelowthe70percentbackin2001inthemidstofthelastteachershortage.

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2001 2006 2007 2008 2009 2010 2011 2012

Survey Year

Percent of employed teachers with regular jobs in first year following graduation

Despitetheslightriseintheproportionofemployedteacherswithregularteachingjobsin2012,theoverallsuccessoffirstyearteachersseekingemploymentcontinuesitsdownwardtrend.Fortheentiregroupoffirst-yearteacherswhosaytheywereonthejobmarketin2011-2012,includingthosewhowerecompletelyunemployed,fewerthanoneinseven(14percent)reporttheyfoundaregularteachingposition.

TheimpactofthelargesurplusinOntarioteachersisaffectingfirst-yearteachersacrosstheprovince.Regionalvariationsareevident,however,injoboutcomemeasures.

ThemoststrikingvarianceisbetweenthoseresidinginOntarioandthosewholefttheprovince.Oneineightfirst-yearteachersresidedoutsideOntarioatthetimeofthesurvey—abouthalfoftheminotherCanadianprovincesandtheotherhalfabroad.

Forthosewhosoughtateachingjobinthe2011-2012schoolyear,theunemploymentandunderemploymentratesforOntarioresidentsweremuchhigher(39and36percentrespectively)thanforthosewhohadlefttheprovince(24and15percent).Andaboutoneinthree(35percent)ofthenon-Ontarioresidentswhowereonthejobmarketfoundregularteachingjobscomparedwithonlyaboutoneinten(11percent)ofteachingjob-seekersresidinginOntario.

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Unemployed Underemployed Regular positions

First-year job outcomes within and outside Ontario

Residence in Ontario Residence outside Ontario

InallregionsofOntario,first-yearjoboutcomesareveryweak,withfewerthanthreeintenemployedteachersreportingsatisfactionwiththeamountofteachingemploymenttheyachievedovertheyearandfewerthanoneinsixofthemfindingregularteachingjobs.

Even after volunteering, having principal recommendations, obtaining English as a Second Language and Special Education qualifications, I have still not been successful in even being granted an interview for any board or school’s supply list.

Intermediate/SeniorDramaticArtsandHistorygraduateof2011,Toronto

OutsidetheGreaterTorontoareajustoneinten,orfewer,first-yearteacherswhowereonthejobmarketsecuredaregularteachingjob.AndmorethanoneinthreejobseekersinnorthernandeasternOntarioareemployedindailysupplyteaching.

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City of Toronto GTA outside Toronto

Central Ontario Southwestern Ontario

Northeastern Ontario

Northwestern Ontario

Eastern Ontario

Job outcomes by region

Regular positions Term contract Daily Supply


Ontheotherhand,unemploymentratesarehighestintheGTA,centralandsouthwesternOntario.AlthoughgreaterproportionsofteachersinnorthernandeasternOntariofoundsometeachingemploymentintheirfirstyear,theyreporthigherratesofunderemploymentalongwiththelowregularjoboutcomerates.

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City of Toronto GTA outside Toronto

Central Ontario Southwestern Ontario

Northeastern Ontario

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Regional unemployment and underemployment


ThemarkettighteningforteachingjobsinOntariohasaffectednewteachersacrossalldivisions.Unemploymentrangesfromaboutoneinfourfirst-yearTechnologicalStudiesteacherstofullyhalfofallfirst-yearPrimary-JuniorcertifiedteachersonthejobmarketexperienceinOntario.Amongthosewhoareemployed,theratesofreportedunderemploymentarealsohighacrossthedivisions.Andfewerthanoneinfivefirst-yearteacherslookingforjobswithintheprovincefoundregularteachingjobs—regardlessofteachingdivision.

Job outcomes in Ontario in 2011-12 by divisionPrimary-Junior

Junior-Intermediate

Intermediate-Senior

Technological Education

Unemployed 50% 33% 35% 27%

Underemployed 32 36 42 48

Regular position 8 16 12 18

Nosecondaryteachingsubjectsnowescapetheteachingmarketglut.TeachersseekingjobsinOntariowithmathematics,computerstudiesand/orsciencesasteachingsubjectsreport30percentunemployment,43percentunderemploymentandjust13percentregularteachingjobsuccessintheirfirstyearofteaching.

My first year of looking for a teaching position has been frustrating. I loved teaching during my practicum placements, and the students responded in kind. This success was noted in glowing practicum reports from my associate teachers. With my technology qualifications, I had hoped to at least get onto the supply list. It has now been a year, however, since I have been in a classroom. I have applied for numerous positions around the province, and have not even landed an interview.

UnemployedCommunicationsTechnology2011graduate,centralOntario


Pieceworkteachingisnowtheplightforamajorityoffirst-yearteacherswhofindsomeemploymentinOntario.Inthe2011-12schoolyear,almosthalf(49percent)ofthosewhodidfindsomeworkduringtheschoolyearreportthatitwaspart-timeand45percentsaytheywereteachinginmultipleschools.ThedailysupplyteachingratefornewemployedteachersinOntarioremainshighatfirst-yearend(42percent).AndmorethanthreeinfiveOntariofirst-yearteachers(62percent)saytheyweredailysupplyteaching,teachingpart-timeand/orteachinginmorethanoneschool.

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One of above

Part-time

Multiple schools

Daily supply

First-year piecework teaching in Ontario in 2011-2012

Alternativeoccupationsandteachingabroadarealsocommonroutestoemploymentinthefirstyearaftergraduation.

Morethanoneinsixfirst-yearteachers(18percent)whowereonthejobmarketin2011-2012appliedforteachingjobsinotherprovincesorabroad,and16percentofthosewhoobtainedfirst-yearteachingemploymentfounditoutsideOntario.MorethanhalfofthemteachinotherCanadianprovinces,mainlyQuebec,Manitoba,SaskatchewanandAlberta.TheUnitedKingdom,ChinaandSouthKoreaaremosthighlyrepresentedamongthecountriesreportedbythoseteachingabroad.

I preferred to teach in Ontario, but the grim outlook in the job market prompted me to look for overseas employment. I was offered a position in China and I accepted a two year contract. It was a good way to secure a full-time position for myself, as well as for my husband, who is also a teacher.

2011Primary-Juniorgraduate,teachinginChina


Astheteachermarketglutworsened,atrendemergedofmorefirst-yearteachersworkinginnon-teachingjobs,eitherasanalternativetoelusiveteachingopportunitiesorasasupplementtopart-timeoroccasionalteaching.Overfiveyears,thepercentageofnewteachersworkinginotheroccupationsgrewsharplyfromjustsixpercentto29percent.

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2008 2009 2010 2011 2012

Year of survey

First-year teachers working in other occupations

Recent graduates are finding it extremely difficult to get gainful employment with school boards. Many of us cannot afford to pay rent and carve out a living supply teaching, so many of us have to find alternative ways to bring in revenue. We end up taking day-care, retail and other customer service jobs to supplement an income.

Primary-Junior2011graduate,earlychildhoodspecialization,Toronto

Two-thirds(67percent)offirst-yearteacherswhocouldnotfindanyteachingjobsreportthattheyareworkingatanotheroccupation.Formanyofthem,theirstrongcommitmenttoteachingcontinues—threeinfoursaytheywillorprobablywillbecontinuingwiththeirteachingcareersfiveyearsinthefuture.Andjustfourpercentsaytheydefinitelyorprobablywillnotbeteachersbythen.

GraduatesfromUSbordercollegesin2011experiencedveryhighlevelsofteacherunemploymentinthe2011-12schoolyear—morethan50percenthigherthantheunemploymentrateforOntariofacultygraduates(58percentversus37percent).Amongthosewhodidfindsometeachingwork,alesserpercentageoftheUSbordercollegegraduates(22percent)securedregularteachingjobsthantheOntariofacultygraduates(27percent).However,marginallylesssaytheywereunderemployed.


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Multiple schools

Part-time

Daily supply

Regular job

Underemployed

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US border-college lag in job outcomes

Ontario Faculties Border Colleges

ThislaginoutcomesbetweenthebordercollegeandOntariofacultygraduatesisalsoevidentinthegreaterproportionofthemwhoreliedonpieceworkteaching.Theyhadhigherratesofdailysupplyappointmentsbyyear,morepart-timeteachingandmoreteachinginmultipleschools.

More challenging market in years two to five of teaching careers

Surveyresultsforteachersinthesecondthroughfifthyearsfollowinggraduation—thegraduatesof2007through2010inthe2011-12schoolyear—alsorevealtheimpactofthefurthertighteninginthejobmarket.

UnemploymentratesareupsubstantiallyinrecentyearsforgraduatesofOntariofacultiesandbordercollegesintheirsecondthroughfifthyearsintheteachingprofession.Almostoneinfive(18percent)ofthegraduatesof2010whowereonthejobmarketinthe2011-12schoolyear—thesecondschoolyearfollowingtheirgraduation—saythattheystillcouldnotfindanyteachingworkatall,noteventhroughdailysupplylists.Althoughthisunemploymentrateimprovedsomewhatfromthe24percentsecond-yearunemploymentrateofthepreviousyear,itremainswellabovethesevenpercentratebackin2008.Similarincreasesoverthepastfiveyearsareevidentinunemploymentreportsin2012fromthegraduatesof2007,2008and2009.


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I have been actively searching for a position with a school board for over three years. I have applied to five different school boards and have not even been called for an interview to get on an occasional list. After attending a Faculty of Education in Ontario I obtained my Masters of Education degree. I also obtained various AQs and ABQs. I am currently qualified in all divisions and Special Education. I was aware that the job market was difficult for teachers when I was in the faculty but this is just ridiculous.

Primary-Juniorgraduatein2009,greaterTorontoregion

Despitethedeterioratingjobmarket,earlycareerteachersdograduallyimprovetheiremploymentstandingovertime,evenifthatprogresstowardfullemploymentismuchslowerthaninthepast.Thepercentagewithregularteachingpositionsincreasesandrelianceondailysupplyteachingdeclineseachyearasteachersspendmoretimeinthejobmarket.

Inthe2011-12schoolyearaboutoneinfour(26percent)employedfirst-yearteachersandjustunderoneinthree(32percent)employedsecond-yearteachersreportregularteachingcontracts.Thisregularjobrateimprovestonearerone-half(46percent)forthird-yearteachers,aboveone-half(52percent)forfourth-yearteachers,60percentforteachersattheendoffiveyearsand89percentaftertenyears.

Anddailysupplyteachingamongemployedteachersgraduallydecreaseswithyearsofexperience.Fromahighof37percentforthegraduatesof2011intheirfirstyearofteaching,thedailysupplyrateinthe2011-2012schoolyeardeclinessteadilyto21percentforthegraduatesof2007inthefifthyearoftheircareers.Highlyexperiencedteachers,whograduatedin2002beforetheteacherover-supplyemergedintheprovince,reportjustasevenpercentdailysupplyrate.

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Regular teaching jobs and daily supply teaching in 2011-2012 by year of graduation

Regular teaching jobs Supply teaching

JobchangeiscommonintheearlyyearsofteachingcareersinOntario.Morethantwo-thirdsofthosewithjobsintheirfirstorsecondyearsintheprofessionexpecttohaveadifferentjobthefollowingschoolyear.Thisdeclinesonlyslightlytoaboutthreeinfiveforthethirdandfourthcareeryears.Andmorethanhalfstillexpecttochangejobsaftertheirfifthyearofteaching.Someofthischangeisteacher-drivenandfocusedonseekinganotherschool,gradelevelorassignment.Formost,however,theexpectedchangerelatestoatermcontractending,theyarehopingtomoveupfromoccasionalteachingtoaregularcontractortheyhavebeendeclaredsurplusorareexpectingtobelaidoff.

Part-timeteachingthroughoutthefirstfiveyearsintheprofessionismuchmorecommonthanfouryearsago.Abouttwoinfiveteachersarenowpart-timeinthesecondyearoftheirteachingcareers.Andmorethanoneinfourisapart-timeteachereveninthefifthyearintheprofession.

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Increased part-time teaching for early career teachers



Piecingtogetherteachingjobsbytakingmultipleassignmentsinmorethanoneschoolisalsoanincreasinglycommonexperience.Morethanone-thirdofteachersarenowteachinginmultipleschoolsintheirsecondyearandoneinfourteachersstilldosointheirfourthandfifthyearsintheprofession.

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Increased teaching in more than one school


Someofthispart-timeteaching,andperhapssomeofthemultipleschoolteaching,isbychoice.Thesubstantialincreaseintherateofthispieceworkemploymentoverthepastfouryearsisverylikelynotbecauseofchangesinteacherchoice,however.Itismorelikelyaresultofthedeclineinthejobmarketwhichalsodrivesthehigherratesofunemploymentandunderemploymentinrecentyears.

Wait times for full employment get longer each year

Withtheemploymentmarkettighteningsincethemiddleofthelastdecade,newteachersfacelongerandlongerwaittimesforfullemployment.

Someteacherstakepart-timeoroccasionalteachingbychoiceandarenotinthemarketforafull-timeteachingjob.Someteacherschoosetotakeayearoutfromteachingforfurtherstudy,familyorotherreasons.Thisstudydefinesfullemploymentforteachersasthosewhoreport:

• theyareactiveinthejobmarket• theywereemployedasateacherduringtheschoolyear• theysaytheyhadasmuchteachingworkastheywantedthroughouttheschoolyear.

Thosewhoareactiveinthemarketlookingforworkbutunemployedorreportinglessworkasateacherthantheywantedinaparticularschoolyeararenotfullyemployed.Teacherswhosaytheyvoluntarilytooktheyearawayfromteachingareexcludedfromthisanalysis.

Usingtheabovedefinitions,waittimestofullemploymentlengtheneddramaticallyinOntariosince2006.Andthewaittimesgotnotablylongeragainthispastyear.


The2012surveysofOntariofacultyandUSbordercollegegraduatesoftheyears2007through2011showmoreteachersunemployedorunderemployedinthe2011-12schoolyearthaninprevioussurveysineachofthefirstfiveyearsoftheircareers.

Intheyearssince2006:

• first-yearteachersactiveonthejobmarketbutnotfullyemployedincreasedfrom30to71percent• second-yearteachersfrom20to66percent• third-yearteachersfrom13to54percent• fourth-yearteachersfromeightto43percent• fifth-yearteachersfromsixto34percent.

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Underemployed and unemployed by year of teaching career — 2006 to 2012 surveys

2006 Survey 2007 Survey 2008 Survey 2009 Survey 2010 Survey 2011 Survey 2012 Survey

Most pre-surplus graduates of 2002 well established in teaching careers

Mostofthegraduatesofteachereducationprogramsin2002arewellestablishedintheirteachingcareerstenyearslater.However,morethanonein10ofthemreportthattheydidnotachievefullemploymentinthe2011-2012schoolyear—sixpercentreporttheywereinvoluntarilyunemployedandanothersevenpercentsaytheywereunderemployedduringtheschoolyear.


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Thisanalysisexcludestheoneinseven(14percent)whowerenotteachingorlookingforteachingduringtheschoolyear.

Mostofthese2002graduateswhoareemployedholdregularteachingcontractsandarehighlypositiveabouttheircareerchoiceandhowithasunfoldedforthem.

Theseteachersbegantheircareersinthe2002-2003schoolyearwhentherewasnotyetanover-supplyofteachersinOntario.Theircareerexperiencestandsinmarkedcontrasttoteachereducationgraduateslaterinthedecade.Only14percentofthemreportthattherewasanytimeintheirteachingcareerwhentheywereunemployedbecausetheycouldnotfindateachingjob.

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Experienced some unemployment by year of graduation


Therateatwhichgraduatesof2007,2008and2009experiencedunemploymentintheirearlycareersistwotothreetimesgreaterthanthosewhograduatedin2002intotherobustemploymentmarketearlyinthelastdecade.Thesegraduatesof2002appeartohavebeensomewhataffectedbythedeterioratingjobmarket,however,astheir14percentunemploymentrateisnotablyhigherthantheverylowlevelofsixpercentreportedinanearlierstudyofthegraduatesof2000.

French-language teacher market continues sluggish, but stronger than English-language market

Morethanoneinsix(18percent)first-yearteachersabletoteachinFrenchsaytheywereonthejobmarketin2011-2012butcouldfindnoworkasateacher,notevendailysupplyteaching.Another32percentsaytheywereunderemployedduringtheyear,foratotalofhalfofthefirst-yearFrench-languageteachersreportingthattheydidnotachievetheamountofteachingemploymentin2011-2012theywereseeking.

It was more difficult than I expected. I obtained Additional Qualification credits in subjects I felt were in high demand (French as a second language and Special Education) but it did not seen to help in my search. I also volunteered but I don’t feel any closer to obtaining a job than I was in June when I first graduated.

Primary-Junior2012graduate,southwesternOntario

Theseunder/unemploymentratesareslightlyabovetheprevioustwoyearsandwellbeyondthecomparativelylowratesinfoundinsurveysbackin2008and2009.

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Increased unemployment and underemployment for first-year French-language teachers


FortheapproximatelyfourinfiveoftheseFrench-languageteacherswhofoundteachingemploymentin2011-2012,32percentreportedtheyhadregularteachingcontracts,similartothe30percentregularjobratefoundforthefirst-yeargroupayearearlier.First-yearregularteachingcontractswerecommonforOntarioteacherswhograduatedfromFrench-languageprogramsorwhocouldteachFrenchasasecondlanguageuntilthe2008-09schoolyear.Sincethen,regularjobreportsdroppedsteadilyfrom70percenttothe30and32percentrangefoundinthepasttwoyears.


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First-year teachers with regular teaching jobs by year of graduation and language

English-language teachers French-language teachers

TheweakenedemploymentmarketisevidentamongFrench-languageprogramgraduatesandalsoteachersofFrenchasasecondlanguage.

It is very difficult to get a job in my area at the moment. You have to do occasional teaching for at least five years before getting a permanent position.

UnemployedJunior-IntermediateFrench-languageprogramgraduate,centralOntario

Frenchassecondlanguageteachershaveacomparativelyhighersuccessrateinfindingsomeemploymentasteachers.TheyalsohaveasomewhathigherrateofsecuringregularpositionsandlowerratesofdailysupplyteachingandofunderemploymentthanFrench-languageteachereducationprogramgraduates.Significantratesofpart-timeandmulti-schoolteachingareevidentamongbothgroupsofFrench-languageteachers.


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Unemployed Underemployed Regular positions Daily supply Part-time teaching Teaching at more than one school

Nevertheless,first-yearFrench-languageteacherscontinuetooutperformEnglish-languageteachersinthejobmarket.DespitethesubstantialdeteriorationofjoboutcomesforFrench-languageteachersoverthepastfouryears,theycontinuetoreportlessunemploymentthanEnglish-languageteachers.However,theirratesofregularteachingjobcontractsandofunderemploymentarenownearthelevelsexperiencedbyfirst-yearEnglish-languageteachers.

2012 Job outcomes for French- and English-language teachersFrench-language

program graduatesFrench as second language teachers

English-language teachers

Unemployed 22% 16% 42%

Underemployed 33 28 34

Regular positions 25 32 23

More new teachers find jobs in independent schools and outside Ontario

The63percentofteachereducationgraduatesof2011whoachievedsomeformofemploymentinthe2011-12schoolyearfoundtheiropportunitiesacrosstheprovinceandbeyond.OneinfourreporttheirjobsareintheGreaterTorontoregionoutsidethecityofToronto.AboutoneinsixteachinsouthwesternOntariowithasimilarshareineasternOntario.Onein10teachesinthecityofToronto.Onein20teachesineachofthecentral,northeasternandnorthwesternregionsoftheprovince.Thenumberofnewgraduatesteachingoutsidetheprovincehasgrownsubstantiallytooneinsix(fromoneintenjustthepreviousyear).

Regularteachingjobopportunitiespresentasignificantlydifferentdistribution.Almostoneinthreeregularteachingjobsreportedbyfirst-yearteachersareoutsidetheprovince.ThecityofTorontoistheoneOntarioregioninwhichtheshareofregularjobsisgreaterthantheshareoffirst-yearteacheremployment.Eachoftheotherregionsprovidedalowershareofregularteachingjobsthantheirrespectiveshareoftotalfirst-yearteacheremployment.


Geographic distribution of employment and regular jobsGeographic region Share of total employed Share of total regular

teaching jobsGreater Toronto region 25% 21%

Southwestern Ontario 17 11

Eastern Ontario 17 11

Outside Ontario 16 30

City of Toronto 11 18

Central Ontario 5 4

Northeastern Ontario 5 1

Northwestern Ontario 4 3

Morethantwointhreeofthegraduatesof2011whofoundteachingemploymentintheprovinceareinOntarioEnglish-languagepublic(49percent)orEnglish-languageCatholic(20percent)schoolboards.PubliclyfundedFrench-languageschoolboardsprovided14percentofteachingjobs,wellbeyondtherelativesizeoftheFrench-languageschoolsystemenrolmentandteachingpopulationintheprovince.Similarly,at13percentoftotaljobs,theprovince’sindependentschoolsarehiringteachersataratewellbeyondtheirprovincialstudentenrolmentshare.

Employer distribution of employment and regular jobsEmployer type Share of total employed Share of total regular

teaching jobsEnglish-language public 49% 37%

English-language Catholic

20 15

French-language public 6 9

French-language Catholic 8 12

Independent schools 13 22

Other 4 5

Reportsofregularteachingjobsincludeamuchhighershareatindependentschools.Morethanoneinfive(22percent)oftheregularjobsreportedareinindependentschools.TheshareofFrench-languageschoolboardregularjobshiringstandsat21percent.Andatjust52percent,OntarioEnglish-languagepubliclyfundedschoolboardsareprovidingfirst-yearteacherswithadisproportionatelylowshareoftheregularteachingjobsgoingtofirst-yearteachers.

Themajorityofteachersreporting“other”refertoFirstNationsschoolsastheiremployers.

Overthepasttwoyears,Ontarioindependentschoolsandteachingopportunitiesoutsidetheprovincehaveincreasedinimportanceastheentrytoteachingcareersfornewgraduates.

Inthe2010survey,Ontariopubliclyfundedschoolsaccountedfor80percentoftheemployersoffirst-yearOntarioteachers,with20percentemployedbyOntarioindependentschoolsoroutsidetheprovince.The2012surveyfoundthatOntariopubliclyfundedschoolboardemployersnowaccountforjust73percentoffirst-yearteacherjobs,withindependentschoolsandschoolsoutsidetheprovincethecareerentrygrowingto27percentoffirst-yearteachers.

AndOntarioindependentschoolsandschoolsoutsideOntarionowaccountforalmosthalf(45percent)ofallregularjobsobtainedbyteachersintheirfirstyearfollowinggraduation.


Few job opportunities for new-Canadian teachers in saturated job market

TeacherswhoimmigratetoCanadaandgainteachercertificationinOntarioexperiencefacemajorchallengesingainingentrytotheteacherjobmarkethere.Thishasbeenevidentlytheirplightsincethisstudybegantrackingtheseteachers9yearsago.AndtheirjoboutcomesworsenedevenmoreastheOntarioteacheroversupplyemergedinthemiddleofthelastdecade.

Inthe2011-12schoolyear,whenOntariogeneralfirst-yearteacherunemploymentincreasedyetagain,mostnew-CanadiansintheirfirstyearfollowingreceiptofOntariocertificationwereunemployed.Almostfourinfiveofthem(79percent)reportthattheywereonthejobmarketandcouldfindnoteachingemploymentatall,notevendailysupplyteaching.Thisrateisupfromthe75percentunemploymentrateforthisgroupinthe2010-11schoolyearandismuchgreaterthanthe36percentunemploymentratetheyreportedin2006-07.

AllothergroupsofteachersnewlycertifiedinOntarioin2010facedhighratesofunemploymentin2011-2012,rangingfrom37percentforOntariofacultygradsto43percentforthosewhomigratedfromotherprovinces,54percentforOntarianswhocompletedtheirteachereducationabroadandreturnedtotheprovincetoteachand58percentforOntarianseducatedatUSbordercolleges.

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Employment outcomes for different new-teacher groups


The79percentunemploymentratefornew-Canadiansisstrikingeveninthecontextoftheseveryhighunemploymentratesforallfirst-yearteachersinOntario.And,fortheoneinfivenew-Canadianswhodidfindsomeworkasateacher,themajorityofthem(62percent)saytheywereunderemployed.

Being from outside Canada made it quite difficult to find a job. When I applied to local school boards, reference was always made that I had no Canadian experience and that I was not a part of the school board’s supply list. I have also looked elsewhere without success.

UnemployedIntermediate-SeniormathteacherineasternOntariowith10yearsofteachingexperienceinJamaicaandUSA


Independentschoolsareaveryimportantsourceofemploymentfortheoneinfivenew-CanadianteacherswhofoundteachingjobsintheirfirstyearofcertificationinOntario.Theyprovided41percentofthejobsfornew-Canadianscomparedwithonly12percentofthejobssecuredbyOntariofacultygraduatesintheirfirstyear.

Andforthesmallnumberofnew-CanadiansteachingwithregularcontractsinOntariobyyearend,two-thirdsfoundtheseregularjobsinindependentschoolsratherthanintheOntariopubliclyfundedschoolsystems.Thiscompareswithaboutone-fifthoftheOntariofacultygraduatesreportingregularteachingpositionsinindependentratherthanpubliclyfundedschools.

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ThesubstantialgapinjoboutcomesbetweenOntariograduatesandnew-Canadianscontinuesintothesecondyear.Althoughthereissomeimprovementintheunemploymentratefornew-CanadianteachersbythesecondyearontheOntariojobmarket,morethanthreeinfive(62percent)reporttheyhadstillnotbeenabletofindevendailysupplyteaching.Andalmosthalf(47percent)ofnew-Canadianswhoareemployedbythesecondyearsaytheyarestillunderemployed.

I was not aware how saturated the teaching profession was here in the Toronto area. I have been teaching in England for over 10 years, and am deeply saddened and frustrated by the process here. There are so many rules and regulations that leave me truly disillusioned about my career. With all my years of experience, not only in the classroom but in leadership positions, I am baffled each time that I apply to different boards and am not even approached for an interview for the supply list.

EducatedandtaughtinEngland,certifiedasPrimary-JuniorteacherinOntarioin2010,unemployedintheGreaterTorontoareaforovertwoyears


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Ontario graduate and New-Canadian job outcomes over two years



3. JOB SEEEKING AND VOLUNTEERING

Many teachers conduct proactive and persistent job searches

NewteachersinOntariousemultiplestrategiesintheireffortstosecureteachingemployment.

• Mostnewteachers(90percent)usetheon-lineapplicationprocessinplaceformostpubliclyfundedschoolboardsintheprovince

• Two-thirds(66percent)ofthegraduatesfromOntariofacultiesandUSbordercollegessupplementthisprocesswithactivenetworkingwithteachersandschooladministrators.Networkingisalsousedbymorethantwoinfive(43percent)ofnew-Canadianteachers.

• Almosthalfofallnewteachersnowvolunteertheirtimeinschoolsaspartoftheirjobsearchprocess.Moreconsidervolunteeringbutdecidethattheycannotaffordtovolunteertheirtime.AndoneinsixteacherswhoimmigratetoCanadawishtovolunteerbutarenotsuccessfulinfindingaschooltoaccommodatetheirvolunteertime.

• Despitemanyboards’policiesdirectingapplicantstousetheformalon-lineapplicationprocess,almosthalfofnewteachersalsosubmithardcopyapplicationstoindividualschools.

The key to success is being persistent. If you are applying for positions you need to go into each school with a hard copy of your resume and talk to each Principal. Having a “name to a face” makes you memorable. Keeping connections with former teachers is an asset. Schools like to employ alumni and prefer to employ teachers who are well known to them.

Long-termoccasionalteacherinsecondaryschoolincentralOntario

Justoneinfivefirst-yearteachers(19percent)saytheylimitedtheirjobsearchtoonepubliclyfundedschoolboard.Anothertwoinfive(39percent)appliedtotwoorthreeschoolboardsandfullyone-third(34percent)appliedtofourormoreboards.

Mostnewgraduates(93percent)applytoOntariopubliclyfundedschoolboards.SevenpercentappliedonlytoindependentschoolsoroutsidetheprovinceanddidnotincludeOntariopubliclyfundedschoolsintheirsearches—upfromjusttwopercentthepreviousyear.

Fourinfive(82percent)includeOntarioEnglish-languagepublicschoolsintheirsearch,oneinthree(32percent)includeEnglish-languageCatholicschoolsandaboutoneinsevenincludeFrench-languagepublic(14percent)and/orFrench-languageCatholicschools(9percent).Andalmosttwoinfive(39percent)oftheOntarioandUSbordercollegegraduatesof2011includedindependentschoolsintheirjobsearch.


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Job search strategies of first-year teachers and new Canadians

Ontario graduates New Canadians

Morethantwoinfive(41percent)graduatesofFrench-languageteachereducationprogramsappliedtoOntarioEnglish-languageschoolboardsaswellasOntarioFrench-languageboards.Andtwo-thirds(68percent)includedindependentschools,schoolsoutsideOntarioorEnglish-languageOntarioschoolboardsintheirjobsearch.

Those who can look widely for first job

Job-seekingoutsidetheprovinceisincreasinglymorecommonwiththetighteningemploymentmarket.Morethanoneinfive(21percent)ofthefirst-yearOntarioEnglish-languageprogramgraduatesnowincludeout-of-provinceschoolsintheirjobsearchasdoalmostone-third(31percent)oftheFrench-languageprogramgraduates.Theseratesincreasedfrom18and20percentfoundinlastyear’ssurveys.

Manyfirst-yearteachersapplytomorethanoneregionoftheprovinceforteachingjobs.Inthe2011-12schoolyearhalfofthem(51percent)includedtheGreaterTorontoregion(outsidetheCityofToronto)intheirsearch.TheCityofTorontoandsouthwesternOntariofollowaspopularregionsat40and25percentrespectivelyoffirst-yearteachersapplyingtothem.EasternOntarioandcentralOntariofollowedataboutoneinfour(27and22percent),withnortheasternandnorthwesternOntarioreceivingthelowestvolumesofapplicationsat13and11percentrespectively.

Mixed reviews on school board hiring practices

Themajorityofthe2011graduates(71percent)reportthattheyfoundschoolboardemploymentapplicationprocedurestobegenerallyclearandunderstandable.However,halfofthem(51percent)saytheywerenotwellinformedabouthowtogetonsupplyteachinglistsandonhowbeingonsupplylistsrelatestocompetitionsforlong-termoccasionalandregularteachingpositions.


Oneinthree(31percent)reporttheycouldnoteasilyfindinformationabouttheavailabilityofteachingjobs.Andhalfoftheapplicants(51percent)saytheywerenotkeptawareofthestageandstatusoftheirapplications.Oneinfoursaysthatapplicationswerenothandledfairlybytheschoolboardstowhichtheyapplied.

There is no follow-up from human resources on your application. In fact, you are discouraged from contacting them as they indicate they are overwhelmed.

Primary-juniorgraduateof2011workinginanalternativefieldinToronto

Reportsonhiringpracticesfromthegraduatesof2010andnew-Canadianteachersintheirfirstandsecondyearsfollowingcertificationweresimilartothoseoffirst-yeargraduates.

Networking key to successfully landing teaching jobs

Mostteacherswhohavesuccessinfindingsomeformofteachingjobinthefirstyearfollowingteachereducationattributethesuccesstomultiplefactors.Themajorityaffirmtheimportanceoftheformalelementsintheapplicationprocess:theinterview,theportfolio,resumeandapplicationletter,andtheon-lineapplication—withtheinterviewidentifiedbythegreatestnumberasimportantinsecuringajob.

Factors contributing to job search success % important or very important

Interview 88%

References 81

Portfolio,resume,applicationletter 74

Rightplaceatrighttime 72

Networking 61

On-lineapplications 56

Connectionmadethroughpracticum 50

Volunteeringinaschool 47

Abletorelocate 45

Applicationstoindividualschools 41

Previousemploymentwithschoolorboard 39

Persistentfollowup 37

Familyorpersonalconnection 33

Hardcopyapplicationstoschoolboard 22

Gettingtotheinterviewstageoftendependsonhavingormakingconnections.References,beingintherightplaceattherighttime,networkingandconnectionsmadeduringtheteachereducationpracticumexperienceareallseenasimportantbythemajorityofsuccessfuljobapplicants.Almosthalfseevolunteeringasimportant.Andoneinthreeidentifiesfamilyorotherpersonalconnectionsasimportantingettingateachingjob.Morethantwoinfiveattributetheirsuccessingettingajobinparttotheirwillingnesstorelocate.

I was recommended for a supply teaching interview by a principal, not because of my experience and not because this person knew how I taught, but just because she knew me personally. I am saddened that getting a job in the public system is about who you know. I do believe the interview showcased my ability, but I would not have even had the opportunity to be interviewed had I not known someone.

Primary-Juniorgraduateof2011withregularjobinindependentschool


Many teachers now volunteer to get noticed

MostOntariofacultyandbordercollegegraduatesof2011(84percent)reportthattheyconsideredvolunteeringataschoolasacomponentoftheirjobsearchstrategy.Mostofthosenotgivingconsiderationtovolunteeringreportthattheydidnotneedtovolunteerbecausetheyhadalreadyfoundsomeformofteachingemploymentwithoutresortingtopriorvolunteerroles.

Almostoneinthreeofthoseconsideringitdidnotpursuevolunteering,mainlybecausetheirfinancialcircumstancesdidnotpermitthemtodoso.Ofthosewhodidlookforvolunteeropportunities,almostallofthem(96percent)weresuccessfulingettingavolunteerrole.Morethantwoinfive(44percent)didvolunteerinaclassroomduringthefirstyearfollowingtheirteachereducation.

Volunteertimecommitmentsvarygreatly,withmanyreportingsubstantialweeklycommitmentsandformanymonthsthroughouttheschoolyear.AmongnewteachersresidentinOntariomorethanhalfofthosewhovolunteernowdosoforfourormoremonthsandmorethanoneinfourfortheentireschoolyear.Fourinfivevolunteerforthreeormorehourseachweekandaboutoneinthreeformorethantenhoursperweek.

Volunteering frequency and intensity in early years of teaching in Ontario

% of first-year teachers in 2011-2012

% of second-year teachers in 2011-2012

Volunteered 44% 49%

Four or more months 60 58

Full school year 28 34

Three or more hours per week 80 81

Ten or more hours per week 33 31

Volunteeringiscommonforfirst-yearandsecond-yearteacherswhoremaininOntarioatboththeelementaryandsecondarylevels.MorePrimary-Juniorcertifiedteachers(53percent)volunteerthanJunior-Intermediate(46percent),Intermediate-Senior(40percent)andTechnologicalEducation(22percent)teachers.

New-CanadianteachersalsoseekvolunteeropportunitiesaspartoftheirjobsearchstrategyandtoanevengreaterextentthanOntariograduates.Morethanthreeinfivenew-Canadianteacherscertifiedin2010and2011(63and68percentrespectively)soughtvolunteerteachingopportunities.Morenew-CanadianswereunsuccessfulinfindingvolunteerrolesthanOntariograduates.Nevertheless,48percentoffirst-yearand61percentofsecond-yearnew-Canadiansdidvolunteerinschools.

Doesvolunteeringimprovejoboutcomesfornewteachers?

Successfuljobseekerscertainlyconsiderthevolunteerexperiencestobeimportantcontributorstotheirjobsuccess.AbouthalfoftheemployedOntarionewteacherswhograduatedin2010(51percent)and2011(47percent)viewtheirschoolvolunteerrolesasveryimportantorimportantcontributorstosecuringteachingjobs.

Joboutcomedata,however,doesnotappeartosupporttheimportanceofvolunteeringinobtainingjobsintheearlyyears.Morenon-volunteersreportthattheyhavefoundteachingemploymentthannon-volunteers.Thismaywellbebecausevolunteeringispursuedmainlybythosewhodonothaveearlysuccessinobtainingemployment.Morethanoneinfiverespondentssaytheydidnotvolunteerbecausetheydidnotneedtoinordertofindemployment.Excludingthisgroupnotneedingtovolunteer,thosewhovolunteerhaveaslight,butnotsignificantlyhigherjobsuccessrate.


4. Teaching experience in the early career years

Challenging assignments for some first-year teachers

Amongfirst-yearteacherswhosecureelementaryteachingassignments,abouthalf(51percent)saytheirfirstassignmentwasdailysupplyteaching.Andalmosttwoinfiveofthem(38percent)continuedwithdailysupplyteachingattheendofthefirstschoolyear.

Elementaryteacherswithregularorlongertermcontractassignmentsmorefrequentlyteacheithercombinedgrades(11percent)orspecializedclasses(21percent)thanteachinsinglegradehomerooms(21percent).

Combined grades 11%

Daily supply teaching 38%

Other 7%

Rotary subject 7%

Single grade 21%

Specialized 15%

First year elementary teaching assignments

Manydailysupplyteachersreportthattheyareengagedinspecializedteachingaspartoralloftheirassignments.Threeinten(32percent)offirst-yearelementaryteachers—includingdailysupply,regularandlimitedtermcontractteachers—teachFrenchasasecondlanguage,specialeducationand/orEnglishasasecondlanguage.

Amongfirst-yearteacherswithsecondaryschoolteachingjobs,morethanoneinfour(26percent)havefourormoredifferentcoursepreparationsandoneinten(11percent)havesixormorecoursepreparations.

Qualifications and assignments generally well matched

Despitethechallengingandoftenspecializedassignmentsgiventofirst-yearelementaryteachersinthe2011-12schoolyear,aboutfourinfiveofthem(79percent)considertheirqualificationstobeanexcellentorgoodmatchtotheassignments.Only9percentreportthattheassignmentiseithernotanadequatematchornotamatchatalltotheirqualifications.


Mostsecondaryteachersarealsopositiveaboutthematchoftheirteacherqualificationsandtheirassignments.Morethanthreeinfive(62percent)ratethematchasexcellentorgood.Therateatwhichsecondaryteachersfindthematchoftheirqualificationsandassignmentstobeinadequateornotamatchatall(15percent)ishigherthanthatfoundamongelementaryteachers.

Morethanoneinfive(22percent)employedteacherswithIntermediate-Seniorqualificationsareteachinginelementaryschoolstowardtheendofthefirstyearfollowinggraduation.JustfivepercentofPrimary-Juniorcertifiedteachersintheirfirstyearareteachingatthesecondarylevel.Fourinfive(79percent)Junior-Intermediatecertifiedteacherswithfirst-yearteachingjobsareinelementaryschoolsandtheother21percentinsecondaryschools.

Many positives in teaching career despite job market challenges

Amongthegraduatesof2011whoobtainedsometeacheremploymentinthe2011-12schoolyear,aboutthreeinfourratetheiroverallteachingexperienceasexcellent(31percent)orgood(42percent).Eighteenpercentevaluatetheexperienceasadequateandonly9percentratetheexperienceasunsatisfactoryorveryunsatisfactory.

First-year teaching experienceAssessment area % excellent or good % unsatisfactory or

very unsatisfactoryOverallteachingexperience 73% 9%

Preparedness 69 7

Confidence 75 5

Supportfromcolleagues 66 7

Appropriatenessofassignment 64 7

Professionalsatisfaction 61 13

Workload 49 14

Optimismforprofessionalfuture 53 22

Jobsecurity 27 47

Mostalsoratetheirsenseofpreparedness,confidenceandprofessionalsatisfactionhighlypositively.Theyenjoygoodorexcellentsupportfromtheirteachercolleagues.Theyfindtheirassignmentstobeappropriateandonlyoneinseven(14percent)findtheirworkloadunsatisfactory.

Manymoreofthemhaveconcernsaboutjobsecurity(47percent)thanviewtheirsecurityinapositivelight(27percent).Morethanoneinfiveofthemarenotoptimisticabouttheirprofessionalfutures.

Graduatesof2010intheirsecondyearofteachingreportsimilarassessmentsoftheirexperience.Theyaregenerallyconfident,supportedbycolleagues,professionallysatisfiedwithassignmentsthattheyfindappropriateanddonothaveexcessiveworkloads.However,theirsenseofjobsecurityisnobetterthanfirst-yearteachersandthesameproportionarenotoptimisticabouttheirprofessionalfutures.

The2012surveyresponsesfromteachersintheirfirstthroughtenthyearsinteachingpresentagenerallypositivecareerexperiencefornewteachersoverthepastdecade.Ineveryyearapproximately65to85percentofteachersreportpositiveassessments(“excellent”or“good”onafivepointscalefrom“excellent”to“veryunsatisfactory”)oftheirteachingcareertodate,theirconfidenceintheirteachingabilities,andtheirmanagementofthestressesofademandingprofession.

Withthejobmarketchallengesthatacceleratedsincethesecondhalfofthelastdecade,however,onlyhalfofthegraduatesof2007through2011reportthattheyhaveapositivesenseofoptimismwithrespecttotheirprofessionalfutures.Mostteacherswhograduatedbetween2007and2011alsohavealessthanpositivesenseoftheirjobsecurity.


Bycontrast,mostofthegraduatesof2002aresecureintheirjobsandaboutthreeinfiveofthemexpressoptimismfortheirprofessionalfuture.

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Asmallmajorityofteachersinallyearsassignapositiveassessmenttotheirworkload.Negativeassessmentsofworkload(“unsatisfactoryor“veryunsatisfactory”)rangefrom14to17percentforgraduatesof2007through2010andriseto26percentforthegraduatesof2002.Thelowerpercentagesreportingunsatisfactoryworkloadamongrecentgraduatesmaybeaccountedforbythehighincidenceoflessthanfull-timeteachingforteachersintheirearlyyears.

Evenamongthosewhoarenotyetemployed,manyspeakpositivelyabouttheirpassiontocontinueintheirchosencareerpath.


5. Teacher education, New Teacher Induction Program (NTIP) and professional development

More practicum highest priority for change in teacher education

GraduatesofOntariofacultiesin2010and2011valuemosthighlytheirpracticeteachingexperienceasapositivefoundationforteaching.Andtheyrecommendthatfutureteachercandidatesgetmoresupervisedtimeintheclassroom.

2011 and 2010 graduate ratings of their teacher educationRating Practice teaching Education courses

Excellent 55%(60%*) 19%(15%)

Good 31(30) 37(43)

Adequate 11(9) 27(30)

Lessthanadequate 3(2) 13(9)

Unsatisfactory 1(0) 4(2)

*2010graduateratingsinbrackets

Morethaneightin10ofthegraduatesof2011and9in10ofthosewhograduatedayearearlierratetheirpracticeteachingexperienceasexcellentorgoodpreparationfortheirteachingcareer,withmorethanhalfineachyeargivingthepracticumcomponentanexcellentrating.

Morethanhalfoftheserecentgraduatesalsoassignpositivegradestotheirteachereducationcourseworkalthoughtheratingsfallsignificantlybelowthoseforthepracticum.

Newteachersrecommendmorepracticeteachingtimeandmorehands-onteachingexperiencetostrengthenteachereducationforfuturecandidates.Fourofthesixhighestprioritiesidentifiedbythegraduatesof2011pointtothepracticum—theyrecommendmoretimeforthecandidatestoteachduringthepracticum,moretimeingeneralinpracticumplacements,moreopportunitytobeobservedbyexperiencedteachersintheirpracticeteachingandmorecoachingandfeedbackduringthepracticum.

Andtheothertwohighestprioritiesarealsodirectedtopracticalhands-onteachingexperience—classroommanagementandfocusonassessment,testingandevaluation.

VeryfewofthesenewOntario-educatedelementary(fivepercent)andsecondary(9percent)teachersreportthattheyarenotsufficientlypreparedfortheirteachingassignments.Aboutthreeinfourelementaryteachers(73percent)andalmostasmanysecondaryteachers(70percent)saytheyarewellpreparedorverywellpreparedfortheirassignments.Theothersconsiderthemselvesadequatelyprepared.


First-year teacher priorities for further emphasis in teacher educationContent area Highest priority High priority

Classroommanagement 56% 32%

Teachingtimeinthepracticum 47 32

Practicumplacementtime 42 28

Assessment,testing,evaluation 39 42

Observingexperiencedteaching 32 40

Coachingandfeedbackduringpracticum 30 40

Specialeducationcontent 26 42

Readingandliteracycontent 26 41

Reportcardpreparation 24 37

Useoftechnologywithstudents 23 42

Dailysupplyteaching 17 39

Teachingsubjectmethodologyandcontent 17 37

Combinedgradespracticum 14 33

Parent-teachercommunications 12 41

Professionalconductandethics 12 28

Administrativeroutines 10 30

Frenchassecondlanguage 7 14

Englishassecondlanguage 6 25

Foundationsofeducationcourses 6 18

Despitethisassessmentoftheirgeneralpreparedness,manyelementary(46percent)andsecondary(42percent)teacherssaythereisatleastonecomponentoftheirteachingforwhichtheyconsiderthemselvesnotadequatelyprepared.

Whenaskedaboutspecificteachingcompetencies,Ontario-educatedfirst-yearelementaryteachersidentifyteachingchildrenatriskandthosewithspecialneedsastherolesforwhichtheyareleastwellprepared.Andelementaryteacherswithcombinedgradeassignmentsaddthisasanotherroleforwhichtheyarelesswellprepared.Lookingbeyondtheirdirectteachingroles,mostelementaryteacherssaytheyarelesswellpreparedforhandlingtheschooladministrativeroutinesandforcommunicatingwithparents.

Morethanhalfoffirst-yearelementaryteachersalsosaytheyarelesswellpreparedinassessmentandevaluationandforfindingappropriateclassroomresources.

Theself-assessedcompetencedeficitsofOntario-educatedfirst-yearteacherswithjobsinsecondaryschoolsaresimilarinsomerespectstothoseinelementaryschools.Thesecondaryschoolteachersalsoreportbeingleastpreparedforteachingstudentsatriskandthosewithspecialneeds.Andliketheirelementarycounterparts,theyalsoviewthemselvesasgenerallynotaswellpreparedforhandlingschooladministrativeroutinesandforcommunicatingwithparents.


First-year elementary and secondary teachers assessments of own competenceCompetence area Elementary — excellently

or well preparedSecondary — excellently

or well prepared

Teachingoutsidemyteachingsubjects – 22%

Teachingstudentsatrisk 22% 26

Teachingcombinedgrades* 24 –

Teachingstudentswithspecialneeds 32 31

Handlingadministrativeroutines 36 29

Communicatingwithparents 38 29

Findingclassroomresources 42 40

Teachingappliedsecondaryclasses – 42

Assessmentandevaluation 42 51

Coveringbreadthofcurriculum 50 44

Classroommanagement 54 51

Motivatingstudents 57 47

Adaptingtodifferentlearningstyles 57 62

Timemanagementskills 60 55

Teachingacademicsecondaryclasses – 63

Organizationskills 63 65

Instructionalstrategies 64 65

Frenchasasecondlanguage* 68 –

Curriculumknowledge 68 64

Professionalboundarieswithstudentsandparents 68 64

Subjectknowledge 69 77

Lessonplanning 71 68*AssessmentofcompetenceinteachingcombinedgradesandinFrenchasasecondlanguageisrestrictedtoelementaryteacherswithassignmentsrelatedtothecompetenceassessed.

Theyreportthattheyarelesswellpreparedtoteachclassesinsubjectareasotherthantheoneortwoteachingsubjectstheycompletedintheirteachereducationprograms.Andtheyseethemselvesaslesswellpreparedtoteachappliedthanacademicclasses.

Amajorityofelementaryandsecondaryteachersconsiderthemselveswellpreparedinclassroommanagementwhiletheyalsoidentifythisasthehighestpriorityforfurtheremphasisinteachereducationprograms.Mostfirst-yearteachersdescribethemselvesaswellpreparedinkeyteachingareassuchaslessonplanning,subjectandcurriculumknowledge,instructionalstrategies,motivatingstudentsandadaptingtodifferentlearningstyles.

New Teacher Induction Program highly valued5

TheNewTeacherInductionProgram(NTIP)providescomprehensivesupporttomanybeginningteacherswhosucceedingainingregularteachingpositionsorlong-termoccasionalpositionsinOntarioschoolboards.Establishedin2006,theNTIPprovidessupportfortheearlyprofessionalgrowthanddevelopmentofentrantstoachallengingprofession.

Mostfirst-yearteachers(90percent)whoreportthattheyareinregularteachingpositionsinOntariopubliclyfundedschoolboardssaytheyareintheNTIPasdooneinthree(32percent)ofthoseinlong-termoccasionalpositions.Amongsecond-yearteachers,61percentofthosewithregularappointmentsand40percentofthosewithlong-termoccasionalappointmentsreporttheyareintheNTIP.

First-yearNTIPparticipantsinregularteachingjobs,forthemostpart,saytheyexperiencedaschoolboardorientation(86percent),mentoringbyanexperiencedteacher(93percent)andaformalevaluationbytheirschoolprincipal(89percent).Andmorethantwo-thirds(70percent)reportanorientationtotheirindividualschools.Second-yearteachersinregularpositionsreportsimilarparticipationrates.

Long-termoccasionalteachersintheNTIPreportlessengagementinthedifferentaspectsoftheprogram.Themajorityoffirst-yearNTIP-participatingteacherswithLTOcontractsarementoredbyanexperiencedteacher(84percent),receiveaformalorientationtotheirschoolboard(72percent)andanorientationtotheirownschool(58percent).Oneinthreereporttheyhavebeenformallyevaluatedbytheirschoolprincipal(35percent).

Performanceappraisalsarenotrequiredforlong-termoccasionalteachersintheNTIP.Timinganddurationoflong-termoccasionalappointmentsmayalsoexplaininpartthesomewhatlowerintensityofprogramparticipationasmanyoftheLTOteachersareappointedforshorterdurationsandsomeofthemwellaftertheschoolyearhasstarted.

ProfessionaldevelopmentinsomekeyareasidentifiedasNTIPelementsisalsocommonformostNTIPparticipants.Onlythreepercentofthoseinregularpositionsand9percentofthosewithlong-termoccasionalappointmentsreceivednoprofessionaldevelopmentintherecommendedareas.

First-year NTIP participant professional development PD area Regular appointments LTO appointments

Planning,assessmentandevaluation 73% 53%

Literacyandnumeracystrategies 59 53

Useoftechnology 56 51

Classroommanagement 50 42

Studentsuccess 49 35

Safeschools 37 26

Teachingstudentswithspecialneeds 29 14

Effectiveparentcommunication 19 5

Noneoftheabove 3 9

5 PubliclyfundedschoolboardsinOntarioarerequiredtoprovideNTIPsupporttofirst-yearteacherswithregularorlong-termoccasionalappointmentsandtheymayofferthesupporttosecond-yearteacherswithsuchcontracts.ThecommentaryinthissectionisbasedonresponsesofteacherswhosaidthattheymetthedefinitionsofeligibilityfortheNTIPprogramasoneofthefollowing: 1.NewTeacher-ateachercertifiedbytheOntarioCollegeofTeachershiredintoapermanentposition,full-timeorpart- time,byapubliclyfundedschoolboardtobeginteachingforthefirsttimeinOntario.Ateacherisconsidered“new”until he/shesuccessfullycompletestheNTIPorwhen24monthshaveelapsedsincethedateonwhichhe/shefirstbeganto teachforaboard. 2.BeginningLong-TermOccasionalTeacher—acertifiedteacherinhis/herfirstlong-termassignment,withthat assignmentbeing97ormoreconsecutivedaysasasubstituteforthesameteacher. 3.BeginningFull-timeContinuingEducationTeacher—acertifiedteacherwhoisteachingtwosecondarycreditcourses perquadxfourquadsperyearinagivenschoolyearinanadultdayschool. 4.Second-yearTeacher-acertifiedteacherwhohassuccessfullycompletedNTIPandisstillaccessingNTIPsupports.


NTIPparticipantspositivelyevaluatetheassistancetheyreceivefromtheirmentorsandotherexperiencedteachersintheirfirstyearofteaching.

Themajorityoffirst-yearteacherswithregularappointmentsgiveapositiverating(“veryhelpful”or“helpful”)toassistancetheyreceivedfromtheirmentorsandotherswithawiderangeofpracticalday-to-dayteachingresponsibilities.Aboutoneintenorfewergiveanegativerating(“somewhatunhelpful”or“notatallhelpful”)tothesetypesofassistance.Upto30percentoftheseNTIPparticipantsreportthattheydidnotreceiveatypeofmentoringassistancethatisratedhighlybyothersforwhomitwasavailable.

Ratings of first-year assistance to NTIP participants in regular positions Type of assistance Positive rating Negative rating Not applicable

Adviceonhelpingindividualstudents 73% 4% 9%

Mentoringonclassroommanagement 64 5 12

Mentoringoninstructionalmethods 64 9 7

Findinggoodteachingresources 61 9 1

Observationofotherteachers’practices 60 3 20

Helpwithreportcardpreparation 60 10 10

Feedbackfrommentoronmyteaching 58 7 25

Informationonadministrativematters 57 10 7

Curriculumplanningwithmymentor 56 5 26

Mentoringonstudentevaluation 55 10 14

Observationofmymentor’steaching 52 3 30

Preparingforparentcommunication 52 10 13

NTIPparticipantswithLTOcontractsgivesimilarlypositiveratingstotheseareasofmentoringassistance,althoughgreaterproportionsofthemreporttheydidnothavetheassistanceavailable.

MostmentoringofnewteachersintheNTIPtakesplaceoutsidetheclassroom:

• ThreeinfourNTIPparticipantsinregularpositionsreportthatnoexperiencedteacher(mentororotherteacher)observedthemintheirclassrooms(53percent)orthatthishappenedlessthanonehourpermonth(23percent).

• Sevenintenreportthattheyhadnoopportunity(43percent)toobserveanotherteacher’steachingpractice(mentororotherteacher)orthatsuchopportunitieswerelessthanonehourpermonth(25percent).

• EvenfewerNTIPparticipantsinLTOpositionsreportsignificanttimeobservingorbeingobservedintheclassroom.

• Andyettwointhreenewteacherssaythatobservationandfeedbackontheirteachingpracticeisahighpriorityfortheirprofessionaldevelopment.

Many early-career teachers highly engaged in professional development

Mostgraduatesof2011(79percent)and2010(81percent)teachinginOntariointhe2011-2012schoolyearareengagedinsomeformofprofessionaldevelopment.Theyreporttheirengagementasatamoderate,highorveryhighlevelinoneormoreofarangeofprofessionalactivities.

Halformoreofthesenewteachersparticipateinformalcoursesandmanyofthemengageincollaborativelearninginsideandbeyondtheirschools.Morethanoneinthreeissupportedbyamentor,engageswithsubjectorspecialistassociationsandparticipatesinschoolself-evaluationprojects.Aboutoneinfourundertakesotherformsofactionresearch.


New teacher engagement in professional developmentNature of professional development 2011 graduates 2010 graduates

Participatinginformalcourses 55%* 50%

Collaborativelearninginmyschool 46 48

Collaborativelearningbeyondmyschool 40 38

Beingsupportedbyamentor 41 37

Engagingwithsubjectorspecialistassociations 38 33

Participatinginschoolself-evaluation 33 32

Undertakingactionresearch 28 21 *%reportingmoderatetoveryhighengagementintypesofprofessionaldevelopment

First-andsecond-yearteachersplaceahighpriorityontheirownfutureprofessionaldevelopmentacrossawiderangeofpracticalhands-onteachingskills.Oneandtwoyearsintotheirteachingcareerstheyidentifytheirgreatestprofessionaldevelopmentneedstobeinclassroommanagement,instructionalstrategies,evaluationandassessment,integrationoftechnologyandobservationandfeedbackontheirteachingpractice.

High priority areas for further professional developmentProfessional development area 2011 graduates 2010 graduates

Classroommanagement 80%* 76%

Instructionalstrategies 78 76

Evaluationandassessment 73 80

Integrationoftechnology 68 66

Observationandfeedbackonmyteachingpractice 66 66

Furtherteachingsubjectknowledge 63 67

Lessonplanning 61 58

Broadcurriculumplanning 60 52

Communicatingwithparents 59 52

Moreknowledgeofschoolproceduresandexpectations 53 45 *%ratingareaashighestpriorityorhighpriority

Theseprioritiescorrespondverycloselytotheirrecommendationsforfurtheremphasisinteachereducationprograms.


6. Daily supply teaching

New teachers limited to daily supply jobs for increasingly long time

DailysupplyteachingnowcomprisessomeoftheearlymonthsofteachingcareersformostnewOntarioteachers.Manyofthemareconfinedtosupplyteachingforyears.The2012surveysfoundthat:

• morethanhalfofthemarehiredfordailysupplyteachingastheirfirstteachingjob• morethanoneinthreeemployedteachersarecontinuingwithdailysupplyattheendoftheirfirstyear

ofteaching• morethanoneinthreearestillsupplyingbytheendofthesecondyear,and• morethanoneinfiveattheendofthethird,fourthandeventhefifthyearsoftheirteachingcareers.

Justsevenpercentoftheteacherswhobegantheircareersin2002duringthelastteachershortagearecontinuingwithdailysupplyroles.

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Daily supply teaching in 2011-2012 by year of graduation

Bycontrast,theTransition to Teachingsurveysbackin2006foundjustoneinfivefirst-yearteachersindailysupplyrolesandthisdroppedtooneintenbythesecondyear.

Someteachersreportthatdailysupplyroleshelpthemtoeaseintotheteachingrole.Theylearnfromtheorganization,lesson-planningandvaryingstylesoftheexperiencedteacherstheyreplace.Andtheyarenotimmediatelyfacedwiththefullresponsibilityforaclassroomontheirownwithallthatisentailedintermsofestablishingclimate,coveringthefullbreadthofthecurriculum,adaptingteachingtovaryinglearningstyles,assessmentandevaluation,reportcards,communicatingwithparentsandsoon.

Farmorecommon,however,arenegativereportsabouttheexperienceofdailysupplyteaching.Most(89to98percent)ofthosewhoaresupplyinginthefirstfiveyearsoftheirteachingcareersteachinmorethanoneschoolandmanysupplyinmultipleschoolboards.Almosthalfoffirst-yearsupplyteachersreportthattheyvolunteerinschoolsaswell.


My experience has been really difficult and frustrating. I am currently with two boards as an occasional teacher. I have yet to work an entire week of supply work and a lot of times I get called in for just one period. I find that teachers college didn’t really prepare me for supply work and that it is a hard job to enjoy. My husband is also in the same situation and it has been really hard to keep our heads above water to even pay the bills for the month. He has had to get another job, and I have had to get part time work elsewhere also just to get by.

Intermediate-Seniormathandphysicaleducationgraduateof2009,southwesternOntario

Manycomplainthattheyareexcludedfromthebettersupplyplacementsthatentailmoreextendedtimeinoneschoolorevenoneclassroom.Whetherintheirfirstorfifthyearofteaching,mostofthesesupplyteachers(74to90percent)wanttoteachmorethantheywereassignedthroughsupplylists.

School-based professional development gap for daily supply teachers

InadditiontothefinancialhardshipexperiencedbymanydailysupplyteachersinOntariointheearlyyearsoftheircareers,thereisasignificantgapbetweentheirin-schoolprofessionaldevelopmentandsupportandwhatisavailabletotheirmorefortunatecolleagueswhosecureregularorlong-termoccasionalpositions.

Professional development gap for daily supply teachers in Ontario

2011 graduates 2010 graduatesNature of professional development Daily

supplyOther* Daily supply Other*

Participatinginformalcourses 47% 52% 43% 54%

Collaborativelearninginmyschool 21 66 19 64

Collaborativelearningbeyondmyschool 24 52 24 45

Beingsupportedbyamentor 15 51 14 50

Engagingwithsubjectorspecialistassociations 22 43 24 41

Participatinginschoolself-evaluation 16 49 16 40

Undertakingactionresearch 18 30 15 25*Regularorlong-termoccasionalpositions

Thegapisevidentacrossthefullrangeofin-schoolandoutsideofschoolprofessionaldevelopment.Dailysupplyteachersreportmuchlowerlevelsofinvolvementinschool-basedprofessionaldevelopmentsuchasin-schoolcollaborativelearningandschoolself-evaluationprojects.Fewerofthemtakeformalcourses,engagewithsubjectorspecialistassociationsandparticipateincollaborativelearningoutsideoftheschoolsinwhichtheyteach.Andfewerofthemreportthattheyhaveamentororengageinactionresearch.

Thegapsarealsosubstantialinaccesstoprincipalevaluationsandmentoringbyexperiencedteachersintheirschools.Forthesetypesofprofessionallearningandsupport,teacherswithlong-termoccasionalorregularappointmentsarethreetoeighttimesmorelikelytobesupportedinthesewaysthanaredailysupplyteachers.Andfewerdailysupplyteachersareprovidedorientationtotheschoolsinwhichtheyteach.


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Daily supply teacher in-school professional development gap

Orientation to school board

Orientation to own school

Evaluation by Principal

Inadditiontothisgapfordailysupplyteachers,thegrowingnumbersofteacherswhoarecompletelyunemployedintheearlyyearsfaceanevengreaterdeficit—theyarenotinteachingpositionsandgenerallydonothaveaccesstoeventhesupportsavailabletothedailysupplyteachers.

Thenumbersaresubstantialamongthisnewgenerationofteacherswhoexperiencethismorelimitedaccesstoprofessionaldevelopment.Two-thirdsoftheteachereducationgraduatesof2011whowereonthejobmarketwereeitherunemployedorindailysupplyteachinginthe2011-12schoolyear,asweremorethanhalfofthegraduatesof2010inthesecondyearoftheircareers,morethantwoinfiveofthegraduatesof2009inthethirdyearandoneinthreeofthegraduatesor2008intheirfourthyearofteaching.Eveninthefifthyear,morethanoneinfourarestillunemployedorindailysupplyroles.

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Unemployed or daily supply teaching by year of graduation


7. Career plans and attachment to teaching

Strong commitment to teaching profession

NewteachersinOntariowhojointheprofessionduringthisdifficultemploymentmarketarehighlycommittedtoteachingcareersdespitethechallengestheyexperienceinachievingfullemployment.Lookingaheadfiveyears,most(87percentormore)ofthegraduatesof2007through2011saytheydefinitelyorprobablywillstillbeintheteachingprofessionthen.Andnomorethanfourpercentsaytheydefinitelyorprobablywillnotbeteachersatthattime.

Evenamongthefirst-andsecond-yearteacherswhoreportthattheyarecompletelyunemployed,commitmenttotheprofessionisveryhigh.Amongthissubset,88percentoffirst-yearunemployedteachersand74percentofthoseinthesamecircumstanceintheirsecondyearsaytheydefinitelyorprobablywillbeteachersfiveyearsinthefuture.Onlyonepercentoffirst-yearunemployedteacherssaytheydefinitelyorprobablywillnotbeteachinginfiveyears.

Discouragementappearstobecreepingin,however,forsomeofthesecond-yearunemployedteachers.Oneineight(12percent)ofthemsaytheywillnotorlikelynotbeteachinginfiveyears.

Someofthemreportthatitisastruggleforthemtocontinueandonetheymaynotbeabletoovercome.

As a recent graduate I worked in the UK as a supply teacher. Now that I am home, I have been unsuccessful searching for work in Ontario. I volunteer in a classroom one day a week, I tutor, and I work part-time in retail. I spent a lot of money becoming a teacher and I am beginning to regret doing so. The job search seems pretty bleak. If I do not gain employment within the upcoming year I will begin searching for employment outside my field of study.

2010Primary-JuniorunemployedPrimary-Juniorgraduate,GreaterTorontoarea

Formostofthisnewgenerationofteachers,however,themotivationtoenterandtocontinuewiththeprofessionisbothbroadanddeep.Thetopdriveristhechancetomakeapositivedifferenceforthelivesoftheirstudents.Mostofthemarealsomotivatedtosharewithotherssubjectmatterthattheyenjoy.Athirdtierpurposeisfocusedonthematerialrewardsoftheprofession(salary,benefitsandpension)andwork-lifebalanceavailableinateachingcareer.

Allthreetypesofmotivationareevidentinresponsesofeachgroupofteachersintheirfirstthroughtenthyearsintheprofession.Materialrewardsriseinimportanceovertime,approachingbutnotexceedingtheimportanceofmakingadifferenceandsharingknowledgewiththeirstudents.Thesatisfactiongainedinteachingappearstosustainalong-termcommitmentformostoftheseOntarioteachers.Mostgraduatesof2002(87percent)saytheywillstillbemembersoftheprofessionfivemoreyearsinthefuture.

New-CanadianteachersreflectthesamemotivationalprofileasthesenewteachersoriginallyfromOntario.AndmostofthemsaytheywillbeteachersfiveyearsinthefuturedespitetheirevenmoredelayedandchallengingentryintotheOntarioteacheremploymentmarket.

Thisnewgenerationofteachersalsohasconsiderabledepthofinterestinleadershipintheprofession.Morethanhalfoftheteacherssurveyedthisyearsaytheyaspiretomentoring,coachingorsomeotherformofleadershipduringtheirteachingcareers.And20to28percentofeachsurveygroupsaystheyhopetotakeonaroleofvice-principalorotheradministrativepositionatsomepointintheircareer.NewOntarioteacherseducatedoutsideOntarioreportsimilarlevelsofcommitmenttoleadershipduringtheircareers.


Majority teaching elsewhere will return to Ontario

Movingoutoftheprovincetoteachiseitherarealityorafutureplanforaboutoneinfivegraduatesof2011.Andeightto15percentofthegraduatesof2007through2010wereteachingoutsidetheprovincein2011-2012ortheyplannedtodosointhefuture.

AbouthalfofthosewhoareteachingelsewhereorplantodosoexpectthattheywillreturntoOntarioagaintoteach.Thosewhodonotsaytheywillreturntotheprovince,forthemost,reporttheyareuncertainabouttheirfuture.Only10to15percentofthemindicatetheyhavelikelyordefinitelyclosedthedooronareturntoOntario.

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Living and teaching outside of Ontario in 2012 by year of graduation

Residing outside Ontario Teaching/planning to teach outside Ontario Will return to Ontario

More attrition, but still comparatively strong retention of Ontario teachers

MembershiprenewalsattheOntarioCollegeofTeachersconfirmthatteacherretentionremainsrelativelyhighinOntario.TeacherswhomoveelsewheremaywellcontinuetoteachinanotherjurisdictionwhilenotrenewingtheirteachinglicensesinOntario.Forthisreason,therateatwhichOntarioteachersleavetheteachingprofessionentirely(inOntarioorelsewhere)intheearlyyearsoftheircareerislikelylowerthantheanalysisthatfollows.

Morethanonein20(5.4percent)ofOntariofacultyofeducationgraduatesin2011whoreceivedanOntarioTeachingCertificatethatyeardidnotrenewtheirmembershipintheCollegein2012.Aboutoneineight(12.7percent)ofthosewhogainedtheircertificatesin2007werenolongermembersfiveyearslaterin2012.Theseratescomparewith4.1and9.5percentattritionforfirstandfifth-yearteachersbackin2005,priortothedevelopmentofasignificantteachersurplusinOntario.


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Attrition of Ontario faculty graduates in first five years following Ontario certification — comparison of 2005 and 2012

Not in good standing, 2005 study Not in good standing, 2012 study

AstheemploymentmarkettightenedinOntario,attritionofteachersintheearlyyearshasclearlyincreased.Despitethisincreaseinattritionrates,however,thecurrentratesofalittlemorethanfivepercentinthefirstyearandalmost13percentbythefifthyearcontinuesthehighrateofearlycareerteacherretentioninOntarioascomparedwithsomeotherjurisdictionsforwhichsomewhatcomparabledataisavailable(suchasmanyUSjurisdictions).

Ontariofacultygraduatescomprisethemajorityofnewteacherseachyearinthisprovince,about80percentofnewlyOntario-certifiedteachersin2011.Thisisupfromjust69percentasrecentlyas2006.Ontariograduatenumbersincreasedsomewhatoverthefiveyearspanasout-of-provinceeducatedcertificationsdecreasedsubstantially.

AttritionratesfornewOntarioteachersfromsomeothersourcesdifferfromthoseforOntariograduates.

AdecliningpercentageofnewOntarioteacherseachyearareOntarianswhograduatefromUSbordercolleges.FeweroftheseteachersfailtomaintaintheirCollegemembershipovertime.Theaverageattritionrateforthisgroupoverthepasttenyearsisabouthalftoone-thirdthatforthosewhograduatefromOntariofacultiesofeducation.

Canadians(mainlyOntarians)educatedelsewhereabroadalsohavecomparativelylowattritionrates.Atfivepercentattritionafteroneyear,12percentafterfiveyearsand17percentaftertenyears,theirattritionratesareslightlyhigherthanOntariofacultygraduates.

OntariocertifiedteacherswhomigrateherefromotherprovinceshavemuchhigherratesofattritionthanisevidentforallothersourcesofnewOntarioteachers—15percentafteroneyear,39percentatfiveyears,and48percentat10years.ThehigherattritionrateforthisgroupmaybeaccountedforbyteachersmovingbacktotheirhomeprovincesorelsewheretocontinueteachingcareersoutsideOntario.Althoughthisgrouphashighattrition,theynowcompriseonlyabouttwopercentofnewOntarioteachersannually.


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Year 1 Year 2 Year 3 Year 4 Year 5 Year 6 Year 7 Year 8 Year 9 Year 10

Perc

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College membership attrition by member origin

Ontario graduates Border college grads Canadians, out-of-country Canadians, other provinces New Canadians

AttritiondifferencesarealsoapparentincomparingFrench-andEnglish-languageprogramgraduates.Thechartbelowbreaksoutthesetwogroups.Almostonein10oftheFrench-languageprogramgraduatesfailtorenewtheirCollegemembershipinthefirstyear.Thisrisestoaboutoneineightbyyeartwoandtooneinsixbyyearfive,andwithlittlefurthernetattritionintheearlycareeryearsthereafter.ThisrateofearlycareerattritionforFrench-languageprogramgraduatesisconsiderablyhigherthanattritionamongEnglish-languagegraduates

0%

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12%

14%

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20%

Year 1 Year 2 Year 3 Year 4 Year 5 Year 6 Year 7 Year 8 Year 9 Year 10

Annual cumulative membership attrition French- and English-language program graduates

French-language graduates English-language graduates

New-Canadian teachers who complete their teacher education in another country prior to immigrating to Canada and obtaining Ontario certification have attrition rates that are not dissimilar from Ontario faculty graduates in the first five years — four per cent in the first year, 14 per cent after five years and 17 per cent after ten years.


8. Conclusion

IncreasinglycrowdedteacheremploymentmarketsconfrontEnglish-languageand,toalesserextent,French-languageteachersinOntario.Newlylicensedteachershavelesssuccesswiththeirjobsearcheswitheachpassingyear.Andeachyearthejoboutcomesareweakeracrossthefirstfiveyearsofteachingcareers.Newteacherunemploymentratesarenowveryhighasevendailysupplyjobsareformanyhardtofind.

Mostnewteachersaredeterminedtocontinuetheirteachingcareersnomatterhowlongtheyremainunemployedorunderemployed.Althoughmorelookoutsidetheprovinceforteachingjobs,themajorityviewthisasatemporarymeasure.Theyplantoreturntotheprovincetoteachhereassoonasthemarketpermits.Otherssustainthemselvesinalternativeemploymentwaitingforfullemploymentinteaching.Someweakeningofthegenerallyverystrongcommitmenttoteachingisbeginningtoappearamongteacherswhoareunsuccessfulintotheirsecondyearasteachers.

AlthoughtherehasbeensomedeclineintheannualintakeofnewteachersfromoutsideOntariooverthepastfiveyears,thelargeannualgapbetweennewlycertifiedteachersandteacherretirementsremainshighandthesurplusofunemployedandunderemployedteachersgrowsevergreaterwitheachpassingyear.

Astheteacheremploymentmarkettightensfurther,thereisanowsubstantialdeclineinapplicantstoOntariofacultiesofeducationandtotheUSbordercollegesthathaveprovidedaccesstoteachereducationformanyOntariansoverthepastdecade.NewmembersfromUSbordercollegesdroppedsignificantlyagainin2012.Andthereisagradualdeclineeachyearinnew-CanadianteachersandinOntarianswhopursueteachereducationelsewhereabroad,especiallyAustralia,andthenreturntoteachinOntario.

Amodestthree-yearreductioninOntarioteachereducationfundingisnowfullyinplacewiththe2012-2013academicyear.Thishasreducedfundedfacultyofeducationenrolmentsbyabout850placesfromthepeakin2009-2010.However,therehasbeensomegrowthinenrolmentsinrecentyearsinteachereducationprogramssponsoredbyotherinstitutionsoperatinginOntariounderministerialconsentpermits.

Takingthesevariouschangesinthesourcesofsupplyofnewteachersintoaccount,itislikelythattheannualnumberwilldeclineoverthenextfewyearsfromthe11,645levelof2011,perhapstoaslowas10,000by2013.TheOntarioTeachers’PensionPlanBoardforecaststhatonaverageteacherretirementswillremainatabout4,500eachyearthrough2020andbeyond.

Thesetrendswouldresultinasomewhatreducedannualexcessofabout5,500newteachersannuallybeyondthevolumeofvacanciesarisingfromretirementsandlikelycontinuetoresultincontinuinghighearlycareerteacherunemploymentandunderemploymentintheyearsahead.

DiscussionsareunderwayinOntariothatcouldeventuallyleadtoafurthersignificantreductioninfundedteachereducationspacesatOntario’suniversities.Shouldthischangetakeplace,theannualsupply/demandimbalancewouldbesharplyreducedandthecumulativesurplusofqualifiedteachersinOntariowouldgraduallydecline,eventuallyresultinginmorepositivejoboutcomesforthereducedvolumeofnewlylicensedteachersinfutureyears.


9. Methodology

Purposes and sponsorship of study

TheTransition to TeachingstudybeganwithsurveysoftheOntarioteachereducationgraduatesof2001.ThesurveysatthattimefocusedonjobsearchoutcomesandprofessionalexperiencesinthefirstschoolyearfollowinglicensingasOntarioteachers.

Thisannualstudybroadenedinscopeovertheyearstoincludesurveysofearly-careerteachersthroughoutthefirstfiveyearsandatyeartenfollowinggraduation.AdditionalsampleswereincludedofOntarianswhopursuedtheirteachingdegreesatUSbordercollegesandelsewhereandalsoofout-of-provinceandnew-CanadianteacherseducatedelsewhereandsubsequentlycertifiedinOntario.

ThestudyprovideseducationstakeholdersintheprovincewithinformationonteachertransitionintoactivemembershipintheprofessioninOntario.Itfocusesontheirinductionandsupportastheyjointheprofession,evaluationoftheirteachereducationprogramsandassessmentoftheirongoingprofessionaldevelopmentexperienceandneeds.

Italsocoverstheextent,timingandreasonsforsomeofthemleavingtheprofessionandcareerprogressionpatternsintheearlyyearsofteaching.ThestudyhighlightsthevaluefornewteachersoftheenhancedinductionresourcesavailablethroughtheNewTeacherInductionProgram(NTIP)introducedinOntarioin2006.Finally,thestudytracksemploymentovertime,measuringunemploymentandunderemploymentbyprogram,regionandlanguage.

Ontarioteacherdemographicsandthebalanceofprovincialteacherdemandandsupplychangedsignificantlyoverthepastdecade.TheanalysisofannualsurveysundertheauspicesofthisstudyprovidesregularupdatesforOntarioeducationstakeholdersaboutthechangingbalanceofteachingjobsandavailableteachersandtheimpactoftheincreasingshortageofemploymentopportunitiesonnewmembersoftheprofession.

TheTransition to TeachingstudyismadepossiblebyagrantfromtheOntarioMinistryofEducation.Thisreportdoesnotnecessarilyreflectthepolicies,viewsandrequirementsoftheMinistry.ThestudyisconductedbytheOntarioCollegeofTeachers.

Survey design and delivery

SurveysofteachersintheirfirsttwoyearsfollowingOntariolicensureincludequestionsunderthefollowingheadings—employmentupdate,jobsearch,teachingassignments,teachingexperience,viewsonteachereducation,professionaldevelopment,careerplans,reflectionsonteachinganddemographics.

Surveysofteachersbeyondthesecondyearoftheircareersarebrieferfocusingontheemploymentupdate,teachingexperience,careerplans,reflectionsonteachinganddemographics.

EightseparatesurveysweredirectedinMay2012toOntariofacultyandUSbordercollegegraduatesof2011,2010,2009,2008,2007and2002andtonewlycertifiedteachersin2010and2011whoobtainedtheirteachereducationdegreesandinitiallicensinginanotherCanadianprovinceorelsewhereabroad.

EachoftheeightsurveyswaspresentedinEnglishandinFrench,withCollegemembersreceivingthesurveyinthelanguageoftheirchoiceforcommunicatingwiththeOntarioCollegeofTeachers.

Thesurveysconsistmainlyofclosed-responseoptionquestions.Someopen-endedquestionsarealsoprovided.

Thesurveysareweb-basedusingaplatform,FluidSurveys,availablethroughtheCanadiansurveysoftwarecompanyChide.it.Web-basedsurveysonprofessionallyrelevantsurveyquestionsarehighly


appropriateforthispopulation.Mostteachershaveaccesstocomputersandtheyroutinelymaintainthecurrencyoftheire-mailaddresseswiththeCollege.Manyinitiallyappliedon-linetobecomemembers.ThemajorityofthemreceiveelectronicnewslettersfromtheCollegeandmanycommunicateelectronicallywiththeCollegeonroutinemattersrelatingtotheirmembership.

Sampling and survey administration

RandomsamplesweredrawnforeachoftheeightsurveysbasedontheCollegeregistryofcurrentlylicensedOntarioteachers.E-mailaddressesareforthemostpartavailableandcurrentasverifiedthroughtheCollegememberannualregistrationprocessandotherupdatingopportunities.

E-mailedinvitationsprovidingtheappropriateURLaddressforthesurveywereprecededbyane-mailintroductionandparticipationencouragementfromtheCollegeRegistrar.RespondentswereassuredofconfidentialityandthatthedatawouldnotbelinkedinanywaywiththeirofficialCollegemembershipandregistryinformation.AnincentiveofeligibilityforadrawforoneoffiveprizesequaltothecurrentannualCollegemembershipfee($138)wasusedtoboosttheresponserate.

Verylargesamplesizeswereusedtosupportanalysisofsub-groupsofteachersbyregion,qualificationsandlanguageofteachereducationprogram.ForOntariofacultygraduatesandUSbordercollegegraduatesof2011,randomsampleswereselectedof40percentofthemembersingoodstandingwithcurrente-mailaddresseswhocommunicatewiththeCollegeinEnglish.Forthegraduatesofotheryears,therandomsamplesincluded20percentofeachpopulation.

GiventhesmallerpopulationofmemberswhocommunicatewiththeCollegeinFrenchandthedistinctivenessofthisemploymentmarket,doublesamplesizeswereselected—80percent(2011graduates)and40percent(graduatesofotheryears)ofthosepopulations.

Theentirepopulationsofout-of-provinceandout-of-countryeducatedteacherscertifiedin2010and2011wereinvitedtocompletethesurveys.

Response rates and margins of error

Someresponseswereincomplete.Thoseresponsesthatdidnotincludeacompletedfirstsectiononemploymentstatuswerenotincludedintheanalysis.Thisprocedureensuredthatbiasthatmightbeassociatedwithdifferentialtimeavailabletocompletethesurveyandthatcouldaffectthebasicemploymentoutcomefindingswasminimized.

Theoverallsampleinvitedtoparticipateinthesurveywas17,040individuals.Returnscompletedtotaled4,717foranoverallreturnrateof28percent.Returnratesfortheeightindividualsurveysrangedfrom20to39percent.Theindividualsurveys’marginsoferrorrangebetween2.6and5.0percent.

Survey group Responses Response rate Margin of error*2011graduates 1,406 34% 2.6%

2010graduates 545 27 4.2

2009graduates 532 27 4.3

2008graduates 488 24 4.4

2007graduates 431 23 4.7

2002graduates 381 20 5.0

Other2011certified 542 39 4.2

Other2010certified 435 26 4.7*Surveyresultaccuracyrange,19timesoutof20


Ratesofreturnforthe2012surveyareonaverage25percentbelowthereturnratesofthesamesurveysin2011.Thedeclineaffectedalloftheeightsurveys.Nochangesweremadetothesurveymethodologyfromthepreviousyear.Nordoesanalysisofthedemographicsinthereturnssuggestparticularsub-groupsthatmightsupportanexplanationofthedecline.

Thechangeinresponseratemaybearesultofgeneralon-linesurveyfatigue.Whenon-linesurveysreplacedtheprevioushardcopymailsurveymethodologyusedforthisstudyinearlieryears,averylargeincreaseinthereturnratesoccurred.Thismayhavebeentheresultofenhancedinterestinrespondingtoon-linesurveysatthetime.Giventheincreaseinon-linesurveysingeneraloverthepastfewyears,thenoveltyofon-linesurveysmaybewearingoffandthismightaccountforthedropinresponseratethisyear.

The2012responserate,althoughsignificantlylowerthanin2011,ishigherthanratesinearlieryearswhenmailsurveyswereused.


10. Demographics

Ontario and US border College graduates

Sixofthe2012surveyssampleOntarianswhograduatedfromOntariofacultiesofeducationorwhoattendedUSbordercollegesandsubsequentlyobtainedtheircertificationasanOntarioteacher.

Thesurveyreturnsarerepresentativeofthepopulationsofearlycareerteachersfromwhichthesamplesweredrawn.OnaverageforthesixOntarioandbordercollegesurveys(graduatesof2011,2010,2009,2008,2007and2002)theyhavethefollowingdemographicprofiles.

Ontario Teaching QualificationsPrimary-Junior 45%

Junior-Intermediate 19

Intermediate-Senior 33

TechnologicalEducation 3

Teacher education sourcesOntariofacultiesofeducation 86% (88%ofgraduatesof2011)

Ministerialconsent-holdingprograms 4 (4%ofgraduatesof2011)

USbordercolleges 10 (8%ofgraduatesof2011)

Language of teacher educationEnglish-languageprograms 90%

French-languageprograms* 10 (11.7%ofOntariofacultiesonly)*French-languageprogramgraduatesare7.8percentofOntariograduatesforsurveyyears

Gender Teaching careerFemale 76% Firstcareer 64%

Male 24 Secondcareer 36

Age range by year of teacher education graduation2011 2010 2009 2008 2007 2002

18-24 25% 12% 2% 0% 0% 0%

25-34 50 61 72 67 64 19

35-44 16 18 15 20 23 57

45-54 8 7 8 11 9 16

55-64 1 1 2 1 2 7


New-Canadian teachers

Thenew-Canadianrespondentscertifiedin2010and2011havethefollowingdemographicprofiles.

Ontario Teaching Qualifications Language of teacher education

Gender

Primary-Junior 24% English 82% Female 81%

Junior-Intermediate 30 French 3 Male 19

Intermediate-Senior 46 Other 15

TechnologicalEducation 0

Teacher education sources (top 10 sources, largest to smallest)

Years of teaching experience prior to Ontario certification

Age range by year of Ontario certification

India 2011 2010 2011 2010Jamaica None 2% 1% 18-24 0% 0%

Philippines Lessthanoneyear 5 3 25-34 25 18

Pakistan 1-2years 11 11 35-44 45 43

UnitedKingdom 3-5years 18 20 45-54 26 35

Nigeria 6-10years 21 23 55-64 3 3

UnitedStates Morethan10years 42 42

Ukraine

Romania

Trinidad

Ontarians certified after teacher education in another province or abroad

TherespondentswhoareoriginallyOntariansandcompletedtheirteachereducationinanotherCanadianprovinceorcountrypriortoreturningtoOntariohavethefollowingdemographicprofiles.

Ontario Teaching QualificationsTeacher education sources

(top 10 sources, largest to smallest)

Primary-Junior 49% Australia

Junior-Intermediate 8 UnitedStates

Intermediate-Senior 42 UnitedKingdom Language of teacher educationTechnologicalEducation 1 NewZealand

Alberta English 98%

BritishColumbia French 1

Quebec Other 1

Gender NovaScotia

Female 80% NewBrunswick

Male 20 India




2011 2010 2011 201018-24 9% 4% None 53% 56%

25-34 68 83 Lessthanoneyear 13 11

35-44 13 8 1-2years 18 20

45-54 8 4 3-5years 8 6

55-64 1 1 6-10years 7 4

Morethan10years 2 3

Teachers from other provinces who migrated to Ontario

Canadiansfromotherprovinceswhocompletedtheirteachereducationinanotherprovince,migratedtoOntarioandobtainedtheirteachercertificationinOntariohavethefollowingdemographicprofiles.

Ontario Teaching Qualifications

Teacher education sources (largest to smallest number)

Language of teacher education

Primary-Junior 45% Quebec English 78%

Junior-Intermediate 13 Alberta French 22

Intermediate-Senior 40 BritishColumbia

TechnologicalEducation 1 NovaScotia

NewBrunswick

NovaScotia GenderSaskatchewan Female 81%

PrinceEdwardIsland Male 19



2011 2010 2011 201018-24 2% 5% None 13% 14%

25-34 58 49 Lessthanoneyear 6 14

35-44 27 26 1-2years 21 11

45-54 12 9 3-5years 23 23

55-64 2 12 6-10years 23 23

Morethan10years 13 16


11. Glossary of terms

English-language teachers—graduatesofEnglish-languageteachereducationprogramsandnotemployedorqualifiedasFrenchasasecondlanguageteachersorasteachersinFrench-languageschoolboards

French as a second language teachers—employedand/orqualifiedasFrenchasasecondlanguageteachers

French-language teachers—graduatesofLaurentianUniversityorUniversityofOttawaFrench-languageteachereducationprograms,employedinanOntariopubliclyfundedFrench-languageschoolboard,and/orqualifiedasoremployedasFrenchasasecondlanguageteachers

French-language program graduates—graduatesofLaurentianUniversityorUniversityofOttawaFrench-languageteachereducationprograms

Full employment—statusofateachernotreportingunemploymentandnotreportingwantedmoreemploymentasateacherthisyear;maybepart-timeorfull-timeemployed

Independent school — privatelyrunelementaryand/orsecondaryschoolthatoperatesindependentlyinOntarioasabusinessornon-profitorganization.

Long-term occasional position—full-timeorpart-timepositionthatreplacesaregularteachingpositionandhasadefiniteenddateandiscalled“long-termoccasional”(LTO)

New-Canadian teachers—teacherseducatedandcertifiedtoteachinanothercountrywhoimmigratetoCanadawiththeintentionofteachinginCanadaorimmigratetoCanadaandsubsequentlydecidetoresumeateachingcareer,andobtaincertificationtoteachinOntario

Ontario faculties of education—facultiesofeducationatBrockUniversity,LakeheadUniversity,LaurentianUniversity,NipissingUniversity,OISE-UniversityofToronto,Queen’sUniversity,TrentUniversity,UniversityofOntarioInstituteofTechnology,UniversityofOttawa,UniversityofWesternOntario,UniversityofWindsor,WilfridLaurierUniversityandYorkUniversity

Ontario teacher—OntarioCertifiedTeachereligibletoteachinpubliclyfundedelementaryandsecondaryschoolsinOntario

Ontario teacher education graduates—GraduatesofOntariofacultiesofeducationorministerialconsentteachereducationprogramsinOntario

Other limited term contract—full-timeorpart-timepositionthathasadefiniteenddateandthatisnotreferredtoaslong-termoccasionalanddoesnotreplacearegularteachingposition

Ministerial consent teacher education programs—CharlesSturtUniversity,NiagaraUniversityinOntario,RedeemerUniversityCollegeandTyndaleUniversityCollege,eachofwhichoperateteachereducationprogramsinOntariounderspecialministerialconsent

Regular teaching position—full-timeorpart-timepositionthatdoesnothaveadefiniteenddate

Supply teaching—onlist(s)fordailyon-callteachingassignmentsforoneormoreschoolsorschoolboards

Teacher employment market—employmentmarketforelementaryandsecondaryteacherjobsinpubliclyfundedandindependentschoolsintheprovinceofOntario


Teacher retirements—OntarioCertifiedTeacherswhopartiallyorwhollyretirefromactiveteachingandbecomeretiredmembersoftheOntarioTeachers’PensionPlan

Term contract —Long-termoccasionalorotherlimitedtermcontractposition

Underemployed—Employedtosomeextent,butwantedtobemorefullyemployedasateacherduringtheschoolyear

Unemployed—activelylookingforateachingjobandnotabletofindteachingemployment,includingnotabletofinddailysupplyteachingwork

US border colleges—NewYorkStatecollegesincludingCanisiusCollege,DaemanCollege,D’YouvilleCollege,MedailleCollege,NiagaraUniversityandStateUniversityofNewYork

First-yearteacherunemploymentrosesharplyinOntarioin2012.JobqueueslengthenedfurtherfornewteachersseekingemploymentinOntario’selementaryandsecondaryschools.

Withmanyofthosewhodidfindjobsexperiencingunderemploymentthroughoutthe2011-2012schoolyear,onlyoneinfouroftheEnglish-languageandjustunderhalfoftheFrench-languagegraduatessaytheygotasmuchteachingworkastheyhadhoped.

MoreOntariograduatesaremovingtootherprovincesandothercountriestofindteachingopportunities.AndthosewhostayinOntarioincreasinglytakenon-teachingjobstosurvivefinancially.

Eventhreeyearsintotheircareers,halfofthisnewgenerationofteachersisstillunemployedorunderemployed.

New-Canadianteachershaveverylittlesuccessinthisgluttedjobmarket.FourinfiveofthemsaytheycouldnotevenfindanydailysupplyteachingworkaftergettingtheirOntarioteachinglicenses.

Cette publication est également disponible en français sous le titre Transition à l’enseignement 2012

For additional information:Ontario College of Teachers101 Bloor St. WestToronto ON M5S 0A1

Telephone: 416-961-8800Fax: 416-961-8822Toll-free in Ontario: 1-888-534-2222Email: [email protected]

ontario college of teachers transition to teaching 2012

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