The recent announcement that Ontario will cut teachers’ college back to one year, increase in-class training, and establish a mentoring program is a win for kids, parents, taxpayers, and teacher candidates. When the union representing teachers complains about a lack of consultation or raises concerns about working conditions and early bargaining, the government has likely addressed a problem that has festered for some time. Here is Shirley Bell of the Elementary Teachers’ Federation of Ontario (ETFO) commenting on the announcement: “What we need is for our professionals — our teachers and our educators — to get the support in their classrooms to support student learning. When we can do that, then we can address the complexities of what’s happening in the classroom, and that’s how we can retain more teachers in the profession.” Bell and her union compatriots acknowledge that getting more teachers into classrooms deserves priority, but they also want retention addressed because so many certified teachers are not in classrooms. The numbers suggest she has a point, but granting a certificate to someone does not mean they have to use it, nor does it mean they enjoyed the classroom experience. For whatever reason, a teacher shortage persists. The government has laid out a reasonable plan, and if executed well, it could reap benefits for the province’s children for years to come.
Here are the basic ideas in the announcement from education minister Paul Calandra:
- Duration Change: Teacher education programs will change from a two-year (four-semester) model to a 12-month (three-semester) consecutive model beginning in May 2027.
- Financial Impact: Students should save up to $3,000 in tuition costs.
- Increased Practicum: Despite the shorter academic period, the government hopes to establish a new minimum standard for practicum placements, increasing in-class training from 80 to 100 days, creating one of the highest levels of hands-on experience in the country.
- Prior Experience Recognition: The legislation intends to recognize prior training and work experience, such as Early Childhood Education (ECE) diplomas or youth work, toward teacher certification.
The most important reform announced is an increase in practicum training. Teachers, like any profession, learn most through field experience. Encountering children in classroom settings develops awareness, builds confidence, and heightens understanding of what it takes to prepare, teach, and review techniques and information daily. Bringing candidates face-to-face with the rigours of classroom challenges helps a young teacher to determine if this career fits their personality, strengths, or interests. Beginning teachers with a substantial background in education should have that experience rewarded. The changes will have to be monitored, but this is a good start to introducing new teachers to live settings. The government has backed its proposals with increased funding, but it may need to go further.
To support these changes and assist current teachers, the Ministry of Education has committed to funding several initiatives:
- A classroom supplies fund starting March 11, 2026, that allows elementary homeroom teachers direct access to $750 per year for classroom supplies. Some have scoffed at this amount, but as a starting point, it acknowledges out-of-pocket expenses teachers have faced for decades.
- The associate teacher honorarium for accredited teachers (experienced educators who mentor student teachers) will increase sixfold to $635 per mentor placement (up from approximately $100). This will not fully compensate mentors for their efforts, but it recognizes the added commitment that becoming an associate teacher demands.
- To create additional spaces for teachers-in-training, a $150-million investment will add 4,000 seats to teacher education programs, increasing the supply of qualified educators.
These shifts are not game changers, but they provide the basis for acknowledging that things could not continue as they were. The Ministry needed to set the table for its ownership of the period leading up to candidates being hired and joining federations or unions. At present, a student in a concurrent education program, or one who sought entrance after their undergraduate degree, anticipates a six-year commitment of time and expenses before they can start earning money. That length of time used to be associated more with a law degree, medical training, or graduate studies. Too many potential teachers were being lost to other professions. Trimming the concurrent program and extending the apprenticeship period would better align teaching as both a profession and a trade, combining the best of working with children and applying skills. The earlier teacher candidates can get classroom practice, the better.
Mentoring deserves greater thought. Teachers receive training in content, philosophy, and theory. But teaching requires strong classroom management skills, an in-depth understanding of special education, the ability to assess properly, and a large reservoir of patience. Shortchanging these competencies leaves junior teachers vulnerable to failure and frustration. One axiom of education has always been to set kids up for success. Informing them of the specific criteria that will be part of the evaluation process seems only fair. Let them know what you are looking for and how they can succeed. The same should define the early years of any teacher’s career. Backing them up with a mentor who brings years of experience speaks to a Board’s commitment to its employees and to the profession’s interest in ensuring aspiring teachers get off to a good start. Hand-in-hand with this comprehensive training and mentoring will also need to be the willingness to counsel some teachers out of the vocation. Failing to redirect those not suited for a calling to teach hurts kids, casts doubt on the profession, and costs leaders lost time trying to address the problems that poor teaching habits create.
Unless boards hire senior staff prepared to do the upfront work of hiring first-rate candidates, investing in their mentoring, and culling those not capable of learning the essential skills required to deliver programming, staffing will remain hit and miss. There are a lot of things about curriculum and its delivery that could be noted, but prepping kids for school, supporting parents in the formative years, and early intervention come under separate headings. A government that tackles persistent concerns is something that all individuals and groups who have a stake in its actions should applaud. Let’s hope the follow-through occurs after the fanfare of the announcement. Canadians and Ontarians have heard enough boasting about what governments intend to do; let’s hope this initiative includes more than noise.
Dave Redekop is a retired elementary resource teacher who worked part-time at the St. Catharines Courthouse as a Registrar until being appointed Executive Director at Redeemer Bible Church in October 2023. He has worked on political campaigns since high school and attended university in South Carolina for five years, earning a Master’s in American History with a specialization in Civil Rights. Dave loves reading biographies.
