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This paper describes theoretical, political, and practical contexts for developing standards of practice for teaching, creating a framework for career-long professional learning and establishing a set of ethical standards for the profession. It positions the work of the Ontario College of Teachers within the broader context of Ontario education and the political milieu. The College was recently founded to license, govern, and regulate the practice of teaching. The paper begins by providing background information on the College, then it focuses on the mandate of the Standards of Practice and Education Committee and staff in the Standards of Practice and Education Unit of the College. After discussing the political context, the paper describes the task of developing standards of practice for the profession, explains self-regulation and standards of practice, and looks at the College's work in the Ontario context. It describes the beginning of a conversation with the education community and the public about standards and looks at focus groups designed to address the issue of standards and professionalism. Finally, the paper discusses the rest of the development process (other data sources, the process of writing the document, feedback sessions, and the future). (Contains 10 references.) (SM)

This paper provides an introduction to the mandate of the Standards of Practice and Education Unit of the Ontario College of Teachers and describes how the College is proceeding to address several challenging tasks. The tasks include the licensing of teachers trained in Ontario or other jurisdictions, disciplinary procedures, and in the Professional Affairs Department, the development of standards of practice for the profession, ethical standards, a framework for ongoing professional learning, and the registration of program providers and accreditation of programs of teacher preservice and inservice training. The Ontario College of Teachers was established in 1996 to license, govern, and regulate the practice of teaching. This report explores whether the creation of the College has enhanced the professionalism of teachers. It looks at the political context within which it was developed, the works of the College's various departments, and new professionalism in teaching. It concludes with a discussion of the privilege of professionalism. (Contains 14 references.) (SM)