Transition
 25. (1) This section applies with respect to teachers, other than new teachers, and in this section every reference to a “teacher” means a teacher other than a new teacher.  O. Reg. 96/07, s. 11. (2) If the changeover date is a date from April 1, 2007 to August 31, 2007 and the 2006-2007 school year would, under the old appraisal rules, be an evaluation year for a teacher, (a)  the year continues to be an evaluation year for the teacher for the purposes of the evaluation cycle under the new appraisal rules; and (b)  the rules in subsections (3) and (4), and any other applicable rules in the Act, apply for the evaluation year.  O. Reg. 96/07, s. 11. (3) If, on the changeover date, the teacher has not received any performance appraisals during the year, the board shall ensure that the teacher receives at least one performance appraisal during the year.  O. Reg. 96/07, s. 11. (4) No further performance appraisals are required for the year if, on the changeover date, (a)  the teacher has received at least one performance appraisal during the year for which the rating was not unsatisfactory; and (b)  the performance appraisal referred to in clause (a) was not followed by a performance appraisal in the year for which the rating was unsatisfactory.  O. Reg. 96/07, s. 11. Schedule 1   competencies for teachers other than new teachers Commitment to pupils and pupil learning Teachers: (a)  demonstrate commitment to the well-being and development of all pupils, (b)  are dedicated in their efforts to teach and support pupil learning and achievement, (c)  treat all pupils equitably and with respect, (d)  provide an environment for learning that encourages pupils to be problem-solvers, decision-makers, life-long learners and contributing members of a changing society, Professional knowledge Teachers: (e)  know their subject matter, the Ontario curriculum and education-related legislation, (f)  know a variety of effective teaching and assessment practices, (g)  know a variety of effective classroom management strategies, (h)  know how pupils learn and factors that influence pupil learning and achievement, Teaching practice Teachers: (i)  use their professional knowledge and understanding of pupils, curriculum, legislation, teaching practices and classroom management strategies to promote the learning and achievement of their pupils, (j)  communicate effectively with pupils, parents and colleagues, (k)  conduct ongoing assessment of their pupils’ progress, evaluate their achievement and report results to pupils and parents regularly, (l)  adapt and refine their teaching practices through continuous learning and reflection, using a variety of sources and resources, (m)  use appropriate technology in their teaching practices and related professional responsibilities, Leadership and community Teachers: (n)  collaborate with other teachers and school colleagues to create and sustain learning communities in their classrooms and in their schools, (o)  work with other professionals, parents and members of the community to enhance pupil learning, pupil achievement and school programs, Ongoing professional learning Teachers: (p)  engage in ongoing professional learning and apply it to improve their teaching practices. O. Reg. 99/02, Sched.; O. Reg. 264/06, s. 3. Schedule 2   competencies for New teachers Commitment to pupils and pupil learning New teachers: (a)  demonstrate commitment to the well-being and development of all pupils, (b)  are dedicated in their efforts to teach and support pupil learning and achievement, (c)  treat all pupils equitably and with respect, (d)  provide an environment for learning that encourages pupils to be problem-solvers, decision-makers, life-long learners and contributing members of a changing society, Professional knowledge New teachers: (e)  know their subject matter, the Ontario curriculum and education-related legislation, Teaching practice New teachers: (f)  use their professional knowledge and understanding of pupils, curriculum, legislation, teaching practices and classroom management strategies to promote the learning and achievement of their pupils, (g)  communicate effectively with pupils, parents and colleagues, (h)  conduct ongoing assessment of their pupils’ progress, evaluate their achievement and report results to pupils and parents regularly. O. Reg. 264/06, s. 4.  Français