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Ontario regulation 360/06

made under the

education act

Made: July 15, 2006
Approved: July 17, 2006
Filed: July 19, 2006
Published on e-Laws: July 20, 2006
Printed in The Ontario Gazette: August 5, 2006


Amending Reg. 304 of R.R.O. 1990

(School Year Calendar)

1. The title to Regulation 304 of the Revised Regulations of Ontario, 1990 is revoked and the following substituted:

 

School Year Calendar, Professional Activity Days

2. The definition of “professional activity” in subsection 1 (1) of the Regulation is revoked and the following substituted:

“professional activity” includes evaluation of the progress of pupils, consultation with parents, the counselling of pupils, curriculum and program evaluation and development, professional development of teachers and attendance at educational conferences, but does not include preparation by teachers for classes or instruction; (“activité de perfectionnement professionnel”)

3. Subsection 2 (3.1) of the Regulation is revoked and the following substituted:

(3.1) Subject to section 5, every school year shall include a minimum of 194 school days designated as follows:

1. Two days shall be designated by the board as professional activity days.

2. In addition to the two days required under paragraph 1, up to four days may be designated by the board as professional activity days.

3. Any school days not designated as professional activity days under paragraphs 1 and 2 shall be instructional days.

4. Subsection 4 (2) of the Regulation is revoked and the following substituted:

(2) In preparing a school calendar under subsection (1), the board shall ensure that the two professional activity days required under paragraph 1 of subsection 2 (3.1) satisfy the following criteria:

1. The professional activity days are devoted to the professional development of teachers with respect to,

i. improving student outcomes in literacy and numeracy, and

ii. improving student success in making the transition from elementary to secondary school, graduating from secondary school and obtaining employment or attending college or university after graduation.

2. The professional activities on those days,

i. are designed to improve teachers’ skills and knowledge in a range of instructional and assessment strategies, and

ii. relate to one or more topics set out in Schedule 1.

(2.1) If a board designates one or more additional professional activity days under paragraph 2 of subsection 2 (3.1), it shall ensure that some of the professional activities relate to curriculum development, implementation and review.

5. (1) The Regulation is amended by adding the following sections:

4.1 With respect to each professional activity day required under paragraph 1 of subsection 2 (3.1), every board shall,

(a) prepare an agenda that identifies,

(i) the date, location and timing,

(ii) the school or schools participating, and

(iii) the program and scheduled professional activities; and

(b) at least 10 school days before the scheduled professional activity day, make available the agenda by,

(i) posting it on the website of the board and of each participating school that has a website,

(ii) posting it in a conspicuous location in the main office of the board and of each participating school,

(iii) distributing it to the chair of the school council of each participating school, and

(iv) posting or distributing it in any other manner that the board considers appropriate.

4.2 With respect to the 2006-2007 school year, no board shall designate a professional activity day for the purposes of paragraph 1 of subsection 2 (3.1) and subsection 4 (2) before November 16th, 2006.

(2) Section 4.2 of the Regulation is revoked on July 1, 2007.

6. The Regulation is amended by adding the following Schedule:

Schedule 1
Topics for professional activity days required under paragraph 1 of subsection 2 (3.1)

1. The following are the possible topics for professional activities relating to the improvement of student outcomes in literacy and numeracy:

1. Differentiating instructional strategies and resources for diverse learners with respect to literacy or numeracy or both.

2. Developing and using literacy strategies that are responsive to the learning needs of students with regard to race, culture, ancestry, place of origin, colour, ethnic origin, citizenship, creed, sex, sexual orientation, family status or disability.

3. Using effective literacy strategies that are responsive to the learning needs of francophone students or Aboriginal students having regard to cultural identity.

4. Identifying appropriate interventions and using accommodations and modifications to improve student outcomes in literacy or numeracy or both.

5. Using differentiated literacy instruction to meet the needs of one or both of the following:

i. English Language learners.

ii. students in Actualisation linguistique en français (ALF) and Perfectionnement du français (PDF).

6. Gathering and analyzing data to make appropriate instructional decisions with respect to literacy or numeracy or both.

7. Integrating the development of character and citizenship attributes throughout the teaching of the literacy curriculum.

8. Using effective techniques to integrate literacy across the curriculum.

9. Using shared reading and interactive writing in small group instruction in kindergarten.

10. Using effective strategies to develop oral communication skills.

11. Using effective strategies to develop reading comprehension.

12. Using the writing process and specific feedback to improve student writing.

13. Connecting reading, writing, talking, listening and thinking to improve student achievement.

14. Using effective instruction in combined grades with respect to literacy or numeracy or both.

15. Integrating the use of manipulatives and technologies for teaching mathematics.

16. Teaching and learning mathematics through problem-solving.

17. Developing skills for communicating mathematical knowledge.

18. Using effective assessment of students learning mathematics to guide instruction.

19. Using a portfolio to engage students in their literacy learning and to communicate to parents.

20. Using strategies to communicate student achievement and to engage parents in supporting their child’s learning with respect to literacy or numeracy or both.

21. Developing skills for teacher inquiry and reflective practice in literacy or numeracy or both.

22. Developing coaching and facilitation skills for literacy leaders or numeracy leaders or both.

2. The following are the possible topics for professional activities relating to the improvement of student success in making the transition from elementary to secondary school, graduating from secondary school and obtaining employment or attending college or university after graduation:

1. Using differentiated instruction and other teaching strategies to,

i. make instruction relevant to students by addressing student readiness, interests and program pathways,

ii. engage students in their learning,

iii. guide instructional and program planning strategies for all types of learners,

iv. improve the use of effective instructional strategies for all types of courses,

v. apply age appropriate interventions,

vi. integrate essential skills required in the workplace, and

vii. assess and evaluate student achievement.

2. Using students’ assessment and evaluation data to inform teachers’ instructional and program planning to support students’ transition through school.

3. Using cross-curricular instructional and learning strategies to support students’ transition through school.

4. Facilitating transitions from elementary to secondary and from secondary school to postsecondary education.

5. Developing and analyzing class profiles to make instructional decisions to support students’ transition through school.

6. Developing students’ profiles to plan how to enhance achievement.

7. Creating a positive classroom climate conducive to learning.

8. Developing student engagement, character and citizenship attributes necessary for lifelong learning.

9. Teaching students how to set and revise personal learning objectives using assessment and evaluation data.

10. Teaching students how to use assessment and evaluation data to improve their achievement.

11. Developing an understanding of how to be successful in transitions, Program Pathways, Cooperative Education and other forms of Experiential Learning.

12. Using strategies to communicate student achievement and to engage parents in supporting their child’s learning.

7. (1) Subject to subsection (2), this Regulation comes into force on the day it is filed.

(2) Section 2 comes into force on September 1, 2008.

Made by:
Pris par :

La ministre de l’Éducation,

Sandra Pupatello

Minister of Education

Date made: July 15, 2006.
Pris le : 15 juillet 2006.

 

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