Since 2002, the College has been surveying teachers in their first years to see what kinds of jobs they are getting and how they are settling into the profession.
Early-career unemployment fell once again, with just one per cent of Year 1 Ontario graduates reporting they could not find teaching employment in Ontario during the 2021-22 school year.
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June 16, 2022 Presentation to Council
Ontario's teacher shortage is reaching a point that has not been seen in 15 years. French and English school boards will likely face significant recruitment challenges ahead.
Continuing low unemployment among early-career teachers in 2020 confirms Ontario’s decade-long teacher surplus is at an end.
French first language teachers continue in high demand with shortages of teachers with these qualifications confirmed by the most recent employment data.
Sharply lower unemployment among early-career teachers in 2018 signals that Ontario’s decade-long teacher surplus is at anend.
Sharply reduced numbers of newly licensed teachers in 2016 accelerated the improvements in job outcomes among early-career teachers in Ontario
A substantial, but temporary, increase in new teacher licences issued in 2015 slowed but did not reverse the overall trend of improved early-career employment outcomes for Ontario teachers.
2015 teacher employment data suggest that Ontario’s newly-certified English-language teachers are finding jobs faster and that the surplus of French-language teachers is over.
Ontario’s Transition to Teaching study focuses on job search outcomes, early-career experiences and professional development of newly licensed teachers.
Surveys in 2014 of French-language teacher education program graduates 1 confirm the turn - around of an earlier multi-year trend of worsening job market conditions for this segment of the teaching profession in Ontario.
The Transition to Teaching study examines the early careers and professional development of new Ontario teachers.
Finding teaching jobs gets more challenging for French-language education graduates.
Teachers face tough entry, job hurdles in an increasingly crowded Ontario employment market.
Finding teaching jobs gets more challenging for French-language education graduates.
The job market is getting even tougher for new teachers. But, as our 2011 Transition to Teaching survey has found, those aren’t the only challenges. Read on to find out what it’s like to be a new teacher in 2012.
The job market is getting even tougher for new teachers. But, as our 2011 Transition to Teaching survey has found, those aren’t the only challenges. Read on to find out what it’s like to be a new teacher in 2012.
Since 2002, the College has been surveying teachers in their first years to see what kinds of jobs they are getting and how they are settling into the profession. Unemployment is up sharply in 2010 with many new English-language teachers unable to find even daily supply teaching. New French-language teachers have better job outcomes than English-language teachers but two years of data show clearly that they, too, are now experiencing a more challenging job market.
Seventeen per cent of new grads from Ontario faculties and border colleges could not find any type of teaching job. French-language teachers have an easier time, but those finding regular jobs in their first year fell from 70 to 50 per cent.
Difference between market for French-language and English-language teachers continues to widen. Most 2004 and 2003 Ontario and border college graduates are well settled by the fourth and fifth years of their teaching careers.
Many English-language graduates of 2006, 2005 and 2004, and even some from 2003 and 2002, continue to look for their first regular teaching contracts.
Outside the population growth area of Greater Toronto, job openings are increasingly scarce, except for French-language teachers and those qualified in secondary math, physics, chemistry and technological studies.
At the end of their first year, fewer than half 2004 grads had found a regular teaching position.
By March of their first teaching year, four of five new teachers have regular teaching positions or term contracts.
Almost every new teacher did eventually get a regular job suited to their qualifications. New teachers lack orientation programs.
Most new grads (96 per cent) report they have jobs as teachers and are satisfied with their entry into teaching.
