The rocky road to becoming a teacher
Finding a full-time teaching job
in Ontario can be a long and dark
road for current graduates.
According to Professionally Speaking, the Ontario College of Teachers' magazine, their 2011 Transition to Teaching study revealed that "fewer than one in four (23 per cent) who found work as teachers in 2011 secured regular teaching jobs." The study also discovered that almost one in three education grads in 2010 said they had no success at all when looking for teaching jobs in the 2010/11 school year.
The bleak job market is no secret to students choosing their career paths. Ten years ago, Western University's Faculty of Education received between 6,000 and 7,000 applicants. "This year, we received 3,000 applicants," said Margaret McNay, associate dean of undergrad and pre-service programs. "It's down across the province about 20 per cent. It's been going down for about the last five or six years," she explained.
The program continues to be very competitive as this year 700 students will be accepted. Despite the decrease in applications to Faculty of Ed programs, the number of teacher candidates graduating each year has increased. With diminishing job opportunities, this creates another problem.
"There are maybe too many Faculties of Education in Ontario," said McNally. There are about 10 major publicly funded programs. The government has also seen fit to approve an Australian university and just across the border in the U.S. has approved teacher education programs there, which means that there are many more teachers being certified each year than there used to be."
Looking at the current job market can be discouraging for current students hoping to land a teaching job. In desirable areas such as London or Toronto, the possibility of full-time employment is slim.
"If you want to teach here in London, it's not a tiny school district but it's not huge either; you're going to have to get on a supply list and probably have to work parttime for a few years before you get a full-time contract," McNally explained.
Stephanie Colangelo completed her undergrad in sociology at York University. She is currently a student in Western's Faculty of Ed and is trying to stay optimistic.
"I do worry about finding a job, and it actually scares me whenever I think about it. There are so many of us, but there are hardly any jobs out there for us. It's not going to be easy, but I have to keep on trying. When the time is right, everything will fall into place and in the meantime I will keep a positive mindset."
Older teachers are choosing not to leave their jobs for long periods of time, making it more difficult for young teachers to find that fulltime job. "Teachers are staying in their jobs now because there are disadvantages to moving; you lose your seniority if you go from one board to another. About 15 years ago there was a shortage of teachers because so many teachers were retiring — well, now they've all retired and others have been hired to fill them, so they're not going to be retiring for a while," said McNally.
With the difficult job market, many students are choosing to apply for Early Childhood Education programs.
At Fanshawe, the rise in ECE applications compelled the college to increase their student intake from 100 to 188. Sheryl Ragobar, Fanshawe's Early Childhood Education program coordinator, noted that the government of Ontario asked them to increase the enrollment to help meet the demand for Early Childhood Educators in the province. Fanshawe has grown from two to four sections that start in the fall.
The onset of full-day kindergarten in Ontario has also encouraged many to apply for ECE programs. "Since 2011, they started full-day kindergarten, and it will all be rolled out in every school in the province by 2014, so that means for every kindergarten classroom there's an early childhood educator and a licenced teacher," said Ragobar.
Megan French went to King's University College and completed her Honours Specialization in Childhood and Social Institutions; she is now enrolled in Fanshawe's fast-track 10-month ECE program.
"I went into ECE because I applied to teacher's college and didn't get in. However, I am happy that happened now because apparently it is impossible to get a teaching position and there are a lot of openings for ECE since every kindergarten classroom is going full-day starting 2014," said French.
Ragobar also noted the change in career paths over the past 10 years, "Our career ladder has changed where it was just child care centres; now we have child and family centres, Ontario early year centres, and now of course junior kindergarten and senior kindergarten."
There are many career paths people can take after graduating from ECE, but McNally wanted teacher candidates to know that there are other jobs out there for them as well, "Having a B. Ed is going to be an advantage; there are jobs in museums, art galleries, private places and even jobs in business and counselling."
McNally added that you are more likely to get a job if you're a tech or French teacher. You will also have a greater chance of landing a full-time position out of province, or in more rural or northern parts of Ontario where there are fewer applicants.
"As of now I don't have any intensions moving out of the province, but I can't say that that won't change," said Colangelo. "I live in Toronto and right now that is one of the toughest areas to find a job. I am going to see how it goes, and if I realize that better opportunities are out of the province, then I will take that step when the time comes."
French has aspirations to continue her education. "After school, I want to work as an ECE with preschoolers for a couple years and save some money. Then I hope to eventually get my Master of Education."
Colangelo's plan is to gain as much experience as possible. "I am going to apply to different school boards, both Catholic and public, but I am also going to volunteer as much as I can. I am going to take Additional Qualification courses to open more doors for myself. The more things I have on my resume that make me stand out, then the better chance I have in fulfilling my dream as a teacher."
According to Professionally Speaking, the Ontario College of Teachers' magazine, their 2011 Transition to Teaching study revealed that "fewer than one in four (23 per cent) who found work as teachers in 2011 secured regular teaching jobs." The study also discovered that almost one in three education grads in 2010 said they had no success at all when looking for teaching jobs in the 2010/11 school year.
The bleak job market is no secret to students choosing their career paths. Ten years ago, Western University's Faculty of Education received between 6,000 and 7,000 applicants. "This year, we received 3,000 applicants," said Margaret McNay, associate dean of undergrad and pre-service programs. "It's down across the province about 20 per cent. It's been going down for about the last five or six years," she explained.
The program continues to be very competitive as this year 700 students will be accepted. Despite the decrease in applications to Faculty of Ed programs, the number of teacher candidates graduating each year has increased. With diminishing job opportunities, this creates another problem.
"There are maybe too many Faculties of Education in Ontario," said McNally. There are about 10 major publicly funded programs. The government has also seen fit to approve an Australian university and just across the border in the U.S. has approved teacher education programs there, which means that there are many more teachers being certified each year than there used to be."
Looking at the current job market can be discouraging for current students hoping to land a teaching job. In desirable areas such as London or Toronto, the possibility of full-time employment is slim.
"If you want to teach here in London, it's not a tiny school district but it's not huge either; you're going to have to get on a supply list and probably have to work parttime for a few years before you get a full-time contract," McNally explained.
Stephanie Colangelo completed her undergrad in sociology at York University. She is currently a student in Western's Faculty of Ed and is trying to stay optimistic.
"I do worry about finding a job, and it actually scares me whenever I think about it. There are so many of us, but there are hardly any jobs out there for us. It's not going to be easy, but I have to keep on trying. When the time is right, everything will fall into place and in the meantime I will keep a positive mindset."
Older teachers are choosing not to leave their jobs for long periods of time, making it more difficult for young teachers to find that fulltime job. "Teachers are staying in their jobs now because there are disadvantages to moving; you lose your seniority if you go from one board to another. About 15 years ago there was a shortage of teachers because so many teachers were retiring — well, now they've all retired and others have been hired to fill them, so they're not going to be retiring for a while," said McNally.
With the difficult job market, many students are choosing to apply for Early Childhood Education programs.
At Fanshawe, the rise in ECE applications compelled the college to increase their student intake from 100 to 188. Sheryl Ragobar, Fanshawe's Early Childhood Education program coordinator, noted that the government of Ontario asked them to increase the enrollment to help meet the demand for Early Childhood Educators in the province. Fanshawe has grown from two to four sections that start in the fall.
The onset of full-day kindergarten in Ontario has also encouraged many to apply for ECE programs. "Since 2011, they started full-day kindergarten, and it will all be rolled out in every school in the province by 2014, so that means for every kindergarten classroom there's an early childhood educator and a licenced teacher," said Ragobar.
Megan French went to King's University College and completed her Honours Specialization in Childhood and Social Institutions; she is now enrolled in Fanshawe's fast-track 10-month ECE program.
"I went into ECE because I applied to teacher's college and didn't get in. However, I am happy that happened now because apparently it is impossible to get a teaching position and there are a lot of openings for ECE since every kindergarten classroom is going full-day starting 2014," said French.
Ragobar also noted the change in career paths over the past 10 years, "Our career ladder has changed where it was just child care centres; now we have child and family centres, Ontario early year centres, and now of course junior kindergarten and senior kindergarten."
There are many career paths people can take after graduating from ECE, but McNally wanted teacher candidates to know that there are other jobs out there for them as well, "Having a B. Ed is going to be an advantage; there are jobs in museums, art galleries, private places and even jobs in business and counselling."
McNally added that you are more likely to get a job if you're a tech or French teacher. You will also have a greater chance of landing a full-time position out of province, or in more rural or northern parts of Ontario where there are fewer applicants.
"As of now I don't have any intensions moving out of the province, but I can't say that that won't change," said Colangelo. "I live in Toronto and right now that is one of the toughest areas to find a job. I am going to see how it goes, and if I realize that better opportunities are out of the province, then I will take that step when the time comes."
French has aspirations to continue her education. "After school, I want to work as an ECE with preschoolers for a couple years and save some money. Then I hope to eventually get my Master of Education."
Colangelo's plan is to gain as much experience as possible. "I am going to apply to different school boards, both Catholic and public, but I am also going to volunteer as much as I can. I am going to take Additional Qualification courses to open more doors for myself. The more things I have on my resume that make me stand out, then the better chance I have in fulfilling my dream as a teacher."
