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29 March 2018 | Professionally Speaking INFOGRAPHICS: HANNAH BROWNE/STUDIO 141 About our Survey The Transition to Teaching 2017 survey of new teachers examines job entry and professional experiences of teacher education graduates from 2007 through 2016, and new-to- Ontario teachers educated elsewhere and Ontario-certified in 2015 and 2016. Web-based surveys were used with large samples from each of these groups of early-career teachers. Responses were received from 3,420 teachers. Response rates varied from 15 to 24 per cent of the sample groups, with an average 18 per cent return overall. The accuracy rate is 1.5 per cent overall and 2.4 to four per cent for the individual survey components, 19 times out of 20. The Transition to Teaching study is made possible by a grant from the Ontario Ministry of Education. This report does not necessarily reflect the policies, views and requirements of the Ministry. The full report of this year's study is available on the College website at oct-oeeo.ca/t2t. struggling to find jobs in the earlier over- supply years are now beginning to settle into the teaching profession. Despite the steady job prospects for future OCTs, the Ontario teacher surplus of previous years has left a legacy of continuing negative impacts on career commitment. Early-career teachers now allow their Ontario teaching licences to lapse in much greater numbers than before — and French-language program graduates do so to a much greater extent than English-language grads. In 2017, seven per cent of College members let their licences lapse after the first year, compared with four per cent in 2005. For teachers licensed five years previous, 17 per cent did not renew their College memberships (26 per cent for French-language program graduates) in 2017, compared with 10 per cent in 2005. We can expect the rebalanced new teacher supply and annual teacher de- mand will take a few more years before first-year English-language teachers start reporting single-digit unemployment. Nonetheless, fewer new teachers than job vacancies will gradually lower first-year unemployment rates year after year and lead to earlier full employment for these early-career teachers in the future. The picture is much different for French-language program graduates. With the annual intake of new teachers with these qualifications sharply reduced from recent levels, first-year rates of un- employment for this market segment will remain very low. With FSL employment rates negligible for the past few years, French immersion and FSL teacher re- cruitment should remain a challenge for school boards throughout the province. The improving Ontario job market cut out-of-province job applications by first-year Ontario graduates from one in four in 2013 to just one in eight in 2017. Our survey found that three in five Ontario education graduates who left the province and established teaching careers elsewhere during the teacher surplus years hope to return one day to teaching jobs in Ontario. With provincial early-career unemploy- ment rates dropping quickly, it is likely many of these past graduates will be needed to staff Ontario classrooms in the future, especially those with math, science and French qualifications. PS ENGLISH-LANGUAGE TEACHERS FRENCH AS A SECOND LANGUAGE FRENCH-LANGUAGE PROGRAM New teachers licensed annually in Ontario Unemployment rate by language of qualifications 2017–20 forecast 2016 2006–15 11,587 3,600 5,100 9% 0% 4% 19% 5% 34% 18% 11% 40% 4% 3% 31% *2017 2016 2017 2017 2016 2016 2014 2014 2014 2015 2015 2015 *Not enough responses to report.

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