The Ontario government is exploring whether shortening the length of teachers’ college could help ease a growing shortage of educators across the province, according to internal documents obtained through a freedom-of-information request.
The Ministry of Education’s own research and jurisdictional scans suggest that longer programs don’t necessarily lead to better teaching outcomes. While more coursework in initial teacher education (ITE) doesn’t appear to improve effectiveness, extended classroom practicums were found to be beneficial—boosting teachers’ confidence and their likelihood of staying in the profession.
Currently, teachers’ college programs in Ontario span two years and four semesters. But it wasn’t always this way. Just a decade ago, the province faced a surplus of certified teachers, with nearly 40 per cent unable to find jobs in their first year after graduation. In response, the then-Liberal government doubled the length of teacher education in 2015, which cut admissions nearly in half—from over 7,600 in 2011 to about 4,500 in 2021.
Today, early-career unemployment is virtually nonexistent. Yet, Ontario is now dealing with a worsening teacher shortage, particularly in high-demand subjects like French and technological education, and in remote or northern regions. A previous set of ministry documents warned that this gap between available and needed teachers will widen beginning in 2027.
Education Minister Paul Calandra has asked the ministry for a report on the best path forward to ensure student success, according to spokesperson Justine Teplycky. She added that the minister is aware of the changes made to teachers’ college in the past and is reviewing current program structures with an eye toward solutions.
Several education stakeholders have called for a return to one-year programs. Karen Brown, president of the Elementary Teachers’ Federation of Ontario (ETFO), pointed to the rising financial burden as a major deterrent for potential teachers. “The two-year program… there isn’t actually much more learning taking place,” Brown said. “So really, people are asking, ‘What is the purpose of the second year?’”
The Ontario Secondary School Teachers’ Federation (OSSTF) supports reevaluating the program, but cautioned against hasty changes. Its president, Karen Littlewood, emphasized the importance of comprehensive training before teachers enter the classroom, stating that allowing students to work as supply teachers before completing their education was a “Band-Aid” fix, not a long-term strategy.
Meanwhile, the Ontario Federation of Teachers has recommended a 12-month program with three semesters and 100 days of practical experience. The federation warned years ago that the four-semester model would create barriers for many and worsen shortages—especially in critical subject areas.
The concern is compounded by demographic pressure. The Ministry of Education expects roughly 7,800 teachers to retire by 2030-31, while enrolment in Ontario schools continues to rise, with projections adding about 180,000 students over an unspecified period.
Currently, six of Canada’s 13 provinces and territories offer four-semester teacher education programs, including Ontario. But the global norm varies, with program lengths ranging from two to four semesters. Teacher shortages have been reported in every province and territory except the Northwest Territories, with other regions tackling the issue through financial incentives, increased training seats, and streamlined credential recognition for foreign-trained teachers.
Steve Orsini, President and CEO of the Council of Ontario Universities, acknowledged the need to adapt but urged caution. “The skills and knowledge that teachers need to develop in response to changing technology, social and mental health issues… is only becoming more complex, not less,” he said. “Anything that would reduce the preparation our teachers receive could affect the quality of education and future success of students.”
As the province weighs its options, the debate continues over whether streamlining teachers’ college will solve more problems than it creates—and whether the future of Ontario classrooms will be shaped more by cost-cutting or by commitment to quality.