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NOC Code: NOC Code: 4142 Occupation: Elementary School and Kindergarten Teachers
Occupation Description: Occupation Description:
Elementary school and kindergarten teachers teach basic subjects such as reading, writing and arithmetic or specialized subjects such as English or French as a second language at public and private elementary schools. Elementary school librarians are included in this unit group. Elementary school and kindergarten teachers teach basic subjects such as reading, writing and arithmetic or specialized subjects such as English or French as a second language at public and private elementary schools. Elementary school librarians are included in this unit group.

  • Click on any of the Essential Skills to view sample workplace tasks for this occupation.
  • Skill levels are assigned to tasks: Level 1 tasks are the least complex and level 4 or 5 tasks (depending upon the specific skill) are the most complex. Skill levels are associated with workplace tasks and not the workers performing these tasks.
  • Scroll down the page to get information on career planning, education and training, and employment and volunteer opportunities.

Table will display the Skill Level for the Noc specified
Essential Skills Essential Skills Levels
Reading Text Reading Text 1 2 3 4 5
Writing Writing 1 2 3
Document Use Document Use 1 2 3 4
Computer Use Computer Use 1 2 3
Oral Communication Oral Communication 1 2 3 4
Money Math Money Math 1 2 3
Scheduling or Budgeting and Accounting Scheduling or Budgeting and Accounting 1 2 3
Measurement and Calculation Measurement and Calculation 1 2 3
Data Analysis Data Analysis 1 2 3
Numerical Estimation Numerical Estimation 1
Job Task Planning and Organizing Job Task Planning and Organizing 1 2 3
Decision Making Decision Making 1 2 3
Problem Solving Problem Solving 1 2 3
Finding Information Finding Information 1 2 3
Critical Thinking Critical Thinking 1 2 3


  • The skill levels represented in the above chart illustrate the full range of sample tasks performed by experienced workers and not individuals preparing for or entering this occupation for the first time.
  • Note that some occupational profiles do not include all Numeracy and Thinking Essential Skills.

If you would like to print a copy of the chart and sample tasks, click on the "Print Occupational Profile" button at the top of the page.


Reading Text
  • Read handwritten notes from co-workers, students and parents, and comments written on reporting and administration forms. (1)
  • Read directions for use on the labels of prescribed medications administered to children. For example, a teacher may read how to administer a dose of injectable epinephrine if a student displays an allergic reaction to almonds. (1)
  • Read email from other teachers, school professionals and parents scheduling or confirming meeting arrangements, responding to questions or enquiring about the status of team or committee work. (2)
  • Read provincial, district and school bulletins outlining curriculum, policy and procedure changes, and announcements of upcoming events. For example, read about upcoming reforms to elementary education or new procedures for referring students with learning and psychosocial difficulties to psychologists and other professionals. Refer to these bulletins for information which may affect teaching practices. (3)
  • Read permanent school records of students entering the classes. Pay close attention to aspects such as achievements at the academic and social levels, challenges faced and assessments made by specialist physicians, psychologists, social workers, speech-language therapists and other specialists. This allows teachers to adapt the learning environment to meet the needs of all children. (3)
  • Read a wide range of trade publications to stay abreast of new research, theories, techniques and resources in education. For example, read about the outcomes of recent brain research which explains individual learning differences. Read about new educational software to learn about ideas to use in the classroom to teach reading, writing and mathematics as well as information to pass on to other teachers, school professionals and parents. (4)
  • Read textbooks and curriculum guides which outline or summarize curriculum content and detail learning activities and expected outcomes for students at various grade levels. Read about basic subjects such as reading, writing and arithmetic or specialized subjects such as English or French as a second language. Teachers interpret information from textbooks and curriculum guides when developing group and individualized lesson plans. (4)
  • Read a wide variety of stories, essays and other texts written by students. Read these texts carefully, making high-level inferences to provide feedback and critique features such as logical organization, word selection and sentence construction. Refer to these texts to assess student performance and progress. As a result of these evaluations, adjust teaching strategies or recommend new professional interventions by speech-language therapists. (5)
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Writing
  • Write email to parents and colleagues to plan meetings and share information. (1)
  • Prepare lesson plans according to approved curriculum to organize the flow and content of group and individualized activities. These short and informal plans are shared with teachers' aides and student teachers. (1)
  • Write notes and text entries in forms. For example, describe circumstances which resulted in students' injuries on incident report forms. (2)
  • Write letters to parents on a variety of topics. For example, write to parents to inform them of upcoming field trips and solicit participation, or obtain their consent prior to referring children for psycho-educational assessments. (2)
  • Write student evaluation reports several times a year for the benefit of students, parents and school administrators. Comment on students' achievements, progress, ways of learning, socialization skills and self-confidence. Carefully select the words to motivate students, encourage parents and minimize the possibility of misinterpretation. (3)
  • Write intervention plans for children with learning or psychosocial difficulties. In these plans, describe results of assessments conducted jointly with parents, psychologists, social workers and speech-language therapists and identify students' strengths, educational needs, goals, types of intervention and proposed strategies. Teachers refer to these plans when reviewing students' progress. (3)
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Document Use
  • Review lists of objectives to be attained by students for specific evaluation periods. (1)
  • Scan parent consent forms to locate signatures prior to taking children on field trips or referring them for psycho-educational assessments. (1)
  • Check dosages on labels of medications to be administered to children. (1)
  • Refer to schedules and timetables to find information about individual and group lessons to be prepared and delivered. (2)
  • Refer to pictograms to elicit student understanding and response when written or oral communication is limited due to age or to mental or physical disabilities. (2)
  • Study drawings to understand and teach assembly procedures. For example, a teacher may demonstrate how to build a birdhouse by following assembly drawings. (3)
  • Record students' performance and progress on tracking forms. Enter a variety of data onto a series of forms to track attendance, academic achievements, educational interventions and children's overall development. (3)
  • Interpret graphs contained in textbooks, trade publications and websites to learn about the effectiveness of various teaching techniques. In some cases, combine information from a number of graphs and accompanying texts to fully understand the effectiveness of techniques. (4)
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Computer Use
  • Exchange email with attached documents with other teachers, school professionals and parents. (2)
  • Use databases to enter and view student attendance and progress data as well as parent contact information. (2)
  • Use programs such as Internet Explorer and Netscape Navigator to access educational resources and interactive games' websites, and help students refine their research skills. (3)
  • Use other software. For example, evaluate, purchase, load and use educational games such as Graph Club and Le grenier de grand-mère to help students increase their math, reading and writing skills. (3)
  • Use graphics software to create slide shows for students, parents or co-workers using presentation software such as PowerPoint. In order to develop attractive presentations, import scanned photographs and images downloaded from other software. (3)
  • Use word processing software such as Word or WordPerfect to write, edit and format letters, lesson plans, assignments, tests, student evaluations and other documents. Use word processing software such as Tap'Touche to teach basic keyboarding skills to students. (3)
  • Create spreadsheets to track student grades and calculate averages using programs such as Excel. (3)
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Oral Communication
  • Talk to suppliers to order or enquire about new educational materials, equipment and software. (1)
  • Interact with representatives from community organizations, professional associations, provincial ministries of education and universities to share information on special projects and coordinate activities. For example, talk to representatives from charity organizations to coordinate fund raising activities involving students. Respond to university professors asking for support in research studies, such as investigations into the relationship between creativity and socio-economic level. (2)
  • Interact with teachers' aides and student teachers to talk about lesson plans and classroom activities. Assign new tasks, review completed tasks and enquire about the status of students' work. (2)
  • Speak with school principals, administrators and co-workers to discuss timetables and performance, obtain guidance and review provincial, district and school policies, procedures and programs. Present information to other teachers about proposed projects or topics covered at conferences. (3)
  • Teach basic subjects such as reading, writing and arithmetic or specialized subjects such as English or French as a second language to students in groups and on an individual basis. Present lessons and examples, explain rules, facilitate discussions and question students to ascertain the understanding of concepts. Establish trust and encourage students' active involvement in the learning process. (4)
  • Speak with parents, psychologists, social workers and speech-language therapists to share information about students and discuss intervention plans. Review students' academic achievements, discuss students' behaviours, strengths, needs and support systems, determine goals to be reached by school interventions and propose strategies. Teach parents, as appropriate, how they can contribute to the success of school interventions. Adapt the messages to communicate with parents who speak neither official language. (4)
  • Facilitate and lead extracurricular activities intended to promote students' overall development. Monitor and support students through a variety of exercises in a variety of settings to develop them physically, mentally and socially. During each activity, teachers listen to and observe students to assess their comfort levels and help them resolve conflicts. At the end of extracurricular activities, facilitate feedback sessions to help students express their opinions and elicit suggestions for making future activities more effective and pleasurable. (4)
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Money Math
  • Count monies collected from fund raising activities such as calendar and chocolate sales. (1)
  • Calculate amounts to be claimed from parents for field trips. Add transportation, accommodation, food and other expenses and calculate per student fees. (2)
  • Calculate line amounts, discounts, taxes and totals on purchase orders for books, art materials, gym equipment and other school supplies. (3)
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Scheduling or Budgeting and Accounting
  • Prepare and monitor budgets for field trips and other extracurricular activities. Ensure that expenditures incurred for transportation, accommodations, food and admission fees remain within budgeted amounts. (3)
  • Set daily and weekly schedules for group and individualized courses with students, factoring in schools' established timetables. Adjust schedules, as necessary, because of missing school supplies, snow storms and other unexpected events. (3)
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Measurement and Calculation
  • Calculate the quantities of books, art materials, gym equipment and other school supplies to purchase for classes. (2)
  • Calculate physical dimensions and scale distances when teaching elementary geometry and geography. Measure scale distances from maps, convert them to actual distances and calculate areas and perimeters of simple shapes such as rectangles and triangles. (3)
  • Measure ingredients and create solutions and mixtures for craft, cooking and science projects. For example, mix quantities of paint and water to achieve specific concentrations. Adjust mixture quantities for larger or smaller groups of students. (3)
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Data Analysis
  • Compare students' grades at different points in time to assess progress. (1)
  • Calculate averages of test and assessment scores. For example, compare individual test scores to class averages. (2)
  • Collect and analyse numerical data about student academic achievements and generate statistics for parents and school administrators. (3)
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Numerical Estimation
  • Use experience to estimate the length of time needed to prepare and implement lesson plans. (1)
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Job Task Planning and Organizing
  • Elementary school and kindergarten teachers work in dynamic environments with many conflicting demands on their time. They plan classroom activities within the framework of school timetables. However, they must integrate their interventions with those of other teachers, teaching assistants, school and district administrators, parents, psychologists, social workers and speech-language therapists. Their ability to help several children on different assignments at the same time and manage priorities is critical to their jobs. They may have to cancel and reschedule group and individualized activities in response to unexpected events such as snowstorms. Elementary school and kindergarten teachers are responsible for assigning tasks to teachers' aides and student teachers who assist them in the implementation of lesson plans. They contribute to strategic planning at the school, district and provincial levels. (3)
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Decision Making
  • Decide which classroom responsibilities to assign to which students. For example, rotate responsibilities for classroom pets and plants to be fair to all students. (1)
  • Decide what books, art materials, gym equipment and other school supplies to purchase for classes. Make decisions based on analyses of the curricula, budgets, skill levels and interests of students. (2)
  • Decide how to reprimand misbehaving students. For example, it may be necessary to detain students after class after giving them a certain number of warnings. (3)
  • Decide what educational assignments, activities and structure to offer students based on analyses of their abilities. Use professional knowledge to decide the levels and types of assignments and activities that will challenge students while allowing them to obtain a well-rounded education. (3)
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Problem Solving
  • Occasionally, face shortages of textbooks, art materials, gym equipment or other school supplies for classes. Ask students to share supplies or move on to other activities. (1)
  • Discover that some students do not have proper clothing, school supplies and other necessities. When children forget, provide small items such as pens and paper from school supplies or supply food items for lunch. If children consistently show up for school unprepared, it may be necessary to phone parents to let them know that learning is impaired because their children are not being properly fed, clothed or equipped. In extreme cases, ask school administration to involve social service agencies or ask for other outside assistance as required. (2)
  • Observe students bullying others. In such situations, an option would be to bring bullies and their victims together to let them express what they feel and make them aware of the consequences of their behaviours. Discuss the topic of intimidation with classes and conduct role-playing exercises to help students develop empathy. Ask school principals, social workers or psychologists to intervene if bullying persists. (3)
  • There is a suspicion that students are being abused by family members or that they are engaged in criminal activities. Advise school principals, document observations and follow the established procedures to alert child protection authorities. (3)
  • Notice sudden decreases in the academic performances of some of students. Talk privately with these students to investigate the reasons behind the declining performance. If apathy seems to be the main cause, try different motivation strategies. If these strategies are unsuccessful, teachers may discuss student behaviour with co-workers to gain their insights and to see if they can suggest new approaches. (3)
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Finding Information
  • Find information about appropriate extracurricular activities for students by searching newspapers or asking co-workers. (2)
  • Search a wide range of sources including textbooks, trade publications and websites to find transferable lesson plans and learning materials. (3)
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Critical Thinking
  • Assess the satisfaction of students with class and extracurricular activities. At the end of the activities, facilitate feedback sessions to get students' views on what went well and what did not go so well and to elicit suggestions for making future activities more effective and pleasurable. (2)
  • Judge the completeness and clarity of written instructions developed for tests, quizzes, assignments and other materials addressed to students. Re-read documents to ensure that crucial information has not been omitted and wording is not open to misinterpretation. (2)
  • Assess students' understanding of topics covered in courses. Choose or design appropriate assignments, tests and quizzes. Administer, correct, mark and interpret them. (2)
  • Evaluate students' progress on a regular basis. Look at cumulative records and discuss students' development with parents, psychologists, social workers and speech-language therapists. Analyse students' strengths and weaknesses, and work still to be done with respect to objectives previously identified. As a result of these evaluations, adjust teaching strategies or recommend new professional interventions. (3)
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