Education

To Become Secondary School Teacher – English / ESL (English as a Second Language) in Ontario: Salary, Training, and Career Outlook.

by Occupations.ca Team
12 min read

Have you ever imagined helping a teenager fall in love with language—or giving a newcomer the confidence to express themselves in English for the first time? If you are drawn to literacy, storytelling, and supporting multilingual learners, becoming a Secondary School Teacher – English / ESL (English as a Second Language) in Ontario could be the right path for you.

Job Description

A Secondary School Teacher in English and/or ESL teaches students in Grades 9–12 in Ontario’s publicly funded or independent schools. You guide learners through literature, writing, speaking, media studies, and digital literacy, while also supporting multilingual students who are developing English proficiency. You follow the Ontario curriculum, use assessment strategies that are fair and transparent, and create a safe, inclusive classroom where all students can learn.

Your role may be focused on:

  • English (ENG) courses at different grade levels and pathways (Academic, Applied/de-streamed contexts, University/College preparation, Workplace).
  • ESL/ELD courses (ESL Levels A–E and English Literacy Development) for students who are new to English or who are developing foundational literacy in English.

Official curriculum and policy:

Daily Work Activities

As a secondary English/ESL Teacher, you plan lessons, teach classes, assess student learning, and provide feedback. You may also coordinate literacy supports, run a writing club or debate team, and collaborate with guidance counsellors, Special Education staff, and settlement workers in schools.

Common day-to-day responsibilities include:

  • Designing lessons aligned with the Ontario curriculum and your school’s timetable.
  • Delivering Instruction using varied strategies for diverse learners, including multilingual students and students with Individual Education Plans (IEPs).
  • Assessing and evaluating student work based on clear success criteria and learning goals.
  • Using technology (e.g., Google Workspace, Microsoft Teams, D2L Brightspace) to Support learning.
  • Communicating with parents/guardians and caregivers about progress and next steps.
  • Collaborating with colleagues (department teams, ESL/ELD teams, Student Success) to support learners.
  • Supervising and participating in extracurricular activities where possible.

Main Tasks

  • Plan, teach, and assess English courses (literature, writing, media, oral communication).
  • Plan, teach, and assess ESL/ELD courses with a focus on language acquisition, vocabulary, grammar in context, and academic language for subject success.
  • Differentiate instruction and accommodate/modify tasks for students with diverse needs.
  • Develop literacy strategies across content areas (critical reading, argumentative writing, media literacy).
  • Use assessment for, as, and of learning; provide timely, descriptive feedback.
  • Maintain a safe, inclusive classroom, and apply anti-racist, anti-oppressive, and culturally responsive pedagogy.
  • Support English learners’ transition into mainstream classes and track progress across ESL/ELD levels.
  • Keep accurate records in line with board policy and Growing Success.
  • Engage in professional learning and complete Additional Qualifications (AQs) when needed.

Required Education

To teach in publicly funded secondary schools in Ontario, you must be certified by the Ontario College of Teachers (OCT). Most teachers complete a four-year undergraduate degree plus a two-year Bachelor of Education (B.Ed.), then apply to the OCT.

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Key regulator:

Diplomas

  • Certificate: Not typically sufficient for K–12 Teaching.
  • College Diploma: Helpful for related roles (e.g., Educational Assistant), but to teach as a Secondary Teacher, you need university degrees and OCT certification.
  • Bachelor’s Degree: A four-year bachelor’s degree (or equivalent) is usually required.
  • Bachelor of Education (B.Ed.): A two-year teacher education program recognized by the OCT.
  • Additional Qualifications (AQs): For ESL in K–12, the ESL Part 1/2/Specialist AQ sequence is the recognized pathway.

Important distinctions:

  • English (as a teachable subject): To become qualified at the Intermediate/Senior level, you typically need a specific number of undergraduate credits in English. Your teacher education program will include English as a teaching subject.
  • ESL (K–12): In Ontario schools, ESL is an Additional Qualification, not a teachable. After OCT certification, you complete ESL Part 1 (and beyond) to be assigned ESL courses in many boards.

OCT details on program and subject requirements:

Length of Studies

  • Undergraduate degree: typically 4 years.
  • B.Ed. (consecutive program): typically 2 years full-time.
  • AQs (e.g., ESL Part 1/2/Specialist): often 125 hours per part, offered online or in blended formats; can be completed while teaching.

Where to Study?

Ontario faculties of education that offer B.Ed. programs recognized by the OCT (English-language and bilingual options). Always confirm specific program pathways (Intermediate/Senior focus, English teachable) on each site:

Typical AQ providers for ESL (check schedules and prerequisites):

Salary and Working Conditions

Salary

Ontario secondary school teacher salaries are set by local collective agreements and depend on your Qualifications Evaluation (QECO category) and years of experience. Most new teachers with a four-year degree plus B.Ed. are placed in higher qualification categories, which increases pay.

Reliable wage Information (Ontario-wide) is available through the Government of Canada Job Bank:

Typical ranges based on Job Bank data:

  • Entry-level (supply or first-year contract): often near the lower end of the provincial wage range.
  • Experienced teachers: often approach the higher end, especially at the top of the grid.

Annual salaries vary by board but commonly progress from the mid-to-high five figures for new permanent hires to over $100,000 for teachers at the top of the grid in many boards. Your salary is paid over 12 months and includes preparation days, PD days, and union-negotiated Benefits. Teachers in Ontario are members of the Ontario Teachers’ Pension Plan (OTPP):

Tip: Review salary grids in specific boards (posted publicly with local unions) to get precise numbers.

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Working Conditions

  • Union representation: Most secondary teachers are represented by OSSTF (public), OECTA (Catholic), or AEFO (French-language). Collective agreements guide workload, preparation time, and class size limits.
  • School day: A typical full-time secondary teacher teaches assigned periods (often 3 of 4 per semester in many boards that run a four-period day, subject to local timetables), with one preparation period, plus Supervision duties.
  • Workload beyond class: Lesson planning, marking, IEP/ELL documentation, meetings, communication with families, and extracurriculars often extend beyond the school day.
  • Safety and wellbeing: Boards have policies for safe schools, mental health supports, and workplace accommodations. Educators must follow professional standards and duty of care.

Job Outlook

Ontario’s job outlook for secondary school teachers varies by region and subject, but English and ESL remain steady areas due to:

  • Immigration growth, increasing demand for ESL/ELD supports.
  • Retirements and normal turnover.
  • Evolving curriculum and literacy priorities across subject areas.

Check official outlook and labour market information:

Competition for full-time permanent positions can be strong in some urban boards. Many teachers start with supply teaching or Long-Term Occasional (LTO) contracts before securing a permanent role.

Key Skills

Soft Skills

  • Communication: Clear, compassionate, and consistent with students, families, and colleagues.
  • Cultural humility and inclusiveness: Respect learners’ identities and lived experiences; apply culturally responsive and relevant pedagogy.
  • Classroom Management: Build relationships and routines that support positive behaviour and engagement.
  • Adaptability: Adjust instruction for varying language proficiency, IEP needs, and pathway expectations.
  • Collaboration: Work with ESL/ELD teams, subject departments, guidance, Special Education, and settlement workers.
  • Professional judgment: Uphold privacy, equity, and OCT ethical standards.

Hard Skills

  • Curriculum design aligned with Ontario’s secondary English and ESL/ELD curricula.
  • Assessment literacy under Growing Success, including triangulating evidence (observations, conversations, products).
  • Language acquisition strategies: Scaffolding, content-language objectives, academic vocabulary, sheltered instruction, and formative feedback for language development.
  • Literacy instruction: Reading strategies, writing workshops, media literacy, inquiry, and critical thinking development.
  • Technology integration: Google Workspace, Microsoft 365, D2L Brightspace, assistive tech (text-to-speech, translation supports), digital citizenship.
  • Data-informed instruction: Using language proficiency data, credit accumulation, and learning profiles to plan interventions.
  • Documentation and Compliance: Tracking ELL progress, transitions, report cards, and board-level policies.

Advantages and Disadvantages

Advantages:

  • Meaningful impact on students’ identities, voices, and lifelong literacy.
  • Strong professional community with mentorship, department collaboration, and union support.
  • Stable compensation and pension, with opportunities for Leadership (department head, literacy lead, ESL/ELD lead).
  • Diverse career paths: ESL/ELD specialist, resource teacher, Instructional Coach, curriculum developer, or administrator.
  • Continuous learning through AQs and board PD.

Disadvantages:

  • Early-career precarity: Many begin as occasional teachers or in LTO roles before earning permanent status.
  • Workload intensity: Marking, planning, and communication can extend well beyond the school day.
  • Complex needs: Supporting varied literacy levels, ELL transitions, and IEPs requires ongoing differentiation and Coordination.
  • Emotional labour: Addressing student wellbeing, trauma-informed practices, and family settlement needs can be demanding.
  • Policy and timetable changes: Shifts in curriculum Delivery (e.g., semesters/quadmesters), class sizes, and funding can affect daily practice.

Expert Opinion

If you aim to become a Secondary School Teacher in English/ESL in Ontario, set yourself up for success by combining strong content knowledge with targeted qualifications and practical experience.

  • Choose an Intermediate/Senior (I/S) B.Ed. with English as a teachable (and a second teachable with good hiring demand, such as History, Social Sciences, or Mathematics).
  • Plan to complete ESL Part 1 as soon as you can. In boards with high newcomer populations, ESL Part 1 is often preferred or required for ESL/ELD assignments. Consider ESL Part 2 and ESL Specialist later to enhance your leadership profile.
  • Add complementary AQs such as Special Education Part 1 (very helpful in any classroom) and Reading Part 1 or Literacy-focused AQs to strengthen your profile for English departments.
  • Build real-world experience: volunteer with school literacy programs, settlement agencies, or tutoring centres; coach debate or Model UN; support writing centres. These experiences help you design engaging instruction and speak confidently in interviews.
  • Learn the Ontario curriculum and Growing Success inside out. Hiring panels look for teachers who can design assessments aligned to overall expectations and triangulate evidence of learning.
  • Apply broadly through ApplyToEducation (widely used by Ontario school boards): https://www.applytoeducation.com. Tailor your resume to highlight ELL strategies, inclusive practices, and tech-enabled teaching.
  • Join professional networks, attend PD events, and read widely on anti-oppressive education and culturally responsive teaching. Your students’ identities and languages are assets; your pedagogy should reflect this.
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FAQ

Do I need TESL Ontario certification to teach ESL in Ontario secondary schools?

No. TESL Ontario certification is geared to teaching adults in language Training programs. For K–12 schools, you must be OCT certified, and most boards prefer or require the ESL Additional Qualification (Part 1, and often beyond) for ESL/ELD assignments. Learn more about OCT AQs here: https://www.oct.ca/members/additional-qualifications

Can I teach both English and ESL in the same school?

Yes. Many teachers split their timetable between English courses and ESL/ELD courses. To be assigned ESL/ELD, boards typically expect ESL Part 1 (or a commitment to complete it). Your English teachable and ESL AQ complement each other and increase your flexibility.

What counts as an acceptable “English” teachable for Intermediate/Senior certification?

Your undergraduate transcript must meet OCT and program-provider requirements for English as a teachable (often a set number of credits in English literature and/or language studies). Each faculty of education states its own entry requirements, and QECO evaluates transcripts for salary classification. Always verify teachable prerequisites with the faculty you’re applying to and consult the OCT: https://www.oct.ca/becoming-a-teacher

I’m an internationally educated teacher. How can I become certified to teach English/ESL in Ontario?

Apply to the Ontario College of Teachers for an evaluation of your credentials: https://www.oct.ca/becoming-a-teacher/requirements/teachers-trained-outside-ontario. You may need additional coursework, language proficiency evidence, or a practicum. After OCT certification, complete ESL Part 1 to be considered for ESL/ELD roles. Boards may also require a Criminal Record Check with Vulnerable Sector Screening before hiring.

Is French required to become a Secondary School Teacher – English/ESL?

No. You do not need to speak French to teach English or ESL in English-language schools. However, French is an asset in some communities and is required if you plan to teach in French-language boards (where AEFO represents teachers). For English-language boards, focus on your English teachable, ESL AQ, and inclusive literacy strategies aligned to Ontario’s curriculum.

How are ESL and ELD different in Ontario secondary schools?

  • ESL (English as a Second Language) focuses on students who have age-appropriate first-language literacy and are developing proficiency in English.
  • ELD (English Literacy Development) serves students with limited prior schooling or interrupted education who are developing foundational literacy and numeracy alongside English.
    Courses are organized by levels (A–E). Placement is based on assessment of language proficiency and prior schooling. See the official ESL/ELD curriculum: https://www.dcp.edu.gov.on.ca/en/curriculum/secondary-esl-eld

Additional Useful Links

By investing in the right qualifications, embracing inclusive practices, and building strong literacy and language pedagogy, you can thrive as a Secondary School Teacher – English / ESL (English as a Second Language) in Ontario and make a lasting difference in your students’ lives.

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