The Teacher Competence Standards Regulation, M.R. 69/2025, made under The Education Administration Act, establishes professional benchmarks that teachers in Manitoba must meet in order to obtain and maintain their teaching certification. This regulation codifies expectations for teacher performance, professional conduct, and the creation of inclusive learning environments. It also applies to certified clinicians, ensuring that educational professionals across the system meet high standards in their practice, while recognizing differences between teachers and clinicians through the discretion of the commissioner.

At the heart of the regulation is the Schedule, which sets out detailed competence standards along with examples of how they may be demonstrated in practice. These standards outline five broad areas of responsibility for teachers. The first standard emphasizes professional knowledge and instructional practices. Teachers are expected to demonstrate consistent mastery of subject matter, curriculum, and methodologies in the areas they teach. They must use varied instructional strategies, adapt resources and technologies to meet diverse student needs, and assess student learning using appropriate and responsive evaluation practices. Effective classroom management and a supportive environment are highlighted as essential for fostering respect, safety, and belonging. Professional development is also central: teachers are expected to pursue ongoing learning, challenge themselves to grow in their practice, and collaborate with colleagues to improve outcomes for students.

The second standard requires a commitment to student success, well-being, and learning. Teachers are expected to understand their students’ cognitive, emotional, and behavioral development, tailoring expectations and supports to meet individual needs. They must consistently act in the best interests of students, encouraging active engagement and participation in learning while promoting academic growth.

The third standard addresses the responsibility to foster safe and inclusive environments. Teachers are called to create classrooms where diversity is respected and where all students feel a sense of belonging and self-worth. Respect for human rights and the active rejection of racism, discrimination, and oppression are emphasized. Lessons should be designed to be accessible and engaging, employing differentiated instruction and removing barriers to participation. Teachers are also expected to understand the specific context and history of the programs they teach, whether in English, French, French Immersion, or technology education, and how those contexts shape student experiences.

The fourth standard is dedicated to engagement with Indigenous students, families, and communities. Teachers are expected to respect and integrate the languages, cultures, and worldviews of First Nations, Inuit, and Métis peoples into learning environments. They must build respectful relationships with Indigenous students, Elders, Knowledge Keepers, and communities while upholding Manitoba’s Indigenous education policy framework. A deeper understanding of treaties, colonization, and reconciliation is required, ensuring that teaching practices reflect accountability, reciprocity, and respect.

Manitoba (69/2025) August 27, 2025
Disclaimer: Insights are for informational purposes only and do not reflect RRI’s official position or constitute legal opinion.