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Table 10. Number of school boards/ districts by province Province Date implemented Legislation and background documents Reduction Current number British Columbia 1996 75 to 59 60 Alberta 1994,1995 181 to 66 66 Saskatchewan 1998 119 to 100 100 Manitoba 1993, 1998, 2001 Bill 14: Public School Modernization Act 57 to 36 36 Ontario 1997 Bill 104: Fewer School Boards Act 129 to 72 72 Québec 1996, 1998 160 to 72 69 New Brunswick 1992, 1996 42 to 0 14 district councils Nova Scotia 1996, 2000 School Board Boundary Review (2000) 22 to 7 7 regional Prince Edward Island 1994 5 to 3 3 Newfoundland and Labrador 1996 Bill 8 (Royal Commission 1992) 27 to 11 11 Note: Numbers include francophone school boards. Numbers may have changed since the last reports by province. Chapter 12: Conclusion 239
References Alberta Learning. 2003. Every Child Learns, Every Child Succeeds: Report and Recommendations, Alberta’s Commission on Learning. Edmonton: Government of Alberta, Alberta Learning. British Columbia Select Standing Committee on Education. 2002. A Future for Learners: A Vision for Renewal of Education in British Columbia. Victoria, BC: Minstry of Education. British Columbia Teachers’ Federation. 2002. School Staff Alert, April 22, 2002. Vancouver, BC: BCTF. www.bctf.bc.ca/SchoolStaffAlert/archive/2001- 02/2002-04-22. Brodie, J. (1995). Politics in a Globalized World. In D. Drache and R. Boyer (Eds.) Does the Nation-State Have A Future? Montreal and Kingston: McGill- Queen’s. Black, E. and J. Silver. 1999. A fl awed economic experiment: The new political economy of Manitoba. Winnipeg, MB: Canadian Centre for Policy Alternatives. Clement, W., and L. Vosko, (Eds.) (2003). Changing Canada. Political economy and transformation. Montreal, PQ: McGill-Queen’s University Press. Dale, R. and S. Robertson. 2003. Changing geographies of power in education: the politics of rescaling and its contradictions. Paper presented at the joint BERA/ BAIOCE conference on Globalization, Culture and Education. Draft, EU-funded GENIE (Globalization and Europeanization Netowork on Education). 1-26. Gill, S. 2003. Power and resistance in the new world order. New York: Palgrave Macmillan.Government of Alberta. 1995. Roles and Responsibilities in Education. Henley, D. and J. Young. 2001. An argument for the progressive possibilities for public education: School reforms in Manitoba. In The erosion of democracy in education: Critique to possibilities, eds. J.P. Portelli and R.P. Soloman. Calgary, AB: Detselig Enterprises Ltd. Levin, B. and J. Wiens. 2003. There is another way: A different approach to educational Educational reform. Phi Delta Kappan. 84,9: 658-664. Locke, T. et al. (2005). Being a ‘professional’ primary school teacher at the beginning of the 21st century: a comparative analysis of primary teacher professionalism in New Zealand and England. Journal of Education Policy 20:5, 555-581. McBride, S. (2001). Paradigm shift: Globalization and the Canadian state. Halifax, NS: Fernwood. McKeen, W., and A. Porter, (2003). Politics and transformation: Welfare state restructuring in Canada. In W. Clement and L. Vosko (Eds.), Changing Canada: Political economy and transformation (pp. 109-134). Montreal, PQ: McGill- Queen’s University Press. 240 Section 5: Conclusion
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The evolution of professionalism: e
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Table of Contents Preface iii Intro
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iv Introduction
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The Context The history of teaching
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work to the different forms of capi
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describes May 1968 as a “historic
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simultaneously reacts to and create
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10 Introduction
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profession of teaching, standards,
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In 1991, the New Democratic Party w
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diversify their teaching skills and
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Policy required all students in Gra
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18, 2002, reported a current defi c
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Table 1. 1990-91 to 2002-03 Operati
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accompanied by acknowledged standar
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the number of teachers new to the B
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Lyon, D.R., and K.S. Douglas. 1999.
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30 Section 1: The West
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means of a resource manual. Three a
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schools followed a model already po
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and secure environments for all Alb
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from Kindergarten to Grade 3, 25 fr
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formed to assist the government wit
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• Develop and implement comprehen
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although principals and assistant p
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Alberta Learning. 2000. Shaping the
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48 Section 1: The West
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Saskatchewan’s educational polici
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As Tymchak (2001) has noted, this c
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The Government of Saskatchewan iden
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population (Saskatchewan Learning,
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As has been stated elsewhere in thi
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tests and Saskatchewan curriculum o
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) policy ideas begin as realization
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-- 2004a. Province responds to Boug
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In 1990, Filmon and his party were
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Outcomes-based Curricula The “New
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The last major alteration of school
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• The availability of qualifi ed
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of Manitoba Education and Youth (ww
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Levin, B. and J. Wiens. 2003. There
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78 Section 3: Central Canada
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Policy Trends 1960-1990 During a 30
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Within six months of the Royal Comm
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Bill 160 mandated greater restricti
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the specifi city in curriculum expe
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ecommended a funding increase of $1
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Secretariat, and committed $160 mil
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enable this to happen. This shift i
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from Liberals, to New Democrats, to
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-- 2003a. 97 percent of teacher can
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schools. Finally, the last section
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The Commission identifi ed 10 areas
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énoncé de politique et plan d’a
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• Twelve professional competencie
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tongue. In 2001, as part of the imp
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-- 1993. La décentralisation en é
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-- 1996. Rapport du groupe de trava
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Rulings Régime pédagogique de l
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personnel enseignant. La sixième p
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Troisième partie : le curriculum d
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Quatrième partie : La gouvernance
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À l’automne 1992, le ministre Pa
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• Un Comité sur les affaires rel
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l’imputabilité et de la redditio
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-- (1992), La gestion de l’éduca
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-- (1994), L’école au cœur des
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various players in the system, the
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The document noted that such a rest
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announced started in September 2003
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• creating a committee to establi
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each district as well. These commit
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Events Year Texts/policies/statemen
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-- 1993. Ministerial Statement - Sc
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Internet Sites Association des ense
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to be funded by a formula that comb
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Cameron’s wage freeze was followe
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standardized testing regime, much o
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Shore Boards) with a centralized um
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This fi nding effectively echoed te
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a tight-loose policy framework, cou
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Beginning in 1995, however, the “
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Conference Board of Canada. 1992. E
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-- 1998a. Program policy for French
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168 Section 4: The Atlantic Region
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een falling. As of September 1995,
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all actors in the Newfoundland and
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school districts, MUN, and the NLTA
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management trends in other Canadian
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of schools”, especially given the
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References Atlantic Provinces Educa
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-- 1999. News Release (January 6):
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-- 2004. Budget speech. St. John’
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186 Section 4: The Atlantic Region
Page 195 and 196: In 1999, the Minister of Education
Page 197 and 198: Grades 1 to 12 follow the program.
Page 199 and 200: system results, the Department has
Page 201 and 202: Other improvements included the int
Page 203 and 204: participate in the early immersion
Page 205 and 206: approximately 50 hours per week”
Page 207 and 208: -- 2001d. Schools in Society. Charl
Page 209 and 210: Lowther, L. 2004. Private written c
Page 211 and 212: The Territories The Yukon Territory
Page 213 and 214: to develop First Nations curriculum
Page 215 and 216: Yukon Native Teacher Education Prog
Page 217 and 218: profi t organizations are also impo
Page 219 and 220: training, a new computer-based info
Page 221 and 222: to Inuktitut, the language of the I
Page 223 and 224: -- 2002. Standing Committee on Heal
Page 225 and 226: -- 2003. Public Schools Branch Annu
Page 227 and 228: y BC in 2001. These changes, made p
Page 229 and 230: change, although in the opposite di
Page 231 and 232: and a core curriculum are intimatel
Page 233 and 234: school must decide between an advis
Page 235 and 236: thus policy was given as fait accom
Page 237 and 238: combat racism. The French tradition
Page 239 and 240: The discourse of inclusion is an at
Page 241 and 242: of the Newfoundland and Labrador Te
Page 243 and 244: (Brodie, 1995, p. 386). Similarly,
Page 245: Table 9. School Councils Province N
Page 249 and 250: 242 Appendices
Page 251 and 252: 244 Appendices
Page 253 and 254: Party: Premier Minister Ministry Po
Page 255 and 256: Appendix 3. Saskatchewan Ministers
Page 257 and 258: Appendix 4. Manitoba Ministers of E
Page 259 and 260: Party: Premier Minister Ministry Po
Page 261 and 262: Premier Political Party Lucien Bouc
Page 263 and 264: Premiers ministres Partis Lucien Bo
Page 265 and 266: Appendix 7. Premiers, Political Par
Page 267 and 268: 260 Index
Page 269 and 270: accountability, 38-39, 40, 222 curr
Page 271 and 272: British Columbia, Ministry of Skill
Page 273 and 274: curriculum for Aboriginal students,
Page 275 and 276: Final Report of the Commission of C
Page 277 and 278: pan-Canadian themes, 231 population
Page 279 and 280: indicators of education, 144t langu
Page 281 and 282: governance structure changes in BC,
Page 283 and 284: languages, 230 per-student expendit
Page 285 and 286: einforcement of role, 136 religious
Page 287 and 288: Saskatchewan demographics, 55-57 Sa
Page 289 and 290: Y Year 2000: A Framework for Learni
Page 291 and 292: égalité des chances, 117, 121, 12
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