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Appendix 1. British Columbia Provincial Ministers Responsible for Education. 1986 - 2004 Party: Premier Minister Ministry Policy/Bill/Reform/Act Social Credit: William Vander Zalm 1986-1991 Rita Johnston 1991 New Democratic Party: Mike Harcourt 1991- 1996 Anthony J. Brummet 1986-1990 James Hewitt 1990–1991 Stan Hagen 1991 Anita Hagen 1991-1993 Art Charbonneau 1993-1996 Education 1987: Teaching Profession Act 1988: Royal Commission on Education 1988: BCCT established 1989: Policy Directions: A Response to the Sullivan Royal Commission Education 1993– Education, Skills and Training (joint Ministry) 1990: Year 2000: A Framework for Learning 1993: Improving the Quality of Education in British Columbia 1994: Putting Policies into Practice: Implementation Guide 1994: Public Sector Labour Relations Act 1995: creation of Francophone Education Authority (Conseil Scolaire Francophone) Continued on next page Appendices 245
Party: Premier Minister Ministry Policy/Bill/Reform/Act Glen Clark 1996-1999 Dan Miller 1999-2000 Ujjal Dosanjh 2000-2001 Liberal: Gordon Campbell 2001- present 246 Appendices Paul Ramsey 1996 Moe Sihota 1996 Joy MacPhail 1996-1997 Paul Ramsey 1997-1999 Gordon Wilson 1999-2000 Penny Priddy 2000 Joy MacPhail 2000-2001 Christy Clark 2001-2004 Tom Christian-sen 2004-2005 Shirley Bond 2005-present Deputy Minister: Emery Dosdall 1996: revision of the School Act 1996: revision of the Teaching Profession Act 1996: revision of the 1998– Education 1997: Industrial Relations Act Education 2001: Budget Transparency and Accountability Act amended 2001: Bill 8, Protection of Parent Volunteers 2001: Bill 18, Skills Development and Labour Statues Amendment Act 2001: Bill 27, Education Services Collective Agreement Act 2001-2002 Performance Standards Guidelines 2002: School accreditation replaced by the Accountability Framework 2002: Bill 28, Public Education Flexibility and Choice Act 2002: Bill 34, School Board Flexibility Bill 2002: A Future for Learners 2003: Bill 51, Teaching Profession Amendment Act 2003: Graduation Requirements Review
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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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Page 107 and 108:
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
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In 1999, the Minister of Education
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Grades 1 to 12 follow the program.
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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 and 246: Table 9. School Councils Province N
Page 247 and 248: References Alberta Learning. 2003.
Page 249 and 250: 242 Appendices
Page 251: 244 Appendices
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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