The evolution of professionalism - Centre for Policy Studies in ...

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in Ontario, 84, 85 in Prince Edward Island, 189, 192, 193 in Saskatchewan, 56 Class Size Regulation, 21 Clement, W., 235 Cochrane, Dennis, 157, 159 Code of Conduct, 36, 81 Cole Harbour, Nova Scotia, 159 collective agreements in Alberta, 42, 43 in BC, 20, 22–23 in Manitoba, 66, 69, 72 in Nova Scotia, 150–151 in Ontario, 84 pan-Canadian themes, 227–229 in Prince Edward Island, 198 school board amalgamation and, 226 College Board of Governors (NWT), 209 college level spending, 100 College of Alberta School Superintendents, 32 College of Educators, 23 Collins, Alice, 175–176 Commission des Etats Généraux. See Estates General on Education 1995-1996: Renewing our Education System: Ten Priority Actions Commission for the Estates General on Education. See Estates General on Education 1995-1996: Renewing our Education System: Ten Priority Actions Commission on Class Size and Composition (Man.), 71 Commission on Education (Alta.), 41 Commission on English Language Education (Quebec), 107 Commission on Excellence in Education (Downey-Landry Commission) NB, 133– 135, 137 Commission on Financing Kindergarten to Grade 12 Education (Sask.), 58 Commission on Learning Report (Alta.), 234 Commission Scolaire (NWT), 210 Commission Scolaire de Langue Française (PEI), 195 Commission Scolaire Francophone du Yukon (CSFY), 208 Common Curriculum (Ont.), 80, 85, 91 Common Essential Learnings (CELs), 50 The Common Sense Revolution (Ont.), 82 communities community-based education, 49, 207, 213 community-based teacher education programs, 209 community-learning network, 210 pan-Canadian themes, 221 Community Partnership in Education, 208 community schools, 13, 53–54, 55 COMPAS Inc., 89 competencies in teaching, 105, 106 competency-based program reform, 102 Concordia University College, 35 Conference Board of Canada, 157 Conseil Scolaire Acadien Provincial (NS), 155 Conseil Scolaire Francophone (BC), 18 Conseil Scolaire Francophone Provincial (Nfl d. and Lab.), 171 conseils scolaires (Sask.), 56 Conseil Supérieur de l’Éducation, 106 conservatism in BC, 11 Conservative government (Ont.), 79, 80, 81, 91, 94 Constitution Act, 12, 72, 107, 226, 232 Consultation Meetings on the Reorganization of School Districts (NB), 141 Consumer Price Index (CPI), 220 Corbo Report, 103, 106 core curriculum. See curriculum Core Curriculum Final Report (Sask.), 50 Core Curriculum Policy Advisory Committee, 50 Cormack Trail School Board, 171 Corner Brook/DeerLake/St. Barbe School Board, 171 Corporate Higher Education Forum, 157 Council of Atlantic Ministers of Education and Training (CAMET), 177, 190 Council of Atlantic Premiers (CAP), 190 Council of Education Executives, 41, 42, 43 Council of Ministers (Quebec), 103 Council of Ministers of Education, Canada (CMEC), 2, 7, 59, 60, 138, 151, 160, 162, 187, 189, 196, 222, 232 Council on Alberta Teaching Standards (COATS), 36, 45n5 Council on Mi’kmaq Education, 158 Cree Immersion, 57 Cree language, 206 Cree students, 57, 107–108 critical moment, 5–6 cultural diversity. See diversity culture-based curriculum, 213 culture-based schooling, 205, 207 Index 265
curriculum for Aboriginal students, 54–55, 204, 211 BC changes, 13 elementary level in Ontario, 85–86 inter-provincial collaboration, 138, 177, 189–190, 207 Manitoba development, 68 New Brunswick recommendations, 134 in Northwest Territories, 213 Nova Scotia reforms, 151, 152 Ontario policies, 91–92 outcomes-based, 66, 68, 156–157 pan-Canadian themes, 223–225 performance-based, 136 Quebec reforms, 102–103 religious committee powers, 106 results-based, 33 Saskatchewan assessment of, 59–60 Saskatchewan reforms, 50 Curriculum and Instruction Review Committee, 50 D data bases for transcripts, 14, 18 decentralization in Alberta, 39 in New Brunswick, 134, 136 in the Northwest Territories, 210 in Nunavut, 205, 210 pan-Canadian themes, 3, 221 in Quebec, 103–105 Delors, Jacques, 173 Dene language instruction, 57 Denominational Education Councils, 169 denominational schools, 106–107, 172–173 Department of Education Act (Alta.), 31 deprofessionalization in BC, 17, 24–25 pan-Canadian themes, 234, 236 Dibbon, D., 170 Digby, Nova Scotia, 159 diplomas. See graduation Direction des politiques et programmes d’éducation en langue française (Ont.), 80 Directions (Sask.), 50, 54–55 Directions for Diversity (Sask.), 51 disciplinary neoliberalism, 235 Discussion Paper: Outline for a Reporting Process on Student Outcomes in Manitoba, 69 Discussion Paper: Planning Using School- Based Indicators (Man.), 69 distance education, 66 266 Index district-based planning, 14 District Councils (NU), 210 District Education Authorities (NWT), 209, 213 District Education Councils (DEC), 142 diversity in Alberta, 36 in BC, 13, 16, 17, 18 in Manitoba, 73–74 in Newfoundland and Labrador, 178–179 in Nova Scotia, 157–159 in Ontario, 80, 82 pan-Canadian themes, 229 in Quebec, 107–108 Diversity and Equity in Education: An Action Plan for Ethnocultural Equity (Man.), 74 Diversity in BC Schools: A Framework, 18 Divisional Education Councils (NU), 210 Divisional Education Councils (NWT), 209, 213 Doer, Gary, 68 Dogrib language, 206 Dosdall, Emery, 39 Douglas, K.S., 19 Dover, Mildred, 190, 198 Downey-Landry Commission (Commission on Excellence in Education) NB, 133–135, 138, 140, 145, 231 Doyle, Brendan, 173 Draper, Garry, 71 dropout rates, 33, 80 Duffi e, Paul, 135 Duhamel, Carolyn, 72, 73 E Earl, L., 66 early childhood education, 80 Early Childhood Education Diploma program, 209 Eastern School Board, 171 L’ecole à l’aube du 21 e /School for a New Century (NB), 134 École Émilie-Tremblay, 208, 209 economy, relationship of education to, 13 Edmonton, Alberta, 37, 39 EdNet, 153 Education 2000—Preparing Students for the New Century, 135–137 Education Accountability Act (Ont.), 85 Education Accountability Plan (YT), 211 Education Act (NB), 142 Education Act (Nfl d. and Lab.), 175 Education Act (NS), 152, 155
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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
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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
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Other improvements included the int
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participate in the early immersion
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approximately 50 hours per week”
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-- 2001d. Schools in Society. Charl
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Lowther, L. 2004. Private written c
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The Territories The Yukon Territory
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to develop First Nations curriculum
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Yukon Native Teacher Education Prog
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profi t organizations are also impo
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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 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: British Columbia, Ministry of Skill
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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