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fi nances, 70–71, 219–220, 221 governance, 226 inter-provincial collaboration, 207 labour relations, 227 languages, 230 per-student expenditures, 237t policy themes, 74, 75t priorities, 66–67, 69 professionalization initiatives, 233 school year length, 71–72 standards tests, 68 Manitoba, Minister of Education, Training and Youth, 71 Manitoba Association of School Trustees (MAST), 71, 72, 73 Manitoba Chamber of Commerce, 72 Manitoba Education, Training and Youth, 69, 70, 72 Manitoba Educational Agenda, 69 Manitoba Education and Training, 65, 66, 67, 68 Manitoba Education and Youth, 73–74 Manitoba K–S4 Educational Agenda for Student Success, 69, 73 Manitoba School Improvement Program (MSIP), 66 Manitoba Special Education Review: Final Report, 72 Manitoba Teachers’ Society (MTS), 68, 69–70, 71, 72, 73 Manzer, R., 13 Mar, Gary, 36 Maritime Provinces Education Foundation (MPEF), 151, 189 Marois, Pauline, 103, 104, 106, 107, 108 Matsumoto, L., 34 Mazurek, K., 33 McBride, S., 235 McGuinty, Dalton, 79, 89 McKeen, W., 235 McKenna, Frank, 133 Measuring Up (Alta.), 33, 44 Meeting the Challenge: Three-Year Business Plan (Alta.), 33, 44 Memorial University of Newfoundland (MUN), 173–174, 175, 178, 228 methodology, 6–7 Métis in Alberta, 40, 42 in the Northwest Territories, 204 pan-Canadian themes, 231 population in Territories, 203 in Saskatchewan, 54–55 Métis Nation, 54 Mi’kmaq Education Act (NS), 158 Mi’kmaq language instruction, 158 Mi’kmaq Services Division, 158 Miller, L., 81 Miller, N., 81 Ministerial Panel on Education Delivery in the Classroom, 176 Minister’s Response to SAIP—Consultation by Anglophone Sector (NB), 139 Minister’s Response to the High School Advisory Committee: Final Report (Sask.), 60 minority students, 90 The Mission of Public Education in New Brunswick, 135 Mohawk students, 108 Montagnais nation, 231 moral and religious education, 106–107 Morin, Jacques-Yvan, 103–104, 106 Morley, L., 236 Mount Saint Vincent University, 159 Moving the School Forward (Quebec), 102 Mulroney, Brian, 235 multiculturalism. See diversity Multiculturalism Act (Can.), 232 N NAFTA, 235 national testing programs. See standardized tests Native Curriculum Review Committee (NCRC), 54 Native Indian Teacher Education Program (NITEP), 16, 231 Nault, F., 153, 192–193 Nelson, P., 17 neoliberal constitutionalism, 235 neoliberalism in BC, 11 in Nova Scotia, 158 pan-Canadian themes, 222, 235–236 Neu, D., 220 New Brunswick, 133–145 Aboriginal education, 231 Aboriginal inclusion, 225 accountability policies, 222–223 curriculum, 223 Downey-Landry Commission, 133–135 Educational Services Divisions, 135–138 Education Ministers, 143t fi nances, 220 governance, 140–142, 226, 227 Index 271
indicators of education, 144t languages, 230 per-student expenditures, 237t policies, 143–144t professionalization initiatives, 2, 232 social equity, 232 student assessments, 138–140 New Brunswick, Ministry of Education, 138, 141, 142 New Democratic Party government in BC, 14, 17 in Manitoba, 68–69, 74 in Ontario, 79, 80–82 “New Era in Education”, 12 Newfoundland and Labrador, 169–179 challenges, 171–172 curriculum development, 177 demographics, 169–170 diversity, 177–179, 225 Education Ministers, 258t fi nances, 221 governance, 175–176, 226 inter-provincial collaboration, 189 labour relations, 228–229 legislation defi ning roles in education, 174–175 per-student expenditures, 237t professionalization initiatives, 233–234 secular systems, 229 teacher retention and professional development, 173–174 Newfoundland and Labrador, Department of Education, 170, 171, 173–174, 175, 176, 177, 178, 179, 228 Newfoundland and Labrador Federation of School Councils, 176 Newfoundland and Labrador School Boards Association, 173, 174–175 Newfoundland and Labrador Teachers’ Association, 169, 172, 173, 175, 176, 177, 178 New Zealand, 176 Nicholls, Glenn, 71 non-denominational schools, 106–107 North-East Quebec Convention, 107 Northern/Remoteness Allowance, 70 North Peninsula/Labrador South School Board, 171 Northwest Territories, 203–214 Aboriginal education, 206, 231 Aboriginal inclusion, 225 Aboriginal teachers, 207 accountability policies, 222 272 Index curriculum, 224 demographics, 203 fi nances, 220 governance, 209–210 inter-provincial collaboration, 207 overview, 204–205 per-student expenditures, 237t teachers in, 208–209 Northwest Territories, Department of Education, Culture and Employment, 206, 207, 208, 209–210, 212–213 Nova Scotia, 149–162 in the 1990s, 150–153 accountability, 153–155, 222 control of policy framework, 159–160 curriculum, 223 demographics, 149 diversity, 157–159, 225 fi nances, 150t, 220, 221 governance, 155–156, 226, 227 labour relations, 227 per-student expenditures, 237t professionalization initiatives, 2, 232 reform consultations, 151, 160–162 Nova Scotia, Government of, 154 Nova Scotia Achievement Tests (NSAT), 153 Nova Scotia Department of Education, 149, 150, 152, 153, 154, 155, 156, 157, 158, 159, 160–162 Nova Scotia Home and Schools Federation, 149 Nova Scotia School Boards Association (NSSBA), 149, 151 Nova Scotia Teachers Union (NSTU) confl icts with government, 149, 227–228 consultation with, 161 on funding, 160 government consultation with, 157, 161 increased burden on teachers, 158 on P-3 schools, 153 teacher recertifi cation, 154–155 Nunavut, 203–214 Aboriginal education, 206, 231 Aboriginal teachers, 206–207 accountability, 212 curriculum, 224 demographics, 203 fi nances, 220 governance, 210 inter-provincial collaboration, 207 overview, 205 per-student expenditures, 237t teachers in, 208
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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
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to Inuktitut, the language of the I
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-- 2002. Standing Committee on Heal
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-- 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 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: pan-Canadian themes, 231 population
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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