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

would benefi t from clearer direction, greater accountability, and more meaningful
involvement of learners, parents and community members” (page 33). Among
numerous recommendations, the report endorsed the establishment of a College of
Educators responsible for certifi cation, standards of practice, ethics, enforcement
and professional development. The report further recommended that membership
in the College of Educators would be the only one required of professionals
“employed at all levels of the system, including those in management positions”.
This recommendation would abolish mandatory membership in the BCTF and
would dramatically undermine its infl uence. The suggested College of Educators
would replace the BCCT, thus changing the nature of 14 years of professional
activity. Such a change would raise questions about the independence of the new
body and would be a direct challenge to the professionalism of school agents.
In the spring of 2003, the government passed Bill 51, through the Teaching
Profession Amendment Act. This changed the structure and mandate of the BC
College of Teachers (instead of creating a new College of Educators). In particular,
the majority of members (12) of the BCCT Governing Council are now government
appointees, while the remaining eight members are elected. One of the government
appointees is nominated by the Deans of Faculties of Education. Previously the
council had 15 elected seats and fi ve public appointments. This composition has
made BCCT one of the few professional colleges in which government appointees
outnumber elected members, moving the BCTF to protest the changes as contrary
to democratic principles.
The BCCT Council appointment process requires the Minister of Education to
consult with schools, principals, and superintendents about representation, in order
to make the appointments to council; however, there is no required composition
for the appointed council members. The Minister of Education claimed that Bill
51 would make the College more responsive to the public, and would “enhance
accountability and administrative effi ciency” (Ministry of Education, 2003).
Bill 51 removes the evaluation of teacher education programs and reference to
programs leading to certifi cation by the College. The College is no longer able to
make by-laws with respect to the training of teachers. The changes also give greater
capacity to delegate discipline to the Discipline Committee, and puts into place a
mechanism for a member of the public to lodge a complaint regarding a teacher’s
conduct.
In December 2003, the Minister of Education made a commitment to change
the composition of the College Council so that 12 of the 20 representatives would be
elected, thus returning the majority of the seats to elected individuals. However, no
time frame was provided for this change, and the decision is subject to the discretion
of the Minister. The change was expected to take place in 2004. The struggle between
the Ministry, BCCT, and the BCTF calls into question the meaning of a professional
self-regulatory body, and the role of a union in such a body.
Major Themes
Professionalization or the professionalism of school agents is the terminology
used to identify teachers with a particular status and stature. This status is
Chapter 1: British Columbia 23