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

the number of teachers new to the BC system that were hired was 2,207, 2,089 and
1,946 respectively. This was due in part to the exit of the baby boom generation
of school agents as they reach retirement age. The situation changed in the most
dramatic fashion in 2002-03. The most reliable estimate documents a decline in
the size of the teacher force from somewhere over 36,000 to between 34,000 and
35,000. In 2002-03, 1,550 teachers were either laid off or left the system. This is the
estimate of the number of deducted teacher certifi cates when we compare school
districts applications in 2001-02 with 2002-03. We hypothesize that this change
is having a dramatic impact on the morale of school agents, which will serve to
undermine professional practice in BC schools.
Class size regulation has particularly negative implications with respect to the
impact on special needs education. Special needs education has been the subject of
discussion since Policy Directions (1989), and the Royal Commission Report (1988),
where the Commission recommended that the rights of learners with special needs
and their parents required clarifi cation. The framework on special education policy
(1995) was developed with revised guidelines for practice. Recommendations were
made by a review team for implementation in 2001, including increased measures
for integration and professional development.
Conclusion
As we examine changes in the policy environment over the last decade or so,
the impression is one of turbulent change. Schools and school agents have been
bombarded with so many policies that it is hard to imagine how they have maintained
their stability. Yet schools, like all institutions, are robust and can withstand a great
deal. Similarly, the professionalization of our society gives professional practice
a place that stands beyond the particular ideologies of any government. Even so,
it does appear that the BC education system is in a critical phase. The New Right
ideology of the government since 2001 is having a substantial impact on school
agents. The ideological perspective uses the language of fl exibility, choice and
accountability. We are observing a clear allocation and imposition of values on the
system at every level. Reforms from 2001 to 2003 have seriously undermined the
morale of teachers in the province.
Endnotes
1 School educator is used to refer to teachers and school administrators as a
group.
2 There are 59 English-speaking and 1 francophone school district(s).
3 Education Advisory Council Members: Assembly of First Nations (BC Region),
BCCT, BC Confederation of Parent Advisory Councils, BC Federation of Labour,
BC Principals’ and Vice Principals’ Association, BC Public School Employers’
Association, BC School District Secretary-Treasurers’ Association, BC School
Superintendents’ Association, BC School Trustees Association, BC Teachers’
Federation, Business Council of BC, Canadian Union of Public Employees
(BC), Faculties of Education, Federation des parents francophones de Colombie-
26 Section 1: The West