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Britannique, Federation of Independent School Associations, Conseil Scolaire Francophone de la Colombie-Britannique, and Ministry of Education. 4 The BCPVPA was established in 1958 as a provincial association. 5 The British Columbia Teachers’ Federation CTF (BCTF) was established in 1917, acted as an advocate dealing with the economic professional and social concerns of teachers. In 1987, the BCTF shifted from an association model to a union model and became an autonomous organization. The BCTF currently represents 45,000 members (2002). 6 These fi gures are based on numbers reported on the website of the Ministry of Education. They represent fi gures from school district reports to the Ministry. The number includes teachers hired from teacher-on-call lists, teachers hired directly from teacher education programs, and teachers migrating from other provinces or countries. 7 Generally the average class size is determined by the formula students/classes, e.g. in kindergarten, students equals the total number of students in kindergarten in the school district as of September 30; and classes equals the total number of kindergarten classes in the school district as of September 30. A number of exceptions to this formula occur, including: when there is more than one grade in a class, students in adult and continuing education programs, students in distance education programs, students in provincial resource programs, students in alternate programs, students in work study programs, and classes exclusively for students with special needs. References BC School Trustees Association. 1997. Our Children – Our Responsibility. A Framework for Clarifying the Roles and Responsibilities of the Ministry of Education and School Boards. Vancouver, BC: BC School Trustees Association. www.bcsta.org/pub/Reports-Briefs/Roles-Response.htm (accessed July 2005). BCTF. 1997. Opportunities to Learn: Accountability in Education in British Columbia. Vancouver, BC: BCTF. www.bctf.ca/publications/briefs/ocg/ (accessed July 2005). -- 2002a. School Staff Alert, April 16, 2002: Bill 34 offl oads accountability for cuts. Vancouver, BC: BCTF. www.bctf.bc.ca/SchoolStaffAlert/archive/2001- 02/2002-04-16 (accessed September 2003) -- 2002b. School Staff Alert, April 22, 2002. Vancouver, BC: BCTF. www.bctf. bc.ca/SchoolStaffAlert/archive/2001-02/2002-04-22 (accessed September 2003) -- 2002c. A Brief to the Select Standing Committee on Finance and Government Services. Vancouver, BC: BCTF Echols, F. 2005. Personal Communication. Chapter 1: British Columbia 27
Lyon, D.R., and K.S. Douglas. 1999. Violence Against British Columbia Teachers. Burnaby, BC: Mental Health Law and Policy Institute, Simon Fraser University. Malatest, R.A.and Associates. 1991. The Lower Mainland Multicultural Education Project – Phase 1 Demographic Overview Vancouver, BC: Lower Mainland Multicultural Education Project Steering Committee. Malcolmson, J.D. 1994. Teaching in the ‘90s. Report No. 3: Teacher Perceptions of Violence in BC Schools. Vancouver, BC: BCTF. Manzer, R. 1994. Public Schools and Political Ideas: Canadian Educational Policy in Historical Perspective. Toronto, ON: University of Toronto Press. Ministry of Education. 1989. Policy Directions: A Response to the Sullivan Royal Commission on Education by the Government of British Columbia. Victoria, BC: Ministry of Education. -- 1990. Year 2000. Victoria, BC: Ministry of Education. -- 1993. Improving the Quality of Education in British Columbia. Changes to British Columbia’s Education Policy. Victoria, BC: Ministry of Education. -- 1994. Putting Policies into Practice. Implementation Guide. Victoria, BC: Ministry of Education. -- 1996. Language Education in BC Schools: Policy and Guidelines. Victoria, BC: Ministry of Education. -- 1999. Aboriginal Education Enhancement Agreements. Victoria, BC: Ministry of Education. -- 1999. Focus on Bullying: A Prevention Program for Elementary School Communities. Victoria, BC: Ministry of Education. -- 2001. Diversity in BC Schools. A framework’. Victoria, BC: Ministry of Education. -- 2003. Aboriginal Education Enhancement Agreements. A guide for success. Victoria, BC: Ministry of Education. Ministry of Skills, Training and Labour. 1995. Skills Now. Year One Report. Victoria, BC: Province of British Columbia. Nelson, Patricia. 1992. Lower Mainland Multicultural Education Project. Vancouver: Social Planning and Research Council of BC. Province of British Columbia. 1993. BC Educational Records Linkage File. Policy and Procedures Manual. Victoria, BC: Ministry of Education. Savage, L. 1988. Equality and Excellence in Educational Discourse: The Case of British Columbia. Policy Explorations Vol 3, No 3: pp 9 – 18. Select Standing Committee on Education. 2002. A Future for Learners: A Vision for Renewal of Education in British Columbia. Victoria, BC: Ministry of Education. 28 Section 1: The West
Page 3 and 4: The evolution of professionalism: e
Page 5 and 6: Table of Contents Preface iii Intro
Page 7 and 8: iv Introduction
Page 9 and 10: The Context The history of teaching
Page 11 and 12: work to the different forms of capi
Page 13 and 14: describes May 1968 as a “historic
Page 15 and 16: simultaneously reacts to and create
Page 17 and 18: 10 Introduction
Page 19 and 20: profession of teaching, standards,
Page 21 and 22: In 1991, the New Democratic Party w
Page 23 and 24: diversify their teaching skills and
Page 25 and 26: Policy required all students in Gra
Page 27 and 28: 18, 2002, reported a current defi c
Page 29 and 30: Table 1. 1990-91 to 2002-03 Operati
Page 31 and 32: accompanied by acknowledged standar
Page 33: the number of teachers new to the B
Page 37 and 38: 30 Section 1: The West
Page 39 and 40: means of a resource manual. Three a
Page 41 and 42: schools followed a model already po
Page 43 and 44: and secure environments for all Alb
Page 45 and 46: from Kindergarten to Grade 3, 25 fr
Page 47 and 48: formed to assist the government wit
Page 49 and 50: • Develop and implement comprehen
Page 51 and 52: although principals and assistant p
Page 53 and 54: Alberta Learning. 2000. Shaping the
Page 55 and 56: 48 Section 1: The West
Page 57 and 58: Saskatchewan’s educational polici
Page 59 and 60: As Tymchak (2001) has noted, this c
Page 61 and 62: The Government of Saskatchewan iden
Page 63 and 64: population (Saskatchewan Learning,
Page 65 and 66: As has been stated elsewhere in thi
Page 67 and 68: tests and Saskatchewan curriculum o
Page 69 and 70: ) policy ideas begin as realization
Page 71 and 72: -- 2004a. Province responds to Boug
Page 73 and 74: In 1990, Filmon and his party were
Page 75 and 76: Outcomes-based Curricula The “New
Page 77 and 78: The last major alteration of school
Page 79 and 80: • The availability of qualifi ed
Page 81 and 82: of Manitoba Education and Youth (ww
Page 83 and 84: Levin, B. and J. Wiens. 2003. There
Page 85 and 86:
78 Section 3: Central Canada
Page 87 and 88:
Policy Trends 1960-1990 During a 30
Page 89 and 90:
Within six months of the Royal Comm
Page 91 and 92:
Bill 160 mandated greater restricti
Page 93 and 94:
the specifi city in curriculum expe
Page 95 and 96:
ecommended a funding increase of $1
Page 97 and 98:
Secretariat, and committed $160 mil
Page 99 and 100:
enable this to happen. This shift i
Page 101 and 102:
from Liberals, to New Democrats, to
Page 103 and 104:
-- 2003a. 97 percent of teacher can
Page 105 and 106:
Page 107 and 108:
schools. Finally, the last section
Page 109 and 110:
The Commission identifi ed 10 areas
Page 111 and 112:
énoncé de politique et plan d’a
Page 113 and 114:
• Twelve professional competencie
Page 115 and 116:
tongue. In 2001, as part of the imp
Page 117 and 118:
-- 1993. La décentralisation en é
Page 119 and 120:
-- 1996. Rapport du groupe de trava
Page 121 and 122:
Rulings Régime pédagogique de l
Page 123 and 124:
personnel enseignant. La sixième p
Page 125 and 126:
Troisième partie : le curriculum d
Page 127 and 128:
Quatrième partie : La gouvernance
Page 129 and 130:
À l’automne 1992, le ministre Pa
Page 131 and 132:
• Un Comité sur les affaires rel
Page 133 and 134:
l’imputabilité et de la redditio
Page 135 and 136:
-- (1992), La gestion de l’éduca
Page 137 and 138:
-- (1994), L’école au cœur des
Page 139 and 140:
Page 141 and 142:
various players in the system, the
Page 143 and 144:
The document noted that such a rest
Page 145 and 146:
announced started in September 2003
Page 147 and 148:
• creating a committee to establi
Page 149 and 150:
each district as well. These commit
Page 151 and 152:
Events Year Texts/policies/statemen
Page 153 and 154:
-- 1993. Ministerial Statement - Sc
Page 155 and 156:
Internet Sites Association des ense
Page 157 and 158:
to be funded by a formula that comb
Page 159 and 160:
Cameron’s wage freeze was followe
Page 161 and 162:
standardized testing regime, much o
Page 163 and 164:
Shore Boards) with a centralized um
Page 165 and 166:
This fi nding effectively echoed te
Page 167 and 168:
a tight-loose policy framework, cou
Page 169 and 170:
Beginning in 1995, however, the “
Page 171 and 172:
Conference Board of Canada. 1992. E
Page 173 and 174:
-- 1998a. Program policy for French
Page 175 and 176:
168 Section 4: The Atlantic Region
Page 177 and 178:
een falling. As of September 1995,
Page 179 and 180:
all actors in the Newfoundland and
Page 181 and 182:
school districts, MUN, and the NLTA
Page 183 and 184:
management trends in other Canadian
Page 185 and 186:
of schools”, especially given the
Page 187 and 188:
References Atlantic Provinces Educa
Page 189 and 190:
-- 1999. News Release (January 6):
Page 191 and 192:
-- 2004. Budget speech. St. John’
Page 193 and 194:
186 Section 4: The Atlantic Region
Page 195 and 196:
In 1999, the Minister of Education
Page 197 and 198:
Grades 1 to 12 follow the program.
Page 199 and 200:
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 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 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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