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

) policy ideas begin as realizations regarding a need or goal and evolve through
genuine collaborative consultation; and (as a consequence of a and b),
c) policy directives are never met with fear by directors or stakeholders,
but rather the impatient commentary upon delivery of the policy by the
ministry, “it’s about time.”
One school division director with whom we spoke explained the implementation
of policy in Saskatchewan by dividing the process into two distinct phases:
implementation and actualization. During the implementation phase, characterized
by the technical analysis of policies by educators and administrators, economic
considerations are made, and operational, day-to-day management issues are
investigated. The actualization phase is greatly infl uenced by the geographic
distance separating school divisions from the Ministry in Regina, as well as the
geographic distance separating schools themselves in rural areas. The effect of this
distance is a context where schools are left alone to “breathe life into policy”.
Because educators and administration are already onside, so to speak, the life they
breathe into policies is very personal and community-specifi c, and in turn reinforces
the community’s role within Saskatchewan schools.
Endnotes
1 In April 2002, Saskatchewan Education was renamed Saskatchewan Learning.
Throughout this paper, we have used the current designation Saskatchewan
Learning, except in referencing documents that were published under the
auspices of Saskatchewan Education.
2 In November 2002, the provincial government appointed a council to oversee
the implementation of the recommendations in the SchoolPLUS report: The
Saskatchewan Council on Children and Youth. The council is made up of 30
representatives from the various social agencies: education, social services,
health, the Aboriginal community, and youth groups. The intent of the council
is to allow communities themselves to decide how the various social agencies
can evolve into a new type of social institution.
3. There has been a 70 percent increase in the ratio of aides to teachers since
1992-93
References
Boughen. 2004. Finding the balance. Regina, SK: Saskatchewan Education, School
Finance and Governance Review.
Government of Saskatchewan. 2002. Provincial response: Role of the school task
force fi nal report. Regina, SK.
Langlois, H. D. and M.P. Scharf. 1991. School fi nance and governance review:
Final report. Regina, SK: Saskatchewan Education, School Finance and
Governance Review.
62 Section 2: The Prairies