Empowered Educators in Canada

CAROL CAMPBELL is associate professor of Leadership and Educational Change and codirector of the Knowledge Network for Applied Education Research at the Ontario Institute for Studies in Education, University of Toronto. KEN ZEICHNER is the Boeing Professor of Teacher Education at the University of Washington, Seattle. Prior to moving to the University of Washington, Zeichner was the Hoefs-Bascom Professor of Teacher Education and associate dean for Teacher Education and International Education at the University of Wisconsin, Madison. ANN LIEBERMAN is currently a senior scholar at Stanford University. She is an emeritus professor from Teachers College, Columbia University. PAMELA OSMOND-JOHNSON is an assistant professor of Educational Administration with the Faculty of Education at the University of Regina.

• Foreword viiAcknowledgments xiAbout the Sponsoring Organizations xiiiAbout the Authors xvOnline Documents and Videos xixChapter 1 Education in Canada 1Overview of Canada 1Governance of School Systems 5Organization of the System 6Primary and Elementary Education (Grades K–8) 6Secondary Education (Grades 9–12) 7Separate and Private Schools 7Educational Funding 7Student Expenditure 8Working Conditions 9Teacher Pay 9Teaching Time 9Aboriginal Education 10Conclusion 11Chapter 2 Teacher Policies and Practices in Alberta 13Geography 14Demographics 14Inequity for Racial (Visible Minorities) and AboriginalPopulations 16Students in Alberta 17Student Population and Demographics 17ESL and FNMI Students 19Social Welfare 19Student Learning in Alberta 20Governance, Sociopolitical, and Historical Contextin Alberta 20Alberta Education (Ministry of Education) 22The Alberta Teachers’ Association 22Alberta Ministry of Innovation and Advanced Education 23Funding for Education 23Curriculum and Curricular Decision Making 27Focus on the Whole Child 28Student Assessment 28Educational Equity Concerns 30Teachers in Alberta 31Teacher Compensation 32The Work of Alberta’s Teachers 35Teacher Attrition and Retention 39Teacher Preparation 41Funding 42Teacher Preparation Programs 43Teacher Certifi cation 50Teacher Induction 52Professional Learning/School Improvement 54School Improvement 61Change in Institutional Resources 62Change in Teaching Approaches and Strategies 62Alteration of Pedagogical Assumptions or TheoriesRelated to Innovation 63Teacher Evaluation/Supervision/Teacher Growth 65Conclusion 66Appendix 2–A Teaching Quality Standards 70Appendix 2–B Vignettes of Teacher Preparation Programs 75Ambrose University 75Canadian University College 76Concordia University College of Alberta 77The King’s University 79University of Alberta 80The University of Calgary 83The University of Lethbridge 85Chapter 3 Teacher Policies and Practices in Ontario 87System Improvement and Ontario’s Theory of Action 88Ontario’s Theory of Action for Educational Improvement 90Overview: Ontario Education System 91Length of School Year, Instructional Time, andOrganization of the School Day 93Governance at the Provincial and Local Level 94The Ontario Ministry of Education 95Provincial Curriculum and Assessment 97District School Boards 98School Councils 99Teachers’ Federations 100The Ontario College of Teachers 101Principals’ Associations 102Partnership Working among Provincial andLocal Organizations 102Improving the Ontario Education System: ProvincialGoals and Results 108Focus on Priority Goals 109Looking to the Future: A Renewed Vision forAchieving Excellence 115Supporting Teachers and Teaching Quality 118Initial Teacher Education 121Recruitment 137Induction: The New Teacher Induction Program (NTIP) 155Continuing Professional Learning 160Evaluation and Performance Management 182Teachers’ Career Development 185Leadership Development for Administrators 188Leadership Recruitment and Succession Planning 190Preparation and Professional Development of Administrators 192Conclusion 197Appendix: Methodology 203References 205