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Empowered Educators in Canada
Cover of Empowered Educators in Canada
Empowered Educators in Canada
How High-Performing Systems Shape Teaching Quality
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BEST PRACTICES FROM CANADA'S HIGH-PERFORMING SCHOOL SYSTEMS Empowered Educators in Canada is one volume in a series that explores how high-performing educational systems from around the...
BEST PRACTICES FROM CANADA'S HIGH-PERFORMING SCHOOL SYSTEMS Empowered Educators in Canada is one volume in a series that explores how high-performing educational systems from around the...
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  • BEST PRACTICES FROM CANADA'S HIGH-PERFORMING SCHOOL SYSTEMS

    Empowered Educators in Canada is one volume in a series that explores how high-performing educational systems from around the world achieve strong results. The anchor book, Empowered Educators: How High-Performing Systems Shape Teaching Quality Around the World, is written by Linda Darling-Hammond and colleagues, with contributions from the authors of this volume.

    Empowered Educators in Canada details the core commonalities that exist across Canada with special emphasis on the localized nature of the systems—a hallmark of Canadian education. Canada boasts a highly educated population, and the provinces/territories truly value education as evidenced by the significant proportion of public funds allocated to schooling.

    Operated by the provinces and territories, participation in kindergarten, primary, and secondary education is close to 100% across the nation. In addition to offering traditional academics, secondary education includes opportunities for students to attend technical and vocational programs. To demonstrate exemplary education systems, the authors examine two top-performing jurisdictions, Alberta and Ontario, which have developed strong supports for teacher development.

    Canadian teachers are highly qualified, and salary scales in all jurisdictions are typically based on a teacher's level of education and years of experience. While Canada has enjoyed much educational success, the education of First Nations students has historically been one of the country's more controversial and contentious issues.

    Overall, Canada is a country that is proud of its education system and places a high value on—and participation in—publicly funded education.

About the Author-

  • 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.

Table of Contents-

  • Foreword vii

    Acknowledgments xi

    About the Sponsoring Organizations xiii

    About the Authors xv

    Online Documents and Videos xix

    Chapter 1 Education in Canada 1

    Overview of Canada 1

    Governance of School Systems 5

    Organization of the System 6

    Primary and Elementary Education (Grades K–8) 6

    Secondary Education (Grades 9–12) 7

    Separate and Private Schools 7

    Educational Funding 7

    Student Expenditure 8

    Working Conditions 9

    Teacher Pay 9

    Teaching Time 9

    Aboriginal Education 10

    Conclusion 11

    Chapter 2 Teacher Policies and Practices in Alberta 13

    Geography 14

    Demographics 14

    Inequity for Racial (Visible Minorities) and Aboriginal

    Populations 16

    Students in Alberta 17

    Student Population and Demographics 17

    ESL and FNMI Students 19

    Social Welfare 19

    Student Learning in Alberta 20

    Governance, Sociopolitical, and Historical Context

    in Alberta 20

    Alberta Education (Ministry of Education) 22

    The Alberta Teachers’ Association 22

    Alberta Ministry of Innovation and Advanced Education 23

    Funding for Education 23

    Curriculum and Curricular Decision Making 27

    Focus on the Whole Child 28

    Student Assessment 28

    Educational Equity Concerns 30

    Teachers in Alberta 31

    Teacher Compensation 32

    The Work of Alberta’s Teachers 35

    Teacher Attrition and Retention 39

    Teacher Preparation 41

    Funding 42

    Teacher Preparation Programs 43

    Teacher Certifi cation 50

    Teacher Induction 52

    Professional Learning/School Improvement 54

    School Improvement 61

    Change in Institutional Resources 62

    Change in Teaching Approaches and Strategies 62

    Alteration of Pedagogical Assumptions or Theories

    Related to Innovation 63

    Teacher Evaluation/Supervision/Teacher Growth 65

    Conclusion 66

    Appendix 2–A Teaching Quality Standards 70

    Appendix 2–B Vignettes of Teacher Preparation Programs 75

    Ambrose University 75

    Canadian University College 76

    Concordia University College of Alberta 77

    The King’s University 79

    University of Alberta 80

    The University of Calgary 83

    The University of Lethbridge 85

    Chapter 3 Teacher Policies and Practices in Ontario 87

    System Improvement and Ontario’s Theory of Action 88

    Ontario’s Theory of Action for Educational Improvement 90

    Overview: Ontario Education System 91

    Length of School Year, Instructional Time, and

    Organization of the School Day 93

    Governance at the Provincial and Local Level 94

    The Ontario Ministry of Education 95

    Provincial Curriculum and Assessment 97

    District School Boards 98

    School Councils 99

    Teachers’ Federations 100

    The Ontario College of Teachers 101

    Principals’ Associations 102

    Partnership Working among Provincial and

    Local Organizations 102

    Improving the Ontario Education System: Provincial

    Goals and Results 108

    Focus on Priority Goals 109

    Looking to the Future: A Renewed Vision for

    Achieving Excellence 115

    Supporting Teachers and Teaching Quality 118

    Initial Teacher Education 121

    Recruitment 137

    Induction: The New Teacher Induction Program (NTIP) 155

    Continuing Professional Learning 160

    Evaluation and Performance Management 182

    Teachers’ Career Development 185

    ...

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How High-Performing Systems Shape Teaching Quality
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