{"product_id":"empowered-educators-in-canada-isbn-9781119369622","title":"Empowered Educators in Canada","description":"\u003cp\u003e\u003cb\u003eBEST PRACTICES FROM CANADA'S HIGH-PERFORMING SCHOOL SYSTEMS\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003e\u003ci\u003eEmpowered Educators in Canada\u003c\/i\u003e is one volume in a series that explores how high-performing educational systems from around the world achieve strong results. The anchor book, \u003ci\u003eEmpowered Educators: How High-Performing Systems Shape Teaching Quality Around the World,\u003c\/i\u003e is written by Linda Darling-Hammond and colleagues, with contributions from the authors of this volume.\u003c\/p\u003e \u003cp\u003e\u003ci\u003eEmpowered Educators in Canada\u003c\/i\u003e 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.\u003c\/p\u003e \u003cp\u003eOperated 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.\u003c\/p\u003e \u003cp\u003eCanadian 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.\u003c\/p\u003e \u003cp\u003eOverall, Canada is a country that is proud of its education system and places a high value on—and participation in—publicly funded education.\u003c\/p\u003e \u003cp\u003eForeword vii\u003c\/p\u003e \u003cp\u003eAcknowledgments xi\u003c\/p\u003e \u003cp\u003eAbout the Sponsoring Organizations xiii\u003c\/p\u003e \u003cp\u003eAbout the Authors xv\u003c\/p\u003e \u003cp\u003eOnline Documents and Videos xix\u003c\/p\u003e \u003cp\u003e\u003cb\u003eChapter 1 Education in Canada 1\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003eOverview of Canada 1\u003c\/p\u003e \u003cp\u003eGovernance of School Systems 5\u003c\/p\u003e \u003cp\u003eOrganization of the System 6\u003c\/p\u003e \u003cp\u003ePrimary and Elementary Education (Grades K–8) 6\u003c\/p\u003e \u003cp\u003eSecondary Education (Grades 9–12) 7\u003c\/p\u003e \u003cp\u003eSeparate and Private Schools 7\u003c\/p\u003e \u003cp\u003eEducational Funding 7\u003c\/p\u003e \u003cp\u003eStudent Expenditure 8\u003c\/p\u003e \u003cp\u003eWorking Conditions 9\u003c\/p\u003e \u003cp\u003eTeacher Pay 9\u003c\/p\u003e \u003cp\u003eTeaching Time 9\u003c\/p\u003e \u003cp\u003eAboriginal Education 10\u003c\/p\u003e \u003cp\u003eConclusion 11\u003c\/p\u003e \u003cp\u003e\u003cb\u003eChapter 2 Teacher Policies and Practices in Alberta 13\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003eGeography 14\u003c\/p\u003e \u003cp\u003eDemographics 14\u003c\/p\u003e \u003cp\u003eInequity for Racial (Visible Minorities) and Aboriginal\u003c\/p\u003e \u003cp\u003ePopulations 16\u003c\/p\u003e \u003cp\u003eStudents in Alberta 17\u003c\/p\u003e \u003cp\u003eStudent Population and Demographics 17\u003c\/p\u003e \u003cp\u003eESL and FNMI Students 19\u003c\/p\u003e \u003cp\u003eSocial Welfare 19\u003c\/p\u003e \u003cp\u003eStudent Learning in Alberta 20\u003c\/p\u003e \u003cp\u003eGovernance, Sociopolitical, and Historical Context\u003c\/p\u003e \u003cp\u003ein Alberta 20\u003c\/p\u003e \u003cp\u003eAlberta Education (Ministry of Education) 22\u003c\/p\u003e \u003cp\u003eThe Alberta Teachers’ Association 22\u003c\/p\u003e \u003cp\u003eAlberta Ministry of Innovation and Advanced Education 23\u003c\/p\u003e \u003cp\u003eFunding for Education 23\u003c\/p\u003e \u003cp\u003eCurriculum and Curricular Decision Making 27\u003c\/p\u003e \u003cp\u003eFocus on the Whole Child 28\u003c\/p\u003e \u003cp\u003eStudent Assessment 28\u003c\/p\u003e \u003cp\u003eEducational Equity Concerns 30\u003c\/p\u003e \u003cp\u003eTeachers in Alberta 31\u003c\/p\u003e \u003cp\u003eTeacher Compensation 32\u003c\/p\u003e \u003cp\u003eThe Work of Alberta’s Teachers 35\u003c\/p\u003e \u003cp\u003eTeacher Attrition and Retention 39\u003c\/p\u003e \u003cp\u003eTeacher Preparation 41\u003c\/p\u003e \u003cp\u003eFunding 42\u003c\/p\u003e \u003cp\u003eTeacher Preparation Programs 43\u003c\/p\u003e \u003cp\u003eTeacher Certifi cation 50\u003c\/p\u003e \u003cp\u003eTeacher Induction 52\u003c\/p\u003e \u003cp\u003eProfessional Learning\/School Improvement 54\u003c\/p\u003e \u003cp\u003eSchool Improvement 61\u003c\/p\u003e \u003cp\u003eChange in Institutional Resources 62\u003c\/p\u003e \u003cp\u003eChange in Teaching Approaches and Strategies 62\u003c\/p\u003e \u003cp\u003eAlteration of Pedagogical Assumptions or Theories\u003c\/p\u003e \u003cp\u003eRelated to Innovation 63\u003c\/p\u003e \u003cp\u003eTeacher Evaluation\/Supervision\/Teacher Growth 65\u003c\/p\u003e \u003cp\u003eConclusion 66\u003c\/p\u003e \u003cp\u003eAppendix 2–A Teaching Quality Standards 70\u003c\/p\u003e \u003cp\u003eAppendix 2–B Vignettes of Teacher Preparation Programs 75\u003c\/p\u003e \u003cp\u003eAmbrose University 75\u003c\/p\u003e \u003cp\u003eCanadian University College 76\u003c\/p\u003e \u003cp\u003eConcordia University College of Alberta 77\u003c\/p\u003e \u003cp\u003eThe King’s University 79\u003c\/p\u003e \u003cp\u003eUniversity of Alberta 80\u003c\/p\u003e \u003cp\u003eThe University of Calgary 83\u003c\/p\u003e \u003cp\u003eThe University of Lethbridge 85\u003c\/p\u003e \u003cp\u003e\u003cb\u003eChapter 3 Teacher Policies and Practices in Ontario 87\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003eSystem Improvement and Ontario’s Theory of Action 88\u003c\/p\u003e \u003cp\u003eOntario’s Theory of Action for Educational Improvement 90\u003c\/p\u003e \u003cp\u003eOverview: Ontario Education System 91\u003c\/p\u003e \u003cp\u003eLength of School Year, Instructional Time, and\u003c\/p\u003e \u003cp\u003eOrganization of the School Day 93\u003c\/p\u003e \u003cp\u003eGovernance at the Provincial and Local Level 94\u003c\/p\u003e \u003cp\u003eThe Ontario Ministry of Education 95\u003c\/p\u003e \u003cp\u003eProvincial Curriculum and Assessment 97\u003c\/p\u003e \u003cp\u003eDistrict School Boards 98\u003c\/p\u003e \u003cp\u003eSchool Councils 99\u003c\/p\u003e \u003cp\u003eTeachers’ Federations 100\u003c\/p\u003e \u003cp\u003eThe Ontario College of Teachers 101\u003c\/p\u003e \u003cp\u003ePrincipals’ Associations 102\u003c\/p\u003e \u003cp\u003ePartnership Working among Provincial and\u003c\/p\u003e \u003cp\u003eLocal Organizations 102\u003c\/p\u003e \u003cp\u003eImproving the Ontario Education System: Provincial\u003c\/p\u003e \u003cp\u003eGoals and Results 108\u003c\/p\u003e \u003cp\u003eFocus on Priority Goals 109\u003c\/p\u003e \u003cp\u003eLooking to the Future: A Renewed Vision for\u003c\/p\u003e \u003cp\u003eAchieving Excellence 115\u003c\/p\u003e \u003cp\u003eSupporting Teachers and Teaching Quality 118\u003c\/p\u003e \u003cp\u003eInitial Teacher Education 121\u003c\/p\u003e \u003cp\u003eRecruitment 137\u003c\/p\u003e \u003cp\u003eInduction: The New Teacher Induction Program (NTIP) 155\u003c\/p\u003e \u003cp\u003eContinuing Professional Learning 160\u003c\/p\u003e \u003cp\u003eEvaluation and Performance Management 182\u003c\/p\u003e \u003cp\u003eTeachers’ Career Development 185\u003c\/p\u003e \u003cp\u003eLeadership Development for Administrators 188\u003c\/p\u003e \u003cp\u003eLeadership Recruitment and Succession Planning 190\u003c\/p\u003e \u003cp\u003ePreparation and Professional Development of Administrators 192\u003c\/p\u003e \u003cp\u003eConclusion 197\u003c\/p\u003e \u003cp\u003eAppendix: Methodology 203\u003c\/p\u003e \u003cp\u003eReferences 205\u003c\/p\u003e  \u003cp\u003e\u003cb\u003eCAROL CAMPBELL\u003c\/b\u003e 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. \u003c\/p\u003e\u003cp\u003e\u003cb\u003eKEN ZEICHNER\u003c\/b\u003e 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. \u003c\/p\u003e\u003cp\u003e\u003cb\u003eANN LIEBERMAN\u003c\/b\u003e is currently a senior scholar at Stanford University. She is an emeritus professor from Teachers College, Columbia University. \u003c\/p\u003e\u003cp\u003e\u003cb\u003ePAMELA OSMOND-JOHNSON\u003c\/b\u003e is an assistant professor of Educational Administration with the Faculty of Education at the University of Regina.   \u003c\/p\u003e\u003cp\u003e\u003cb\u003eBEST PRACTICES FROM CANADA'S HIGH-PERFORMING SCHOOL SYSTEMS\u003c\/b\u003e \u003c\/p\u003e\u003cp\u003e\u003ci\u003eEmpowered Educators in Canada\u003c\/i\u003e is one volume in a series that explores how high-performing educational systems from around the world achieve strong results. The anchor book, \u003ci\u003eEmpowered Educators: How High-Performing Systems Shape Teaching Quality Around the World,\u003c\/i\u003e is written by Linda Darling-Hammond and colleagues, with contributions from the authors of this volume. \u003c\/p\u003e\u003cp\u003e\u003ci\u003eEmpowered Educators in Canada\u003c\/i\u003e 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. \u003c\/p\u003e\u003cp\u003eOperated 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. \u003c\/p\u003e\u003cp\u003eCanadian 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. \u003c\/p\u003e\u003cp\u003eOverall, Canada is a country that is proud of its education system and places a high value on—and participation in—publicly funded education.\u003c\/p\u003e","brand":"Jossey-Bass","offers":[{"title":"Default Title","offer_id":47989127020773,"sku":"NP9781119369622","price":30.0,"currency_code":"USD","in_stock":false}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/1842\/7735\/files\/9781119369622.jpg?v=1761782905","url":"https:\/\/k12savings.com\/products\/empowered-educators-in-canada-isbn-9781119369622","provider":"K12savings","version":"1.0","type":"link"}