Empowered Educators in Canada : How High-Performing Systems Shape Teaching Quality.

Intro -- Empowered Educators in Canada: How High-Performing Systems Shape Teaching -- Contents -- Foreword -- Acknowledgments -- About the Sponsoring Organizations -- About the Authors -- Online Documents and Videos -- Chapter 1 Education in Canada -- Overview of Canada -- Governance of School Systems -- Organization of the System -- Primary and Elementary Education (Grades K-8) -- Secondary Education (Grades 9-12) -- Separate and Private Schools -- Educational Funding -- Student Expenditure -- Working Conditions -- Teacher Pay -- Teaching Time -- Aboriginal Education -- Conclusion -- Chapter 2 Teacher Policies and Practices in Alberta -- Geography -- Demographics -- Inequity for Racial (Visible Minorities) and Aboriginal Populations -- Students in Alberta -- Student Population and Demographics -- ESL and FNMI Students -- Social Welfare -- Student Learning in Alberta -- Governance, Sociopolitical, and Historical Context in Alberta -- Alberta Education (Ministry of Education) -- The Alberta Teachers' Association -- Alberta Ministry of Innovation and Advanced Education -- Funding for Education -- Curriculum and Curricular Decision Making -- Focus on the Whole Child -- Student Assessment -- Educational Equity Concerns -- Teachers in Alberta -- Teacher Compensation -- The Work of Alberta's Teachers -- Teacher Attrition and Retention -- Teacher Preparation -- Funding -- Teacher Preparation Programs -- Teacher Certification -- Teacher Induction -- Professional Learning/School Improvement -- School Improvement -- Change in Institutional Resources -- Change in Teaching Approaches and Strategies -- Alteration of Pedagogical Assumptions or Theories Related to Innovation -- Teacher Evaluation/Supervision/Teacher Growth -- Conclusion -- Appendix 2-A Teaching Quality Standards -- Appendix 2-B Vignettes of Teacher Preparation Programs -- Ambrose University.

Canadian University College -- Concordia University College of Alberta -- The King's University -- University of Alberta -- The University of Calgary -- The University of Lethbridge -- Chapter 3 Teacher Policies and Practices in Ontario -- System Improvement and Ontario's Theory of Action -- Ontario's Theory of Action for Educational Improvement -- Overview: Ontario Education System -- Length of School Year, Instructional Time, and Organization of the School Day -- Governance at the Provincial and Local Level -- The Ontario Ministry of Education -- Provincial Curriculum and Assessment -- District School Boards -- School Councils -- Teachers' Federations -- The Ontario College of Teachers -- Principals' Associations -- Partnership Working among Provincial and Local Organizations -- Improving the Ontario Education System: Provincial Goals and Results -- Focus on Priority Goals -- Looking to the Future: A Renewed Vision for Achieving Excellence -- Supporting Teachers and Teaching Quality -- Initial Teacher Education -- Recruitment -- Induction: The New Teacher Induction Program (NTIP) -- Continuing Professional Learning -- Evaluation and Performance Management -- Teachers' Career Development -- Leadership Development for Administrators -- Leadership Recruitment and Succession Planning -- Preparation and Professional Development of Administrators -- Conclusion -- Appendix: Methodology -- References -- EULA.

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Electronic reproduction. Ann Arbor, Michigan : ProQuest Ebook Central, 2024. Available via World Wide Web. Access may be limited to ProQuest Ebook Central affiliated libraries.