Education Handbook for School Administrators Page I Professional Learning

Total Page:16

File Type:pdf, Size:1020Kb

Education Handbook for School Administrators Page I Professional Learning 2013 Table of Contents Forward ....................................................................................................................................................... 1 Minister’s Office .......................................................................................................................................... 2 Corporate Services and General Contacts ................................................................................................ 3 Instructional Development and Achievement .......................................................................................... 4 English Curriculum .................................................................................................................................... 5 French Curriculum ..................................................................................................................................... 6 Early Childhood Development ................................................................................................................... 7 Provincial Learning Materials Distribution Centre (PLMDC) .............................................................. 8 English Language School Board ................................................................................................................ 9 La Commission scolaire de langue française .......................................................................................... 17 Alternative Education Sites ...................................................................................................................... 18 Band-Operated First Nation School ........................................................................................................ 19 Private Schools .......................................................................................................................................... 19 Public School Education ........................................................................................................................... 20 Overview ................................................................................................................................................. 20 Philosophy of Public Education .............................................................................................................. 20 Teaching and Learning ............................................................................................................................. 22 Literacy ................................................................................................................................................... 22 Instructional Strategies ............................................................................................................................ 23 The Evolving Role of the Teacher .......................................................................................................... 24 Differentiating Instruction .................................................................................................................. 24 Modification of Curriculum ................................................................................................................ 25 New Learning Balance ........................................................................................................................ 25 Teaching and Learning in the 21st Century ........................................................................................ 26 Outcomes-Focused Project Based Learning (PBL) ............................................................................ 27 Creating Effective Environments for Learning .................................................................................. 28 Assessing and Evaluating Student Achievement ................................................................................... 30 Designing Effective Assessment .......................................................................................................... 30 Principles of Fair Student Assessment Practices for Education in Canada ....................................... 30 Using Assessment Data to Improve Student Achievement .................................................................. 31 Education Handbook for School Administrators Page i Professional Learning ............................................................................................................................... 32 Achievement Section .............................................................................................................................. 32 Instructional Development Section ......................................................................................................... 32 English Curriculum .................................................................................................................................. 34 Mandate .................................................................................................................................................. 34 Curriculum Development and Renewal ................................................................................................. 34 Curriculum Piloting ................................................................................................................................ 34 Curriculum In-Services ........................................................................................................................... 35 Curriculum Support to Teachers ............................................................................................................. 35 Course Development / Update Procedure ............................................................................................... 35 French Curriculum ................................................................................................................................... 37 Mandate .................................................................................................................................................. 37 French Immersion Programs ................................................................................................................... 37 French First Language Program .............................................................................................................. 38 Core French Program .............................................................................................................................. 39 Oral Proficiency Test and Bursaries ....................................................................................................... 39 Early Childhood Development ................................................................................................................. 40 Mandate .................................................................................................................................................. 40 Early Learning ........................................................................................................................................ 40 Early Learning and Child Care Program Support ................................................................................... 40 Monitoring Children’s Outcomes ........................................................................................................... 41 Other Services ........................................................................................................................................... 42 School Health .......................................................................................................................................... 42 Aboriginal/Diversity Education .............................................................................................................. 42 EAL/FAL Programs and Services........................................................................................................... 42 PEI School Athletic Association ............................................................................................................. 43 Home Schooling...................................................................................................................................... 44 Technology ................................................................................................................................................. 45 Technology Competence ........................................................................................................................ 45 Journey On .............................................................................................................................................. 45 Guidelines for School Web Pages ........................................................................................................... 45 Distance Education Course Approval Process ........................................................................................ 46 Education Policy Development on Prince Edward Island ..................................................................... 47 School Act and Regulations .................................................................................................................... 47 Education Handbook for School Administrators Page ii Minister’s Directives ............................................................................................................................... 47 Elementary
Recommended publications
  • FRENCH AS a SECOND LANGUAGE LEARNING PROGRAMS in WESTERN CANADA: ENHANCING AVAILABILITY Report of the Standing Committee on Official Languages
    FRENCH AS A SECOND LANGUAGE LEARNING PROGRAMS IN WESTERN CANADA: ENHANCING AVAILABILITY Report of the Standing Committee on Official Languages The Honourable Denis Paradis, Chair OCTOBER 2018 42nd PARLIAMENT, 1st SESSION Published under the authority of the Speaker of the House of Commons SPEAKER’S PERMISSION The proceedings of the House of Commons and its Committees are hereby made available to provide greater public access. The parliamentary privilege of the House of Commons to control the publication and broadcast of the proceedings of the House of Commons and its Committees is nonetheless reserved. All copyrights therein are also reserved. Reproduction of the proceedings of the House of Commons and its Committees, in whole or in part and in any medium, is hereby permitted provided that the reproduction is accurate and is not presented as official. This permission does not extend to reproduction, distribution or use for commercial purpose of financial gain. Reproduction or use outside this permission or without authorization may be treated as copyright infringement in accordance with the Copyright Act. Authorization may be obtained on written application to the Office of the Speaker of the House of Commons. Reproduction in accordance with this permission does not constitute publication under the authority of the House of Commons. The absolute privilege that applies to the proceedings of the House of Commons does not extend to these permitted reproductions. Where a reproduction includes briefs to a Standing Committee of the House of Commons, authorization for reproduction may be required from the authors in accordance with the Copyright Act. Nothing in this permission abrogates or derogates from the privileges, powers, immunities and rights of the House of Commons and its Committees.
    [Show full text]
  • Inclusion of Students with Special Education Needs in French As a Second Language Programs: a Review of Canadian Policy and Resource Documents
    Canadian Journal of Educational Administration and Policy, 183, 15-29 Inclusion of Students With Special Education Needs in French as a Second Language Programs: A Review of Canadian Policy and Resource Documents Stefanie Muhling, Ontario Ministry of Education & Callie Mady, Nipissing University Abstract This article describes a document analysis of policy and resource documents pertaining to inclu- sion of students with special education needs (SSEN) in Canadian French as a Second Language (FSL) programs. By recognizing gaps and acknowledging advancements, we aim to inform cur- rent implementation and future development of inclusive policy. Document analysis of a) special education documents and b) FSL policy and support documents revealed that over 80% of pro- vincial and territorial education ministries currently refer to inclusion of SSEN in FSL. With the intent of remediating identified inconsistencies in actual application, this article concludes with specific recommendations to enhance inclusive practice. Keywords: French as a second language (FSL), inclusion, second language education, special needs, students with special education needs Introduction Inclusion1 of students with special education needs2 (SSEN) in French as a second language (FSL) programs is an issue gaining increased attention throughout Canada, as educators are encouraged to strive for greater inclusion while at the same time, requiring additional support to do so (Lapkin, MacFarlane, & Vandergrift, 2006). As past and current incidences of exclusion come to the fore, educators, researchers, and policymakers are embarking upon more inclusive approaches to FSL programming. To both support such efforts, and to recognize the multiple sources of information across Canada, this article uses document analysis to reveal the state of inclusion in FSL programs.
    [Show full text]
  • Education in Canada
    Education in Canada © 2008 Council of Ministers of Education, Canada Permission is granted for non‐commercial reproduction related to educational purposes, provided there is a clear acknowledgement of the source. Otherwise, no part of this publication may be reproduced or transmitted in any form without prior permission from the Council of Ministers of Education, Canada, 95 St. Clair Ave. West, Suite 1106, Toronto, Ontario, M4V 1N6 July 2008 Également offert en français sous le titre : L’Éducation au Canada. Education in Canada Canada is the second largest country in the world — almost 10 million square kilometres (3.8 million square miles) — with a population of 33.1 million as of October 2007, a population density of 3.5 people per square kilometre, and a median income in 2005 of C$41,401. However, Canada’s population is not spread evenly over the territory as two out of three Canadians live within 100 kilometres of the southern border with the United States. In addition, more than 80 per cent of the population lives in urban centres; 45 per cent of the population lives in just six metropolitan areas. Responsibility for Education Responsibility: In Canada, there is no federal department of education and no integrated national system of education. Within the federal system of shared powers, Canada’s Constitution Act of 1867 provides that “[I]n and for each province, the legislature may exclusively make Laws in relation to Education.” In the 13 jurisdictions — 10 provinces and 3 territories, departments or ministries of education are responsible for the organization, delivery, and assessment of education at the elementary and secondary levels, for technical and vocational education, and for postsecondary education.
    [Show full text]
  • The Economic Impact of International Students in Atlantic Canada
    The Economic Impact of International Students in Atlantic Canada STUDY LIVE WORK Prepared for Prepared by FEBRUARY 2018 Table of Contents Executive Summary 4 1. Introduction 6 1.1 Background. 6 1.2 Study Purpose and Objectives . 7 1.3 Approach and Methodology. 7 2. Internationalization 8 2.1 Canadian Challenges. 8 2.2 International Student Trends . 9 2.3 Education Policy. .10 3. Atlantic Canada 13 3.1 Enrolments. .13 3.2 Family Members of International Students . 16 4. Economic Impacts 18 4.1 Scope of Economic Impacts. .18 4.2 International Student Spending. 18 4.3 Economic Impact Results . 21 4.4 Export Value . 22 5. Attraction and Retention Initiatives 26 5.1 Student Pathways . 26 5.2 High School Origin. 26 5.3 Attraction. 28 5.4 Post-Secondary Completion. 31 5.5 Retention. 33 5.6 Retention Success Factors. 35 6. Experiential Learning 38 6.1 Experiential Learning and Work Integrated Learning . 38 6.2 Co-op Participation in Canada . 39 6.3 International Student Experiences in Atlantic Canada. 39 References 41 APPENDICES Appendix A Focus Group Findings. .A2 Appendix B Methodology . A5 Appendix C Confidence Levels for Spending . A10 Appendix D Additional Results. A11 Appendix E Survey Questions. A23 GARDNER PINFOLD ECONOMIC IMPACT OF INTERNATIONAL STUDENTS IN ATLANTIC CANADA | 1 List of Tables Table 3 1 Enrolments at Atlantic Canada universities and colleges (2016/17) ...........................................13 Table 3 2 College and university international student field of study, 2017 .............................................15
    [Show full text]
  • The History of Higher Education in the Province of Prince Edward Island
    CCHA Study Sessions, 38(1971), 19-49 The History of Higher Education in the Province of Prince Edward Island by Sister Mary Olga McKENNA, S.C.H. Mount St. Vincent University, Halifax, Nova Scotia In a recent work entitled Changing Patterns of Higher Education in Canada edited by Robin S. Harris and published by the University of Toronto Press in 1966, Monsignor H. J. Somers introduces his treatise on the Atlantic Provinces with the following generalization: The history of education in these provinces is a fascinating story of geography, racial rivalry, politics, religion, and education. I have placed education last because man y t imes the other factors were the major influences in determining educational policy, or lack of policy. Normally the educational development has not been planned but has simply evolved in response to local circumstances. It is only within the past century that definite patterns have emerged and hardened into systems, whether at the elementary, secondary, or university level. The First World War and the great depression of the 1930’s did little to change the approach to education, except to make more meager the educational facilities, and more austere the lives of those who devoted themselves to th education of youth.1 The history of higher education in the Province of Prince Edward Island is no exception . The apparently radical changes which have been effected in the structure of post-secondary education in the Island Province over the past few years, when viewed from the historical perspective, may be seen as the result of an almost two-hundred-year history of attempts on the part of the government to provide a provincial institution of higher learning supported by public funds which would serve the needs of the Island people.
    [Show full text]
  • Embracing Early Language Learning in Victoria
    Embracing Early Language Learning in Bonjour! Victoria Parents for Early Language Education Who are we and why are we interested? • Parents, caregivers, educators • Believe language learning at an early age is good for kids, our district and society • Not focused on one language or model - value diversity • Want to work constructively with district and parents • Survey to learn more about parents’ interests What are we asking? • Identify opportunities to expand language learning in K-5 / K-8 • Embrace language learning that Bonjour! supports bilingualism, multiculturalism and world citizenship • There are challenges – so lets seek solutions! • What does the board need from us? About us Why early language learning? It benefits development • For second (and third) language learners and English Language Bonjour! Learners • Language learning shown to benefit cognitive development, creativity and empathy when started at an early age • Early learners can pick up languages more easily in later years Why early language learning? We are an officially bilingual and multicultural nation • The multiculturalism act supports the retention, use & learning of Canada’s Bonjour! heritage languages • 3 pillars First Nations Bilingualism Multiculturalism Why early language learning? We are (and have been!) a diverse community & aspire to be a welcoming community • The homeland of the Lekwungen speaking Bonjour! people • Victorians have many heritage languages (which are also world languages!) • Victorians have an interest in the world • We are growing through
    [Show full text]
  • Transitioning from Public School to Post-Secondary Education in the Atlantic Region Issues, Challenges and Approaches to Support Success
    Transitioning from Public School to Post-Secondary Education in the Atlantic Region Issues, Challenges and Approaches to Support Success Summative Research Report Submitted by: Canadian Career Development Foundation February 2020 CCDF Canadian Career Development Foundation Canadian Career Development Foundation Fondation canadienne pour le développement de carrière 202 – 119 Ross Avenue, Ottawa, ON K1Y 0N6 CANADA Tel: 613-729-6164 [email protected] www.ccdf.ca February 2020 Be advised, some results in the work conducted for CAMET may have low sample sizes when broken down into subcategories. Statistics with lower sample sizes should be used with caution. Research and Recommendations Report TABLE OF CONTENTS Executive Summary .................................................................................................................. 1 Background .............................................................................................................................. 6 Research Methodology ............................................................................................................ 7 Summary of Research Findings ............................................................................................... 8 Conclusion and Recommendations ..................................................................................... 19 Appendix A: Transitioning from Public School to Post-Secondary Education in the Atlantic Region: Environmental Scan, 2016 .........................................................................
    [Show full text]
  • French As a Second Language Programs
    French as a Second Language Programs The Ottawa-Carleton District School Board’s French as a Second Language Secondary Level (FSL) programs differ in intensity but share a common purpose: to maximize OCDSB secondary schools offer three program pathways in FSL – core, opportunities for students to reach their full potential in French as a Second extended, and immersion - program that include both core French and language (FSL). All programs are child-centred and focus on the concurrent French immersion language courses, as well as a range of other subjects development of listening, speaking, reading and writing skills. Knowledge taught in French. In OCDSB secondary schools, a student who earns ten and skills are taught in an authentic, meaningful context that emphasizes credits in French (i.e., four in FSL courses and six in other subjects in proficiency across subject areas. The programs promote an appreciation of which French is the language of instruction) shall be awarded a French French culture in Canada and in other regions of the world. immersion certificate, whereas a student who earns seven credits in French (i.e., four in FSL courses and three in other subjects taught in According to the 2004-2005 report of the Commissioner of Official French) shall be awarded an extended French certificate. Languages, research shows that people “who master more than one language increase their self-confidence and self-esteem and are more at The aim of the Core French Program is to provide students with ease with others.” fundamental communication skills in French and an understanding of — (Adam, 2005, p.107) the nature of the language and its culture.
    [Show full text]
  • Improving Aboriginal Access to Post-Secondary Education in Canada
    C HANGING C OURSE: Improving Aboriginal Access to Post-Secondary Education in Canada MILLENNIUM RESEARCH NOTE #2 WWW.MILLENNIUMSCHOLARSHIPS.CA Millennium Les bourses Scholarships du millénaire CANADA MILLENNIUM SCHOLARSHIP FOUNDATION FONDATION CANADIENNE DES BOURSES D’ÉTUDES DU MILLÉNAIRE Changing Course: Improving Aboriginal Access to Post-Secondary Education in Canada Canada Millennium Scholarship Foundation The Canada Millennium Scholarship Foundation is a private, independent organization created by an act of Parliament in 1998. The Foundation works to improve access to post-secondary education for Canadians from all back- grounds; it encourages a high level of achievement and engagement in Canadian society; and it brings people and organizations together to understand barriers and improve access to post-secondary education in Canada. Each year, the Foundation distributes $340 million in bursaries and scholarships to students across Canada. The Research Program The Millennium Research Program furthers the work of the Foundation by undertaking research and pilot projects aimed at understanding and reducing barriers to post-secondary education. It ensures that policymaking and public discussion about opportunities in higher education in Canada can be informed by the best available evidence. Research Note Series Part of the mission of the Canada Millennium Scholarship Foundation is to Cover photo: improve access to post-secondary education so that Canadians can acquire the Jabob Beaton, knowledge and skills needed to participate in a changing economy and society. attended University of Victoria and founded Higher education provides the prospects for personal fulfillment and economic CopperMoon Media. advancement to which Canadians from all backgrounds are entitled. Totem by Roy Henry Vickers. Photo by The Foundation carries out extensive research, collecting and analyzing data Davin Greenwell.
    [Show full text]
  • Educational Governance Review Report Kindergarten to Grade 12
    Educational Governance Review Report Kindergarten to Grade 12 By Dan Perrins saskatchewan.ca Ministry of Education PAGE 2 Education Governance Education Sector Options Strategic Plan: Plan for Growth targets are reflected in the Education Sector Strategic Plan (ESSP) outcomes, which were developed by the Provincial Leadership Team (PLT) in collaboration with the sector and launched in 2014: • By June 30, 2020, 80 per cent of Purpose: students will be at grade level or above in reading, writing and The purpose of this paper is to provide options in response to the question math. “What system of governance and structure is needed in Saskatchewan’s K-12 education sector to achieve the outcomes established by the • By June 30, 2020, collaboration Saskatchewan Plan for Growth and the Education Sector Strategic Plan between First Nations and Métis (ESSP)?” and non-First Nations and Métis partners will result in significant improvement in First Nations and The Saskatchewan Plan for Growth recognizes the critical importance of Métis student engagement education and has established two key targets for K-12 education: and will increase the three-year • reducing the difference in graduation rates between Aboriginal graduation rate from 35 per cent in and non-Aboriginal students by 50 per cent by 2020; and, June 2012 to at least 65 per cent. • leading the country in Grade 12 graduation rates by 2020. • By June 30, 2020, Saskatchewan As well, the Plan for Growth includes a commitment to “continue to deliver will achieve an 85 per cent smaller, more effective government … as part of an ongoing process to three-year graduation rate.
    [Show full text]
  • Vancouver School District's Presentation to the Senate
    Vancouver School District’s Presentation to the Senate Committee on Official Languages My name is Nancy Brennan and I am the Associate Superintendent of Learning Services with the Vancouver School District. I am well-acquainted with French Immersion and other French language programs, having been a French Immersion student, teacher and school administrator. I have also held a variety District positions where I was responsible for hiring, supervising, resourcing and maintaining French Immersion programs in other Lower Mainland school districts. In Vancouver there are currently 14 elementary schools and 3 secondary schools which host Early French Immersion programs. We also have 2 Late French Immersion elementary schools and 3 Intensive French elementary schools. There are over 5,000 students registered in these three types of programs. In a district with a total enrolment of just over 50,000 students in Kindergarten through Grade 12, this means that approximately 10% of our students are in French language programs. The first elementary school site for French Immersion in our district was L’Ecole Bilingue which opened in 1974. After that, programs were added at 13 other District sites. Four of these sites are single track- French only schools and the rest are dual track (both English and French programs). The secondary sites are Churchill, Kitsilano and Vancouver Technical. Enrollment in each of these programs is by application, and if necessary, a draw for Kindergarten placements. Parents submit applications online for their preferred schools (up to three) in January of the year that their child is scheduled to start Kindergarten, and are notified in February as to whether they have obtained a place for their child in either their preferred school or another location.
    [Show full text]
  • Education Policy Outlook Canada
    EDUCATION POLICY OUTLOOK CANADA EDUCATION POLICY OUTLOOK: CANADA © OECD 2015 1 January 2015 EDUCATION POLICY OUTLOOK This policy profile on education in Canada is part of the Education Policy Outlook series, which presents comparative analysis of education policies and reforms across OECD countries. Building on the substantial comparative and sectorial policy knowledge base available within the OECD, the series also includes a biennial publication (first volume in 2015). It offers a comparative outlook on education policy by providing: a) analysis of individual countries’ educational context, challenges and policies (education policy profiles) and of international trends and b) comparative insight on policies and reforms on selected topics. Designed for policy makers, analysts and practitioners who seek information and analysis of education policy taking into account the importance of national context, the country policy profiles offer constructive analysis of education policy in a comparative format. Each profile reviews the current context and situation of the country’s education system and examines its challenges and policy responses, according to six policy levers that support improvement: Students: How to raise outcomes for all in terms of 1) equity and quality and 2) preparing students for the future Institutions: How to raise quality through 3) school improvement and 4) evaluation and assessment System: How the system is organised to deliver education policy in terms of 5) governance and 6) funding. Some country policy profiles will contain spotlight boxes on selected policy issues. They are meant to draw attention to specific policies that are promising or showing positive results and may be relevant for other countries.
    [Show full text]