FINAL RESEARCH REPORT The State of Educators’ Professional Learning in Canada Carol Campbell, Pamela Osmond-Johnson, Brenton Faubert, Kenneth Zeichner, and Audrey Hobbs-Johnson, with Sherri Brown, Paula DaCosta, Anne Hales, Larry Kuehn, Jacqueline Sohn, and Karen Steffensen FINAL RESEARCH REPORT Learning Forward 504 S. Locust St. Oxford, OH 45056 Tel: 800-727-7288 Fax: 513-523-0638 Email: [email protected] www.learningforward.org Authors and affiliations Carol Campbell, Ontario Institute for Studies in Education (OISE), University of Toronto Pamela Osmond-Johnson, University of Regina Brenton Faubert, University of Western Ontario Kenneth Zeichner, University of Washington and Audrey Hobbs-Johnson, Learning Forward British Columbia With Sherri Brown, British Columbia Teachers’ Federation (BCTF) Paula DaCosta, Ontario Institute for Studies in Education (OISE), University of Toronto Anne Hales, British Columbia Teachers’ Federation (BCTF) Larry Kuehn, British Columbia Teachers’ Federation (BCTF) Jacqueline Sohn, Ontario Institute for Studies in Education (OISE), University of Toronto Karen Steffensen, Learning Forward British Columbia Editor: Tracy Crow Designer: David McCoy Photo credits: Getty Images and TeachOntario Citation for this work: Campbell, C., Osmond-Johnson, P., Faubert, B., Zeichner, K., & Hobbs-Johnson, A. (with Brown, S., DaCosta, P., Hales, A., Kuehn, L., Sohn, J., & Steffensen, K.). (2017).The state of educators’ professional learning in Canada: Final research report. Oxford, OH: Learning Forward. ©Learning Forward, 2017. All rights reserved. These materials are copyrighted. Those who download this paper may make up to 30 copies of the paper if it is to be used for instructional or advocacy purposes and as long as this document and the publishers are properly cited. Requests for permission to reprint or copy portions of this work for other purposes must be submitted to Christy Colclasure by fax (513-523-0638) or email ([email protected]). View the complete permissions policy at www.learningforward.org/publications/permissions-policy. Find more reports related to this study at www.learningforward.org/Canadastudy 2 THE STATE OF EDUCATORS’ PROFESSIONAL LEARNING IN CANADA Table of Contents Authors ....................................................................................................................................................................2 Acknowledgements ..................................................................................................................................................4 1. Introduction: The State of Educators’ Professional Learning in Canada ............................................................ 6 2. Scope of Study: Educators, Professional Learning, and Professional Development .........................................11 2.1 Educators .........................................................................................................................................................11 2.2 Professional Learning and Professional Development ........................................................................................11 3. Research Questions and Methods .....................................................................................................................15 3.1 Research Questions ............................................................................................................................................15 3.2 .Methods ............................................................................................................................................................15 4. Overview of the Governance of Education in Canada ......................................................................................17 5. The State of Professional Learning in Canada: Study Findings ........................................................................ 19 5.1 Features of Effective Professional Learning and Evidence and Experiences in Canada ...................................... 19 5.1.1 Quality Content ......................................................................................................................................19 5.1.2 Learning Design and Implementation .....................................................................................................36 5.1.3 Support and Sustainability ......................................................................................................................47 5.1.4 Summary of Key Findings from Educators’ Experiences of Engaging in Professional Learning in Canada ....56 5.2 Case Studies of Approaches to Professional Learning and Development in Provinces ...................................... 57 5.2.1 Alberta .....................................................................................................................................................57 5.2.2 British Columbia .....................................................................................................................................59 5.2.3 Ontario ...................................................................................................................................................62 5.2.3 Lessons from Alberta, British Columbia and Ontario Case Studies ....................................................... 65 6. Conclusions ......................................................................................................................................................67 6.1 Why is a Study of Professional Learning in Canada Needed and Important? ................................................... 67 6.2 What is the Evidence Concerning Experiences and Examples of Educators’ Professional Learning in Canada? .......68 6.2.1 Evidence, inquiry and professional judgement are informing professional learning policies and practices .....68 6.2.2 The priority area identified by teachers for developing their knowledge and practices is how to support diverse learners’ needs .................................................................................................................69 6.2.3 A focus on a broad range of students’ and professionals’ learning outcomes is important ...................... 69 6.2.4 The appropriate balance of system-directed and self-directed professional development for teachers is complex and contested .........................................................................................................................69 6.2.5 There is “no one size fits all” approach to professional learning; teachers are engaging in multiple ............. opportunities for professional learning and inquiry with differentiation for their professional needs .... 70 6.2.6 Collaborative learning experiences are highly valued and prevalent within and across schools and wider professional networks ....................................................................................................................70 6.2.7 Teachers value professional learning that is relevant and practical for their work; “’job-embedded” should not mean school-based exclusively as opportunities to engage with external colleagues and learning opportunities matter also ...........................................................................................................70 6.2.8 Time for sustained, cumulative professional learning integrated within educators’ work lives requires attention.....................................................................................................................................71 6.2.9 Inequitable variations in access to funding for teachers’ self-selected professional development are problematic ........................................................................................................................................71 6.2.10 System and school leaders have important roles in supporting professional learning for teachers and for themselves ..........................................................................................................................................72 6.3 What Enabling Conditions Are Present in Canada? ..........................................................................................72 6.4 What implications arise from this study to further advance and improve the state of educators’ professional learning in Canada? ........................................................................................................................73 References ..............................................................................................................................................................75 3 FINAL RESEARCH REPORT Acknowledgements e wish to thank Learning Forward for funding the State of Educators’ Professional Learning in Canada study. We have benefited considerably from the W advice and insight offered by Learning Forward colleagues, particularly Stephanie Hirsh and Tracy Crow, plus Frederick Brown, Tom Manning, and Joel Reynolds; and from input from the Canadian affiliates in Learning Forward British Columbia, Manitoba, and Ontario. THE STUDY BENEFITED TREMENDOUSLY FROM A NATIONAL ADVISORY GROUP INCLUDING: Gary Adams, Superintendent of Schools/CEO, Chignecto-Central Regional School Board, Nova Scotia; Rod Allen, CEO/Superintendent of Schools, Cowichan Valley School District 79, British Columbia; Ron Canuel, President and CEO, Canadian Education Association; J-C Couture, Associate Coordinator/Research, The Alberta Teachers’ Association;