ERIC ED366050: Our Children Our Future. The Royal Commission of Inquiry into the Delivery of Programs and Services in Primary, Elementary, Secondary Education. Commissioned Studies.

657 Pages·1992·13.8 MB·English

by  ERIC

DOCUMENT RESUME
ED 366 050
EA 025 505
AUTHOR
Williams, Leonard, Ed.; Press, Harold, Ed.
TITLE
Our Children Our Future. The Royal Commission of
Inquiry into the Delivery of Programs and Services in
Primary, Elementary, Secondary Education.
Commissioned Studies.
INSTITUTION
Newfoundland and Labrador Dept. of Education.
REPORT NO
ISBN-0-920,59-95-0
PUB DATE
92
NOTE
685p.; For Summary Report,
see EA 025 502; for full
report, see EA 025 503.
PUB TYPE
Collected Works
General (020)
EDRS PRICE
MF04/PC28 Plus Postage.
DESCRIPTORS
Access to Education; Accountability; Educational
Finance; Educational History; *Educational Quality;
*Educational Trends; Elementary Secondary Education;
Equal Education; Foreign Countries; Governance;
Instructional Improvement; Primary Education; Role of
Education; Teacher Role
IDENTIFIERS
*Newfoundland
ABSTRACT
This book contains 22 background
papers or research
studies, which were commissioned in 1990 by the Royal
Commission of
Inquiry, Newfoundland (Canada), to
assess the delivery of services in
primary, elementary, and secondary education. Part 1, "Historical
Features," includes: (1) "A Historical Overview of
Developments in
Newfoundland's Primary-Elementary-Secondary Education System"
(Lorne
Wheeler); and (2) "The Administration of Newfoundland's
School
System: Past, Present, and Future" (Tom Pope). Part 2, "The
Mandate
of Schools," contains: (3) "Mandate of Schools: A Position
Paper"
(Lloyd Brown);
(4) "Components of a Mandate Statement" (Sr.
Teresita
Dobbin); and (5) "Expanding Expectations-Conflicting
Ideologies:
Re-thinking the Process of Education in Newfoundland" (Dennis
Mulcahy). The third part, "Trends in Education,"
is comprised of: (6)
"School Councils" (Jeannie House);
(7) "Community Use of Schools:
Evolution or Revolution" (Tom Clift); (8) "Multi-Grading" (Regina
Warren); and (9) "Distance Education" (Garfield
Fizzard). The
chapters in part 4, "Critical Goals for Education," include:
(10)
"Equalizing Educational Opportunity" (Charlotte Strong
with Bryan
Hartman, et al.); and (11) "Performance Indicators and
System
Accountability" (Robert Crocker). The fifth part, "Critical
Issues in
Education," contains: (12) "The Use of Instructional
Time" (Alice
Collins); (13) "The Changing Face of Teaching" (Eric
Burry and
Reginald Bonnell); and (14) "Native Education" (Frank Riggs).
Chapters that comprise part 6 include: (15) "Governance
and
Administrative Issues" (Larry Moss); (16) "A Study of
the Provision
of Support Services to Schools and Teachers
by School District
Personnel in Newfoundland and Labrador" (Frank Cramm
and Royston
Kelleher); (17) "School-based Administration:
Changing Roles and
Expectations" (George Hickman and Dennis Treslan); (18)
"Curriculum"
(Clar Doyle and Dennis Mulcahy); and (19) "An
Examination of Critical
Factors in the Establishment of Effective School Districts"
(Dennis
Treslan). Part 7 include's: (20) "Costs
and Consequences: An
Examination of the Potential for Consolidation within
the Education
System and the Associated Costs" (Harold Press). rhe final
part
contains: (21) "Attitudes Toward Denominational Education
in
NewfoUndland" (Mark Graesser); and (22) "Public Attitudes
Toward
Educational Change in Newfoundland, 1991" (Jeffrey Bulcock).
References accompany ach chapter. (LMI)
Children
ur
ur
Future
U.S. DEPARTMENT OF EDUCATFON
Office of Educauonat Research and Impfovement
EDUCAJ1ONAL RESOURCES INFORMATION
CENTER (ERIC)
Trus document has been reproduced as
recenred from the person or orgamzatoon
onmnatmg
C Mfnor changes have been made to unproye
reproduchon Oualny
Pmnts of vfew of ommons staled fl this deco
rnent do not necessanIy represent °theist
OEM posthon or policy
Commissioned Studies
"PERMISSION TO REPRODUCE THIS
MATERIAL HAS BEEN GRANTED BY
TO THE EDUCATIONAL RESOURCES
INFORMATION CENTER (ER)C)...
Leonard Williams
Harold Press
Editors
,)
Royal Commission of Inquiry Into the Delivery of Progrr,-
and -Services In Primary, Elementary, Secondary Educatit,i)
BEST COPY AVAILABLE
ur Children
ur Future
Commissioned Studies
Edited by:
Leonard Williams
Harold Press
Each of the studies in this report was commissioned by the Royal Commission on Education.
The findings of the individual studies are the personal responsibility of the individual authors and
do not necessarily reflect the views of the Commission.
1992
ISBN 0-920769-95-0
3
Table of Contents
vii
Preface
Part I
Historical Features
A Historical Overview of Developments in Newfoundland's
1
Primary-Elementary-Secondary Education System
3
Lorne Wheeler
Past;
The Administration of Newfoundland's School System:
2
Present and Future
8
Toni Pope
The Mandate of Schools
Part II
Mandate of Schools: A Position Paper
3
21
Lloyd Brown
Components of a Mandate Statement
4
29
Sr. Teresita Dobbin
Expanding Expectations-Conflicting Ideologies: Re-thinking the
5
Process of Education in Newfoundland
33
Dennis Mulcahy
Trends in Education
Part III
School Councils
6
43
Jeannie House
Community Use of Schools: Evolution or Revolution
7
59
Torn CO'
Multi-grading
8
75
Regina Warren
Distance Education
9
87
Garfield Fizzard
4
Commissioned Studies
Part IV
Critical Goals for Education
10
Equalizing Educational Opportunity
Charlotte Strong with Bryan
Hartman, Gary Jeff
7, Ed Mackey,
Trudy Pound-Curtis, Valerie
Royal, Craig Westcou and
Working Unit on Child Sexual
Abuse
119
11
Performance Indicators and System
Accountability
Robert Crocker
199
Part V
Critical Issues in Education
12
The Use of Instructional Time
Alice Collins
257
13
The Changing Face of Teaching
Eric Burry and Reginald
Bonne li
267
14
Native Education
Frank Riggs
289
Part VI
The Organization of Education
15
Governance and Administrative
Issues
Larry Moss
301
16
A Study of the Provision of
Support Services to Schools
and
Teachers by School District
Personnel in Newfoundland and
Labrador
Frank Cramm and Royston
Kelleher
319
17
School-based Administration:
Changing Roles and Expectations
George Hickman and Dennis
Tres lan
383
18
Curriculum
Clar Doyle and Dennis Mulcahy
451
19
An Examination of Critical
Factors in the Establishment
of
Effective School Districts
Dennis Tres lan
467
iv
5
Commissioned Studies
Part VII
The Cost of Education
Costs and Consequences: An Examination of the Potential for
20
Consolidation within the Education System and the Associated
Costs
Harold Press
509
Part VIH
Public Opinion about Education
Attitudes Toward Denominational Education in Newfoundland
21
Mark Graesser
593
Public Attitudes Toward Educational Change in Newfoundland,
22
1991
Jeffrey Bulcock
641
v
Preface
appointed on August 6, 1990 to conduct an
The Royal Commission on Education was
and services in Primary, Elementary and
impartial assessment into the delivery of programs
given the Commission:
Secondary Education. The following mandate was
and administrative structures for delivering
to examine the current organizational
the provincial, regional, school
school and school related programs and services at
district and school levels;
districts and schools can be further consolidated
to examine the extent to which school
and the costs associated with such consolidation;
community use of schools, the school's use
to examine the nature and extent of the
potential for joint funding of school-
of non-school board owned fac.lities and the
community facilities;
resulting from the denominational system and the
to examine the extent of duplication
costs associated with such duplication;
existing co-operative efforts within and across school
to examine the effectiveness of
be taken in this regard;
districts and suggest where and how new initiatives may
effective, efficient and equitable delivery
to identify any existing barriers to the
and incentives;
of programs and services, and to propose corrective measures
for those groups and individuals who may not
to consider the matter of accessibility
now be adequately served; and
realize this mandate.
to investigate other matters necessary to
multi-faceted approach in carrying out its
At the outset, the Commission decided upon a
provided with an opportunity for extensive
mandate. Early in its work the general public was
demonstrated a high level of interest
input. The response to this invitation to participate clearly
total of 1,041 written and oral submissions
and concern for education in the Province. A
The
organizations were received.
representing 3,677 individuals and 384 groups and
broad spectrum of society, including
submissions came from 173 communities and represented a
health
business and industry, churches, education and
parents, teachers, school boards,
the briefs, 128 petitions containing 8,787
organizations and community groups. In addition to
those issues
order to provide a comprehensive perspective on
names were received. As well, in
of major education reports and
bearing on its mandate, the Commission undertook an assessment
Focus groups and interviews
studies written since the last Royal Commission 25 years ago.
specific
opportunities for groups and individuals to address
were conducted to provide additional
issues of concern.
studies were commissioned. These
Finally, a number of background papers and research
staff and others having expertise in
studies were undertaken by both the Commission's own
vii
Commissioned Studies
particular areas.
The Commission defined each
of the studies and, where
appropriate,
established an advisory panel
to focus the research effort and
to assist with its findings, analysis
and conclusions.
This book contains a brief
statement of each problem or research
task given to the
individual investigators followed by
the completed study. The
Commission is grateful for the
co-operation it received from
so many individuals and groups in the preparation
of these studies
and hopes that these works will be
helpful to those involved in the
development of education in
this Province. The findings in each
of these studies are the personal
responsibility of the authors
of the studies and do not necessarily
reflect the views of the Commission.
viii
PART I
Historical Features
The first two chapters of this report lay out the historical features and provide much of
the context from which the education system of this province has evolved. Lorne Wheeler was
asked to research, document and describe the major historical developments in the education
In Chapter
system which led to the evolution of today's denominational system of education.
2, Tom Pop,_, was asked to provide an historical overview and evaluation of the efforts of
educators to provide for a sharing of facilities, services and programs. Some of the questions
raised included: What co-operative efforts have taken place? How have they been initiated and
by whom? What were the original goals and have they been met? Who was involved and for
how long? What financial arrangements were established? Has it been an evolving process?
Has it been equal sharing? How have disenfranchised individuals been dealt with?
Chapter 1
A HISTORICAL OVERVIEW OF DEVELOPMENTS
IN NEWFOUNDLAND'S PRIMARY-ELEMENTARY-SECONDARY
EDUCATION SYSTEM
Lorne Wheeler
The Social and Economic Context of Education in Newfoundland
reflection of the
The education system which now exists in Newfoundland is in large measure a
Newfoundland society. That
geographic, economic, and social forces which have shaped the character of
but it is especially true of Newfoundland which has
can be said of any educational system in Canada,
other provinces of Canada.
been less subject to external influences on its life and education system than
For more than two
The histoey of Newfoundland's "colonization" is unique in North America.
economic and strategic.
hundred years, England's official interest in Newfoundland remained purely
brought
Newfoundland was never a serious prospect for colonization until the early nineteenth century
England. It is from them that the present population
a brief influx of settlers from Ireland and the west of
which transformed Canada and
is largely descended. The many waves of migration, before and after,
the United States into multicultural societies passed Newfoundland by.
receiving none
The people who did choose to settle here were left largely to their own devices,
these formative
of the protection and help colonial governments traditionally gave to their subjects. In
legal and moral pressures, Newfoundlanders
years with no state or church elite near at hand to exert
A sort of
environment.
evolved their own methods of social cooperation and survival in a harsh
in common with
independent "communal" life developed, especially in the outports, which had more
Each community became an extended
tribal culture than with the renaissance traditions of Europe.
had the freedom of
family. Doors remained unlocked for anyone to walk in and be at home. Children
of all other adults. The
the village and were the responsibility not only of their biological parents but
special position
work of building houses and boats was shared by friends and neighbours. Elders held a
and the folk culture
of respect and authority for they preserved and taught the skills and art of the fishery
so necessary to survival.
people
Life was far from idyllic. Everywhere, but especially in the more remove settlements,
of whom
experienced unimaginable hardships and deprivations which appalled infrequent visitors, some
They
under which the people lived.
wrote lurid accounts of both the physical and moral conditions
pride which
witnessed a neo-primitive white culture from which evolved the unique traditions and fierce
distinctive cultural entity.
more than anything else define Newfoundland as a
Many of the customs and the sense of community have left their mark on contemporary
for most
a community remains a potent experience
Identification with
life.
Newfoundland
"He
It is best expressed in one of the commonest phrases in the outport vernacular:
Newfoundlanders.
it.
belongs to Greenspond". One is never from or even born in a place, one always belongs to
agitated
Outport Newfoundland was remarkably free of the sectarian and ethnic rivalries which
bulging with newly
Irish Roman Catholics and English Protestants in St. John's, by 1820 a frontier town
Outside St. John's, both Irish and English settled in isolated ethnic communities
arrived immigrants.
with each
close to fishing grounds along six thousand miles of coastline, and rarely came into contact
While this pattern of settlement favoured the growth ot' a denominational system of education,
other.
which
since sectarian schools would not result in significant extra costs, the vast geography over
4
L 0