Project 1: Applying an evidence based adequacy model to Ontario’s K-12 public education system
Funded by: Western Strategic Support for SSHRC Success
The project examines how the evidence-based adequacy funding model, developed by U.S. researchers Drs. Allen Odden and Lawrence Picus, can be calibrated and applied to Ontario’s K-12 public education context. The initial phase of our project involves the calibration and implementation of the model in the form of a pilot study to determine:
- What is the process for calibrating the model for implementation outside of the U.S.?
- What elements of the model need to be calibrated for application to the Ontario context?
- What level of resources is needed to ensure school finance adequacy in three Ontario public schools (one elementary, one middle, and one secondary) and one district office for one year using the model calibrated for Ontario?, and
- How do adequate expenditure levels compare with the total revenue allocated through the GSN along key components of both models?
Project 2: School Suspension and Expulsion Program Evaluation
Co-principal investigator: Dr. Katina Pollock
Funded by: Safe Schools Unit/Ontario Ministry of Education
The evaluation study is designed to better understand suspension and expulsion program implementation and determine the effectiveness or impact of programming and prevention activities. The evaluation also seeks to gather general information from a selection of boards regarding suspension/expulsion and includes a review of the services provided through the related annual funding through the Ontario Grants for Student Needs (GSN).
The formative evaluation design will be conducted over two phases and incorporates both qualitative and quantitative research methods. Phase one involves conducting a literature review and inter-jurisdictional scan as well as an online survey of all teachers and paraprofessional staff (e.g., social workers, child and youth workers, psychologists, attendance counselors and educational assistants) directly involved in suspension and expulsion programming or prevention activities (interjurisdictional scan available below). Phase one of this study also includes an integration of statistical analyses conducted internally by the Ministry of Education. It is anticipated that phase one of the evaluation will occur from August 2015 to June 2016.
Phase two of this study will be conducted with a sample of eight school boards across Ontario. To achieve an accurate representation of suspension and expulsion policies and programs across Ontario, the phase two sample includes a mix of English, French, Catholic and Public school boards, as well as school boards located in different regions of the province. Data collection methods for phase two consist of document analyses, as well as interviews with directors and senior administrators, principals and vice-principals, students, and parents/guardians at each of the eight participating school boards in the sample. Phase two of this evaluation study is scheduled to be completed between October and November, 2016. The final report is scheduled to be submitted in February 2017.
Project 3: The State of Professional Learning in Canada
Principal investigator: Dr. Carol Campbell (OISE)
Core research team: Dr. Brenton Faubert, Dr. Pamela Osmond-Johsnon (University of Regina)
Funded by: Learning Forward
This study sought to address a gap in available research by investigating “What is the current state of educators’ professional learning in Canada?”
Key sub-questions addressed:
- Why is a study on the state of professional learning in Canada needed and important?
- What does existing research literature and available international, national and provincial/territorial data indicate about the nature, experiences and quality of professional learning within Canada?
- What can be identified about the experiences of educators’ engagements in professional learning? What benefits, challenges, and potential promising practices form educators’ experiences of professional learning can be identified?
- How are school and system leaders engaging in and enabling professional learning within schools and for teachers?
- What are the enabling conditions (policies, resources, capacity) for supporting research-based best practices for professional learning?
- What implications arise from this study to further advance and improve the state of educators’ professional learning in Canada?
Reviews of academic research literature concerning professional learning and of publicly available documents for Canadian provinces and territories and Pan-Canadian sources were conducted. A national Advisory Group was formed and requested to provide relevant research, data, documents and examples of promising practices. In collaboration with the Canadian Teachers’ Federation, focus group, conference calls and requests for additional resources from teachers’ organizations in Canada’s provinces and territories were completed. New empirical research was conducted through in-depth case studies in Alberta, British Columbia and Ontario, plus survey.
The study began in July 2015, with the final report presented to the public at the 2016 Annual International Learning Forward Conference, held in Vancouver, British Columbia.
Refereed Academic (published after 2015)
Faubert, B., Campbell, C., & Osmond-Johnson, P. (2017). Teacher professional learning and the resources invested: A pan-Canadian perspective. Manuscript in preparation.
Faubert, B. (2017). Review of The end of public schools: The corporate reform agenda to privatize education. Canadian Journal of Educational Administration and Policy,182, 9-12.
Faubert, B. (2016). The expense tied to secondary course failure: The case of Ontario. Canadian Journal of Educational Administration and Policy, 181, 1-37.
Campbell, C., Osmond-Johnson, P., & Faubert, B. (2016). Developing teachers as the learning profession: Findings from the state of educator’s professional learning in Canada study. Scottish Educational Review, 48(2).
Faubert, B. (2015). Review of The principal as human resources leader: A guide to exemplary practices for personnel administration. Leadership & Policy in Schools, 15(3) 384-387.
Faubert, B. (2015, June 15).Making even better use of existing resources to reduce course failure and prevent dropout. (Canadian Education Association Blog Series). Retrieved from the CEA blog
Technical reports (published after 2015)
Campbell, C., Osmond-Johnson, P., Faubert, B. Zeichner, K., & Hobbs-Johnson, A. (2017). The State of Educators’ Professional Learning in Canada (Full Report). Learning Forward.
Campbell, C., Osmond-Johnson, P., Faubert, B. Zeichner, K., & Hobbs-Johnson, A. (2016). The State of Educators’ Professional Learning in Canada (Executive Summary). Learning Forward. Retrieved from https://learningforward.org/docs/default-source/pdf/CanadaStudyExecSumm2016.pdf
Pollock, K., Faubert, B. Hauseman, C., Bakker, P., & Chiodo, D. (2016). Ontario’s suspension and expulsion program evaluation – Interim report. Ontario Ministry of Education.
Chiodo, D., Pollock, K., Faubert, B. Hauseman, C. & Bakker, P. (2016). School suspension and expulsion inter-jurisdictional scan (Technical report). Ontario Ministry of Education. Retrieved from Katina Pollock
Chiodo, D., Pollock, K., Faubert, B. Hauseman, C. & Bakker, P. (2016). School suspension and expulsion literature review (Technical report). Ontario Ministry of Education.
Campbell, C., Osmond-Johnson, P., & Faubert, B. (2016). The State of Educators’ Professional Learning in Canada literature review (technical report). Learning Forward.