Carol Campbell – författare

Producing highly skilled and committed teachers is not the work of a single innovative school or the aggregation of heroic individuals who succeed against the odds. In high-performing countries, the opportunities for teachers to learn sophisticated practices and continue to improve are embedded systemically in education policies and practices. Empowered Educators describes how this seemingly magical work is done—how a number of forward-thinking educational systems create a coherent set of policies designed to ensure quality teaching in all communities. . . and how the results are manifested in practice.

Spanning three continents and five countries, Empowered Educators examines seven jurisdictions that have worked to develop comprehensive teaching policy systems: Singapore and Finland, the states of New South Wales and Victoria in Australia, the provinces of Alberta and Ontario in Canada, and the province of Shanghai in China. Renowned education expert Linda Darling-Hammond and a team of esteemed scholars offer lessons learned in a number of areas that shape the teaching force and the work of teachers, shedding unprecedented light on areas such as teacher recruitment, preparation, induction and mentoring, professional learning, career and leadership development, and more.

A fascinating read for researchers, policymakers, administrators, teacher educators, pre-service teachers and leaders, and anyone with an interest in education, this book offers a rare glimpse into the systems that are shaping quality teaching around the world.

Producing highly skilled and committed teachers is not the work of a single innovative school or the aggregation of heroic individuals who succeed against the odds. In high-performing countries, the opportunities for teachers to learn sophisticated practices and continue to improve are embedded systemically in education policies and practices. Empowered Educators describes how this seemingly magical work is done—how a number of forward-thinking educational systems create a coherent set of policies designed to ensure quality teaching in all communities. . . and how the results are manifested in practice.

Spanning three continents and five countries, Empowered Educators examines seven jurisdictions that have worked to develop comprehensive teaching policy systems: Singapore and Finland, the states of New South Wales and Victoria in Australia, the provinces of Alberta and Ontario in Canada, and the province of Shanghai in China. Renowned education expert Linda Darling-Hammond and a team of esteemed scholars offer lessons learned in a number of areas that shape the teaching force and the work of teachers, shedding unprecedented light on areas such as teacher recruitment, preparation, induction and mentoring, professional learning, career and leadership development, and more.

A fascinating read for researchers, policymakers, administrators, teacher educators, pre-service teachers and leaders, and anyone with an interest in education, this book offers a rare glimpse into the systems that are shaping quality teaching around the world.

BEST PRACTICES FROM CANADA''S HIGH-PERFORMING SCHOOL SYSTEMS

Empowered Educators in Canada is one volume in a series that explores how high-performing educational systems from around the world achieve strong results. The anchor book, Empowered Educators: How High-Performing Systems Shape Teaching Quality Around the World, is written by Linda Darling-Hammond and colleagues, with contributions from the authors of this volume.

Empowered Educators in Canada details the core commonalities that exist across Canada with special emphasis on the localized nature of the systems—a hallmark of Canadian education. Canada boasts a highly educated population, and the provinces/territories truly value education as evidenced by the significant proportion of public funds allocated to schooling.

Operated by the provinces and territories, participation in kindergarten, primary, and secondary education is close to 100% across the nation. In addition to offering traditional academics, secondary education includes opportunities for students to attend technical and vocational programs. To demonstrate exemplary education systems, the authors examine two top-performing jurisdictions, Alberta and Ontario, which have developed strong supports for teacher development.

Canadian teachers are highly qualified, and salary scales in all jurisdictions are typically based on a teacher''s level of education and years of experience. While Canada has enjoyed much educational success, the education of First Nations students has historically been one of the country''s more controversial and contentious issues.

Overall, Canada is a country that is proud of its education system and places a high value on—and participation in—publicly funded education.

BEST PRACTICES FROM CANADA''S HIGH-PERFORMING SCHOOL SYSTEMS

Empowered Educators in Canada is one volume in a series that explores how high-performing educational systems from around the world achieve strong results. The anchor book, Empowered Educators: How High-Performing Systems Shape Teaching Quality Around the World, is written by Linda Darling-Hammond and colleagues, with contributions from the authors of this volume.

Empowered Educators in Canada details the core commonalities that exist across Canada with special emphasis on the localized nature of the systems—a hallmark of Canadian education. Canada boasts a highly educated population, and the provinces/territories truly value education as evidenced by the significant proportion of public funds allocated to schooling.

Operated by the provinces and territories, participation in kindergarten, primary, and secondary education is close to 100% across the nation. In addition to offering traditional academics, secondary education includes opportunities for students to attend technical and vocational programs. To demonstrate exemplary education systems, the authors examine two top-performing jurisdictions, Alberta and Ontario, which have developed strong supports for teacher development.

Canadian teachers are highly qualified, and salary scales in all jurisdictions are typically based on a teacher''s level of education and years of experience. While Canada has enjoyed much educational success, the education of First Nations students has historically been one of the country''s more controversial and contentious issues.

Overall, Canada is a country that is proud of its education system and places a high value on—and participation in—publicly funded education.

Teacher Learning and Leadership asserts that teachers should be put at the center of creating, developing, organizing, implementing, and sharing their own ideas for school change rather than being passive recipients of knowledge from the outside. It argues that there is tremendous potential for the good of students and the professionalization of teaching, when teachers work collaboratively to develop their own and their colleagues’ professional knowledge and practices and are supported by school and system leaders, unions and government.

The book draws on the groundbreaking work of the Teacher Learning and Leadership Program in Ontario and uses an in-depth case study to illustrate its points. It demonstrates how professional development built around collaboration, teacher leadership, curriculum development, technology and pedagogy can be organized in a way that redistributes control and responsibility to teachers, thereby instilling a genuine sense of pride and accomplishment in their work.

This book is a sincere outreach from the authors who advocate for the professional development of, by and for teachers as individuals and, importantly, as a collective profession. The authors argue that projects like the TLLP (a joint initiative between the Ontario Ministry of Education and the Ontario Teachers’ Federation) can radically, and positively, transform teachers’ knowledge, skills and practices. The book provides an important model for school change led by teachers, rather than experts, in partnership with school and system leaders and is a fascinating read for all those concerned with teaching, teacher development and educational change.

Teacher Learning and Leadership asserts that teachers should be put at the center of creating, developing, organizing, implementing, and sharing their own ideas for school change rather than being passive recipients of knowledge from the outside. It argues that there is tremendous potential for the good of students and the professionalization of teaching, when teachers work collaboratively to develop their own and their colleagues’ professional knowledge and practices and are supported by school and system leaders, unions and government.

The book draws on the groundbreaking work of the Teacher Learning and Leadership Program in Ontario and uses an in-depth case study to illustrate its points. It demonstrates how professional development built around collaboration, teacher leadership, curriculum development, technology and pedagogy can be organized in a way that redistributes control and responsibility to teachers, thereby instilling a genuine sense of pride and accomplishment in their work.

This book is a sincere outreach from the authors who advocate for the professional development of, by and for teachers as individuals and, importantly, as a collective profession. The authors argue that projects like the TLLP (a joint initiative between the Ontario Ministry of Education and the Ontario Teachers’ Federation) can radically, and positively, transform teachers’ knowledge, skills and practices. The book provides an important model for school change led by teachers, rather than experts, in partnership with school and system leaders and is a fascinating read for all those concerned with teaching, teacher development and educational change.

‘This is one of the most heart-breaking stories I have read in a long, long time. On top of the sheer humanity of the tale, there is the tension which at times was almost intolerable, and I had to stop myself flicking ahead. The voices took hold of me from the beginning and then never let go.’ – MikeNicolIt’s been 15 years of hiding for Muis. Now, with the Karoo veld so dry, Kapok, her man, insists on pointing their donkiekarretjie to Leeu Gamka, the one place Muis never wants to see again. Miskiet is waiting for her there and is go¬ing to make her pay for what she did. Little Witpop is excited. Town means she can watch TV and maybe go to school, while her brother Fansie hopes there will be more food for him and their baby sister, Sponsie. Their return unleash¬es the devil and has them desperately fleeing. The police can’t help if you don’t have papers to prove that you were born. Vividly showing the invisible people of the Great Karoo, Carol Campbell’s thrilling novel brings the nomadic kar¬retjiemense to life.

“Dit is een van die hartverskeurenste stories wat ek in ’n lang tyd gelees het. Saam met die blote menslikheid van die verhaal, is daar die spanning wat by tye byna ondraaglik is, en ek moes myself keer om nie einde toe te blaai nie.” – Mike NicolVyftien jaar lank kruip Muis al weg. En noudat die Karoo so droog is, wil haar man Kapok hul donkiekarretjie in Leeu-Gamka se rigting draai – die één plek wat Muis nooit weer wil sien nie, want dit is hier waar die wrede Miskiet vir haar wag om haar terug te kry.Klein Witpop is opgewonde. Dalk kan sy nou televisie kyk en skool toe gaan. Haar broer Fansie hoop daar sal meer kos vir hom en hul babasussie Sponsie wees.Maar die duiwel is los in Leeu-Gamka en hulle moet desperaat vlug op hul karretjie. Sonder dokumente wat wys jy bestaan, kan die polisie jou nie veel help nie.In Carol Campbell se senutergende roman word die onsigbare en nomadiese karretjiemense van die Groot-Karoo op spanningsvolle wyse op die voorgrond geplaas.

“Dit is een van die hartverskeurenste stories wat ek in ’n lang tyd gelees het. Saam met die blote menslikheid van die verhaal, is daar die spanning wat by tye byna ondraaglik is, en ek moes myself keer om nie einde toe te blaai nie.” – Mike NicolVyftien jaar lank kruip Muis al weg. En noudat die Karoo so droog is, wil haar man Kapok hul donkiekarretjie in Leeu-Gamka se rigting draai – die één plek wat Muis nooit weer wil sien nie, want dit is hier waar die wrede Miskiet vir haar wag om haar terug te kry.Klein Witpop is opgewonde. Dalk kan sy nou televisie kyk en skool toe gaan. Haar broer Fansie hoop daar sal meer kos vir hom en hul babasussie Sponsie wees.Maar die duiwel is los in Leeu-Gamka en hulle moet desperaat vlug op hul karretjie. Sonder dokumente wat wys jy bestaan, kan die polisie jou nie veel help nie.In Carol Campbell se senutergende roman word die onsigbare en nomadiese karretjiemense van die Groot-Karoo op spanningsvolle wyse op die voorgrond geplaas.

Esther Gelderblom has been waiting for a house for twenty years. In the bitter Oudtshoorn winter she and her friend Katjie queue to ask when their names will finally appear on the government’s list of housing recipients. Esther dreams of a home for her daughter Liedjie, who plays the keyboard for the Bless Me Jesus church, and for her husband, Neville, who will then get his life in order.But corruption is rife as housing officials manipulate the list for favours. When Katjie’s shack burns down, the two women take matters into their own hands, occupying two empty houses and setting in motion events that will compromise everything they hold dear.Esther’s House is a story of greed, power, and the fight for what is right when good people are pushed too far.

Twintig jaar lank wag Ester Gelderblom al vir ’n huis. In Oudtshoorn se snerpendewinter tree sy en haar vriendin Katjie aan om te sien of hulle name dalk dié keer op die regering se lys van nuwe huiseienaars verskyn. Ester droom van ’n tuiste vir haar dogter Liedjie, wat Sondae klawerbord by die Bless Me Jesus speel, en ’n plek waar haar man Neville weer op sy voete kan kom.Maar korrupsie beduiwel alles: Vir omkoopgeld manipuleer amptenare die behuisingskema se waglyste. Wanneer Katjie se blyplek afbrand, neem die twee vroue die reg in eie hande en beset hulle twee leë huise. So sit Ester en Katjie ’n reeks gebeure aan die gang wat alles kosbaar in hul lewens sal bedreig.’n Huis vir Ester is ’n verhaal oor gierigheid en mag en diestryd om geregtigheidwanneer goeie mense besluit genoeg is genoeg.

Twintig jaar lank wag Ester Gelderblom al vir ’n huis. In Oudtshoorn se snerpendewinter tree sy en haar vriendin Katjie aan om te sien of hulle name dalk dié keer op die regering se lys van nuwe huiseienaars verskyn. Ester droom van ’n tuiste vir haar dogter Liedjie, wat Sondae klawerbord by die Bless Me Jesus speel, en ’n plek waar haar man Neville weer op sy voete kan kom.Maar korrupsie beduiwel alles: Vir omkoopgeld manipuleer amptenare die behuisingskema se waglyste. Wanneer Katjie se blyplek afbrand, neem die twee vroue die reg in eie hande en beset hulle twee leë huise. So sit Ester en Katjie ’n reeks gebeure aan die gang wat alles kosbaar in hul lewens sal bedreig.’n Huis vir Ester is ’n verhaal oor gierigheid en mag en diestryd om geregtigheidwanneer goeie mense besluit genoeg is genoeg.

Dis ’n donker karoonag en Siena hardloop grondpadlangs. Sy is bebloed en vlug na die laerskool by Seekoegat, die enigste plek waar sy veilig sal wees. Maar dis ver – drie dae met ’n donkiekar – en sy is te voet.Soos wat Siena hardloop, speel die lewensverhaal van haar en twee vriende in haar herinneringe uit. Sy onthou die verwilderde en verwaarloosde Boetie, en Kriekie wie se ma by die stilhouplekke al langs die n1 moes werk. Wanneer hulle drie mekaar later weer as grootmense raakloop, moet hulle hard besin oor die dinge van gister wat elkeen sy eie koers laat inslaan het.Saam met Siena se storie loop die Karooskilpad se spore: ’n Dier wat die wysheid van die landskap saam met hom dra en wat ’n enkele traan stort wanneer hy doodgaan.In Die skilpad se laaste traan verken Carol Campbell weer die magiese, oeroue wêreld van die Karoo, vir donkiejare reeds die plek van die karretjie­mense.