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EdCan Magazine Spring 2022 Cover

Beyond Resilience: Systems that Support Wellbeing

2023 | Volume 63 | Issue 3

The Impact of COVID-19 on Education

2023 | Volume 63 | Issue 2

Decolonizing Professional Learning

2023 | Volume 63 | Issue 1

Curriculum For Tomorrow

2022 | Volume 62 | Issue 2

Summer Self-Care Series 2022

2022 | Volume | Issue

What is our vision for student success in the aftermath of the pandemic?

2022 | Volume 62 | Issue 1

How will we teach in a (post)-pandemic Canada?

2021 | Volume 61 | Issue 4

Education Canada Well at Work Cover image

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Features

EdTech & Design, Promising Practices, Well-being

Self-Regulation Update

An interview with Stuart Shanker

by: John Hoffman

Leadership, School Community, Teaching, Well at Work

Human-Centred Leadership

A collaborative approach to improving user experiences and building leadership capacity

Tech-Enabled Teacher Leaders - students playing

EdTech & Design, Leadership, Teaching, Well at Work

Tech-Enabled Teacher Leaders

How technology is redistributing school leadership

by: Camille Rutherford

Leadership, Policy, Well at Work

Leading High-Performing School Districts

Nine characteristics of effective districts and the leadership practices that achieve them

by: Catherine McCullough, Kenneth Leithwood

Doctor - School visual

Assessment, Leadership, Promising Practices, Teaching

Educational Outcomes and Indicators

Shifting attention from trailing indicators to leading indicators

by: Jon Young, Brian O’Leary

Web Exclusives

EdCan Magazine spring 2016 Cover image

Leadership, Policy, Well at Work

District Leadership for Democratic Governance

Policy interdependence and tri-level engagement

by: Jim Brandon

Viewpoint

Engagement, Leadership, Teaching

In Search of the Middle School Principal

Early adolescence is a critical stage that demands specialized skills and knowledge, from principals as well as teachers

School Community

Curriculum, Engagement, Promising Practices, School Community

Science Learning With and In Communities

Engaging students through authentic community-based science

by: Xavier Fazio