Globally, there is attention to identifying countries with higher educational achievement results and understanding what educational policies and practices may be contributing to such success. At the same time, there has increasingly been a focus on the importance of developing teachers and teaching as crucial for supporting students’ learning and achievement. Canada has been recognized in international assessments, benchmarks, and research as a country with high educational performance and there is interest, within Canada and internationally,in knowing about approaches to educators’ professional learning in Canada. However, as Canada’s school education system is the responsibility of 10 provinces and three territories, there is limited Pan-Canadian data and research available to examine teachers’ professional learning across Canada. This study sought to address this gap in available research by investigating, “What is the current state of educators’ professional learning in Canada?

Acknowledgements -- 1. Introduction: The State of Educators’ Professional Learning in Canada -- 2. Scope of Study: Educators, Professional Learning, and Professional Development -- 2.1 Educators -- 2.2 Professional Learning and Professional Development -- 3. Research Questions and Methods -- 3.1 Research Questions -- 3.2 ..Methods -- 4. Overview of the Governance of Education in Canada -- 5. The State of Professional Learning in Canada: Study Findings -- 5.1 Features of Effective Professional Learning and Evidence and Experiences in Canada -- 5.1.1 Quality Content -- 5.1.2 Learning Design and Implementation -- 5.1.3 Support and Sustainability -- 5.1.4 Summary of Key Findings from Educators’ Experiences of Engaging in Professional Learning in Canada -- 5.2 Case Studies of Approaches to Professional Learning and Development in Provinces -- 5.2.1 Alberta -- 5.2.2 British Columbia. -- 5.2.3 Ontario -- 5.2.3 Lessons from Alberta, British Columbia and Ontario Case Studies -- 6. Conclusions --6.1 Why is a Study of Professional Learning in Canada Needed and Important? -- 6.2 What is the Evidence Concerning Experiences and Examples of Educators’ Professional Learning in Canada? -- 6.2.1 Evidence, inquiry and professional judgement are informing professional learning policies and practices -- 6.2.2 The priority area identified by teachers for developing their knowledge and practices is how to support diverse learners’ needs -- 6.2.3 A focus on a broad range of students’ and professionals’ learning outcomes is important -- 6.2.4 The appropriate balance of system-directed and self-directed professional development for teachers is complex and contested -- 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 -- 6.2.6 Collaborative learning experiences are highly valued and prevalent within and across schools and wider professional networks -- 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 -- 6.2.8 Time for sustained, cumulative professional learning integrated within educators’ work lives requires attention -- 6.2.9 Inequitable variations in access to funding for teachers’ self-selected professional development are problematic -- 6.2.10 System and school leaders have important roles in supporting professional learning for teachers and for themselves -- 6.3 What Enabling Conditions Are Present in Canada?-- 6.4 What implications arise from this study to further advance and improve the state of educators’ professional learning in Canada? -- References.