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W hen Andrew Wilton, OCT, started teaching in 1988, he saw very few women in senior pos- itions at his board. "Almost all the people at the top were males," he says. Now, as Wilton approaches the latter stages of his career, almost three out of five OCT mem- bers with supervisory qualifications are female. Wilton himself has worked under various female administrators and super- intendents, and three female directors of education, one of whom happened to be African-Canadian. Judy Philpot, a retired teacher, has one very strong memory from the day she applied for her first teaching job in Toronto in 1969. She thought she was going for a personal interview, but it turned out to be a "mass thing," as she put it. "People were lined up down the street. Most of us were women, but my perception was that they came out and selected all the men and interviewed them first. And then, before they got to me, they came out again and said they'd filled all the positions." Philpot, who did manage to land a job that year, guesses that the school board was looking for male elementary teachers and was giving them priority in the hiring process. Women have always outnumbered men in elementary teaching. And, now, almost 50 years after Philpot started teaching, the number of male elementary teachers appears to be shrinking — despite increasing gender equity in many aspects of the teaching profession. BY JOHN HOFFMAN pRofessioN Over the last 20 years, Ontario's teaching profession has seen some important demographic shifts, including age, gender balance and racial diversity. a changing

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