The Alberta Teachers’ Association

Collegiality takes work … but it works.

The first time that teacher Shannon Stark received formal mentorship from a principal she was in her seventh year of teaching.

By then, she’d taught in schools in Australia, the United Kingdom and Ontario. The level of support she received varied from school to school, and often depended on the personalities and priorities of people in the principal’s office. In some institutions, she felt like teachers viewed administration as an adversary or vice versa—like when Stark needed assistance with a violent student in her class in Ontario. After her repeated requests for support fell on deaf ears in the principal’s office, she called on the teachers’ union to intervene.

“That was devastating to me,” she says.

When she accepted a job in Alberta in 2019, she wasn’t sure what to expect. So she was surprised, and delighted, when her vice-principal immediately recommended her for an ATA mentorship program for new teachers, and then continued to support her by coming to her meetings and being available to talk throughout the year.

“My vice-principal went to bat for me, huge, as a new teacher in the province,” says Stark, a Grade 1 French immersion teacher in Calgary.

The key difference between Alberta and other jurisdictions where she has worked is the collegial relationship between principals, vice-principals and teachers, Stark says. She attributes this spirit of professional co-operation to the formal structure of the teaching profession in Alberta, where principals and teachers are governed by the same association—the ATA.

“We all have the same set goals and we’re headed in the same direction,” Stark says.

Improved co-operation

In other places like the United Kingdom, Ontario and British Columbia, teachers and principals fall under separate professional organizations. While the distinction may sound like a bureaucratic one, it’s anything but. Alberta’s set-up means fewer divisions between the roles of administrating and teaching along with a greater sense of co-operation, mentorship and shared purpose in improving the quality of education for students.

“I would hold up our current system as being exemplary,” says José da Costa, professor of education administration and leadership at the University of Alberta, who has studied school systems in Alberta, British Columbia and California.

When teachers and principals do not share the same professional association, their goals and priorities are more likely to differ, he said. Although there has been limited research on the effect of professional organizations on collegiality, anecdotal reports indicate an improved environment of co-operation when teachers and principals are under the same umbrella organization, says da Costa.

He’s heard from administrators in British Columbia who say that their role is akin to “running a factory” with a focus on management rather than the in-the-classroom needs of teachers and students. Unions become intermediaries between principals and teachers, adding an awkward third-party to difficult discussions around issues like instruction or curriculum.

It’s very union focused rather than education focused, he said.

“In Alberta, we see the ability for principals to act and serve as instructional leaders, where they’re able to move in and out of classrooms, and have conversations with teachers without having to worry about whether they’re stepping on toes,” says da Costa.

He added that the collegiality between teachers and principals has led to improved co-operation that extends beyond the ATA. Teachers, administrators, parents, school boards and governments have a history of working together in shared decision making in the province, he said.

“We have an amazing context in which we work where people come together to see what they can arrive at, and what they arrive at is usually best for children and for learning.”

Founding principle

Collegiality has been an chief tenet of the ATA from its beginnings as the Alberta Teachers’ Alliance, the precursor to the present-day organization, says ATA archivist Margaret Shane.

ATA co-founder John Barnett spent years teaching in the United Kingdom, where the National Union of Teachers was a robust organization in its 50th year by the time he emigrated to Alberta in 1911. He was appalled at what he saw here, says Shane. It was the wild west for teaching. 

“Your average teacher was 18 to 22 years old, unmarried and usually female—not a powerful being. Teachers were treated poorly and, in some cases, in abusive ways,” says Shane, who maintains an archive of old letters that teachers wrote to Barnett describing their working conditions.

Barnett helped create the ATA to overcome the isolation and exploitation of teachers. One of the first official acts of the new organization, set up in 1917, was to establish a code of honour that laid out rules by which teachers would hold themselves to a high professional standard as a united group—with no difference between teachers and principals.

“Implicitly and explicitly once the code was put together, it was an expectation … that teachers would espouse and demonstrate collegiality with other teachers,” says Shane.

Even with a code of conduct, true collegiality isn’t something that can be forced on coworkers. By definition, collegiality requires co-operative interaction among colleagues. To get there, teachers and principals need to trust and respect each other, says Brett Cooper, assistant superintendent of human resources for Pembina Hills School Division. While these qualities are possible in every school regardless of teachers’ organizational structure, they can be more challenging to achieve when a professional divide separates teachers and administrators, he said.

“It takes a while to earn trust,” says Cooper, who spent 13 years working in British Columbia, “and when you add in a barrier by saying ‘this is the principals’ group and this is the teachers’ group,’ you need to work harder on building trust.”

But collegiality is never a given, he adds. In a school environment driven by bells, tight schedules and unpredictable challenges, collegiality takes work. school leaders need to put time into building relationships with staff and setting out agreed-upon norms of communication, respect and expectations. School and district leaders and teachers have to nurture and model collegiality. In the end, those positive relationships set the tone for better interactions with students and parents, Cooper said.

While the organizational structure in Alberta does have limitations, the U of A’s da Costa gives the system an A grade overall.

“Alberta actually has an ideal blend of support for ensuring that children receive the best possible education.”

ATA policy

Over the years, the Alberta Teachers’ Association has adopted a number of policies in support of collegiality.

Policy 8.1.0.1

To facilitate student learning, schools and school systems should be administered in a way that fosters collegial relationships among central office personnel, principals and classroom teachers.

Policy 18.2.5.2

The process of supervision should

1. take place in a climate of trust and support;

2. be a shared responsibility between the supervisor and the person being supervised;

3. be collegial and collaborative;

4. be adapted to the needs of the person being supervised;

5. provide the person being supervised with input into the methods and process to be used; and

6. provide the person being supervised with feedback on an ongoing basis, including access to any notes taken during the supervision process.

— Members’ Handbook 2019

Colleagues or bosses?

A cross-Canada snapshot of principal membership in teachers’ organizations show that in 9 out of 13 provinces and territories, the collegial approach seen in Alberta—assembling principals and teachers in the same professional body—is employed.

British Columbia, Ontario, Quebec and Nova Scotia all have separate professional associations for principals, however.

Information gathered by ATA librarian Sandra Anderson.

What resources (i.e. books, podcasts, etc.) do you recommend for inspiration on collegiality and leadership?

Brett Cooper

Assistant Superintendent, Human Resources, Pembina Hills School Division

This is not an exhaustive list by any means, but I feel that these have had a positive impact on me as a leader.

7 Habits of Highly Effective People

Stephen Covey

Bridges of Trust

David Irvine and Jim Reger

Cognitive Coaching: Developing Self-Directed Leaders and Learners

Arthur Costa and Robert Garmston

José da Costa

Professor of Educational Administration and Leadership, Faculty of Education, University of Alberta

The following book is grounded in research and can form the beginnings of a foundation for understanding trust in our educational contexts.

Trust and Betrayal in Educational Administration and Leadership

Eugenie A. Samier and Michèle Schmidt

Shannon Stark

Grade 1 French immersion, CBE online hub, Calgary

Positive School Leadership: Building Capacity and Strengthening Relationships Joseph Murphy and Karen Louis

This book has a lot of research-based information on the qualities of a good leader and strategies to develop leadership skills.

TED talk Every Kid Needs a Champion by Rita Pierson.

Video Know Your Why by Michael Jr. 

A shout out!

From: Teachers
To: School and division leaders

Odessa Nguyen
Homesteader School, Edmonton

My principal has been very caring and an incredible leader during the pandemic. I feel supported when I have concerns and really enjoy working with someone so compassionate. I have learned so much from her.

Susan Hauser
Robert W. Zahara Public School, Sexsmith

A huge thank you to our admin at Robert W. Zahara Public School for showing kindness and grit through true leadership this fall! They are extremely supportive of the staff and students alike!

Charlene Brown Brightwell
Robert W. Zahara Public School, Sexsmith

I second this! They have created a school that celebrates our students and staff, a safe space to come and work together. A true gift in these challenging times!

Karlee Hren
Ellerslie Campus, Edmonton

Shout out to my teaching partner who is always pulled to help troubleshoot people’s technology problems and does so willingly! He enjoys helping others find solutions!

Lynn Karasiuk James
Christ the King School/STAR Outreach, Leduc

Shout out to our superintendent at STAR Catholic for keeping the lid on our division.

Barbara Weir Shepherd
The Learning Connection, Edson

Shout out to my colleagues at The Learning Connection for taking on virtual learning this fall and doing an amazing job navigating this new world!

Leanne Breadner-Rein
Good Shepherd School, Peace River

Huge shout out to my pod-mates. This crazy year ... it’s been my cohort peeps that lift me up and keep me going.

Carleen Pocklington
Fireside School, Cochrane

Shout out to the administrative team at Fireside School in Cochrane with Rocky View Schools. The leadership they have shown to start up our school year during a pandemic. I always feel so supported by these two! I cannot personally thank them enough for making work a safe and caring place.

Teacher comments gathered through Facebook.

Collegial collaborative model

An approach to professional supervision in which the teacher being supervised has input into the methods and processes to be used and has access to observations and documents generated during supervision.

— ATA Members’ Handbook

Coronavirus cultivates collegiality?

During a study conducted in the spring of 2020, the ATA asked teachers “what are you learning about your school community and culture during the COVID-19 pandemic?”

of respondents stated that they were experiencing strong collegial relationships and ­professional autonomy.

“Strong and collaborative staff helps keep everyone positive.”

— Survey participant

Collegial vs non-collegial

One conversation, two opposing approaches

Stories by Konni deGoeij, ATA Associate Coordinator, Administrator Assistance
Screenplays by Cory Hare, ATA Magazine Managing Editor

Letter image

When teacher and principal meet in a school setting, are they two colleagues sharing ideas, or is it a boss passing down orders to an employee?

Part of the answer will depend on the province in which they work.

In Alberta, teachers and principals are members of the same profession, so interactions are meant to be collegial, even though principals have supervisory responsibilities. In some other provinces, such as B.C. and Ontario for example, principals are considered managers and teachers are considered employees.

The following Hollywood-style scripts depict a conversation that may take place between a principal and a teacher. The second conversation is conducted in a collegial fashion; the first one, not so much.

One conversation at a time

How collegiality, consultation and collaboration averted a school closure catastrophe

Michael Hauptman

Executive Director, Council of Catholic School Superintendents of Alberta

I sat at the back of the gym, a hoodie covering my head, as one person after another stepped up to the microphone to criticize the interim superintendent and the board of trustees.

“I am trained in reading body language and you are a bunch of liars,” one person said.

He was not the only one who, feeling uninformed and unheard, was looking for a pound of flesh. Throughout the entire public meeting, the views expressed were polarized and unyielding. Announcing a school closure can do that to a community.

As the new incoming superintendent, I had one overarching question on my mind: how do we turn this around?

To me, the only way was an immediate stop to the current process, a radical change of direction that would mean, in many respects, starting over. As the new person on the block, did I really want to stick my neck out on this one? My choice was simple: say nothing and watch the community implode, or say something and watch some people explode.

The next day, a Saturday, I called an emergency school board meeting. I was either ending my career or setting the course for a months-long ride that would get extremely bumpy. I got right to the point.

“There is no road to success for you or me if we don’t step back and start again, one conversation at a time.”

I could see that trustees’ minds were churning and I waited for one of them to walk me to the door. Instead, the chair looked at me and said, “OK then, what next?”

As a group we discussed the fundamental elements of systemic change and dealing with “tough conversations.” We agreed on a plan—we were ready to set off down the road of engagement, which would prove to be both rewarding and challenging.

An ‘aha moment’

Alberta Education provided senior managers to review our school building infrastructure so we could identify the potential for future upgrades and retrofits. We asked dozens of teachers to conduct literature reviews around grade configurations and possible models for school communities. We reached out to every parent council and school staff in the community for their input. We held engagement sessions with students, asking “what do you like about your current school community? Where do you see a need for improvement?”

Yes, there were emotional outbursts and people were passionate, but they had stories to tell, a superintendent who had promised to listen, and oh yes, they expected me to do exactly what they wanted.

Each time I walked into a staff room, library or classroom, I felt the weight of anxiety and doubt. Was this the right process? Would we get the best results? Was the direction truly going to make a difference for kids?

As a person who liked to make everyone happy, I knew I could not, which was gut wrenching and painful. After each day and night of engagement, I went home, sat back with a favourite beverage and counted the number of consultation sessions we had left. But that first round of engagement was easy compared to round two.

By that point we were considering the closure of a school and reconfiguring all the others from a K–9/10–12 system into a K–4/5–8/9–12 system. It was radical and people were skeptical.

I recall walking into the music room of our French immersion school, parents glaring at me as if I had already said something wrong, and before I could even begin my usual presentation, hands went up and the comments came.

“The last superintendent promised us a new building. We were promised more room, more options.”

This was reiterated by one parent after another.

“What do you know about French immersion?”

This was another comment thrown out from the crowd.

I found myself trying to defend the process, the options and my own expertise—not one of my stellar moments.

There were other struggles, disgruntled individuals and even tears. I received emails from parents venting their frustrations, staff came into my office to offer alternatives, and some people simply told me I was “out to lunch.”
Some parents threatened to leave the system when the options did not meet their needs.

There were also small moments of jubilation,as when teachers urged me to “stay the course.”

The whole process was exhausting, but my intuition told me that the result would pay off for the students, the families and even the teachers. In fact, teachers were central to bringing about a successful conclusion.

For me an “aha moment” came at one of the engagement sessions. Rather than speaking to the system leaders and trustees who were walking around wearing “Ask Me” buttons, parents and students directed their questions and comments to the teachers who were present. This trust in teachers made the difference, I believe. It allowed parents to trust the process and the system leaders and pushed the community from a place of cynicism to one of “let’s give this a try.”

What was most impressive to me, which speaks to the strength of teachers’ professionalism, was their ability to work through the immediate emotional responses and move to a place of solidarity with the system, with their students and their students’ families.

What’s best for students?

In the end, the school division closed a different school, reconfigured several others and moved staff and students accordingly. Although it was difficult, it was understood.

I will never forget the day the media came to the school that was being closed hoping to find disgruntled parents and students. Only one parent spoke, but she summed it up well.

“Although I do not like the fact that my child’s school is closing, it was the decision that made sense,” she said.

The key was to welcome every conversation, every response and always finish with, what do you think is best for the students? People need to be heard and acknowledged, and see themselves in the data provided and the options presented. Authentic engagement demands it.

The key message here is simple. School communities are going through tumultuous changes, disruptions and uncertainty. Surviving these precarious times requires acting in solidarity, not polarity. School board trustees, senior leaders, staff, families and students within a school division must speak openly, transparently and with truth so that together they can find solutions to their challenges.

Although I recognize that Alberta Education, school boards and system leaders are called upon to make extremely difficult decisions, with teachers as allies in the process, we can achieve so much more than we can in isolation (no pun intended).

Practical advice

How do you build trust and respect with your colleagues?

I believe that the best way to build trust with all staff is through transparency, honesty and actions being in line with your words. Making difficult decisions occurs all day every day in education. Teachers, administrators and system leaders can earn the trust of everyone through these simple values. People may not always agree, but at least they have the information to see why you made the decision.

Another key to building trust and respect is being available — ­allowing people to be heard is critical without getting defensive or confrontational. I know it sounds cliché, but always have an open door. Be in the room when people have concerns.

— Brett Cooper

Building trust and respect originates by being ­selfless, caring for others’ well-being, consulting them and following through with promises made.

It takes years to cultivate trust and respect, all of which can be eliminated by a single action that leads others to question the motives behind it.

— José da Costa

Building trust and relationships take time. Actions, not just words, are the key to developing trust with colleagues.

Accountability, integrity and respect are key factors in developing and maintaining trust. Actively listening to others’ concerns and personal lives, taking time to develop those relationships and being considerate all go a long way in developing relationships with colleagues.

I also try to remember the small details. Asking a colleague about their child or pet by name shows that you are actively listening and that you care enough to try to remember those details.

— Shannon Stark