The Alberta Teachers’ Association

Teachers, Transformation and Alberta’s Great Schools

The Alberta Teachers’ Association’s newest research update, A Great School for All—Transforming Education in Alberta, outlines 12 dimensions of Alberta’s education system that need to be rethought. The path of educational transformation lies in the further development of the professional capital of Alberta’s teachers. This is central to Alberta teachers meeting the challenges of the future.

The fundamental element of a transformed education system is clear—rather than the teacher supporting the system, the system must support the teacher. The professional judgment of teachers will be even more important in the future, and in the decade ahead, teaching quality will distinguish jurisdictions provincially, nationally and internationally. More than ever, teachers will require conditions that provide for the best possible professional practice.

I urge teachers to read A Great School for All (visit www.teachers.ab.ca, click on Publications then on Research Updates). The document establishes a pathway for effective implementation of a transformation agenda in Alberta schools. Key to the success of this agenda is an agreement, in ongoing tripartite discussions between the government, the ATA and school boards, on limits to the unfettered ability of school boards (and government) to assign tasks to teachers. There is no question that many aspects of transformation will require additional time from teachers—increased personalization of student learning, increased inclusion of students and increased devolution of curriculum are all worthy initiatives, but they take teacher time. It should not surprise anyone, therefore, that the first question posed by teachers (in light of its “any time, any pace, any place” initiative) relates to the limits on teacher time. Our commitment, as a profession, to teaching quality and enhanced professional judgment requires time—it’s that simple. (As of this writing, tripartite meetings were ongoing and discussions relating to the issue of time were pending.)

Let’s turn to the 12 dimensions discussed in A Great School for All. These dimensions are central to the continued success of the province’s education system. I’ll outline each dimension and summarize the priorities for the Association in each dimension in the year ahead.

Dimension 1, Assessing and Reporting Student Learning, will receive considerable attention in the year ahead. Teachers will focus on ensuring that Premier Redford’s commitment to end Grades 3 and 6 provincial achievement tests is realized. As we move forward with a transformation agenda, teacher professional assessment of student learning will be even more important, and we’ll want to discuss with the government how best to achieve an enhanced status for assessment and teacher professional judgment.

Dimension 2, Curriculum Development and Implementation, is an important aspect of the transformation agenda, especially because knowledge continues to grow by leaps and bounds. Consistent with this trend, the government should devolve more responsibility to teachers for curriculum development. Teachers favour developing core outcomes to significantly reduce the number of learning outcomes currently in place and providing the profession with additional responsibility for developing curriculum that is appropriate to each community. The government will need to work closely with the profession to ensure multiple learning pathways for students. This is a particularly important dimension for giving life to key elements of Inspiring Education.

Dimension 3, Digital Technologies and Learning, is growing rapidly and increasingly under pressure from corporations intervening in public education with their promises to reduce costs and improve teaching. It is particularly important that teachers exercise their professional judgment in the use and allocation of technology to enhance student learning.

Dimension 4, Inclusive Education, is an area of concern for teachers, because government and school boards expect more students to have personal learning plans, personal supports and the opportunity to learn at any time, any place and any pace. Wraparound services are urgently needed to support teachers, and this will be a major priority of the transformation agenda.

Dimension 5, Optimal Conditions of Practice, is tied to instructional and assignable time and is an area where the Association will seek limits. There is no question that transformation will demand more time from teachers; therefore, teachers must have sufficient time to prepare lessons and complete the tasks necessary to assure teaching quality. The ATA has suggested a provincial standard on instructional and assignable time; such a standard could even become the basis for system funding. The workload issue is top of mind for Alberta teachers, especially with respect to the increased demands required by transformation.

Dimension 6, Differentiation for Learning, is a promising initiative, but increased personalization of learning takes teacher time. There is also merit in looking at how to group students and how to support multiple pathways of student learning. Central to this dimension is the development of appropriate supports and resources for teachers.

Dimension 7, Professional Development and Autonomy, is important to teachers, who must be the ones to determine their professional learning needs and engage in initiatives to meet them—there needs to be a better balance in PD programs. Even more important, the Association believes that the teaching profession has earned the right to self-governance. Therefore, the profession and not the minister of education should determine the standards required to enter and remain in the teaching profession.

Dimension 8, Public Assurance, calls for a move from bureaucratic accountability to a locally focused and student-driven model. Public assurance systems reflect local community priorities and interests, and rely heavily on teachers’ professional judgment. Again, this is consistent with the transformation agenda and the reliance on top-quality professional practice. The ATA will continue to encourage changes to the government’s provincial assessment program by urging action to reduce weighting for the diploma examination as a component of students’ final marks and action on Premier Redford’s commitment to end provincial achievement tests.

Dimension 9, School Leadership, is important, especially because so many school leaders will be retiring in the next five years. In fact, school leadership, in the context of school-related influences on student learning, is second in importance only to classroom instruction. As well, we need to address workload issues in school leadership positions, support school leaders and facilitate recruitment processes.

Dimension 10, Teacher Leadership, is an important area in a transformation agenda; teachers are clearly expected to play a larger role, which includes the exercise of professional judgment. We need good teacher leaders in schools, and teachers need to be at the centre of educational reform, not on the sidelines.

Dimension 11, Early Learning, is also an important dimension for change. Immediate action is required if Alberta is not to fall behind the many jurisdictions worldwide that are expanding their instruction to two-, three- and four-year-olds. Although the government has committed to expanding early learning initiatives, with a move to full-time kindergarten, there has been no action to date. It is well known that the earlier learning disabilities are diagnosed, the better it is for students, teachers, parents and specialists.

Dimension 12, Governance and Vibrant Communities, are supported by the Association because they enhance community engagement and strong democratic values. Schools need to be the hubs of vibrant local communities.

These 12 dimensions can transform Alberta’s public education system. But before that can happen, the key issue of teacher workload must receive attention, because major elements of transformation will call on more teacher time. Personalization of learning, inclusive education, devolution of curriculum and greater reliance on teachers’ professional judgment will also affect teachers’ time. It is vitally important that clear limits on teachers’ instructional and assignable time be set; this will open the way for a tripartite agreement that meets members’ needs, advances the Alberta government’s interests, and ensures full engagement in a transformation agenda.