The Alberta Teachers’ Association

The troubling findings of two ATA studies identify a need for the government to take decisive action to address systemic problems in Alberta’s schools.

The findings are found in Transforming Our Future Together—The Conditions of Professional Practice in Rocky View Schools and an as yet unpublished study initiated by the Strategic Planning and Research Committee of the Calgary Public Local. See “ATA researchers study teachers’ working condition.”

The studies do not tell a good story. Beginning in 2005, modest improvements in class size and composition declined considerably. This past year, 42 per cent of Alberta teachers reported that class size has somewhat or significantly increased; 11 per cent indicated a decline. Forty-five per cent reported deterioration in students’ readiness to learn and seven per cent saw improvements. Amidst the growing complexity of the classroom, teachers are increasingly expected to take on more noninstructional activities. In 2011, for example, 49 per cent of Alberta teachers reported that supervision and assigned tasks (such as extracurricular activities outside of teaching) increased; 5 per cent saw a decline. In addition, support for students with special needs continues to slide dramatically. In 2005, 25 per cent of Alberta teachers indicated eroding support for students with special needs. This past year that number doubled to 50 per cent; 11 per cent saw improvements.

In light of these findings, ATA President Carol Henderson said: “Despite the promises made in Inspiring Action to transform Alberta schools, teachers’ conditions of practice and students’ learning environments are moving in the wrong direction. Innovation based on sound research and courageous leadership will be needed to advance the vision of Inspiring Action committed to by Premier Redford.”

In a follow-up focus group with study participants, it was clear that much of what teachers do is driven not by a focus on teaching but on gathering data for reporting, paper work and other activities not linked to instruction. Teachers often have to manage unreasonable workloads driven by an unsustainable number of initiatives, such as the introduction of new digital reporting tools and school improvement projects.

One Calgary Public study participant reflected: “When I think about the growing demands on my school day and the stresses experienced by my colleagues, I hope that the legacy of Minister Hancock’s Inspiring Action will not become Inspiring Inertia.”

Both studies echo the conclusions of international education reformers who have pointed out that the successful transformation of schools can’t take place without addressing the systemic workload issues teachers are facing. Pasi Sahlberg, author of Finnish Lessons—What Can the World Learn from Educational Change in Finland?, observed: “The best-performing educational systems all have built their change strategies on systemic approaches that rely on collective professional and institutional (or social capital) development, enhanced conditions for teaching and learning for all, and more equal educational opportunities within their education systems.”

The studies, available to the public in 2012, are the result of collaboration between the ATA, locals and international researchers. Both studies, along with other ATA research efforts, will be used to advocate for significant changes to the conditions of teachers’ practice.

ATA researchers study teachers’ working conditions

The study focussed on the conditions of professional practice of a teaching force that, in the words of Rocky View Local President Michelle Glavine, “was increasingly being kept on the outside of key education decision making.” While the study concluded that the majority of teachers find the district a good place to work, a number of systemic issues emerged from the comments of the 544 teachers (more than half the local membership) who responded to the survey.

In the foreword to the study, Andy Hargreaves wrote: “The study suggests that, in general, Rocky View Schools is a well-regarded district and a good place for teachers to work. It also shows that teachers in the district are, in general, quite open to technological change. At the same time, the study reminds us that systemic efforts to effect educational change by increasing the integration of technology are haunted by such perennial problems as a lack of time and support, increased workloads and a disruption of the work–life balance.”

Rocky View teachers’ concerns include growing frustration with a work–life imbalance, the introduction of unreliable digital student reporting tools that increase rather than decrease workload and the imposition of district-mandated PD activities. A recurring concern was the push by the district to brand itself as a leader in 21st-century learning. As one survey respondent wryly observed, “Many Rocky View teachers already have 21st-century fatigue and we are only one decade into the century.”

The Calgary Public Local’s study was initiated by the local’s Strategic Planning and Research Committee. The study focused on the increased intensification of work caused by technology and the increasing complexity and diversity of Calgary classrooms. To explore and validate these concerns, in May and June of this year 20 Calgary-area teachers completed diaries that covered 24-hour days; this allowed the researchers to assess work activities completed during school hours, off-school hours and weekends. Teachers recorded their activities in 10-minute blocks.

The key findings of the Calgary Public Local’s study are as follows:

• The average work week of Rocky View teachers was 56 hours, which included only 19.1 hours of direct instruction with students.
• Student assessment and reporting and planning took up 24.8 hours per week.
• Noninstructional activities such as supervision, clerical activities and mandated professional development events involved 10 hours a week.
• Student assessment and reporting took six hours a week.
• Lunch and recess breaks, which almost always involved multitasking (such as attempting to contact parents or complete other tasks), took 2.3 hours a week.