The Alberta Teachers’ Association

Joanne Steinmann

Alberta is at the forefront of educational reform, innovation and change. A fine example of this is the Alberta Initiative for School Improvement (AISI).

AISI was developed through a collaborative partnership in 1999 and first implemented in Alberta schools in the 2000/01 school year. Now celebrating its 10th year, the program is recognized as the longest sustained school improvement initiative in the world.

AISI is steered by a broad partnership that includes the Alberta School Councils’ Association, the ­Alberta Teachers’ Association, the Alberta School Boards’ ­Association, the Association of School Business Officials of Alberta, the College of Alberta School Superintendents, Alberta Education and the University Faculties of Education.

The unique funding initiative stands out in the world of education as exceptional, inspiring and successful. The AISI program has much to celebrate in terms of the experiences and opportunities that have been offered to students. As well, much research has been gathered from students, parents and teachers about what makes a difference in the school life of young people. Part of what makes AISI successful is the expectation for strong relationships among the participating partners, which includes parents, communities and universities, and that the influence of these relationships is reported to Alberta Education.

In 2008, the University of Calgary undertook a review of more than 300 AISI projects in Alberta to determine how parents and the community were involved in successfully implementing the AISI projects and what influence these collaborative relationships had on the overall school success of students. As is the case in any exploratory research, new and challenging questions arose from the review, and suggestions emerged that might guide future ­directions and help to implement the fourth cycle of AISI, which began September 2009. The review of the AISI projects revelation of parent involvement can be categorized under the following broad headings:

• Volunteering in school
• Participating in parent education
• Supporting students at home
• Helping to develop and implement AISI projects
• Advancing beliefs, values, cultures and ­languages
• Sharing expertise, knowledge, talents and gifts

These varied and important connections between parents and schools support all that has been written and studied about the vital role that parents play supporting young people and how parental involvement has a positive effect on students, teachers and schools. 
In reviewing the many projects from across Alberta, the U of C found that some of the following ideas seemed to create the strongest and most ­powerful ways for parents, teachers and students to work ­together.                        

Parent support for homework, in class work and related volunteer work in the school makes a big difference.

Parent connections between students and the larger community ultimately influence work opportunities, volunteer and employment experiences, career options, citizenship and leadership for students.

Parent education reveals how the projects were ­developed and how parents can be meaningfully involved to increase student achievement.

Parent mentoring ­addresses issues of academic achievement, career counselling, confidence, efficacy and positive relationships.

Parent participation in all related school events, such as celebrations, conferences, assemblies and performances affirms the importance of the relationship between homes and schools.

Parent communication through e-mail, Internet sites, surveys, telephones, newsletters and translators provides the information necessary for parents to understand their vital role in supporting school-aged children.

Some considerations for further parent involvement in schools might include more clear and timely ­communication so that parents fully understand the AISI projects and how best to support the projects. As a result of timely and effective communication, one student reported: “My parents look at me differently—they get me now!”

Recognizing the difference between parent awareness and parent involvement has implications for the role that parents play in a school. This difference is often attributable to the ways in which school-based leadership sees its role in involving parents meaningfully and purposefully.  In this context, the following questions might be worth considering:

Do issues of alienation, time, poverty, language, ­culture and confidence prevent meaningful parent involvement and, if so, how might these variables be addressed by schools? What difference will it make?

Would increased parental involvement in the AISI projects address issues of continuity, smooth implementation and sustainability? How might this help with the ongoing challenge of changes in school-based leadership and the ­possible loss of impetus in the ­projects?

Do knowledge of the curriculum, teaching and learning strategies, and assessment help parents understand how and why schools undertake their work? Are parents more likely to support, encourage and inspire their children to succeed if they know and understand more?



The research often confirms the importance of parent involvement in the education of both their own children and other children, and shows that this involvement has significant benefits for schools and communities. Perhaps the value of this involvement is best summarized by the following comment from a parent.

“The parent conference I attended demonstrates the strong community culture the school already has and that it is striving to build upon the development of relationships between teachers, students and parents. Professional speakers provided well-rounded presentations [that were] open throughout to questions. It was also great to hear questions from other parents as it demonstrated that we have similar concerns—hence building more of a community to converse on matters important to us as parents. Also, the school is going to be posting the presentations for other parents to access. The feedback I am hearing from parents about this parent-education event is positive.”

Joanne Steinmann is the ­coordinator of the Alberta Initiative for School Improvement at the University of Calgary.


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