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Question: I attended the Minister’s symposium on Inspiring Education on February 19, along with hundreds of others, and became even more concerned that the reforms that will be advanced by Minister Jeff Johnson will not be the Inspiring Education introduced by Minister Dave Hancock. Between John Manley’s declaration that students are not being well prepared, that there is a national crisis in education given the PISA results and that a “performance” pay system should be introduced to reward teachers, I was not feeling very supported as a teacher. What’s happening?
Answer: I can’t tell you with any certainty what is happening. I do know that the Minister’s symposium was poorly received by many teachers and others present and there has been much talk of the symposium across the province, especially at the four teachers’ conventions this past week. While the Association has offered to work closely with the Minister to “land” the proposed Inspiring Education initiative, there has been no real consultation with the profession and other education partners to build consensus and deliver the initiative. There has been no effort to bring the public into the picture to create social licence, either; the growing anxiety of many parents over the new mathematics curriculum (including an online petition) is not a good sign about public support for key components of Inspiring Education.
The Task Force for Teaching Excellence will issue its report by mid-March. While the Task Force is supposed to be at arm’s length, the Department of Education has already announced an interbranch committee to develop new legislation related to the Task Force recommendations being made to the Minister. The Minister did not name a representative of the Association to the Task Force. We have no sense of what the Task Force will be recommending but we have some sense of what the Task Force has been considering. Based on the areas they have been discussing, their recommendations may include revised practice standards for teachers, changes to the structure and nature of teacher preparation programs, ways to become a teacher without completing a bachelor of education degree, flexibility to use nonteachers to teach certain subjects, establishment of or revisions to internship and mentorship programs, changes to professional development programs, designation of master teachers or similar forms of career ladders, expanded managerial roles for principals or the removal of principals from the Association, a certification program for principals, cyclical teacher evaluation, revised employment contracts, removal of tenure, changes to teacher compensation based on performance, and the removal of the Association’s responsibilities to police conduct and competence of teachers by transferring these functions to the Minister or a newly established college of teachers. The product of these recommendations is supposed to be an excellent teacher in every classroom.
The Department of Education has now announced the results of its curriculum prototyping project and is contracting out the development of most of Alberta’s program of studies to the Calgary Board of Education, in conjunction with about 22 other partners, including business and industry. New programs will be in line with the vision of Inspiring Education. Department officials have also been working on many initiatives, including significant revisions to provincial assessment programs. Student learning assessments (SLAs) are under development and there is also attention to expanded online testing, including online diploma examinations. The idea of expanding provincial standardized testing to all grades is being explored. Several initiatives related to the redesign of high school are underway. The department is also active with respect to expanded use of technology for instruction and there is work underway related to a revised Teaching Quality Standard to bring the standard into line with Inspiring Education, especially the proficiency of teachers with technology. Programs for the development of school leadership are being discussed. While full-day kindergarten and early-learning programs are being examined, the department is also studying the potential removal of kindergarten from the program of studies and its replacement with a program that does not require certificated teachers and can be delivered by the private sector. The fact that some of these things are being discussed does not mean they will be implemented, but the discussions are wide ranging and, in many instances, do not involve the Association. And, as mentioned earlier, the department is preparing legislation to implement Task Force recommendations.
The Association continues to monitor the situation and it is entirely possible that in the months ahead the Minister will announce directions that are contrary to the Association’s understanding of Inspiring Education. Provincial Executive Council’s strong preference has been to work with government to deliver on Minister Hancock’s Inspiring Education initiative, and we have committed substantial resources, including research and publications, to outline ways the initiative can be delivered successfully. We continue to be willing to work with government to deliver Inspiring Education in a way that government and the profession can support. Should the Minister choose a course of action that the Association cannot accept, I anticipate that members across the province will be called upon to help educate the Redford government and the public on the concerns of the profession. Contingency plans have been developed in the event such action is required and I would forecast a very high and very public engagement by members in such action. ❚
Questions for consideration in this column are welcome. Please address them to Gordon Thomas at Barnett House (gordon.thomas@ata.ab.ca).
