TEACHING AND LEADERSHIP EXCELLENCE IN ALBERTA

TEACHING AND LEADERSHIP EXCELLENCE IN ALBERTA

STANDARDS OF PRACTICE FOR TEACHERS, SCHOOL LEADERS AND SCHOOL AUTHORITY LEADERS

Alberta School Boards AssociationNovember 17, 2015

Jim Gibbons and Randy Clarke

• Get the right people to become teachers (the quality of an education system cannot exceed the quality of its teachers)

• Develop these people into effective instructors (the only way to improve outcomes is to improve instruction)

• Put in place systems and targeted supports so every child benefits from excellent instruction (the only way for the system to reach the highest performance is to raise the standard of every student)

STANDARDS FOR EDUCATORS

HOW THE WORLD’S BEST PERFORMING SCHOOL SYSTEMS SUCCEEDMcKinsey & Co, 2007 (OECD)

School Authority Leader Excellence

School Leader Excellence

Teaching Excellence

Ministerial Order (#001/2013) Student Learning

STANDARDS FOR EDUCATORS

DEPUTY MINISTER ADVISORY COMMITTEETeaching and Leadership Excellence in Alberta

The Committee:• provides advice to the Minister of Education, regarding the work of the six themes under the

Teaching and Leadership Excellence initiative• comprises various Alberta Education stakeholder groups ( including 3 ASBA representatives)• is chaired by the Deputy Minister of Education • will provide final strategic advice and identify milestones about the work developed by sub-committees

STANDARDS FOR EDUCATORS

DEPUTY MINISTER ADVISORY COMMITTEE – Roles & Responsibilities____________________

• Bring forth the views of the stakeholder organizations or groups that they represent, as the views pertain to teacher and leadership excellence, and also contribute to discussions as interested and engaged individuals.

• Ensure that member organizations and groups are apprised of committee deliberations where applicable.• Support and help champion final decisions related to the work and to the implementation of the work.

STANDARDS FOR EDUCATORS

EXTERNAL WORKING COMMITTEE AND PURPOSE:

TLEAExternal Working

Committee

AADE

CASS

First Nations

AISCA

Métis ASBA

Ministry

ASCA

ATA• Make meaning of stakeholder

feedback arising from consultation and engagement

• Suggest content and elements appropriate to the development of practice standards, competencies and indicators

• Provide advice and oversight on the development of implementation supports for the standards

EXPECTED OUTCOMES____________________1. Revised and updated Teaching Quality Standard2. School Leader Standard for school based leaders3. School Authority Leader Standard for school authority leaders4. Policy and Procedures to guide the growth, supervision and evaluation of school teachers,

school leaders and school authority leaders5. An Implementation Support Plan for the practice standards

STANDARDS FOR EDUCATORS

STANDARDS FOR EDUCATORS

GUIDING PRINCIPLES FOR EDUCATION SYSTEM PARTNERS____________________• shared responsibility• professional collaboration

STANDARDS FOR EDUCATORS

Policy to provide guidance and support for professional growth, supervision and evaluation

• coordinated supports• collective accountability

Preparation Induction/Early Career Supports

Career-long Professional

Learning

• TALIS (Teaching and Learning International Study) Research reveals interesting data about teacher preparation and school leader preparation

• What research questions should we consider in Alberta as we build support for the implementation of new professional standards of practice?

STANDARDS FOR EDUCATORS

RESEARCH ON IMPLEMENTATION______________________________

Teacher training: Content, Pedagogy, Practice

Alberta teachers have less content/pedagogy training in the subjects they teach

Alberta teachers indication of level of PD need

0

10

20

30

40

50

60ICT skills for teaching

New technologies in the workplace

Knowledge and understanding of my subject field

Student career guidance and counselling

School management and administration

Cross-occupational competencies

Teaching in a multicultural or multilingual setting

Knowledge of the curriculum

Teaching cross-curricular skills

Teaching students with special needs

Approaches to individualized learning

Pedagogical competencies in teaching my subject field(s)

Student evaluation and assessment practice

Student behaviour and classroom management

Beginning Teachers (3 yrs or less of teaching) Others (more than 3 yrs of teaching)

Percentage of teachers expressing moderate to high levels PD needs

About a third of Alberta principals do not have training in administration or instructional leadership before becoming school principals

0

10

20

30

40

50

60

70

80

90

100

Flan

ders

(Bel

gium

)

Portu

gal

Aust

ralia

Mex

ico

TALI

S Av

erag

e

Italy

Pola

nd

Nor

way

Net

herla

nds

Esto

nia

Japa

n

Engl

and

(UK)

Albe

rta

Finl

and

Kore

a

Sing

apor

e

Uni

ted

Sta

tes

Adminstration Instructional Leadership Teacher Training

Junior high school principals: Level of impact of formal training on the confidence and competence they require as school leaders

CO

MM

UN

ICAT

ION Research and Design

Consultation and Engagement

Development

Validation

Implementation

STANDARDS FOR EDUCATORS

April 2015 – November 2015

September 2015 – February 2016

February 2016 – June 2016

June 2016 – June 2017

October 2015 – March 2016

DISCUSSION QUESTION # 1

What do Alberta teachers need to know and do (attributes, skills and competencies) to ensure all students are successful in achieving the outcomes described in the Ministerial Order on Student Learning (2013)?

• Participants will refer to the M.O. on Student Learning for this discussion. They should target 8-10 teacher skills, attributes or competencies.

DISCUSSION QUESTION # 2

What competencies do school leaders (including school principals and assistant principals) need in order to lead the school community toward exemplary teaching and learning?

• Participants will refer to the draft School Leader Standard (2015). Which areas of competency really stand out as important from your perspective? Is there anything missing? Why?

DISCUSSION QUESTION # 3

What competencies do School Authority Leaders (including Superintendents and assistant superintendents) need in order to create the culture and conditions necessary for highly effective teaching, learning and community engagement?

• Participants will refer to the CASS Practice Standard (2008). Which areas of competency really stand out as important from your perspective? Is there anything missing from this document? Why?

Questions or Comments?