Professional Development Chair HANDBOOK

Transcription

1 The Professional Development Chair HANDBOOK

2 Political Action Public Relations Funding Bargaining ADVOCATE PD CHAIR FACILITATE Formation of PD committee Networking PD Delivery Needs of Members Monitoring/ Administration of PD Funds

3 TABLE OF CONTENTS Message from the President Inside MTS An Educator s Professional Autonomy Roles & Responsibilities 50 Ways to Develop as a Professional FRAME: What is it? MTS ByLaw 1 Regional Facilitator MTS Policy 2 Legislation Pertinent to Professional Resources

4 Message from the President Congratulations and welcome to your role as Professional Development Chair. As I look ahead, I reflect upon my beginning years as a teacher and the important professional learning experiences that helped me develop as a teacher along the way. The Society has a history of advocating for teacher autonomy in professional development. The work that you do is a foundation for continuous growth in the profession. This handbook contains practical tips and resources to help you understand your assignment and the important support you give to your colleagues. On behalf of the Manitoba Teachers Society, I want to thank you for your work in professional development and wish you all of the best in all of your initiatives.

5 Inside MTS Representation by population (formulae). Approx. 288 delegates. Operations General Secretary Officers Executive Assistants MTS Members Provincial Council President 40 local teacher associations Vice- President YOU ARE HERE! Oversight Provincial Executive 40 local teacher association presidents Presidents Council Assistant General Secretary Chief Financial Officer Department Heads Coordinators Staff Human Resources Administrator Standing Committees Teacher Welfare Professional and French Language Services Disability Benefits Plan Employee Assistance Program Finance Publications Analysts General AVASC WHSC CTSC TECSC PDSC EFSC CBSC ESJSC GBSC * See page 7 for more information. AN EDUCATOR S PROFESSIONAL AUTONOMY To exercise professional autonomy is to exercise professional judgment. To be able to reflect and act upon one s judgement is an important source of strength in the public education system and key in meeting the diverse needs of our students. Professional development is most effective when it is chosen by educators to meet their needs and support educators in making professional decisions. Good teaching and development of good teaching practices do not happen serendipitously. Purposeful professional development over one s career guides the acquisition of new skills and knowledge in an endeavour to improve as an educator and leader. It is also important to recognize that to exercise one s professional autonomy does not necessarily mean that one is to learn in isolation. In fact, when educators engage in professional learning opportunities with their colleagues, there are opportunities to share, mentor and support each other. The professional development (PD) of Manitoba educators is regulated by legislation. Collective agreements, school division policies and The Manitoba Teachers Society s Constitution, By-laws and Policies also regulate equitable access to PD opportunities and funding for Manitoba teachers. THE MANITOBA TEACHERS SOCIETY THE PROFESSIONAL DEVELOPMENT CHAIR HANDBOOK 5

6 ROLES AND RESPONSIBILITES OF THE PD CHAIR The PD Chair is appointed or elected at each local teacher association. These may be executive positions on the local executive and may or may not have a designated budget line to support the work. Roles and Responsibilities may include local Teacher Association PD Chairs: 1. PROFESSIONAL RESPONSIBILITY & PROFESSIONALISM Advocate for support for PD initiatives from the Local executive. Determine what your PD committee will look like, find champions in your Local membership, and recruit them to the PD committee. Ensure that all members of the Local understand the importance of professional learning and are aware of their legal responsibilities for on-going professional development. Review existing policies in the Local and school division related to PD. Network with other PD Chairs in the province. Know the factors that influence the effectiveness of professional learning and be able to verbalize why current PD formats may or may not be effective. Understand and communicate to members of the Local, the importance of keeping up-dated on new instructional practices including, but not limited to curriculum, assessment, appropriate educational programming and differentiated instruction. 2. PROFESSIONAL DEVELOPMENT FUNDING If you have one, monitor your local executive professional development budget line. Monitor your school division s professional development budget line. Attend the Fall PD Chairs seminar to receive up-to-date information about your PD FRAME allocations. This information may be updated for the winter and/or summer seminars to help the PD Chair and the committee develop strategies to use in conversation with your school division. Obtain a copy of your division s FRAME expenditures in the fall. Obtain a copy of your division s FRAME budget report to review the PD allocations prior to the annual public budget consultation meeting held by the school division (usually February or March). Attend the annual public budget consultation meeting. Monitor the FRAME spending throughout the school year by asking the division to provide you with the monthly or quarterly statements of monies allocated and spent on PD. Contact the Manitoba Teachers Society s Policy Analyst regarding any concerns you have about the budget allocation and for appropriate questions to ask at the public budget consultation meeting. 3. BARGAINING FOR PROFESSIONAL DEVELOPMENT CLAUSES Review your current collective agreement (CA) for any clauses or Letters of Memorandum/ Understanding specific to PD. Review your divisional policy for any written policy specific to PD. This can inform development of clauses to meet your local needs. Review the CA clauses found in other division s CA s across the province. This information is also provided to you at the summer seminar. 6 THE PROFESSIONAL DEVELOPMENT CHAIR HANDBOOK THE MANITOBA TEACHERS SOCIETY

7 Work with your PD committee, and/or your local executive and/or MTS Staff Officers to develop appropriate clauses specifically designed to meet the local needs of your association. Attend the initial Collective Bargain Committee meetings to advocate for PD clauses in your association. On an on-going basis, work with the Collective Bargaining Chair and committee to support /ensure PD clauses remain part of the Collective Bargaining package. Check before and after meetings with the school board regarding the status of the PD clauses until a new agreement is ratified. PD Chairs are asked to represent the teachers of their local association at three two- day seminars annually (Summer, Fall and Winter). At each seminar, participants will receive resources and information to support the work of the PD Chair. They are provided opportunities to network and meet Chairs from all regions of the province. The seminars are organized to help equip PD Chairs in their work to: advocate and facilitate discussions about teacher autonomy in professional development for Manitoba Teachers in each local association, educate membership of their local association PD issues through various means including social media, committees or presentations at local council meetings, influence and educate membership in collective bargaining, gain information about MTS Grants and teacher initiated projects which have resulted from the support they provide, and promote Special Area Groups of Educators (SAGE). THE MANITOBA TEACHERS SOCIETY THE PROFESSIONAL DEVELOPMENT CHAIR HANDBOOK 7

8 50 WAYS TO DEVELOP AS A PROFESSIONAL Teachers undertake professional learning opportunities throughout their career for a variety of reasons. Most commonly and as part of their own professional growth plan, they are seeking to fulfill and learn from guiding short or long term professional goals. This list highlights formal and informal ways in which a teacher may wish to engage in professional learning opportunities that would enhance their own learning. Register for Manitoba Teachers Society s workshops and seminars Apply for a Manitoba Teachers Society s grant. Attend workshops provided by recognized educational organizations. Get involved with a Special Area Group of Educators Watch professional videos related to issues or ideas about education Teachers-Talking to Teachers - Have regular professional conversations with colleagues Read professional articles related to issues and ideas about education Become part of a Professional Learning Community Visit and observe a teacher Serve as a cooperating teacher for a teacher candidate from one of the universities Join a curriculum development committee Join a professional educational organization and get involved in its activities or events Plan a staff or association workshop Develop and sustain a professional newsletter or blog Volunteer to serve on your local association Regularly visit a teacher resource center Serve on a committee and get involved in writing a grant for a new project Serve on a PD planning committee Write an article for a journal, newsletter or blog Join a study group Serve as a mentor to a newer teacher in your school or division Attend an educational summer institute of your choice Attend a school board meeting Co-teach with a colleague Participate in a podcast or webinar Partner with community organizations to develop new programs Develop and up-date your professional growth plan Volunteer to participate on a committee with the Manitoba Teacher s Society Become a peer coach Enrol in a university course Implement a new instructional/assessment strategy Pilot a new program/series Participate as a community organization chair or board member Acquire and use new technology Acquire and use new strategies related to the infusion of technology in your teaching practice Attend a PD event hosted by a Special Area Group of Educators Volunteer for a Manitoba Department of Education committee Attend public lectures offered and hosted by the universities Create and write a learning blog Lead a discussion about educational resources available to teachers Invite a colleague to observe your teaching in a classroom Write and share a book review Teach a subject or course in a different grade level or context Supervise or become involved in a student organization at your school Join one of the MTS social media sites Engage in a professional international collaboration Take an on-line or distance course Interview colleagues about professional issues surrounding education Participate in professional focus groups or surveys Start a book club 8 THE PROFESSIONAL DEVELOPMENT CHAIR HANDBOOK THE MANITOBA TEACHERS SOCIETY

9 FRAME: WHAT IS IT? FRAME is the standardized method of accounting and financial reporting for school divisions/districts in Manitoba. FRAME itself, is an acronym for Financial Reporting and Accounting in Manitoba Education. Frame Reports, done annually; contain Manitoba Public School Division/District Revenue and Expenditure information. This is based on the mandatory submission of Financial and Statistical data by school divisions/ districts in a standard (FRAME) format. Each Manitoba public school division is required to complete and submit a report to the Government of Manitoba twice each fiscal year, once in the spring and once again in the fall. By law, these full and complete FRAME reports are public documents. Among the data submitted, FRAME requires each school board to report the total amount of money it has received under the Manitoba government funding model for the professional development of instructional staff. Every school board is also required to report the full amount of funds spent on professional development. Expenditure for professional development reported in FRAME beyond the annual amount of money allocated by the provincial government is usually paid for by the special levy of the school division/district. A school board must account in FRAME for all monies spent on professional development for instructional staff, not just the amount of funds provided by the Manitoba government. Professional development expenditures are reported in FRAME according to categories of interest to the provincial government, notably what was purchased such as salaries, services and so forth. By tracking revenue and expenditure year by year in FRAME, the teachers association in every division/ district can gain insight into the sources and amounts of funding for professional development as well as the pattern of expenditure. In addition to tracking the FRAME data in relation to revenue and expenditure for instructional staff professional development, the teacher association should obtain a further break-out of the professional development opportunities and activities supported by the funds spent on professional development for instructional staff. Most secretary treasurers maintain detailed revenue and expenditure records beyond the scope required by FRAME and more specific information about funds spent on professional development opportunities. Detailed treatment of Professional Development information relevant to your association (in a FRAME format) is a topic discussed at the MTS Professional Development fall Seminar. THE MANITOBA TEACHERS SOCIETY THE PROFESSIONAL DEVELOPMENT CHAIR HANDBOOK 9

10 BYLAW 1 OF THE MANITOBA TEACHERS SOCIETY PART I MISSION, GOALS AND OBJECTIVES 1.1 Mission The Society, as a union and professional organization, is dedicated to advancing and safeguarding the welfare of teachers, the status of the teaching profession and the cause of public education in Manitoba. 1.2 Society Goals The goals of the Society are to: (a) promote the profession of teaching, high ethical standards within the profession, professional competence and the ongoing professional development of teachers; (b) engage in collective bargaining and other relevant negotiations to improve the economic benefits, professional rights, pension benefits and working conditions of teachers; (c) advocate for a strong, viable, and effective education system capable of accommodating the needs of Manitoba students and teachers; (d) provide its Members with an organization that will give them an equal, effective and democratic opportunity to pursue their professional aspirations; (e) establish and administer insurance, benefit schemes and programs in accordance with the Constitution and Bylaws; and (f) address broad societal issues that promote social justice, cooperation and understanding. 1.3 Bargaining Agency The Society shall exercise its bargaining agency through the establishment of Locals in accordance with the Constitution and Bylaws. 1.4 Professional Governance The Society shall establish and maintain a code of conduct for its Members which will include professional standards and ethical conduct. The Society shall also provide opportunities for ongoing professional growth and support for the establishment of minimum standards of education for its Members. THE ROLE OF THE STANDING COMMITTEE 6.6 Role of Standing Committees The Standing Committees shall: (a) monitor and assess trends and developments within their areas of responsibility and co-ordinate with other Standing Committees as required to avoid duplication; (b) recommend any required Policy changes to the Provincial Executive; (c) if required to carry out its mandate, establish sub-committees from within its members; (d) provide input into planning and delivery of workshops, seminars and other training opportunities for Members; and (e) report to Provincial Council through the Provincial Executive on its activities between Provincial Council Meetings. 10 THE PROFESSIONAL DEVELOPMENT CHAIR HANDBOOK THE MANITOBA TEACHERS SOCIETY

11 THE PROFESSIONAL DEVELOPMENT STANDING COMMITTEE (PDSC) 6.14 Professional Development Committee The Professional Development Committee shall address issues related to professional development and the Special Area Groups of Educators. REGIONAL FACILITATORS There are six Regional Facilitators (RF) identified as part of the PDSC. The role of the RF includes: Chair of regional PD meetings. These occur three times a year during seminars and once in the region in Spring before the MTS Annual General Meeting, Attend standing committee meetings and provide regional PD reports to PDSC, Provide resources and information to PD Chairs in their respective region, Act as a contact person for PD Chairs in their respective region, Liaise with MTS Staff and Provincial Executive (PX) Chairperson regarding issues arising with their respective region, Advocate for MTS seminars on PD issues to support teachers professional learning, and Attend workshop to support professional learning POLICY 2 OF THE MANITOBA TEACHERS SOCIETY 8.3 Professional Development The Society believes that: (a) professional development encompasses formal and informal activities which Members undertake to direct their own learning and to enhance their professional practice; (b) all Members are responsible for their own ongoing professional development which should be equitable, inter-active, self-directed, and related to the Member s career and profession; (c) all Members have the right to professional development; (d) the responsibility for providing time, funding and resources for professional development requires a joint commitment of the division and the government in consultation with Members; (e) professional development must be conducted in a supportive climate of trust, peer support, open communications, collegiality and collaboration; and (f ) professional development plans must be purposeful and flexible to promote ongoing professional growth. 8.4 Local Responsibility for Professional Development Each Local shall establish and maintain a professional development committee whose responsibilities include: (a) having the committee chair also be a table officer of the Local executive; (b) promoting the importance of professional development within the Local; (c) ensuring that authorized days are available and used for professional development; and (d) being involved in the management of professional development funds received from the province. THE MANITOBA TEACHERS SOCIETY THE PROFESSIONAL DEVELOPMENT CHAIR HANDBOOK 11

12 8.5 Professional Development Days in the School Year The Society believes that: (a) there should be a minimum of fifteen (15) professional development/ administration days with pay in any school year; (b) days authorized by the Minister of Education should be recognized as falling into three distinct categories: professional development, administrative activities and report card preparation; (c) a majority of days authorized by the Minister of Education should be made available for professional development; (d) there should be a balance in the use of professional development days between the individual Member s choice and the school division or school district s priorities; (e) days authorized by the Minister of Education should occur within the school year; and (f) the number of days authorized by the Minister of Education for Professional Development, should be permitted to exceed the limits contained in the regulations with no loss of grant, provided that such additional days are approved by the superintendent, the school board and the Local. LEGISLATION PERTINENT TO TEACHER PROFESSIONAL DEVELOPMENT AND LEARNING PUBLIC SCHOOLS ACT POWERS OF SCHOOL BOARDS Powers to expend moneys 48(2) A school board may spend moneys, raised for school purposes (d) for the in-service education of teachers or other employees. SCHOOL DAYS, HOURS AND VACATION REGULATION Inservice days, etc. 8(1) The number of days set aside in each school year for teacher inservice, parent-teacher conferences, administration and pupil evaluation in Kindergarten through Grade 12 must not exceed 10 days, of which at least 5 must be used for teacher inservice. M.R. 131/2008; 11/2013 8(2) The days set out in subsection (1) must be approved by the superintendent or, if there is no superintendent, by the school board. EDUCATION ADMINISTRATION PART V RESPONSIBILITIES OF PRINCIPALS REGULATION Teacher involvement in planning process 31 A principal must involve teachers in any planning process that is undertaken for the school. M.R.68/97 12 THE PROFESSIONAL DEVELOPMENT CHAIR HANDBOOK THE MANITOBA TEACHERS SOCIETY

13 PART V RESPONSIBILITIES OF TEACHERS REGULATION General responsibilities 39 A teacher is responsible for (f) on-going professional development RESOURCES The Manitoba Teachers Society Use this link to access information about all of the PD events MTS has organized for the year. Important information under each of the tabs is always being up-dated to serve the membership in a timely manner. 1. Main web page: 2. MTS Seminars: 3. Special Area Groups of Educators: 4. MTS Grants: 5. MTS Field-led Courses : 6. Teacher-led Learning Team: Canadian Teachers Federation Resources related to Professional Issues, resources and information VOX - MB Education and Training 1. Professional Learning opportunities and resources: search?q=professional+development&entqr=0&output=xml_no_dtd&sort=date%3ad%3al%3ad1& ud=1&oe=iso &filter=0&ie=iso &client=edu&proxystylesheet=edu&site=edu 2. Manitoba Professional Learning Environment (MAPLE): Legislation and Web Links 1. The Teachers Society Act 2. The Public Schools Act a. Appropriate Education Programming THE MANITOBA TEACHERS SOCIETY THE PROFESSIONAL DEVELOPMENT CHAIR HANDBOOK 13

14 3. School Administration a. School Admin Handbook 4. LRA (Labour Relations Act) Manitoba Community Services 1. Rainbow Resource Centre: 2. EGALE Canada: 3. My GSA Handbook: 4. National Centre for Truth and Reconciliation: Learning Forward THE PROFESSIONAL DEVELOPMENT CHAIR HANDBOOK THE MANITOBA TEACHERS SOCIETY

15 MODEL FOR ADVOCACY (John Hopkins University) Analyisis Continuity Strategy Evaluation Mobilization Action Advocacy is active promotion of a cause or principle Advocacy involves actions that lead to a selected goal Advocacy is one of many possible strategies, or ways to approach a problem Advocacy can be used as part of a community initiative, nested in with other components. Advocacy is not direct service Advocacy does not necessarily involve confrontation or conflict

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