TEACHING AND LEADERSHIP EXCELLENCE IN ALBERTA

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1 TEACHING AND LEADERSHIP EXCELLENCE IN ALBERTA

2 TEACHING AND LEADERSHIP EXCELLENCE IN ALBERTA STANDARDS OF PRACTICE FOR TEACHERS, SCHOOL LEADERS AND SCHOOL AUTHORITY LEADERS Alberta School Boards Association November 17, 2015 Jim Gibbons and Randy Clarke

3 STANDARDS FOR EDUCATORS HOW THE WORLD S BEST PERFORMING SCHOOL SYSTEMS SUCCEED McKinsey & Co, 2007 (OECD) 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)

4 STANDARDS FOR EDUCATORS Ministerial Order (#001/2013) Student Learning Teaching Excellence School Authority Leader Excellence School Leader Excellence

5 STANDARDS FOR EDUCATORS DEPUTY MINISTER ADVISORY COMMITTEE Teaching 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

6 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.

7 EXTERNAL WORKING COMMITTEE AND PURPOSE: AADE Make meaning of stakeholder ATA CASS feedback arising from consultation and engagement ASCA TLEA External Working Committee First Nations Suggest content and elements appropriate to the development of practice standards, competencies and indicators Ministry AISCA Provide advice and oversight on the development of ASBA Métis implementation supports for the standards

8 STANDARDS FOR EDUCATORS EXPECTED OUTCOMES 1. Revised and updated Teaching Quality Standard 2. School Leader Standard for school based leaders 3. School Authority Leader Standard for school authority leaders 4. Policy and Procedures to guide the growth, supervision and evaluation of school teachers, school leaders and school authority leaders 5. An Implementation Support Plan for the practice standards

9 STANDARDS FOR EDUCATORS

10 STANDARDS FOR EDUCATORS GUIDING PRINCIPLES FOR EDUCATION SYSTEM PARTNERS shared responsibility coordinated supports professional collaboration collective accountability Preparation Induction/Early Career Supports Career-long Professional Learning Policy to provide guidance and support for professional growth, supervision and evaluation

11 STANDARDS FOR EDUCATORS RESEARCH ON IMPLEMENTATION 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?

12 Teacher training: Content, Pedagogy, Practice Alberta teachers have less content/pedagogy training in the subjects they teach

13 Alberta teachers indication of level of PD need Percentage of teachers expressing moderate to high levels PD needs Student behaviour and classroom management ICT skills for teaching New technologies in the workplace Student evaluation and assessment practice 40 Knowledge and understanding of my subject field 30 Pedagogical competencies in teaching my subject field(s) Student career guidance and counselling 0 Approaches to individualized learning School management and administration Teaching students with special needs Cross-occupational competencies Teaching cross-curricular skills Teaching in a multicultural or multilingual setting Knowledge of the curriculum Beginning Teachers (3 yrs or less of teaching) Others (more than 3 yrs of teaching)

14 About a third of Alberta principals do not have training in administration or instructional leadership before becoming school principals Flanders (Belgium) Portugal Australia Mexico TALIS Average Italy Poland Norway Netherlands Estonia Japan England (UK) Alberta Finland Korea Singapore United States Adminstration Instructional Leadership Teacher Training

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

16 STANDARDS FOR EDUCATORS COMMUNICATION Research and Design Consultation and Engagement Development Validation Implementation April 2015 November 2015 September 2015 February 2016 October 2015 March 2016 February 2016 June 2016 June 2016 June 2017

17 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.

18 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?

19 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?

20 Questions or Comments?

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