Highlights in This Issue

Volume 11, Number 3 Spring 2011

• GuestEditorial—InvestinginProfessional

DevelopmentfortheFuture..........................1

• LookWho’sTalking—LearningCoaches:

APotentialSupportforInclusiveEducation....................3

• FeatureWorkshops—WebAwarenessSeries

byMediaAwarenessNetwork......................4

• CTF’sImagineactionProjectProvidesAccesstoProfessionalResources,CommunityPartnersandSocialActionProjectIdeas...............................5

• Links...............................6

• UpcomingATAEvents.....6

• InYourNeighbourhood—ASignofSpringin

LivingstoneRange......7

• PDActivitiesforProfessionalGrowth.......9

• WorkingTogethertoSupportNewTeachersintheEarlyYears.........10

• SpecialistCouncilProfile—HealthandPhysical

EducationCouncil....11

• PDPartners...................12

• Noussommesàl’écoute!..13

Investing in Professional Development for the FutureGuest Editorial by Gaylene Schreiber

Astheimplicationsofthe2011provincialbudgettrickledowntotheeducationsector,

IamremindedoftheAssociation’sslogancelebratingteaching—“TheFuture:It’sWhyTeachersTeach.”Asteachersandadministrators,weknowwemustbeonthecuttingedgeofpedagogyifwearetokeepupwiththeever-changingdemandsofourprofession.Yet,inthe2010ProfessionalDevelopmentSurvey,22 percentofourPDleadersinthefieldreportedthattheyhadalreadyseenaconsiderabledecreaseinprofessionaldevelopmentspendingduringthe2009/10schoolyear.Withableakprovincialbudgetforeducation,Iamconcernedthatcriticalinvestmentsinteacherprofessionaldevelopmentwillbecurtailedinfavourofothereducationalpriorities.

Inhis1989financialadvicebook,The Wealthy Barber,authorDavidChiltonadvisedreaderstopaythemselvesfirstbydepositingsomemoneyinasavingsaccounteachmonthbeforeincurringotherdebt.Additionally,Chiltonsuggestedthatfinancialhealthreliedonpayingdownhigh-interest

debtfirst,livingwithinone’smeansbyattendingtoneeds(notwants)andtakingadvantageofthebenefitsofcompoundinterest.Apparently,Canadiansdidnottakehisadvice.

ArecentstudybytheVanierInstitute,anationalresearchandeducationalorganizationcommittedtothewell-beingoffamiliesinCanada,revealsthattheamounttheaveragefamilyborrowsnowtotals$100,000andthataveragefamilydebt-to-incomeratioinCanadaisarecord150percent.Thiscomparesunfavourablywith1990,whenaveragefamilydebtstoodat$56,800,witharatioof93percent.Thisdrasticincreasehasoccurredoverjust20years—in1990,averageCanadianfamiliesmanagedtoputaway$8,000,asavingsrateof13percent.In2010,thesavingsratefellto4.2percent,averaging$2,500perhousehold.Inotherwords,Canadiansarespendingbeyondtheirmeansandsavingless.Thisapproachtodebtissuretobequeathadistressinglegacy.Howwillthiscomparetoinvestmentsinprofessionallearning?

Inaknowledge-basedsociety,teachers’mostprizedassetistheircapacitytoteachandreachmanystudentseachdayoveravastrange

Guest Editorial

2

ofdisciplines,inresponsetoincreasinglydiversestudentidentitiesandlearningneeds.Iftheeducationsystemdoesnotinvestwiselyinteacherprofessionallearning,whatlegacywillweleaveourprofession?Conversely,whatwouldhappenifweappliedChilton’sprinciplesandplacedpremiumpriorityoninvestinginteacherprofessionallearning?

Ifsocietyweretrulycommittedtoinvestinginprofessionallearningasapriority,wewouldseeequitableprofessionallearningfundingforeachteacherintheprovinceandanunderstandingthatitisapositiveeventforachild’steacherstobeabsentfromtheclassroomforperiodsoftimeeachyeartohonetheirskills.The“compoundinginterest”ofequitablefundingwouldbeversatileteachingstrategiesacrosstheprovince.Wecould“payourselvesfirst”ifnewcurriculawereimplementedonlyafteraperiodofprofessionalinservicingtoenableteacherstograspthedeepintentionsofthenewcurriculumpriortoteachingit.Inthisapproach,newtechnologywouldbeeagerlyawaitedbyteacherswhohadthoroughtraininginbothhardwareandsoftware,andtimetocollaboratewiththeircolleaguestodeterminehowthetechnologywouldbestbeintegratedintovariousgradesandsubjects.Byinvestinginthesebasicneeds,teacherscouldbetterturntheirattentiontotheevolvingdemandsofcutting-edge21st-centurylearning.Newteachingmethods,carefullyassessedfortheireffectsthroughresearch,wouldbeimplementedinasustainedandreflectivemannerasteachersengagedinlearning,practice,applicationandfeedbackinafocusedlearningcyclethatengagedthemataphilosophicallevel.Asaresultofcoordinatedandcoherentimplementation,initiativefatiguecouldbeathingofthepast;teacherswouldexperiencethesatisfactionthatcomeswithpractice-changinglearningandgreetnewprofessionallearningdirectionswithexcitement.

Towhatprofit?Throughcarefulinvestmentinongoingteacherprofessionallearning,Albertawillhavehighratesofattractionandretentionintheprofession.Well-supportedmentorshipprogramswillensurethatnewteachersstaymotivated

andenthusiasticwhiletheydeveloptheirexperiencebase.Thoughtfulsuccessionplanningwillprovideforcarefuldevelopmentofschoolandjurisdictionleaders,andtapthepracticalknowledgeofthoseretiringfromtheprofessionafterasuccessfulcareer.Investmentinsustained,coherentandsupportedteacherlearningwillresultinahealthiereducationsystemandincreaseteachers’abilitytomeettheneedsofbothcurrentandfuturelearners.

ButasCanadianshavelearnedoverthelast20years,talkingaboutinvestingiseasierthandoingit.Astheadagesays,thebesttimetoplantatreewas20yearsago—thenextbesttimeistoday.Teachersaremastergardeners.Throughconventions,localprofessionaldevelopmenteventsandontheirown,teacherspassionatelypursuetheirownlearning.OfspecialnoteistheworkofteachersinAssociationspecialistcouncils,whoorganizethemselvestoplan,promoteandfundprofessionallearningwhereverandwheneveritisneeded—notonlythroughannualconferences,butthroughregionalchaptersandin-personande-mentoringprojects.Theseteachersengageinresearch,publishprofessionaljournalsandparticipateinprofessionaldiscoursespecifictotheirdailypractice,allwhileconductingbusycareersaspractisingteachersandadministrators.Asof2011,teachershavebeenorganizingspecialistcouncilsfor50years.Happyanniversary,specialistcouncils!

Theprofessioncontinuestoinvestinpubliceducationthroughitsongoingsupportofprofessionaldevelopment.Itremainstobeseenhowotherswillchoosetospendtheirdollars.Iamhopefulthatministrypersonnel,schooltrusteesandotherdecisionmakerswillremembertheadagethatadollarsavedisadollarearned,andgoonestepfurtherbyinvestinginthefuturethroughtheirsupportofteacherprofessionallearning.IfAlberta’seducationsystemistocontinuetobeoneofthebestintheworldandtransformitselfintosomethingevenmoreresponsiveandprogressive,thefutureresidesinteachercapacity.Investmentsinteacherprofessionaldevelopmentarethekeytosecuringthefutureofeducationforallofus.

3

InJuly2008,theHonourableDaveHancock,ministerofeducation,appointed

asteeringcommitteetoexaminespecialeducationinAlberta.Thecommittee’sreport(2009),titledSetting the Direction,calledforoneinclusiveeducationsystem,inwhicheachstudentissuccessful.InJune2010,theGovernmentofAlbertaacceptedall12oftherecommendationsfromthereport,andinthefallof2010,itrenamedthereportAction on Inclusiontosignaltheimplementationofaninclusiveeducationsystem(fromtheAlbertaEducationwebsite,http://education.alberta.ca/department/ipr/inclusion/about.aspx).

Oneoftherecommendationsinthereportwasthatschool-basedexpertisebeinplaceprovincewidetohelpteachersmeettheneedsofstudentswithdisabilitiesanddiverseneedswithinlearningenvironments,andoneoftheactionsidentifiedtomeettherecommendationwastoexploreprovincialroledescriptionsandstandardsforschool-basedlearningcoaches.ThisrecommendationwasofparticularinteresttotheSpecialEducationCounciloftheAlbertaTeachers’AssociationandresultedinthecreationofadiscussionpaperavailableontheATAwebsite(www.teachers.ab.ca).

Thepaperconcludesthatcoachingisastrategythatenablesateachertoengageininquiry,collaboration,shareddecisionmakingandresponsibilityforstudentlearning,andtotryinnovativepracticeswithsupportandencouragement.Animportantfeatureofcoachingisthatitisa

partnership,notanevaluativerelationship.Byworkinginacollegialandcoachingrelationship,teachersengageininquiryandproblemsolvingandenhancetheirinstructionalcapacitytoteachalllearners.Professionaldevelopment(PD),however,isbutonedimensionofsupportingteachersininclusiveclassrooms.Othervariables,suchasclasssize,uninterruptedinstructionaltime,collaborativeplanningtime,well-trainedteacherassistants,materialresourcesandassistivetechnology,andsupportfromschool-basedadministration,alsoinfluencelifeintheinclusiveclassroom.Factorsextraneoustotheteacher’sknowledge,skillsandexperiencemaydeterminethequalityofteachingandlearninginaclassroom;thesefactorsmustalsobetakenintoaccountinasystemicapproachtobuildingcapacityforinclusiveeducation.Threecriticalfactorswereidentifiedascontributingtothesuccessofacoachingmodel:first,theneedforacommonvisionwithregardtotheroleandresponsibilitiesofthelearningcoach;second,theneedforthoseperformingtheroleofcoachtopossessthenecessarypedagogicalknowledgeandexpertise,aswellastheskillstoengageandmotivateothersinapositiveway;andthird,thattherebealong-termcommitmentoffundingandresourcesandanongoingevaluationstrategy.

LearningcoachesaresuretobeatopicofcontinuinginteresttoPDleadersandteachersintheprovinceastheActiononInclusioninitiativecontinuestounfoldinAlberta.

Learning Coaches: A Potential Support for Inclusive EducationJoni Turville

Look Who’s Talking

4

Feature Workshops

Web Awareness Series by Media Awareness NetworkTheMediaAwarenessNetworkhasfiveself-directedtutorialsthatprovideprofessionaldevelopmentforteacherswantingtobecomemoreWebaware.TheWebAwarenessWorkshopSeriescoversthefollowingtopics:

• Cyberbullying:encouragingethicalonlinebehaviour• SafePassage:teachingchildrentobesafeandresponsibleonline• KidsforSale:onlineprivacyandmarketing• FactorFolly:authenticatingonlineinformation• GrowingwiththeNet:adevelopmentalapproachtochildren’sInternetuse(ages4–12).

Theseriesincludesself-directedtutorialsandslidepresentationswithspeakingnotesandworkshopguides.

AlbertaEducationhaslicensedtheWebAwarenessWorkshopSeriesforAlbertateacherstouseuntilAugust31,2011.TheresourcesareavailableinEnglishandFrench.Toaccesstheseresources,pleasecontactyourjurisdictiontechnologycontactforloginandpasswordinformation.

Presents

Can We Talk?Communities and teachers supporting mental wellness

Can We Talk?—Communities and teachers supporting mental wellness is a one-day conference designed to share information on steps Alberta communities can take to promote the mental well-being of youth in our province. It will feature:

• keynoteaddressesbyDavidCory,Dr.PhilMcRaeandMatHalton• informativebreakoutsessionsonarangeoftopicsbylocalexperts• valuablenetworkingopportunities.• Breakfastandlunchwillbeprovided

Thereisnofeefortheconference,butregistrationismandatorydue to space limitations. For more information or to download the registrationform,visitwww.teachers.ab.ca(gotothetopright-handcornerandclickontheEventsCalendarlink)orwww.canwetalk.ca.

May 9, 2011Capri Centre

3310 50 Avenue, Red Deer AB

COOR-53x201103

Presents

Can We Talk?Communities and teachers supporting mental wellness

Can We Talk?—Communities and teachers supporting mental wellness is a one-day conference designed to share information on steps Alberta communities can take to promote the mental well-being of youth in our province. It will feature:

• keynoteaddressesbyDavidCory,Dr.PhilMcRaeandMatHalton• informativebreakoutsessionsonarangeoftopicsbylocalexperts• valuablenetworkingopportunities.• Breakfastandlunchwillbeprovided

Thereisnofeefortheconference,butregistrationismandatorydue to space limitations. For more information or to download the registrationform,visitwww.teachers.ab.ca(gotothetopright-handcornerandclickontheEventsCalendarlink)orwww.canwetalk.ca.

May 9, 2011Capri Centre

3310 50 Avenue, Red Deer AB

COOR-53x201103

5

Allteachersrecallparticipatinginafooddriveforthelocalfoodcupboard,andcertainlyeveryteacherknowstheimportanceofensuringthatstudentslearntheimportanceofparticipatinginalargergroup.Onoccasion,

thesetwoconcepts—citizenshipandsocialaction—aretreatedasseparateanddistinct.

TheaimoftheCanadianTeachers’Federations’(CTF)newImagineactionprogramistocontinueschools’participationincitizenshipandsocialaction,butwithafocusonlinkingcitizenshiptosocialactionand,perhapsmoreimportant,takingacriticalthinkingapproachtodefininggoodcitizenship.Studentsareencouragedtolookcriticallyattheircommunitywithaneyetoidentifyingstrengthstobetrumpetedandweaknessesthatmayrequireaction.Socialactionisthenbasedonaneedidentifiedbythestudentswiththeassistanceoftheirteacher.

ResourcesdevelopedforCTFbytheCriticalThinkingConsortium(TC2)andavailableontheImagineactionwebsite(www.imagine-action.ca)helpteachersdrawlinkagesbetweenactivecitizenshipandsocialaction.Fourreasonsareidentifiedascentraltoengagingstudentsandteachersinsocialaction.1

Benefitstobeinginvolvedinsocialactionprojectsinclude

• acquisitionofimportantabilitiesanddispositions—sincesocialactionprojectsinvolvestudentsdirectlyinidentifying,planningandimplementing

theaction,studentsdevelopimportantskills,includingproblemsolving,conflictresolutionandempathy;

• increasingstudents’understandingofcurriculumcontent—actionprojectsprovideameansofintegratingtext-basedandexperience-basedlearning;students’understandingisdeepenedastheylearnthecontextualrealitiesofwhattheypreviouslyconsideredintheory;

• enhancingstudents’senseofpersonalandcollectiveefficacy—involvementteachesstudentsthatthereareresponsiblewaystoaddressissues,andthateveryonecanplayaroleinsocialchange;and

• contributiontothebettermentofsociety—studentslearnthattheiractionshaveabroaderimpactonsociety.

Imagineaction will provide

• awayforteachersandstudentstocelebratetheirachievements,

• aplacewherethecommunityofteachersinterestedinactiveandparticipatorycitizenshipandsocialactioncanmeettoshareideasandgaininspiration,and

• anopportunityforstudentstolearnexperientiallybythinkingcriticallyabouttheirworld,respondingtocommunityneedsandmakingeducationreal.

CTF’s Imagineaction Project Provides Access to Professional Resources, Community Partners and Social Action Project IdeasJoni Turville

1. TheCriticalThinkingConsortium.2010. Social Action Projects—Making a Difference. Ottawa,Ont:TheCanadianTeachers’Federation.

6

Become Involved in Imagineaction

VisittheImagineactionwebsiteatwww.imagine-action.caandcreateaprofile:

1. Navigatetothewebsitewww.imagine-action.ca.

2. Ifyouareateacher,clickontheteachertabandcreateyourprofile.(Youre-mailaddressisyourusername.)

3. Youwillreceiveane-mailtoconfirmyourparticipation.

4. Clickontheverificationlinkinthee-mailandyouraccountwillbeapprovedwithin48hours.

5. Onceapproved,youwillhaveaccesstoPDresourcesandadatabaseofcommunityexpertsinvariousfields,andbeabletoshowcaseyourprojects.

Forfurtherinformation,pleasevisittheImagineactionwebsiteorcontactExecutiveStaffOfficerJoniTurville,ProfessionalDevelopment,atjoni.turville@ata.ab.ca.

Upcoming ATAEvents

April

14–15 Convention Association Meeting

15 PD Facilitators’ Meeting15(eve)–16 Spring Professional

Development Area Conference (PDAC)

15–17 Alberta School Library Council

15–17 Career and Technology Studies Council

15–17 Middle Years Council22–24 Good Friday/Easter

Weekend29–May 01 End of Easter Week

May

01–07 Education Week—theme “Public Education: The Heart of Our Communities”

06–08 English Language Arts Council

06–08 Health and Physical Education Council

12–15 Global, Environmental & Outdoor Education Council

21–23 Victoria Day Weekend 21–23 ATA Annual

Representative Assembly (ARA), Edmonton

August

08–12 Summer Conference, Banff

Links

2Learn Newsletter: www.2Learn.ca/newsletter

Educator (English and French) sites, four student sites, administrator and parent sites, and the Spirit of Alberta site: www.2Learn.ca/

Economic crisis special edition: www.2Learn.ca/mapset/specialedition/economy/economy .asp

Frontline/World on the Web: www .pbs.org/frontlineworld/watch/

Canadian Adaptations of Shakespeare Project: www.canadianshakespeares .ca/folio/folio.html

Visit the Media Awareness Network at www.media-awareness.ca

7

A Sign of Spring in Livingstone RangeMark Yurick

AsignofspringinLivingstoneRange?Teachers’anticipatedprofessionalgrowthplangoalsareinformingschoolandsystemplanning!

In2009,thePDcouncilinLivingstoneRangedecideditwantedtoincreasetherolethatindividualteacherprofessionalgrowthplangoalsplayedininformingtheplanninganddeliveryofprofessionallearningopportunitiesforteachersattheschoolanddivisionlevel.ThePD

councildevelopedashortsurveyforteachersthataskedthemtoidentifytheiranticipatedprofessionallearningneedsfortheupcomingschoolyearaswellasthepreferredmethodofdeliveryofprogramsandsupportsfortheirpersonalprofessionaldevelopment.Teacherscouldparticipateinthesurveyonavoluntarybasis.

Thepurposeofthesurveywastoinformtheplanningofprofessionaldevelopmentattheschoolanddistrictlevel.Theaggregatedatawasusedattheschoollevelbythesite-basedprofessionaldevelopmentcommitteeandatthedivisionlevelbythePDcouncil.Itwasusedtoidentifyteachers’self-identifiedlearningneedsandthemostpreferredmethodsofdelivery,whichtheninformedtheplanningofteachers’professionaldevelopmentopportunities.

Thetwo-pagetoolthatfollowswasfirstadministeredinthespringof2010andisbeingusedagainthisyear.TheLivingstoneRangeProfessionalDevelopmentCouncilhasgraciouslyprovideduswithacopyofthesurvey,whichcanbefoundonthePDcollaborativesiteintheRegionFsection.

In Your Neighbourhood

8

9

PD Activities for Professional GrowthWithinthescopeofaprofessionalgrowthplan,teachersandschooladministratorscanundertakearangeofprofessionallearningactivities,includingreadingprofessionaljournals,tryingoutnewpracticesintheclassroom,andjoiningprofessionalorganizations.Belowisalistofprofessionaldevelopmentactivitiesthatcanbeundertakenindividuallyorcollaborativelyaspartofaprofessionaldevelopmentplan.Inthepast,professionaldevelopmentfocusedonindividualdevelopment,workshops,inserviceandexternaldeliverysystems.Today,theemphasisisonschool-basedactivitiessuchascoaching,partnershipsandteam/groupdevelopment.

• Actionresearch• Bookstudy• Classroom/schoolvisitation• Collaborativecurriculumdevelopment• Conferenceaudiotapes• Conferences• Community/serviceorganizations• Curriculummapping• Dataanalysis• Examiningstudentwork• Educationexchange• Focusedconversations• Hostingastudentteacher• Integratedcurriculumplanning• Internetresearch

• Journalling• Leadershipdevelopmentprograms• Lessonstudy• Mentorsandmentorship• Networks• OnlinePDprograms• Peercoaching• Postsecondarycourses• Professionalbooksandjournals• Professionaldevelopmentschools• Professionalorganizations• Professionalportfolios• Regionalprofessionaldevelopment

consortia• Schoolimprovementteams• School-basedprofessionaldevelopment

workshops• Self-reflection• Specialistcouncils• Studygroups• Summerinstitutes• Symposia,institutesandretreats• Teachers’conventions• Trainingtrainers/leadteachers• Videoconferencing• Viewingeducationalvideos

ForacompletedefinitionoftheaforementionedPDactivities,pleasevisittheATAwebsite,www.teachers.ab.ca/ForMembers/ProfessionalDevelopment/ProfessionalGrowthPlans/Section3/Pages/ProfessionalDevelopmentActivitiesforTeachers.aspx.

10

Working Together to Support New Teachers in the Early YearsJo-Anne Lanctot

InLivingWatersCatholicRegionalDivision(CRD)No42,webelieveinsupportingteachersintheirprofessionalgrowthanddevelopment.Therefore,asanorthernurban/ruralcommunityweknowthatitisimperativethatwehaveprogramsinplacethatsupportnewteachersastheybegintheircareers.Notonlydowewanttosupportnewteacherstotheprofession,wewouldliketokeepthemintheprofessionandinthedivision.

In2008,thedivisionstartedaninductionprogramthatreflectedtheimportanceofgivingteachersnewtotheprofessionandtothedivisionadequatesupportfordevelopingtheartandscienceofteaching.In2009,ourdivisionbecameinvolvedintheNorthernTierprojectandplayedanactiveroleinsupportingbeginningteachers.

TheProfessionalDevelopmentprogramareaoftheAlbertaTeachers’Association,WoodlandRiversLocalNo40,AlbertaEducationandLivingWatersCRDNo42haveworkedcollectivelyonaprogramcalledAttain,TrainandSustainTeacherstoprovideastrongteacherinductionprogramwiththenecessarysupportsforachievingsuccessinteaching.Weareconstantlydeveloping,adaptingandadjustingourinductionprogramtoaddresstheneedsoftheteachersintheprogram.

DevelopmentofandsupportformentorsintheprogramhasbeenfacilitatedbyFrançoiseRuban,ProfessionalDevelopmentStaffOfficer,AlbertaTeachers’Association.Experiencedteachershavetheopportunitytogrowprofessionallyandsharetheirabilitytoleadinthisproject.Wehaveestablishedamentorshipsteeringcommitteetoprovideuswithsupport,feedbackandinputtostrengthenourprogramasitcontinuestogrowanddevelop.Researchsaysthataboutone-thirdofnewteachersleavetheprofessionwithinthefirstthreeyearsofteaching.Therefore,thedevelopment,growthandsupportofnewteacherstotheprofessionmustbeahighpriorityforall.

Formoreinformationabouttheprojectandtoviewourvideoshowcase,checkoutourwebsiteatwww.livingwaters.ab.caandclickonIntheMedia.

ATA Educational Trust to award $500 bursaries

Application Deadline: May 1, 2011

The ATA Educational Trust encourages teachers to upgrade their knowledge and improve their teaching skills.

The trustees have increased the number of bursaries that will be awarded this year.For detailed information on the Trust bursary program, visit the Trust website at www.teachers.ab.ca/For Members/ Programs and Services/Grants, Awards and

Scholarships/ATA Educational Trust, or contact Koni Macdonald in Edmonton at 780‑447‑9436 or 1‑800‑232‑7208, ext 436.

Application forms can be downloaded from the site.

11

Health and Physical Education CouncilSharin Adams

TheHealthandPhysicalEducationCouncil(HPEC)oftheAlbertaTeachers’Associationhasarichandvibrant50-yearhistoryofadvocacyandsupportforqualityhealthandphysicaleducationprogramsinourprovince.HPEC’sfirstannualconferencewasheldinApril,1962,atHenryWiseWoodHighSchool,Calgary.

FromMay5–7,2011,HPECwillhostits50th-anniversaryconference,“Elevate,”atSAITPolytechnic,inCalgary.AsHPEC’saccomplishmentshavecomeastheresultof50yearsofoutstandingleadershipandthehardworkofmanydedicatedhealthandphysicaleducationprofessionalsthroughouttheprovince,weinviteyoutojoinustocelebrate50yearstogetherattheWell-Aged Wine

and Cheese Reception,tobeheldat8pmonThursday,May5,intheAtriumatSAIT.Priortothewineandcheesereception,allmembersofpastandcurrentHPECexecutivesareinvitedtoaMeet and Greetat6:30pm,inMacDonaldHallatSAIT.

FormoreinformationregardingHPEC’s50th-anniversaryWell-AgedWineandCheeseReceptionandtheexecutives’MeetandGreet,pleasecontactSharinAdamsatsgadams@shaw.ca.

ForinformationaboutHPEC’s50th-anniversaryconference,“Elevate,”visitourwebsite,www.hpec2011.com.

Specialist Council Profile

Happy 50th Anniversary! 1961–2011

Original Six of the Alberta Teachers’ Association

~Council on School Administration~ ~English Language Arts Council~

~Guidance Council~ ~Mathematics Council~

~Science Council~ ~Social Studies Council~

12

PD Partners

By Michael Podlosky, Coordinator, Professional Development

Alberta Education supports study on teacher PD

Whenteachershavestructuredopportunitiestoexplorethecomplexchallengesoftheir

practicethroughthoughtfulexchangeswithcolleagues,andinrelationtorelevantresearch,they(re)discoverapassionforlearningandtheirownpersonalandprofessionalgrowththatbroughtthemintoteachinginthefirstplace.

—AndyHargreavesandDennisShirley,The Fourth Way: The Inspiring Future for Educational Change,2009(p.93)

TheATAhasbeenawardedaconditionalgrantfromAlbertaEducationtoworkwitheducationstakeholdersinoverseeingamajorstudyofteacherprofessionaldevelopment.Thestudy,whichisexpectedtobecompletedinAprilof2013,willleadtoabetterunderstandingofteacherperceptionsofefficacyrelatedtotheirprofessionallearninganddevelopmentandtherangeofteacherlearningopportunitiesthatteachersidentifyasbestmeetingtheirprofessionalgrowthneeds.

Theproposedprojectwillseektofillthegapsinknowledgewithrespecttoboththepolicyintentionandthelivedexperiencesofteachersandtheirvariousschoolcontexts.ProfessionalDevelopmentCoordinatorMichaelPodloskyisexcitedaboutthestudyforseveralreasons.First,thestudyseekstoprovidetheevidenceofwhatconstituteseffectiveprofessionaldevelopmentpracticesandinformationonprocessestobetterinformteacherprofessionaldevelopment.Second,itwill

enhanceourcapacitytounderstandhowteacherprofessionalismisbestachievedthroughhigh-qualityteachers,positiveandempoweringprofessionalnetworksandlivelylearningcommunities.

KarenEgge,AlbertaRegionalProfessionalDevelopmentConsortium’sleadontheproject,notesthatteacherlearningisaffectedbymanyvariables;akeychallengeinattemptingtodeterminetherelativeimpactofprofessionaldevelopmentactivityonimprovingteacherpracticeisunderstandingtherelationshipbetweentheavailabilityofarangeoflearningopportunitiesandteacherengagement(efficacy)inteacherlearningovertime.

Theambitiousstudywilldrawuponacross-sectionofAlbertateachersto(1) betterunderstandhowandwhythestructureoftheprofessionaldevelopmentactivitypositivelyinfluencesteacherefficacyandprofessionalpractice,anddevelopmeansofdeterminingtheevidencethattheprofessionaldevelopmentactivitycontributestoenhancedteacherpractice;(2) demonstrate/developexemplaryprocessesthatreflecttherelationshipbetweenhighteacherefficacyandtheimpactonstudentlearning;(3) understandtheprofessionaldevelopmentprocessesthataremostlikelytopositivelyinfluenceteacherongoingcommitmenttoprofessionallearningbasedoncontextualandindividuallearningneeds;and(4) identifyarangeofsupportsthatwouldprovideteacherswithoptimalopportunitiestoenhancetheirprofessionalpractice.

Asteeringcommitteeofeducationstakeholders,cochairedbyMichaelPodloskyoftheATAandKarenEgge,executivedirectoroftheNorthwestLearningConsortium,willprovideoverallleadershipandguidanceontheproject.

13

Le perfectionnement professionnel se poursuit de bon train dans divers secteurs de l’Association.Lesservicesenfrançaisdansledomainedestraductionsn’estpassansdéfismaisMadameBigeatetMadameToal

ytravaillentassidument.Plusieurspetitsguides,documents,affiches,slogans,lettres,présentationsetpublicitésontétérévisésoutraduitsetlamonographieDroits, responsabilités et obligations légales des enseignantsestenbonnevoie.

J’aileplaisirdevoustransmettredelapartdeMadameMarieCommance-Shulko,conseillèrepédagogiquedesécolespubliquesd’EdmontonetprésidenteduMERFIP,lesrenseignementssuivants:

Le français pour l’avenir

EdmontonPublicSchools,encollaborationavecleCampusSaint-Jeandel’Universitédel’Alberta,estheureuxd’organisercetteannéeleFrench Youth Forum 2011.

NoustravaillonsavecLe français pour l’avenir,unorganismenationalquiencourageetfavoriseladualitélinguistiqueauCanada.Cetorganismequis’adresseauxélèvesdusecondaireinsistesurlesavantagessociauxetprofessionnelsdecettedualitéetlesaideàétablirdeslienslinguistiquesetculturels(pourplusderenseignements,veuillezconsulterlesiteLe français pour l’avenir:http://www.frenchforthefuture.org/fr).

Ceforumapourbutnonseulementdemotiverlesélèvesanglophonesetfrancophonesàpoursuivrel’apprentissagedufrançais,maisaussiàlessensibiliseràlaculturefrançaiseprésentedanslacommunauté.Cetteannée,nousprévoyonsyaccueillirplusde200élèvesdusecondairereprésentantdenombreuxconseilsscolaires.

Le Forum se tiendra au Campus Saint-Jean, le 29 avril 2011.

Le forum de Calgary se tiendra le 19 avril 2011.Visitezlesitehttp://www.frenchforthefuture.org/frpourdeplusamplesinformations.

LeMERFIP(MetropolitanEdmontonRegionalFrenchImmersionProgram)entamesa10eannéedecollaborationavecleConseilfrançais.L’équipedesreprésentantsdesconseilsscolairesdelarégionmétropolitained’EdmontonassisteauxréunionsmensuellesduMERFIP.

Ensemble,noustravaillonstoujoursaudéveloppementdelalittératiedelamaternelleàla12eannée.Cetteannée,lecomitéexécutifduMERFIPprépareundocumentpourlesenseignantsdesécolesd’immersiondelamaternelleàla6eannée.Cetouvrageleuroffriralesmeilleuresstratégiesdelecturepourrépondreauxbesoinsdesélèvesencontexteimmersif.Ilseprésentesouslaformedequestions fréquemment posées avec réponsesetseradisponibleverslafindel’annéescolaire.

VeuillezcontacterMarieCommance-Shulko,marie.commance-shulko@epsb.ca,pourdeplusamplesrenseignements.

Voicid’autressitesquipourraientvousintéresser:

➢ Unsitedestinéauxenseignantsetauxélèvesdanslebutdefaciliterlarecherchederessourcesenligne:http://2Learn.ca

Sélectionnezàgauchedel’écranPour ApprendrepuisvousarriverezàlapageBienvenuepourapprendre.caoùvousaurezaccèsàdenombreusesréférencesensélectionnantCollection de références.

➢ Lasociétéfrancophonedesartsvisuelsdel’Alberta:

www.savacava.com/plan.php

➢ Unsitedugouvernementdel’AlbertaauservicedesFranco-Albertains:

Bonjour.Alberta.ca

Nous sommes à l’écoute!