Alberta Voices: Teachers’ Aspirations for the Future of Teaching

This project was made possible with the support and participation of the following locals:

• BattleRiverLocalNo32

• EdmontonPublicTeachersLocalNo37

• EdmontonCatholicTeachersLocalNo54

• ParkPlainsEastLocalNo31

• RedDeerCityLocalNo60

• RedDeerCatholicLocalNo80

• WetaskiwinLocalNo18

©Copyright2012Unauthorizeduseorduplicationwithoutpriorapprovalisstrictlyprohibited.ISBN978-1-927074-08-4The Alberta Teachers’ Association 11010142StreetNW,Edmonton,ABT5N2R1Telephone780-447-9400or1-800-232-7208www.teachers.ab.ca

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Preface

Inthefallof2011,theAlbertaTeachers’Association(ATA)wasapproachedtoparticipateina nationalresearchventure,jointlysponsoredbytheCanadianTeachers’Federation(CTF)andthe

CanadianEducationAssociation(CEA).Thestudysoughttoexploreteachers’responsestothreequestions:

1. Whataretheelementsandconditionsthatcontributetoteachersbeingabletoteachinawaythat resonates with their beliefs about teaching and learning?

2. Whataretheprofessionalconditionsthatsupportteacherstobeabletoteachthewaytheyaspire to teach?

3. Howcanwecreatelearningenvironmentswherethoseconditionsarepresentonamoreconsistentandsystematicbasis?

Subsequently,sevenATAlocals,representingamixoflargeurban,smallurbanandruralteacherconstituencies,respondedtoaninvitationtoorganizeandhostfocusgroupstoexploreteachers’aspirationsfortheirpractice.Usingtheappreciativeinquirymodelandascriptedfocus-groupprocess,theresearchersworkedwiththreefocusgroups.Throughindividualreportinginworkbooks,peer/pairactivities,andgroupstorytellingandconversation,participantssharedtheirrecollectionsofmomentswhentheywereteachingattheirbestandrecountedwhattheywouldneedtomeettheiraspirationsforthemselvesandtheirstudentsinthefuture.

Theparticipants’submissionsrevealthatteacherscontinuetoholdveryhighaspirationsforthemselves,fortheirstudentsandfortheeducationsystem.Inthisstudy,teachersexhibitedastrongdesiretocreategreatschoolingexperiencesforeverystudentandastrongcommitmenttotheirschools,students,communitiesandprofession.Theyaskedforthespace,timeandresourcestobecreativeandresponsivetotheirstudents.Theywantedtobuildcaringrelationshipswiththeirstudentsandtheircolleaguesandtoimaginativelycreatelearningspaceswherestudentscouldbefullparticipantsinthepursuitoflearning.Theyaskedtobegiventheprofessionalautonomytocollaborativelyshapeschool-basedlearningcommunitiesthatwouldengenderrelevantlivedcurriculaandberesponsivetostudentswithinaconegotiatedlearningcontext.Thevisionofthefuturearticulatedbytheseteacherparticipantshasthepotentialtofundamentallyshifteducation.ItwillbetheresponsibilityofeducationsectorworkerstohearandhonourthevoicesofteacherssuchastheseifsocietyandtheeducationsystemcollectivelyhopetotransformlearningforstudentsandthefutureofAlberta.

ThisreportrepresentsananalysisofthedataprovidedbyteachersinthreeAlbertafocusgroups:onelargeurban,onesmallurbanandonehostedinaruralarea.Thissamedatawasincorporatedintothenationalresearchreportandwillbeusedforadvocacyonanationallevelandbeyond.TheAssociationisgratefultoCTFandCEAfortheopportunitytoparticipate.Specialthankstothesevenpartneringlocalsthatsupportedthefocusgroupsandteacherparticipantswhosofranklysharedtheirperspectives,memoriesandaspirations.Dr GayleneSchreiberoftheProfessionalDevelopmentprogramareaoftheAlbertaTeachers’AssociationcompletedtheanalysisoftheAlbertadataforthisprojectandauthoredthisreport.Finally,Iamappreciativeoftheeffortsoffocus-groupfacilitatorStephenHurley,whoskillfullyguidedconversationsthatempoweredteacherstocollectivelyimaginethefutureofteaching.

GordonRThomas ExecutiveSecretary

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3 Professional Autonomy

Teacherscravedthefreedomtoplanengagingparticipatorylearningactivitiesthatcouldstretchstudents’understandingofthemselves,theirskillsandtheworld.Teacherswishedtheycouldteachunhinderedbylimitedspaceandtime,standardizationandcompliance,andprescriptiveexpectationsgeneratedatthesystemslevel.

1 Respect for Diversity

Teachersdemonstratedapowerfulawarenessofandenormousrespectforthediversityoflearnerstheyfoundintheirclassrooms.Theynotedthattheirmostsatisfyingteachingmomentsoccurredwhentheywereengagedinstrength-based,student-drivenprojectsandactivities.

2 Resource Impoverishment

Teacherssufferedfromachroniclackofresources,suchasbasictextbooksforeachstudent;accesstodigitalresourcesandtechnologyhardware;andsupportpersonneltohelpwithnonteachingtasksorsupportforexceptionalstudents.Teachersnotedthattheywouldbeabletoteachmoreeffectivelyiftheycouldfocusonteachingandlearningwithouttheneedtolocateandnegotiateforappropriateresources.

IntroductionInthefallof2011,theAlbertaTeachers’Associationwasinvitedtoparticipateinanationalstudy

conducted in partnership between theCanadianEducationAssociation(CEA)andtheCanadianTeachers’Federation(CTF).Theresultingpublication,titledTeaching the Way We Aspire to Teach – Now and in the Future,wasreleasedinJuly2012andisavailableontheCTFwebsite.Itreportstheaggregatenationaldata,bothoffocusgroupsheldthroughoutthecountryandanonlinesurveycompletedbymorethan4,700teachersnationwide.

Nationally,about200teachersparticipatedinthefocusgroupsthatwereheldfromJunetoDecember2011.Thefocusgroupswerebasedonanappreciative inquiry model of facilitation to ensure that the dialoguewasgroundedinstoriesofsuccessandtoframetheconversationaroundchangeinapositiveandhopefulway.Thirty-fiveparticipantscamefromthreefocusgroupsconductedinAlberta:onelargeurban,onesmallurbanandonehostedinaruralarea.Thisreport,basedonathematicanalysisoftheAlbertafocusgroupsfieldnotes,recordedgroupprocessesandindividualtextsubmissions,attemptstodeeplyprobetheAlbertaexperience,insofarasthese35participantsreflecttherealitiesoftheirteachingcontexts.WhilethethemesreportedherearenotintendedtobegeneralizabletotheentireAlbertateachingpopulation,itishopedthatthereportcreatesasenseofrealismandrecognizabilityforeducationalstakeholdershopingtounderstandthelivedcontextsofteachers’work.

Thedataproducedfromthefocusgroupexperiencesrevealedanumberofoverarchingthemesthatoccurredandreoccurredinthecollecteddata,wereapparentthroughouttheseriesofpromptsandfrequentlysurfacedduringdiscussion.

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4 Creative Pedagogy

Teacherrespondentsplacedahighvalueontheopportunitytoengagestudentsincomplexandcreativeproblemsolvingthroughactivitiesthatrelatetoworkandsociety.Teachersnotedthatintheirbestpracticestheyoftenservedasfacilitatorswhonavigatedwithstudentsalongpathsofdiscoveryandinvention.

5 Place and Space

Teachersfeltboundbyrestrictionsinherentinthetraditionalphysicalplaceofpublicschooling,suchasstandardizedfurnishingsandcramped,single-functionrooms.Theyexpressedastrongdesireforschoolstobecomemorecomfortable,accessibleplacesforlearning,withavarietyofspacesthatcouldbeimaginativelyusedtosupportmultiplelearningpurposesandstyles.Theyaskedforflexible,multipurposeindoorandoutdoorspaces,andexpressedalongingtocapitalizeonthepotentialforlearninginthecommunity,usingcommunityresources—bothplacesandpeople.Theyaskedforschoolenvironmentsthatarebrightlylit,warm,cleanandsafe,aswellasaccesstoexternalenvironmentsthatcouldchallengeandextendstudentexploration.

6 Teaching and Learning

Respondentsexpressedapreferenceforopencurriculumthatprovidesaframeworktobeinterpretedbyteachers.Teachersstronglyexpressedtheirsensethattheirprofessionalexpertisewasbestusedwhentheyhadtheautonomytomakepedagogicalchoicesbasedontheiranalysisoftheirstudents’individualneedsandlearningcontextsratherthanthosedictatedbyexternalexpectations.Theywerefrustratedbyhavingsomanyadministrativetasksthatdilutedtheirtimeandenergyforteachingandlearning.

7 Positive Collegial and Administrative Relationships

Theopportunitytocollaboratewithcolleagueswashighlyvalued.Teacherswantedtolearnfromeachotherandcapitalizeontheexpertiseintheirschoolcommunities.Theyvaluedschooladministratorswhotookaninterestinclassroomteachingandfrequentedclassroomstoassistandobserve.Theyappreciatedadministratorswhoencouragedthemtotakerisksandtrynewideasandthosewhoadvocatedfortheresourcestohelptheminnovate.Teachersindicatedastrongdesiretocollaborativelyplananddevelopassessmentinstruments,engageincross-disciplineandcross-gradedprojects,andengageinongoingprofessionallearningwiththeirpeers.

8 Pride and Humility

Intellingtheirstoriesandidentifyingtheirowncontributions,teacherstookremarkableprideintheirstudents’accomplishmentsbutwerehumbleabouttheirowncontributions.Theyexpressedsignificantsatisfactioninexperiencesthatallowedthemtoseetheirstudentsdevelopcomplexskills.

Inthefollowingsection,teachersdiscusssuccessfulandsatisfyingmomentsintheclassroom.Their narrativescelebratetheveryqualitiesthatmakeAlberta’seducationsystemoneofthefinestinthe

worldbutalsoidentifytheuniquenessoftheseevents.Oneparticipantopinedthatthefinestmomentsshouldbeeverydayoccurrencesforeverychild.

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Teaching the Way We Aspire to Teach —Teaching Stories

“OneofmymostsatisfyinglessonsoccurredinamathclasswhenIwasworking

withtheGrade 2teacher,ourstudentsandtheteachingassistant.TheGrades2and 3studentswerebusycounting,exploring,communicatingandanalyzingtoseeifwehadenoughHalloweencandyforthewholeschool.Itwasamathinvestigationofplacevalueandcounting.Weintroduceditasastoryandtoldthestudentswereallyneededtheirhelptosolvetheproblem.Weencouragedthemtocollaboratewiththeother students in their group to come up with a countingplan.

WhatIbroughttothelessonwasaproblemforthestudentstosolveandanopportunityforthem

tothinkcreativelyandcritically.Iprovidedtheresourcesforthemtorecordtheirthinking,theideaofpossibilityand,ofcourse,thecandy.Thestudentsimmediatelytookownership,sharedtheir strategies and engaged in peer coaching and teamwork.Irecallbeingsoimpressedwiththeirvocabulary,problem-solvingstrategies,andabilitytocommunicateandcooperatewitheachother.Theprincipalcamebytovisitandconfirmedtheimportanceofthestudentssolvingtheproblemforthewholeschool.Theotheradultsworkingwithmeaddedalotofenergy,enthusiasmandpraiseastheyobservedandmadenotes.Iwassopleasedwiththeresults.Itremainsoneofthosememorableandsatisfyingteachingmoments.”

“WhenIthinkaboutsomeofmybestlessons,alessonIdidwithmyFrenchas

asecondlanguageclasscomesrighttomind.Weweredoingalessononadvertising.TheprojectwasforstudentstoworkinsmallgroupstoconductananalysisofcommercialsandmagazineadvertisementsbasedoncriteriaIhadtaughtthedaybefore.Followingtheprocessofanalyzing,eachgroupwastopresenttheirfindingstotheirclassmates.Thisledtothecreationoftheirownadsusingcriteriadeterminedtobemosteffectivebytheparticulargroup.

Itwasanexcitingtime.Icirculatedaroundtheroomandhelpedthemconfirmconclusions,

providedvocabularyassistance,andremindedthemofpreviousexamples.Theyweresoengaged,andIwasthrilledthattheywereableto communicate in the target language on a topictheycouldrelateto.Theyweren’tstiltedorpractised—therewasnothingroteaboutit!

Preparingforthelessonwastimewellspent.IhadlocatedadsfromFrenchandEnglishmagazinesandTVthathadteenageappeal.Onthedayofthelesson,Imadesureresourceswereavailableand,aftersettingafewparameters,allowedstudentstoworkontheirown.Iwassopleased with their engagement and noted with satisfactionthatitwasanoisybuthappyclass.”

Prompt: Thinking back on your own teaching experience recall a specific time over the past couple of years when you felt like you were at your best, a time when everything seemed to click, and you and your students felt like you were “in the zone.”

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Teaching the Way We Aspire to Teach —Teaching Stories

“MyGrade 6studentswerepreparingforandenactingamocklegislaturetolearnabout

theprovincialgovernment.Theyweregivenvariousrolesandresearchedtheissuestheyweredebating.Thenwewentthroughtheprocessofdebatingandpassingbillsintolaws.Wearrangedthedeskstosimulatethelegislativeassemblychamber.Irecalllookingaroundwithasenseof wonder as we began the debate: the students werepoisedandpreparedtoaskandanswerquestionsandspeakaboutthebillsbeingpassed.

Icanseenowthatitdidn’tjusthappen—alotof

peoplesupportedtheactivity.Itaughtresearchskills,preparedthemwiththeoutlineofascriptand staged a model debate of one issue when Iintroducedtheproject.Thestudentsboughtinto the debate and the roles and could see the relevanceofitall.Theybroughtenthusiasmandawillingnesstoacttheirpart.Theirparentshelpedbydiscussingtheissueswiththembeforehand,with the result that students commented afterward thattheywantedtodoitagain.IjustwishIhadbeenabletosharewhatIwasexperiencingwithacolleague.”

“I wishIhadbeenabletotakepicturesofoneparticularlessonIdesigned.Wewere

studyingelectricity,andmykidswerebuildingawiredshoeboxhousewithspecificcomponents,usingmotors,wires,batteriesandothermaterials.Theywereusingparallelcircuitsanddoubleswitchesandwereexpectedtoincorporatecertainelements,suchasanalarm,usedinalogicalway.Iencouragedthemtodeveloptheirownplanandprovidedonlybroadoutlines.Thechallengingpartwasorganizingmaterialsandkeepingkidsfocusedoncompletingtheirownprojects.They

kepthelpingeachotherwithproblemsolving!Iwasproudthattheywereallsochargedandthattheyhadrememberedpreviouslessonsandappliedtheconceptssowell.Iamluckytohaveateachingassistantwhohelpedmewithmaterials and a custodian who didn’t complain aboutsweepingupallthewirebits.Theprincipalencouraged me and stops in when I tell him that somethingneatisplannedsothekidscantellhimabouttheirprojects.IwillbeabletousewhatIlearnedfromcoachingthestudentstoimprovethislessonforthenexttimeIteachit.”

“WhenweremystudentsandIinthezone?Therearemanyoftheseexperiences

inscienceclass,mostofwhichoccurduringhands-onexercises.Theoneexperiencethatstandsoutinmymindisplayingtheecosystemsurvivalgameinourlocalforest.Studentsplaytheroleofvariousorganismstryingtosurvive,runningfrompredatorsandfindingfoodandwater.Thegamehasbecomeaschooltraditionandnowincludesseveralgrades.Studentsplaytherolesofherbivores,carnivoresoromnivoresthatarelookingforfoodandwaterstationswhilechasingeachother.Teachersandteaching

assistantsparticipateinthisgameinkeyroles,andstudentsreallylikethisaspect.ForthegametobesuccessfulIhavetocreaterolesbasedonwhatwehavebeenstudyingandthatsuitalltypesofstudents.Theotherteachers,theprincipalandIworktogethertohypeitup,spreadenthusiasmandhelpkidsgetintothespiritofit.Itisalwaysfun—Ifeelinvigoratedandlaughalotwiththekidswhenwegettoplay.Ithasbecomeanimportanttradition,somuchsothatpeopleinthecommunityrecognizetheeventwhenwetakeovertheparkfromtimetotime.”

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“I wasworkingwithtwoclassesof24 studentswhowerestreamedas

average.ThoughItaughtthiswholegroupseveralsubjects,thisparticularactivitywasaboutGrade 6socialstudies.Idevelopedastop-motionanimationprojecttoteachconceptsrelatedtotheCanadianCharterofRightsandFreedoms.Theprojectwasverystudentdrivenandinvolvedproblemsolving,takingrisks,dreamingbig,writing,editing,producing,discussingandhavingfun.

Awonderfulclassroomcommunityevolvedthathadreal-worldrelevance.MystudentsstayedfocusedbecauseIhadpreviouslyinstitutedapeer-disciplinestructure.Theyallhadjobs,andtherewereclassroompoliceofficerswhousedafine/creditsystem.Myrole as a teacher was to act as facilitator and technologyexpert,andIhadtobecomfortablewithanoisyclassroomandallowtheprojectstoevolve.Ibecamemoreofatechnologyadvisortobuddingproducersthananything.Irecallbeingexcitedandtiredattheendoftheday,butinagoodway.Iwassupportedwithtimetoplan,professionaldevelopmenttolearnhowtousestop-motionanimation,moneytobuyresourcesandthoughtfulscheduling.Administrativesupportwasessentialforthiswholeprogramtowork.The biggest moment was when the students presentedtheirvideos.ThestudentsweresoinvestedandthevideoswereallsoexcellentthatIwasoverwhelmed.Clearly,theyhadastrongdesiretosucceed.”

“I grew up on a farm and now teach in a small community.Butbeforethisyear,Itaught

inthecityatabigvocationalhighschool.IwasteachingasmallCTSfoodsclassinthisincredibleindustriallyoutfittedkitchen.Iknewaguywhohad shot a moose and he didn’t want to butcher it.Beingopen-mindedandalsowantingtoteachmyinner-citykidssomethingaboutwherefoodreallycomesfrom,Iaskedmyhuntingbuddyto donate the quartered moose to the class so that we could learn how to cut up and debone it.Whatasurprisingexperience!Ihadtocajolesomestudentstoparticipate,butIwaspleasantly

surprisedbyhowwelltheydid.Ireallyhadtoplanforsafetyandsuperviseveryclosely,buttheresultwasthatthestudentswereexposedtosomethingtheyhadneverseenordonebefore.Aninterestingpartoftheeventwasadiscussionabout the ethics of eating meat and the debate betweenthevegetariansandthemeateaters.Itwassatisfyingtobeabletoguideandmentorwhiletheydiscoveredsomethingaboutfood,themselvesandeachother.Thatgroupwasalotdifferentafterwebutcheredthemoose.Theyseemedtorespectandlikeeachotherandmemorethroughouttherestoftheterm.”

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“I amajourneymanchefandIalsoteachhighschool.Everysooftenyougettomake

adifferenceinawayyoudon’texpect.Asateacher,youhavetotrytoteachkidsethicsandbuildtheirconfidencebycreatingopportunitiesforthemtotakerisksandexperiencesuccess.Imakesurethatmystudentsknowtheycancomeintotheroomanytime,justtotalkorhangout.Sometimestheyjustneedasafeplace.

Ihadthisonestudentwhowasverydownonherself.Shehadverypoorself-esteemandwashighlyself-critical.Shewasinaclasswith28otherstudentsandwascompletingacake-

decoratingmodule.Shedidn’thavealotoffriendstoworkwith,butshecreatedatechnicallydetailedprojectofhighquality.Shewasresistanttopraise,butImadesuresheknewhowgooditwasbypointingoutwhereheruseofshapesandcolourcontrastwereartisticandcreative.Youhavetoencouragekidstocomeoutofthemselvesabit,thenletthemknowhowproudyouareofthem.IkepthercakesoIcouldmakesureitgotan audience and some recognition at parent–teacherinterviews.Itwassogreattowatchthisstudentrealizethatshehadsomecreativetalenthiddeninsidethatshecoulddevelop.”

“I rememberfeelingsatisfiedwithourwikiproject.Onthefirstday,Iexplained

howawikiworksandgavemystudentsanintroductoryassignmentonideology.Theyhadtopostonepictureandonewordonthewikithatdescribedtheirmostfundamentalbelief.Thenextday,studentstookturnsshowingtheirpictureandexplainingtheirword.Theywereabletoapplysomeoftheirmostprofoundpersonalexperiencesintothisoneactivity,anditwaspowerful.TheactivitywastotallystudentcentredafterIgavetheinitialinstruction,exampleandguidance.Whileindividualstudentspresented,Ipromptedformoreclarificationfromsome,askedguidingquestionsofothers,butmostlywasjustcaptivatedbytheexplanationsandexperiencesthatthestudentsspokeabout.Iwasamazedathowtheywerewillingtosharesomeverypersonalidealsandstories.Itsetanamazingtone of openness in the class that lasted an entiresemester.Iwaspleasedtosharethislessonwithmycolleagues,andIwilldefinitelyusethisideaagain.”

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The Future of Teaching in 2020: Six Elements

Inthissection,focus-groupparticipantswereaskedtoimaginethefutureofteachingandto

commentspecificallyontheiridealsituationinsixareas:personalattributes,resources,relationships,infrastructure,leadership,andprotocolandprocedures.Thepointsunderthecategoriesbelowemergedaspervasivethemesthroughouttheresponseset.Specificparticipantquoteshavebeenincludedtodevelopthereader’sunderstandingoftheparticipants’submissions.Theresponsesarenotpresentedinanyparticularorderbutareintendedtorepresentasynthesisofthedatasample.

Prompt: You have fallen into a deep sleep and wake to find that it is the year 2020! In light of your positive stories of aspirational teaching and your identified personal and organizational strengths, envision the best version of your teaching environment and dynamic. In imagining the scenario that would best energize and excite you, consider the categories that appear below: personal attributes, resources, relationships, infrastructure, leadership, protocols and procedures.

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The Future of Teaching in 2020: Six Elements

Personal Attributes1. Passionforstudents,teaching,learningand

subjectarea(forexample,forthewrittenword)2. Creativity, flexibility, open-mindedness

and willingness to taking risks(forexample,tryingnewthings,out-of-the-boxthinking,tryingnewteachingapproaches)

3. Energy, enthusiasm and engagement (forexample,positive,optimisticandlovingenergy;wellrested,fitandhealthy;abilitytomotivateandinspirestudents;engagedwithand engaging to students)

4. Knowledge ofpedagogy,subjectareas,trendsineducationandcurriculum;anddrive for self-improvement (forexample,commitment

tolifelonglearning;curiosityandresearchorientation;seekingintellectualstimulation,professionaldevelopmentopportunities

5. Humility, authenticity and a sense of humour(forexample,nottakingoneselftooseriously;recognizingone’sownweaknessesandpersonallimits,andothers’strengths;beinghuman)

6. Caring and commitment to students (forexample,respect,kindness,patienceandcalmness,acceptanceofdifferences,compassion,empathy,andcommitmenttosuccessforall)

7. Trust,collaboration and connectedness with students,parents,colleaguesandcommunity

Resources1. Time(forexample,toplanandimplement

newideas,providefeedbacktoeachstudent,organizeinterestinglearningactivities,locateresourcesforprofessionaldevelopment)

2. Technology and related support(forexample,openaccesstoresourcesatschoolandhome;reliable,interactive,unlimitedtechnology;openInternetaccessforstudents;professionaldevelopmentonnewapplications;onsitetechnologyassistance;iPadsforeverystudent)

3. Flexible and adaptable learning spaces(forexample,movablefurniture,flexiblegrouping,comfortablechairs,lapdesks,roomforstudentstospreadoutingroups,carpetsandbeanbagchairs)

4. Access to field trip opportunities/community resources/expert visitors(forexample,grocerystoreformath,airportforaerodynamics)

5. Opportunities to collaborate(forexample,toplanandorganizeactivitiesandfieldtrips,takecoursesonnewapproaches,collaboratewithcolleagues)

6. Personnel(forexample,enoughteachersandeducationalassistantstoworkwithsmallgroups,helphigh-needsstudents,createsmallerclasssizes)

7. Basic resources(forexample,adequateresourcesforeachstudent,high-quality and unbiased print resources and props for hands-onlearningactivities)

8. Focus on teaching tasks, fewer clerical and administrative tasks (forexample,noindividualprogramplans,lessonerousreportcardprocesses,lessfundraisingforbasicresources,noexcesspaperworkforspecialistreferrals)

9. Student readiness (forexample,studentsarewellfedeachday,havesuitableclothing,havesupportathome)

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Infrastructure1. Smaller classes: Fewerstudents

per grouping in all grades and subjects,with20studentsmaximuminsecondaryclasses.

2. Schools as optimal learning sites: Schools must be clean andcomfortable,withopenrooms,flexiblespaces,dedicatedcollaborativespaces,storage,plentyofnaturallightandoperablewindowswithplacesforplants,and unique learning spaces such as lofts,studycarrels,largerooms,andspacesoutdoors.

3. Fewer expectations:Ideally,thereshould be fewer subject areas to teach,noachievementtesting,fewersupervisionassignments.

4. Dedicated time for professional tasks: Teachers need time for preparation,assessment,collaboration,parentalcontactandprofessionaldevelopment.

5. Realistic district and provincial visions: Administrators and decisionmakersmustbeawareofsocioeconomic realities and of the needtoguidemorethanprescribe.Theyalsomustrememberthattheyaredealingwithrealkidsinrealcommunities.

6. Program Support: The followingkindsofsupportarenecessary:technologypersonnelfortroubleshooting;betterprogrammingforEnglishlanguagelearnersandforhigh-needsstudents;flexibleschedulingforcross-gradelearningprojects.

7. Ready access to resources: The followingresourcesarenecessary: knowledgeaccesspoints,toolsandhands-onprops,sparespaces,busesforfieldtrips,enoughforeveryone.

“Shared leadership and responsibility among the

staff, school board and

government”

“A provincial government that values

teachers and provides resources

so teachers are not

subsidizing the education

system themselves”

“More listening, less telling; more helping, less demanding”

“Unique learning

spaces large enough for students to

move around in, and

interactive space—a home for students”

“We need a school system that supports

teachers, not leans on

them.”

Relationships1. Collaborative: Teachers need

ongoing,sustainedtimeforstafftocollaborate.

2. Collegial, constructive, compassionate relationships: The best relationships are based on dignityandrespectforindividualknowledge,andacknowledgethehuman element in teaching and learning.

3. Trusting and mutually respectful: Trust and respect are a must betweenstudents,teachers,parents,administratorsandcommunitymembers.

4. Responsible:Goodrelationshipsimprovelearningandhelppeoplepursuecommongoals.

5. Facilitative: Teachers need to forge good relationships and assume a varietyofrolestohelpstudentsexplorelearning.

6. Whole and authentic:Goodrelationships foster warmth and caring,recognizeandcelebrateothers,andallowforhumour,too.

7. Encouraging and empowering: Goodrelationshipsmean being positiveaboutnewideas,allowingforrisktaking,beingnoncompetitiveandnotbasedincompliance.

8. Inclusive: Goodrelationshipsreduce boundaries between roles,andbetweenschoolandcommunity.

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Leadership1. Distributed collegial leadership:

Teachersaremeaningfullyinvolvedinsite-basedandsystem-leveldecisionmaking;trustedintheirprofessionalism;freetoengageininventive,creativepractice;respectedbytheircolleaguesfortheirexpertise.

2. Supportive jurisdiction and provincial leadership:Leadersanddecisionmakersrecognizeworkload;assigntime-consuming,nonteachingtaskstosupportstaff;implementfewersystem-drivengoalsandinitiatives;scheduletosupportengagingpracticesandstructures;ensure adequate dedicated professionaldevelopmentandpreparationtime;provideadequateresources without complicated restrictions.

3. Leadership that invites and supports teacher autonomy: Thiskindofleadershipencouragesteamwork,risktakingandactingonteachablemoments;respectsvariouslearningandteachingstyles;truststhelearningprocess;andpromotesdemocracyindecisionmakingandschoolstructures.

4. Involved and supportive school-based administration:Asupportiveadministratorempowers,isdirectlyinvolvedinteachingandlearning,offerstoparticipateduringhands-onactivities,encouragesrisktakingandprovidesfeedback,investsincreativelearningpractices,promotes collaboration in decision making,identifiesresourcesandnegotiatesaccesstothem,promotesautonomy,andrespectseveryone’scontributions.

Protocol and Procedures1. Support learning:Protocolsand

procedures are required that allow freedom,flexibilityandstudent-drivenchoice;focusoncitizenship;areflexiblebutwithconsistentexpectations;andsupportlearningthroughorganizedchaos.

2. Create a structure that supports professional responsiveness: Teachersneedafluid,collaborativelybuilt structure that is teacher guided butstudentcentred.

3. Dedicate time realistically: Teachers need adequate time to respondtoindividualstudentneeds,lessstructuredtimespentinclass,and time for

professionaldevelopment,assessment,communication,collaborationandplanning.

4. Recognize the variability of context:Teachingcontextsvarywidely.Havingprotocolandproceduresinplacethattakethisvariabilityintoaccountensuressafetyforstudentsandteachersandencouragesavarietyoflearningenvironments,

5. Are based on respect and value for the school community: respectforthecommunitymeansaninsistenceonpositivelearningbehavioursandrespectforstudents’andteachers’abilitytomakeresponsiblechoices.

“Trusting the learning

process, respecting

various styles, honouring and

supporting roles within the school”

“Choices, not mandates”

“More freedom of choice and less driven by hours

necessary to obtain credits”

“Time given for planning, assessment,

collaboration and self-chosen

professional development”

“A discipline process based on citizenship,

with both flexibility and consistency”

“Less supervision

and more prep time, time to prepare

and discover resources”

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The Future of Teaching in 2020: Teaching Environment and Assets

Focus-groupparticipantswereaskedtodescribewhattheiridealteachingsituationwouldlooklikeintheyear2020.Theywereaskedtospeculateonwhatwouldenergizetheirpracticeandwhatwouldattract

otherstotheprofession.Followingeachheading(originallyembeddedinaprompt)isasampleofresponsesthatdepictstherangeanddepthoftheparticipants’ideals.

“encouragesstudentstolearnthroughinquirybyusingavarietyofteachingtechniquesorstrategiesthatmeetindividuallearningstyles.Studentswillbeheldresponsiblefortheirownlearning.Teachersactasfacilitatorsandencouragestudentstoworktotheirpotential.”

“involvesself-directedstudentswithaccesstoglobalresources.”

“includesallteachersworkingtogetherforkids.Thereisaspiritofcollaborativelearningtoengageandeducatekids.”

“ismorerelaxedbecauseIhavetimetofullyexploreandmastertheimportantobjectivesinthecurriculum.”

“haslesscentralcontrolandmoreprofessionalchoice.”

“fewerstudentsatonetime—moretimetoshare/collaboratewithotherteacherstoimprovemypracticesandhelpmystudentssucceed.Ihavemoreattentionandresourcesavailableforstudentswithspecialneeds.”

“mystudents,whocanreadilyexperiencesuccessandfeelsuccessful.”

“possibilitiesforallthoseinvolved—seeinggrowthandfosteringgrowth.”

“thefactthatIamsetuptosucceed,andasaresultstudentsaresetuptosucceed.”

“morefreedomandamorecalming,confidentenvironmentforeveryone.”

“fieldtrips,whichallowkidstoexploretheworldaroundthem.”

“havingthetimetodevelopthoughtfulprogramsanddevelopapersonalrapportwitheachofmystudents.”

“theatmosphereofyearningforlearning.”

“studentswhoareintellectuallycurious—theyseektobesocially,emotionally,intellectuallybetterthantheywerewhentheybegantheday.Passionforgrowthbecomescontagious.”

“notbeingboggeddownwithsomanyexpectationssothatIcandowhatIamherefor:workingwithkids.”

“ In the future, my teaching situation …

“ I am energized by …

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The Future of Teaching in 2020: Teaching Environment and Assets

“ In this future, others would consider a career in teaching as compelling and attractive because …

“theywillhaveareasonablenumberofstudentstoteach,outstandingsupportavailableintermsofinfrastructure/resourcesandaccesstocollaborativeprocessestohelpthemdeveloptheirteachingskillsandhelpstudentssucceed.”

“therewillbeasenseofdirectionbyteacherleaders,whowillmotivateandinspireothers.Ifeelasenseofdeepsatisfactionthatthepossiblehasbecometheprobable.”

“asprofessionalstheywillbeabletostructuretheirclassroomstomeettheneedsoftheirstudentsandhavetimeandresourcestodoso.”

“teachingismoreself-directedbytheteacherandrespectstheprofessionalautonomyoftheteacher.”

“theywillbeabletohaveaneffectonfellowhumanbeingswhileinstillingself-confidence.”

“theywillexperienceafeelingofachievement/satisfaction,andthefeelingofmakingadifference/beingapositiverolemodelinthelivesofstudents.”

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Attheconclusionofthefocusgroups,participantswereaskedtodraftapersonalstatement.Theyweregiventhestembelowandaskedtowriteabouttheiraspirationsfortheirteachingpractice.As

theproductsofaculminatingactivityinthefocus-groupexperience,thesestatementsserveasillustrativeexamplesofAlberta’steachers’professionalaspirations:theirhopes,dreamsandidealsforthefutureofteaching.

In the teaching to which I aspire …

I will be dedicated to providing students with the opportunity and freedom to learn in thestylethatbestappealstothem.Iwillaspiretoencouragestudentstotakerisksanddevelop

skillsthatcanbeusedandappliedinallareasoflearning,atpresentandinthefuture.Throughcollaborationandteamworkofstaff,theneedsofallstudentscanbebettermet.Studentswillhavethefreedomandflexibilitytoworkinanenvironmentthatencourageslearningwitharangeofmaterialsandphysicalspaces.

In the Teaching to Which We Aspire

Each person will be able to teach, discuss and support learning,attainingthebestfor him-orherselfandthosearoundthem.Thesupportandinfrastructurewillbeavailabletoall.

Learningwillbeajourneyandteacherswillnotbedistractedbytheideathattheyhavetoconstantlybestothers.Thejourneywillbeexcitingandinspiring,andeachparticipantwillhaveanunconditionalinterestingettingthebestlearningexperienceforall.InthisnewteachingenvironmentIwillhavetimetoprepare,timetoteach,timetoreflect.

I will be able to teach from the premise of what is best for the students,bothasagroupandasindividuals.Thecurriculumorprogramwillbeexpressedinbroadterms,notasalistof

10,000outcomes.Iwillbefreetodesignexciting,creativelessons.Iwillbefreetolearnfromfailure,soIcanreteachalessonorconceptcreativelyandlearnfromexperience.Newapproachestoteachingandlearningwouldtakeplacedailyinmyclassroom.

I will be treated as a professionalwhocanmakedecisionsaboutthelearningneedsofmystudentsratherthanhavespecificoutcomesdictatedtome.Iwillhavethetrustandconfidenceof

myadministrationtobecreativeandinventiveinplanningengagingandmeaningfullessons.Therewillbenoprovincially-mandatedorschoolboard-mandatedexamstodistractmystudentsandmefromlearning.Studentswilltakemoreresponsibilityfordecidingwhattheirlearningneedsare,andtherewillbeenoughstaffavailabletoaccommodatethoseneeds.Staffwillworktogetherinaclimateofmutualrespectandcollaboration.Studentswillhavetheopportunitytoworkonpersonallyrelevantself-directedprojects.

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In the Teaching to Which We Aspire

I will create a classroom environmentinwhichallstudentsfeelwelcomeandsafe,onewhichIwouldwantmyownchildtoexperience.Theidealclassroomsituationwillalloweachchildtoreach

hisorherfullpotential,academicallyandsocially.TherewillbesupportandIwillfeelthatIcandothebestforeachchildinmyclass.

All students become active participants,passionatelylearningthroughavarietyoftraditional andnontraditionalmeans.Studentsengageinactiveparticipationusingtheirstrengths,talents

andstrugglesintheirworktowardsuccess.Studentsandteachersbuildrelationshipsbasedonsharedpersonalandlearninggoals,andareinformedbyprinciplesofmentorship.

I am able to be the best that I can bewithamanageableclasssizeof20orfewer.Ihaveasupportiveprincipalwhosharesmyvision,willletmeexperimentwithnewmethodsofinstruction

andtechnologyandwhosupportsmytimeawayfromtheclassroomforprofessionaldevelopment.Iwillworkinanenvironmentwherestudentsareheldaccountablefortheiractions,andrespectlearningandothersaroundthem.Eachstudentwillhaveappropriatesupportsandwillnotbelefttoflounder,becauseIhaveeducationalassistantsavailabletohelp.Iwillhavetimetobuildrelationshipsandrapportwithmystudents.Studentswillbejustasimportantasthecurriculumdocuments.Myclassroomisacommunitywhereeveryoneisrespected.Thereisenoughtechnologyforeachstudenttoaccessfrequently.Iamalsoappreciatedbythecommunityatlarge.Thepublicwillhavemoreofanunderstandingthatteachingandlearningarecomplexprocesses.

I can allow each student to be an individual. I can encourage students to guide their own learningandinformtheassessmentoftheirskills.Studentswillnolongerbepassengersonafast

busridedownthehighwaybut,instead,participantsinafieldtriptothefieldoftheirchoosing.Top-down,mandatedpolicyfocusedonincreasingtestscoreswillbereplacedwithguidelinescreatedwithteachersthatallowforadeeperlearning.Teacherswillbeencouragedtoparticipateinprofessionallearning,becausetheworkteachersdooutsideofclasstimeisjustasimportantastheworktheydoinsidetheschool.

I have absolute support with respect to time,resources,equipmentandcurricularsupport.Thereistimeforcurricularadaptationandimplementation.Thereisahealthybalancebetween

instructionandfacilitation.IwillhaveagroupofkidswhomIcanengageandrelatetoinordertoachievethebestoutcomesforallinvolved,notjustintermsofmarks.Thislearningenvironmentispartlyfacilitatedbyadequatetimeandasupportiveenvironment,andnotbecauseofstudentabilityorgroupingsbuttruestudentengagement.Therewillberisk-takinginlearningandplanningandspontaneityinclassroomactivities.Thereareopportunitiestoaddresscurrentissuesthatrelatetocurriculum,initiatedbystudentsorteacher.Iwillfeelsatisfiedandconfidentwithoutexcessivepressuretofinishontimeordevotemyfamilytimetomarking.

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Atthetimeofthisstudy,thelandscapeofeducationinAlbertaischangingrapidly.There

is a strong awareness on the part of the profession andcommunitystakeholdersthateducationaltransformationisnotonlypossible,butnecessaryifwearetosustaintheextraordinaryqualityofAlberta’seducationsystemwhilecontinuingtomeetincreasinglycomplexdemandsonteachersandlearners.DespitethequantifiablesuccessofAlberta’seducationsystem,thisstudyrevealsthattheessentialelementsthatsustainthelivedexperienceofteachingandlearningarefragileandephemeral.Itwilltaketheresolveofallstakeholderstopreserveandstrengthenconditionsnecessaryforteacherstohonourtheiraspirationsforeverystudent.TheAlbertafocusgroupparticipants’conversationsandwrittenstatementsyieldedthemessimilartothenationalstudy,yettheparticularsclearlyreflectthecharacteristicsoftheAlbertacontext.Thefollowingsectioncomprisesasynthesisofcentralthemesandincludesspecificrecommendationsforeducationalreform to support aspirational teaching and enhancedstudentlearning.

Students are the central focus in the work that teachers do. Focus teachers’ efforts on teaching and learning.

Teacherscommunicatedthattheirenergy,resourcesandexpertiseshouldbedirectedtonurturingstudentlearning.Teachersnotedthattheirbestteaching moments came from lessons that required significantpreparation:itisnosimplemattertobringamoosecarcassintothelab,arrangeamocklegislature or set up components for electrical experimentationanddesign.Yet,teachers’timeisincreasinglyabsorbedbynonteachingtasks.Thenetresultislesstimetodesignthoughtfulandcreativelessonsandassessmenttools.Therewassignificantsupportfortheideathatteachersmustknowtheirstudentsasindividuals,recognizethemultiplicityofperspectivesandrespondtoindividuallifestoriesintheclassroom.Itwasimportanttoteachersthattheyhavetheabilityandresourcestorespondtodiversestudentsinastrengths-basedmanner.Manyacknowledgedthatmeetingtheneedsofeverystudentwascentraltotheirpurposeasateacher.

Teachers’ aspirational teaching can be best served by a reduction or reassignment of nonteaching tasks so that teachers can focus on knowing and responding to their students.

Teachers have a strong sense of the personal attributes that they bring to their work. Capitalize on these strengths.

Commitment,passion,humour,humility,compassion,creativity,andconnectednesswithoneselfandotherswereonlysomeofthequalitiesthat participants recognized as present in moments ofaspirationalteaching.Theyalsoexpressedtheimportanceofsubjectknowledgeandengagingin ongoing professional learning and research to maintainexemplarypractice.Theyunderstoodtheimportanceofrisk-takingandthepowerofempoweringtheirstudentsthroughfacilitativeactions.

To enhance teachers’ aspirational teaching, a systemic culture should be nurtured that will identify and support the development of these teacher characteristics, particularly in early career teachers, and provide for sufficient professional learning opportunities to enhance teachers’ professional capital.

Trust and mutually supportive relationships are key dimensions of the teaching/learning dynamic. Create spaces for authentic relationship building.

Teachers’practicesareenrichedwhentheyare afforded time to build relationships and collaboratewithadministrators,colleaguesandparaprofessionals.Theyareabletocollectivelycreateanddesignhands-onandengagingproblemsolvingsituationsforstudents,andenhancetheirownprofessionalefficacythroughsharedreflection.In cases where participating teachers’ best moments weredesignedindependently,theyyearnedfortheabilitytoshareandcelebratetheirsuccesses.Vibrant learning communities require structures andsupportstoenablecollaboration:weknowthatstudentsdonotflourishinisolation,andthesameistrueforteachers.Animportantaspectof

The Future of Teaching in Alberta

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The Future of Teaching in Alberta

effectiveteachingistheabilitytocreatetrustingrelationshipswithstudentsandtheirparents,andtonurturecommunityrelationshipsthatwillleadtopartnershipsinlearning.

Teachers’ aspirational teaching can be supported by creating time and opportunity within the school day for relationship building with those engaged in teaching and learning.

Being valued and recognized as professionals are foundations for a positive teaching and learning environment. Enhance teacher autonomy and reduce systemic obstacles.

Thebeliefthatparents,thepublicandschoolanddistrict administration trust teachers to do their jobswellisnecessaryforteachersandschoolcommunitiestothrive.Teachersare,andneedtobeseenas,competentprofessionalscapableofmakinga wide range of thoughtful teaching and learning choices.Restrictivepracticesthathinderteachers’capacitylimitlearning.Teachersarerestrictedbypracticessuchasexcessiveadministrativedemandsthatdiscouragefieldtrips,intenselyprescriptivecurricula,ortop-downschoolandjurisdictionalpolicies that curtail the range of pedagogical choicesteacherscanmake.Thesameholdstrueforassessment;therewasageneralsenseamongparticipantsthatteachersworkingintheshadowofstandardizedtestsandtheresultingscrutinyarelessabletoengageinauthenticassessmentpractices.

Supportive and respectful relationships, rather than externally imposed restrictions within the educational community, are an important condition that enhances teacher autonomy.

Visionary, responsive and shared leadership is needed to support teachers. Reconsider top-down leadership practices.

Participantsvaluedleadershipthattrustedteacherpractice,supportedinstructionalrisktaking,andembracedavarietyofteachingstyles.Theyadmiredadministratorswhoencouragedthemtotryinventivemethodsandsupportedthembyensuringsufficientresources.Participantsreflectedpositivelyondistributed,collegialmodelsofschooland

jurisdictionalleadership,inwhichteacherleadershipwasdeliberatelydevelopedanddecisionsweremadecollaboratively.

Positive school-based leadership practices must be informed by jurisdiction and provincial leadership that supports the work of teachers in the classroom, seeks to reduce obstacles to this work, and establishes a consistent vision for learning that is paramount in decision making.

Schools exist within and not apart from the larger community. Redesign learning places.

Teachersandstudentsneedschoolenvironmentsthataremodern,clean,adaptable,comfortableanddesignedtopromoteparticipatorylearning.Ideally,schoolsshouldserveasahubforthecommunity.ItissurprisingthatinAlberta,oneofthenation’swealthiestprovinces,teachersexpressconcernsregardingthesuitabilityoftheirschools.Somefacilitiesareold,cramped,outdatedorpoorlysuitedto21st-centurylearning.Theseschools,plannedandbuiltwithintheparadigmofthefactorymodelofteaching,limitlearning.Justasimportant,teachersknowthatcommunity-embeddedlearningstrengthensengagementandrelevanceforstudents.Teachers stressed the importance of access to communityexpertsandfieldtrips.Whenteachersandstudentscapitalizeoncommunityexpertsandlocalfacilities,itbuildsasenseofinvolvementineducationforall.

To support teachers’ aspirational teaching, school and curriculum planners will need to reconsider how schools look and feel, and create engaging and flexible spaces that enhance rather than “house” learning; that create a centre that strengthens community ties.

Flexibility is key when designing the policies and infrastructure that govern teachers’ work. Reconceptualize the parameters binding teaching and learning.

Teachersexpressedadesireforflexiblestructures.Theyparticularlyaskedforcreativeschedulingthatallowedforstudentchoiceandindividualcontactwiththeirstudents,anddedicatedtimeforplanning,

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assessment,resourcedevelopment,communicationandcollaboration.Teacherparticipantsfeltstronglythatrules,proceduresandpoliciesshouldbebasedincitizenshipidealsandmutualrespect,designedtosupportlearninginasafeenvironmentthatisnotundulyrestrictive.Policiesbasedinaone-size-fits-allphilosophywereseenasrestrictionsthatreduceteachers’abilitytomeetindividualstudentneeds.

In the transformation of Alberta’s education system, a re-examination of the parameters governing the work of teachers and students will be necessary to create the conditions for teachers’ best aspirational practice.

A variety of material, intellectual and human resources are critical supports to teachers. Invest in the future.

Itisnosurprisethatresourceavailabilitywasoneof the factors cited that inspired teachers to teach totheiraspirations.Therewasastrongconnectionbetweentheirbestpracticesandup-to-dateresourcesthatreflectcurrentmethods,includingbasictexts,readilyaccessibleonlineresourcesandtechnologythatsupportsstudentinnovation.Theyexpressedtheneedfortechnologysupportpersonnelandinservicingonnewtechnologies.Humanresourcesneeds included an increase in paraprofessional personneltoassistwithhigh-needsstudents,access

to specialists and enough teachers to ensure that classsizeswerereasonable.

Moving forward, it will be essential for Alberta to adequately resource the education system so as to fully benefit from teachers’ considerable expertise, enthusiasm and skills.

Thisstudywasconductedamidaclimateofconcernsabouthighschoolcompletionrates,therelativesuccessofAboriginalstudents,thesystem’sabilitytomeettheneedsofexceptionallearners,teacherworkload,teacherburnout,thehighattritionrateamongearlycareerteachersandtheabsenceofthoughtfulknowledgetransferandsuccessionplanningprocesses.Inthisethos,itisimperativethat we celebrate the elements that contribute toteachers’abilitytoreachtheiraspirationsforthemselvesandtheirstudents.Intheiridealfuture,participants imagined that teaching would be a compellingandattractivecareerbecauseofadeepsenseofpurposeandsatisfaction,coupledwithanenvironmentsupportingauthenticandengagedprofessionalpractice.Teachersseektheabilitytoenacttheirhighestaspirations,notjustinrareandtreasuredmoments,butregularlyandwithalltheirstudents.AsparticipantsintheAlbertafocusgroupstoldus,wehavealongwaytogobeforeteachersare always abletoteachinawaythathonourstheiraspirationsforthemselvesandtheirstudents.

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AppendixTeaching The Way We Aspire To Teach Facilitation Notes

Focus 1—Discovering the Vision in our Teaching Stories

Paired Interviews

1. Thinkingbackonyourownteachingexperiencerecallaspecifictimeoverthepastcoupleofyearswhenyoufeltlikeyouwere“atyourbest”—atimewheneverythingseemedtoclick,andyouandyourstudentsfeltlikeyouwere“inthezone”.

Tell your story• Describeasclearlyaspossiblewhatwashappeninginyourclassroom.Trytorecallasmanyofthe

specificdetailsasyoucan!• Whoelsewasinvolvedinthestory?Students?Otheradults?• Whatwereyoudoing?Whatwereyourstudentsdoing?

2. Withoutbeinghumble,whatweresomeofthespecificthingsthatyoubroughttothisexperiencethatmadeitsosuccessful(andmemorable)?• Whataresomeofthethingsthatyou did to contribute to its success?• Whatdoyourecallfeeling and thinkingduringtheexperience?• Whatabouttheexperiencewereyouparticularlyproudof?

3. Whatweresomeofthewaysthatothers contributed(eventhosewhomaynothavebeenpresentatthetime)tothesuccessoftheexperience?

• Inwhatwaysdidyourschoolleadershipcontributetotheexperience?• Inwhatwaysdidyourstudentscontributetotheexperience?• Inwhatwaysdidotheradultscontributetotheexperience?• Howwouldyoudescribetherelationshipsinyourstory?

Focus 2—Recognizing The Positive Core of Our Work

4. Inyoursmallgroups,introduceyourpartnersandsharethehigh pointsofyourpartner’sstoriesof“DiscoveringtheVision”.

• Asyoulistenrespectfully,focusonthecommonthemesthatemergefromeachstory.• Afterbeingexposedtoallofthestoriesinyourgroup,chooseonethatbestexemplifiestheidea

of teaching the way that we aspire to teachandsharethatstorywiththelargergroup.5. Afterhearingallofthestoryhighlights,whatarethethemes thathaveemergedintermsofstrengths,

assets,resourcesandotherfactorscontributingtoaspirationalteaching?Whataretheconditions that allowustoteachinthewaythatweaspiretoteach?

Focus 3—Imaging Your Ideal Teaching Environment

Individual Reflection and Small Groups

6. Youhavefallenintoadeepsleep,wakingtofindthatitistheyear2020!Inlightofyourpositivestoriesofaspirationalteachingandyouridentifiedpersonalandorganizationalstrengths,envisionthebestversionofyourteachingenvironmentanddynamic.Inimagingthescenariothatwouldbestenergizeandexciteyou,considercategoriessuchas:• Personalattributes• Resources• Relationships• Infrastructure• Leadership• Procedures/Protocols

7. Writeabriefpersonalstatementdescribingthesituation.

• Whatisitthatmostenergizesyouaboutyournewteachingenvironment?

• Whatishappeninginyourimaginedenvironmentthatwouldbecompellingandattractivetoothersconsidering a teaching career?

Personal Statement(IntheteachingtowhichIaspire…)

Focus 4—Consolidating the Vision

Large Group Activity

Facilitation Guide based on Appreciative Inquiry for Collaborative Solutions: 21 Strength-base Workshops by Robyn Stratton-Berkessel

Prepared by Stephen Hurley for the Canadian Education Association and the Canadian Teacher Federation, 2011 Email: stephen.hurley@sympatico.ca

Used with permission

ISBN 978-1-927074-08-4

PD-151 2012 11