Edmonton Public CSR Professional Development

Presentation

Melissa Bruins

Nov. 24th, 2010

Professional Learning for Informed

Transformation: The 2010

Professional Development Survey

PD Funding• Reduced spending and access for most

forms of professional development.

• 21.7% indicated a decrease in spending at the school level for professional development.

• 63% indicated spending was generally stable compared to the previous two years, and 15.2% indicated that spending had increased.

• This compares unfavourably with 2009, where none indicated a decrease in funding.

PD Funding (cont)• ATA locals budgeted $1 860 171 for

PD and contributed $200 000 to district-wide activities.

• Defined amounts per teacher ranged up to $251 per teacher.

• Approximately $11.7 million budgeted by jurisdictions to support PD.

• Jurisdictional PD data is incomplete owing to a range of budgeting practices.

• District funding per teacher amounts from $120 - $1 640.60 with an average amount of $568 per teacher. HUGE disparity!

Access to PD

• 19.6% have noted decreased access, 67.4% indicate access is about the same, and 13% indicate increased access.

• Compare: In 2009, no respondents said there was a decrease in access.

• Wide variations in funding and time allocations by jurisdiction create inequity in the resourcing of PD.

Access to PD• Average annual days allocated for

PD is 8.55 days. The range for total days allotted is between 1–18.

• There are about twice as many school-based PD days, with the average reported at 5.16 days, and a range between 0–12.5 days.

• The breadth of the ranges in each area reveals a significant inconsistency in access among teachers.

Professional Development For…Beginning Teachers

• Most ATA locals and jurisdictions offer support for beginning and early career teachers

• Cost-sharing programs are prevalent as is shared financial support to attend a Beginning Teacher’s Conference.

• Twenty five of 44 respondents reported jurisdictional mentorships programs in place.

• Few PD chairs indicated that there is no mentorship of early career teachers undertaken to their knowledge in their local area.

Professional Development for…

Substitute Teachers• Access to professional development for

substitute teachers is limited.

• Substitutes are invited to attend locally-sponsored institute days, but rarely afforded salary or financial support to attend.

• Some locals support applicants to attend the ATA Substitute Teachers’ Conference or other Association events, and invite substitutes to attend teachers’ conventions.

• Few descriptions of PD designed for substitute teachers beyond the ATA Substitute Teachers’ Conference.

Professional Development for…

Administrators• PD for administrators tends to involve

conference attendance/administrator retreats/ informal mentorship programs sponsored primarily by jurisdictions.

• Fifty-four per cent of districts funded and designed cohort leadership development programs for those aspiring to administration.

• Ten respondents indicated no or minimal support for new administrators.

 

Professional Learning for Teachers in Alberta’s K–12 Education System

• Alberta Education Strategic Action 9 – To develop a framework for coordinated,

comprehensive professional learning that creates improved coherence for the aspirations of education sector workers, schools, school authorities and the Ministry

Provincial Policy FrameworkProvincial Policy Framework• Clarifies the processes by which teachers can

take charge of their individual professional learning;

• Articulates belief statements for professional learning;

• Outlines the roles and responsibilities of education stakeholders in supporting professional learning;

• Identifies the structures and opportunities available to educators for continuous learning and growth;

Provincial Policy Framework (cont’d)Provincial Policy Framework (cont’d)

• Emphasizes the importance of identifying appropriate measures for assessing the impact of professional learning experiences on teacher practice;

• Expresses collective responsibility and increased collaborative and cooperative practices; and

• Highlights the importance of on-going professional learning.

Teacher Feedback Critical

• Background Paper & Online Discussion Guide– http://engage.education.alberta.ca/other-

initiatives/proflearn

Setting the Direction for Special Education

• The Setting the Direction Framework and recommendations are moving forward– www.settingthedirection.alberta.ca

• Setting the Direction Framework Government of Alberta Response, June 2010 and Summary of Key Actions (Kits)– The Inclusive Education Online Planning Tool– A publication on Learning Coaches– Early Learning Pilots – Develop a regional service delivery model– develop a new funding model

• Association and Special Education Council completing Background Paper on Learning Coaches

• For more about what an inclusive education system means go to − http://education.alberta.ca/media/1296822/inclusiveeducationfacts.pdf

Children and Youth in Care• September 10, 2010, the Deputy Ministers of Education and

Children and Youth Services signed the Success in School for Children and Youth in Care, Provincial Protocol Framework (PPF)

• Shared responsibility to increase educational success for children and youth in care through– Timely information sharing– Involving students in decisions that affect them– Ensuring students feel welcomed, valued, accepted, supported and respected

in school – Development of a Success in School Plan that meets their individual needs – Collaborative team approach is employed as evidenced by strong

communication, relevant and appropriate information sharing, and collaborative planning

– http://education.alberta.ca/admin/crossministry/ppf.aspx