Professional Practice [TL.PP]

Teachers and leaders are accountable to a standard of professional conduct and a standard of professional practice and their practice through collaborative engagement in processes of growth, supervision and evaluation.

Exploring the Context

Quality teaching occurs when a teacher’s ongoing analysis of the context, and the teacher’s decisions about which pedagogical knowledge to apply, result in optimum learning for all students.

In Alberta, all teachers are expected to meet the Teaching Quality Standard throughout their careers. In any given context, reasoned professional judgment must be used to determine whether the Teaching Quality Standards are met.

The Teaching Quality Standard notes the following:

  1. A teacher builds positive and productive relationships with students, parents/guardians, peers and others in the school and local community to support student learning;
     
  2. A teacher engages in career-long professional learning and ongoing critical reflection to improve teaching and learning;
     
  3. A teacher applies a current and comprehensive repertoire of effective planning, instruction, and assessment practices to meet the learning needs of every student;
     
  4. A teacher establishes, promotes and sustains inclusive learning environments where diversity is embraced and every student is welcomed, cared for, respected and safe;
     
  5. A teacher develops and applies foundational knowledge about First Nations, Métis and Inuit for the benefit of all students;
     
  6. A teacher demonstrates an understanding of and adherence to the legal frameworks and policies that provide the foundations for the Alberta education system.

Quality leadership occurs when the leader’s ongoing analysis of the context, and decisions about what leadership knowledge and abilities to apply, result in quality teaching and optimum learning for all school students.

The Leadership Quality Standard notes the following: 

  1. A leader builds positive working relationships with members of the school community and local community;
     
  2. A leader engages in career-long professional learning and ongoing critical reflection to identify opportunities for improving leadership, teaching, and learning;
     
  3. A leader collaborates with the school community to create and implement a shared vision for student success, engagement, learning and well-being;
     
  4. A leader nurtures and sustains a culture that supports evidence-informed teaching and learning;
     
  5. A leader supports the school community in acquiring and applying foundational knowledge about First Nations, Métis and Inuit for the benefit of all students;
     
  6. A leader ensures that every student has access to quality teaching and optimum learning experiences;
     
  7. A leader provides opportunities for members of the school community to develop leadership capacity and to support others in fulfilling their educational roles;
     
  8. A leader effectively directs operations and manages resources; and
     
  9. A leader understands and appropriately responds to the political, social, economic, legal and cultural contexts impacting schools and the school authority.

Students, parents and other partners in education gain trust and confidence when school jurisdiction leaders and teachers demonstrate the Quality Standards throughout their careers.

Alternative Context: Ongoing Pandemic

Class cancellation and the emergence of full-system, remote learning has certainly changed the processes for learning; however, the standards for leadership and teaching remain unchanged. Regardless of the venue or the process, all teachers and leaders in Parkland School Division shall attend to professional standards that meet or exceed the criteria.

Avenues for Development

  • Staff attend to professional development activities in alignment with areas of the standards that will directly contribute to their own professional growth;
     
  • Leaders support continued collaborative conversations around professional growth goals, strategies and measures;
     
  • Leaders explore opportunities to move forward with virtual professional development to promote more frequent and responsive opportunities to learn and share.

Milestones

As we attend to this element, both the Teaching Quality Standard and the Leadership Quality Standard are well understood by staff, and well-communicated as integral to professional development. Individual growth plans reference the respective standards document as all PSD staff attend to personal, professional growth.

Measures

  • Staff express satisfaction with the relevance and efficacy of the opportunities for professional development; and
     
  • Agreement of teachers and school board members that teachers are prepared for teaching.

Accountability Pillar measures indicate:

  • The percentage of teachers reporting that, in the past 3-5 years, the professional development and in-servicing received from the school authority has been focused, systematic and contributed significantly to their ongoing professional growth.