2. Support Teachers with Implementation of New Curriculum
Submitted: Mar 18, 2023 (11:17 am)
In what ways can system education leaders effectively support, and determine evidence of impact, for teacher professional learning in implementing the new Alberta curriculum?
March 22, 2023 (08:23 pm)
julia..drefs says:
Clarity of expectation to calm panic and overwhelmed individuals is the essential first step. Developing the plan is best with the involvement of school Administrators and Teachers. Taking time to focus on instructional leadership learning for school Administrators and reminding them that the operational responsibilities are secondary to the pedagogical responsibilities is an important role for central leadership. Structuring provincial collaborations is important. Working provincially to collaborate to develop and organize documentation, expectations, resources and then taking these opportunities to teachers to participate has had huge engagement. The provincial Consortiums have an important role in this work. Time is the repeated request from all (especially due to lack of subs). Intentional and organic collaboration is leading to collective efficacy (resources, instruction, assessment) which, with the ES 1.57, is essential as teachers move over the fear of risks. The Education department delivered the outcomes, teachers now get to develop the details. Evidence: many intentional and organic conversations with teachers, school administrators offers guidance for continuity or pivot. Observation of how and when and around which topic teachers are collaborating is another piece of evidence. Surveys and student data are also offering some guidance.
Developing the plan is best with the involvement of school Administrators and Teachers. Taking time to focus on instructional leadership learning for school Administrators and reminding them that the operational responsibilities are secondary to the pedagogical responsibilities is an important role for central leadership. Structuring provincial collaborations is important. Working provincially to collaborate to develop and organize documentation, expectations, resources and then taking these opportunities to teachers to participate has had huge engagement. The provincial Consortiums have an important role in this work.
Time is the repeated request from all (especially due to lack of subs). Intentional and organic collaboration is leading to collective efficacy (resources, instruction, assessment) which, with the ES 1.57, is essential as teachers move over the fear of risks. The Education department delivered the outcomes, teachers now get to develop the details.
Evidence: many intentional and organic conversations with teachers, school administrators offers guidance for continuity or pivot. Observation of how and when and around which topic teachers are collaborating is another piece of evidence. Surveys and student data are also offering some guidance.