Reading Response 7
“The goal is to find out what’s to blame, not who’s to blame.” (Vicente pg 201)
A colleague of mine recently attended an Alberta Teaching Association (ATA) meeting and reported that teachers were managing a significantly higher workload this year. Class sizes are up, new Ends Statements are expected to be reported on, and new ELL benchmarks are in effect. The stress level is increasing as teachers try their best to navigate through these additional variables in an already impossibly complex job.
What impact does this have on the quality of the instruction being delivered by Alberta teachers? According to the Code of Professional Conduct, “ The teacher is responsible for diagnosing educational needs, prescribing and implementing instructional programs and evaluating progress of pupils” (http://www.teachers.ab.ca/About%20the%20ATA/UpholdingProfessionalStandards/UnprofessionalConduct/Pages/CodeofProfessionalConduct.aspx) At what point does a teacher’s ability to do their job well become compromised?
Vicente examines the Aviation Safety Reporting System (ASRS) and its effectiveness in improving airline safety standards. In his research, he cites a number of key variables in the organization’s effectiveness. First, he stresses how “the ASRS couldn’t function effectively if it weren’t independent.” (pg 201) The Alberta Teacher’s Association (ATA) serves as both a union and professional regulatory body. By contrast, the nursing profession in Alberta has two separate bodies, the United Nurses of Alberta and The College & Association of Registered Nurses of Alberta. The latter is in line with Vicente’s recommendation while the teaching profession is all under one body.
In terms of the reporting process of a safety issue in aviation, Vicente emphasizes how those who report are kept completely anonymous to avoid the “risk of being disciplined.” (pg 197) He continues his analysis of the ASRS, “After the analysis is conducted, the identification strip is removed, and the report is “de-identified” by removing all the potential identifying features.” (pg 199) This is different from both the teaching and nursing professions in Alberta. According to The College & Association of Registered Nurses of Alberta website, “Complaints must be submitted to the Complaints Director in writing, include the first and last name of the regulated member, and be signed by the person filing the complaint. CARNA does not accept anonymous complaints.” (http://www.nurses.ab.ca/Carna/index.aspx?WebStructureID=1212) While the ATA website is not as explicit, it can be inferred that a name is required to begin an inquiry on misconduct.
So, why does this matter? According to Vicente, the teaching profession has two strikes against it in terms of regulating itself professionally. If a complaint process is intended to improve professional conduct of its members, the teaching profession has some work to do. We are entering a phase of increasing complexities and workloads in education, relying less on specialists and more on generalists. The scope of responsibilities is increasing, as does the potential for diluting quality. What body regulates those who impose these increasing complexities on teachers?
Chris you raise some very interesting points, I am glad that you used this reflection on the teaching professions
ReplyDeleteI like your question “At what point does a teacher’s ability to do their job well become compromised?” but I wonder if “How can a teacher report that there practice is compromised without fear of reprisal, and with something being done proactively about it.” → we almost need a anonymous work experience tip line that goes to the union, to our board (right to the top; there is a bit of a disconnect that nobody wants to address) and to those that have the power to do something about it (The department of Education).
"While the ATA website is not as explicit, it can be inferred that a name is required to begin an inquiry on misconduct." The Code of Professional Conduct is pretty explicit in whether a name is needed or not: (from the Code)
“The teacher, when making a report on the professional performance of another teacher, does so in good faith and, prior to submitting the report, provides the teacher with a copy of the report, subject only to section 24 of the Teaching Profession Act.”
“At what point does a teacher’s ability to do their job well become compromised?” When the complexities of the tax become so great that one is not able to balance work and home life.
What body regulates those who impose these increasing complexities on teachers? The only regulation that we have is the collective agreements that we have with the board. Our collective agreement is fairly vague in terms of teacher load (other that instructional hours) in other provinces (like Ontario) it is specifically written in what teacher will be asked to teach…