The evolution of professionalism - Centre for Policy Studies in ...

formed to assist the government with the review and to guide a public consultation
process. The First Nations, Métis and Inuit Education Policy Framework made
changes to the Policy Statement on Native Education in Alberta (1987), based on
the results of the review. The 2002 release of the framework committed Alberta
Learning to proactive collaboration and consultation with First Nations, Métis, and
Inuit parents and communities. One of the objectives identifi ed was to “increase
and strengthen knowledge and understanding among all Albertans of First Nations,
Métis and Inuit governance, history, treaty and Aboriginal rights, lands, cultures,
and languages” (page 10). The framework outlined strategies to increase learner
participation, achievement, and success, and remove barriers to achievement.
Working partnerships and collaborative relationships among governments,
educators, community organizations, parents, learners, and professional associations
were also identifi ed.
Accountability continued to be a theme. One new document on accountability,
An Accountability Framework for the Learning and Program Outcomes of Students
with Special Needs (2002), followed the work of Shaping the Future for Students
with Special Needs: A Review of Special Education in Alberta—Final Report (2000),
proposing an open, effective, and transparent process to guide the accountability
framework for students with special needs. Accountability for special education
is expected to encompass a range of diverse student special needs; use multiple
measures of effectiveness; include measures that are consistent across the province
but provide for unique measures; include measures as part of the school board’s
annual three-year education plan; and address expected and actual expenditures,
activities and student outcomes.
The 1999 English as a Second Language (ESL) policy was updated in 2003 to
include an acknowledgement of Alberta’s cultural diversity. The intent of the policy
was “to facilitate the integration of the student into the regular school program”
through the provision of the language program. The policy provided for programs
to equip students with the necessary language skills in order to participate fully in
the education system.
The accumulated dissatisfaction with government policy laid the foundation for
a bitter January 2002 strike by teachers, who demanded the government increase
education funding and address the issues of class size, pension liability, and working
conditions. The government declared an emergency and ordered teachers back to
work on February 21, 2002. Minister of Learning Lyle Oberg ended the dispute with
the ATA with Bill 12, the Education Services Settlement Act, which was passed in
March 2002. The Bill legislated an end to the strike, imposing a settlement process to
resolve the teachers’ dispute that did not allow classroom conditions to be addressed,
and that eliminated previously negotiated provisions in the collective agreements
regarding class size and instructional preparation. This bill was the subject of heated
debate in the legislature, with opposition MLAs calling it a “travesty” and “a sad day
for democracy in Alberta” (Hansard, March 13, 2002).
In response to Bill 12, the ATA withdrew voluntary services, which were not
resumed until a good faith agreement was negotiated between the ATA, the ASBA,
and the Minister of Learning. Under the agreement, the ATA agreed not to initiate
a legal challenge to the Education Settlement Services Act, and the government
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