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

agreed to pay the teachers’ unfunded pension liability for one year. The ATA
stressed that the agreement was not comprehensive but was a good start, while the
ASBA saw it as a means to a smoother arbitration process.
The ATA has a long history of advocating for education in Alberta and of working
to improve the teaching profession. It regularly publishes position papers to increase
public awareness of issues in education (e.g., Falling Through the Cracks, 2002).
While the good faith agreement enabled teachers to resume voluntary services, a
necessary dialogue has continued with the ASBA and the Ministry.
Bill 205, the School Trustee Statutes Amendment Act (2002) was also
contentious. Positioned as a clarifi cation of possible “pecuniary confl icts of interest”,
the Bill prohibits teachers and other employees of a school district from serving as
school trustees; prior to this, teachers could serve as trustees in school jurisdictions
that were not their employer. Critics have labelled it as a means to exclude teachers
“from participating in one level of our democratic process”, arguing that it restricts
“representation of a certain segment of society” (Hansard, May 6, 2002).
The Alberta Learning Business Plan for 2002-05 stresses a system that is
“responsible, fl exible, accessible, and affordable” (2002, p. 2). One of the priorities
of Alberta Learning for 2002-03 was the Commission on Education, which was
established, and began to solicit submissions and conduct consultations, in June
2002. The commission emerged from the Alberta Future Summit (2002), where
delegates recommended a comprehensive review of the education (learning)
system. The government’s commitment to examine the system was referenced in
the Education Services Settlement Act (2002). A progress report was produced
in January 2003 and the fi nal report, Every Child Learns, Every Child Succeeds:
Report and Recommendations, was released in October 2003.
The commission report suggested further accountability measures:
• Provincial achievement tests and diploma exams will be maintained and
improved. Ongoing classroom assessment will be supported;
• There will be a means for province-wide information and accountability
through ongoing information about the outcomes achieved by students;
• Reporting requirements are increased in the school, school jurisdictions,
and by the province; and,
• The creation of a new Council of Education Executives to provide
certifi cation, ongoing support and professional development for principals
and assistant principals, effectively removing same from the ATA (Report
and Recommendations, Alberta’s Commission on Learning, 2003).
The commission report recommended numerous dramatic reforms affecting
teachers and school leaders:
• Establish and implement province-wide guidelines for class sizes across
school jurisdictions;
• Review and improve current pre-service programs for teachers;
• Establish a permanent mechanism for ensuring closer links among faculties
of education, superintendents, teachers and Alberta Learning;
• Require schools jurisdictions to adapt the fi rst-year experience and provide
effective coaching for beginning teachers;
Chapter 2: Alberta 41