Professional Development Handbookfoothillsata.com/.../pd_handbook_revised_june_2014.pdf · Professional Development Handbook (revised 2014) Page 2 Table of Contents I. Acknowledgements

Professional Development Handbook

Supporting Teacher Professional Development

Foothills ATA Local 16

and

Foothills School Division No. 38

Revised June 2014

Professional Development Handbook (revised 2014) Page 2

Table of Contents

I. Acknowledgements

II. Introduction

III. Foothills Professional Development Committee Commitment to Developing Professional Learning Communities

IV. Guiding Principles for Effective Staff Development

V. Foothills School Division Vision for Leading and Supporting Learning

VI. Key Responsibilities for Professional Development Partners in Foothills

VII. Professional Development Structure for Foothills

VIII. Foothills Local No 16 Professional Development Committee Frame of Reference

IX. Honorarium and Payments X. Appendices


I. Acknowledgments

This revised handbook is the result of the collaborative efforts of members of the Foothills Local PD committee and representatives from Division Office. PD Committee Members *Stacey Burrows – PD Chair & École Secondaire Highwood High School *Jill Cruse – Co-chair & École Percy Pegler School Amanda Caporicci-Urovitch –École Senator Riley School Angela Clarke – Heritage Heights School Bonnie Ascah – Foothills Composite /Alberta School of the Fine Arts Caroline Roberts / Lyndsey Stoddard – Big Rock School Chet Musgrove – Longview School Coralee Legault – École Okotoks Junior High Danielle Meyers – C. Ian McLaren School *Dave Matson – Foothills Local 16 President Janet Jack – Spitzee School *Karen Dahlgren – PD Treasurer & Oilfields High School Kevin Newman / Chris Rigby – Dr. Morris Gibson School Kimberlay Oickle – Secretary Rob Bennington – Turner Valley School Ryan Lemphers – Blackie School Shauna Cuff – École Joe Clark School Shelley Ozimko – Red Deer Lake School Vicki Wagstaff – Millarville School

ATA Staff *Joni Turville

Division Staff Del Litke – Deputy Superintendent Rebecca Forchuk – Director of Staff Learning Todd Schmekel – Associate Superintendent of Staff Learning

*Handbook Revision Sub-Committee Members


II. Introduction

The purpose of this handbook is to detail the philosophy and operations of the Foothills Local ATA PD committee. The framework outlined in this handbook reflects an ongoing commitment to professional development focused on improving teaching practice and instructional strategies in order to enhance student learning. This handbook will guide activities directed toward developing a network of professional learning communities in Foothills School Division.

This handbook will:

describe the collaborative structures and processes that will support adult learning and professional development within the division;

identify specific strategies that will support professional development; and

describe specific procedures governing the access and funding of locally sponsored professional development activities.

III. Foothills PD Committee Commitment to Developing Professional Learning Communities

Our committee is focused on supporting professional development for our teachers in collaboration with our school division partners. We envision supporting teachers in their on-going development to meet the needs of their students.

As a committee we will:

support and encourage the professional development of teachers at the school level;

communicate effectively with teachers in our local;

adhere to the guidelines of the PD committee in terms of frame of reference and procedures; and

advocate for professional development that meets teachers’ needs.

IV. Guiding Principles for Effective Staff Development

Staff Learning:

Professional development is linked to the identified learning needs of the teacher as professional.

Professional development recognizes teachers’ professional judgment.

Various teaching and learning strategies should be identified and modeled by and for administrators and teachers to promote continuous growth; and

Effective professional development will enhance the commitment to life-long learning of the teachers critical to sustaining higher quality teaching and student


learning.

Foundation:

is focused on improving learning for all students;

recognizes that participants’ commitment to growth is an essential component and a professional obligation;

has a purpose that is clear to all;

is research and evidence based;

has a clear systemic approach that contributes to the priorities of the individuals, the schools, and the system;

is reflective practice; and

moves schools forward.

Process (creating a design that works based on the research, the environment and the outcome to be achieved):

includes components of theory, demonstration, practice and collaboration;

leverages research and best practice;

seeks to close the “knowing-doing” gap between what teachers know and what actually occurs in practice;

provides a clear vision, a shared knowledge base, and a common vocabulary;

recognizes the importance of risk taking and “learning by doing” (Dufour et al, 2006);

takes advantage of expertise from within as well as from without;

is differentiated to meet the learning needs of all;

addresses the complexities of the change process;

focuses on what is happening with the learners not on what should happen;

expects teachers and administration to work together as a collaborative team;

takes into account feedback on implementation efforts and effects on student learning;

provides clear targets and exemplars for what the practice/performance should look like;

acknowledges the importance of job-embedded learning;

respects the unique needs of adult learners;

is a continuous process; and

strategically embeds collaborative practices.

Outcome:

results in a change in teaching practice;

builds leadership capacity; and

improves learning for all students (essential knowledge, skills and dispositions).


V. Foothills School Division Vision for Leading and Supporting Learning


VI. Key Responsibilities Partners in Foothills

Foothills local and school division support adult learning in its schools by providing resources for PD programs focused in the following areas:

1. Individual Teacher Supports and Programs o encouragement of individual teacher reflection and improved practice

through Professional Growth Plans; o provide opportunities for staff development of support staff; and o support at the school level for review and sustained support of goals and

strategies identified in Professional Growth Plans.

2. School Improvement Supports and Programs o conferences and workshops for all staff; o inter-school visitations; o classroom visitations; leadership from school-based Leadership teams

consisting of Administrators, Learning Coaches, Instructional Coaches and the ATA PD Committee School representative;

o recognition of teacher leadership in staff development as a key area of responsibility on the school staff;

o subject and grade level meetings; and o school / division level curriculum in-service.

3. Local 16 Supports and Programs: o individual professional development accounts; o school visitation release time; o personal professional development initiatives; o national/international conference bursaries; o leadership development for PD committee members; and o workshops focused on specific curricular or instructional areas.

4. School Division Supports and Programs o Professional Development in Leadership–Learning and Leading; o curriculum in-service; o subject area meetings; o new teacher orientation and in-service; o system wide professional and support staff development; o mentorship programs; and o Calgary Regional Consortium programs.

5. Alberta Education Supports and Programs o in-service training and curricular roll-outs for new programs of study; o funding for targeted initiatives (e.g. pilot programs, assessment projects); o base funding for Calgary Regional Consortium; and o regulatory framework for teacher growth and supervision.


6. Alberta Teachers’ Association Supports and Programs o Association workshops focused on specific curricular or instructional

areas; o Association advice and coordination in leadership in professional

development (e.g. Professional Development Area Conference, Summer Conference);

o Local ATA and PD Committee consultation; o Association programs for administrators; o Association Professional Learning Communities workshops; o Convention Board consultation; o Beginning Teachers’ Conference; o PD Conference Calendar (published annually); and o Specialist council conferences.

VII. Professional Development Structure for Foothills

Overview of Organizational Structures

Currently a number of partners play a role in program development and planning. In order to coordinate the professional development program in Foothills, a coordinating structure and coherent processes need to be developed that reflect the different roles each of these partners play.

School Leadership Team ATA Professional Development Committee

o Principal (or designate) o Instructional Coach o Learning Coach o ATA PD Committee

Representative

o Chair o Co-Chair o Secretary o Treasurer o School Representative – one per

school o Convention Board Representative

Professional Development Committee

The ATA Professional Development Committee will support individual and school-based professional development by:

collaboratively establishing broad organizational strategic goals that can be interpreted and adapted at each school site;

providing programs or access to programs that enhance professional development leadership skills; and

encouraging innovative PD approaches.


1. Objectives and Guiding Principles

The benefit of establishing broad learning directions is thought to be useful: o to encourage dialogue on learning or organizational issues of wide

significance; o to integrate learning efforts within the learning communities; o as an additional stimulus to individual and school planning; and o to conceptually link school and division programs.

2. Membership

The committee will have representation from all major stakeholders including: o one representative from each school; o one division office representative (non-voting); o one convention board representative; o one representative from the guest teachers; o one PD facilitator (non-voting); o local president and/or vice president.

School Leadership Team

The School Leadership Team in each school provides leadership, time and resources, which enable practitioners to engage in meaningful job-embedded professional development.

Key Responsibilities:

lead the implementation of the School Plan in consultation with the School Team, and

consult and collaborate with the School Team in planning professional development that supports the school’s improvement plans and acknowledges and communicates the professional development needs of teachers.


VIII. Foothills Professional Development Committee Frame of Reference

Details are contained in Appendix 4.

IX. Honorarium and Payments

● Details are contained in Appendix 5.

X. Appendices

1. Principles of Professional Development Planning for School Based PD

2. Sources of Professional Development Funding

Principles

PD Funding Sources

Distribution of Professional Development Funds

PD Expense Claim Procedures

Claim Form for Individual PD Fund

PD Committee Costs

National/International Conferences Guidelines and Application Form

Mentoring/School-Based/Local PD and/or Individual Initiatives Local PD Initiatives

Individual Initiatives

Sabbatical Leave Provisions and Application Procedures

3. ATA Professional Development Paper (revised 2011)

4. Foothills Local No 16 Professional Development Frame of Reference

5. Honorarium and Payments

6. Foothills School Division Professional Development Policy (AP422)


Appendix 1

PRINCIPLES OF PROFESSIONAL DEVELOPMENT

PLANNING

Source: ATA – Enhancing Teaching Practice for Student Learning – A Framework for Professional Development

in Alberta

CONTENT PRINCIPLES

Professional development, based on a shared vision and clearly stated objectives, focuses on improving teaching and supporting learning. Indicators:

∙ school focus for PD provisions (e.g. action research, school improvement) ∙ school-based committees in place and funded ∙ district PD committee is recognized as a leader ∙ structure in place for collaboration between partners

Professional development focuses on improving teaching and supporting learning. Indicators:

∙ multi-faceted approaches are used in evaluating the impact of PD programs ∙ Professional Growth plans are used as sources of information for needs assessments ∙ the focus is on student learning when PD programs are developed

Professional development is based on research on effective teaching and learning. Indicators:

∙ existing policy or guidelines connect PD programs and opportunities to learning goals ∙ funding for journal and magazine subscriptions, professional library purchases ∙ improve program in place (e.g. action research projects, book studies, online forums)

Professional development builds on teachers’ established knowledge, skills and attributes. Indicators:

∙ a variety of PD opportunities exist, recognizing various needs and career stages of teachers (e.g. mentoring, graduate work)

∙ the professional judgment of teachers is recognized in PD design ∙ the career cycle of teachers is acknowledged in PD planning ∙ provision for inter-school visitations ∙ provision for curriculum leaders and leadership opportunities

Professional development enhances the implementation of curriculum requirements, instruction strategies and assessment techniques. Indicators:

∙ specific provisions for curriculum in-service and implementation ∙ consulting services and support provided (e.g. special education, technology integration) ∙ attendance at ATA specialist council conferences is supported ∙ equitable and transparent guidelines govern resource allocation ∙ first year teachers supported (e.g. Beginning Teachers’ Conference, mentoring programs)


PROCESS PRINCIPLES

Professional development is interactive, continuous and reflective and part of the day-to-day life of teachers. Indicators:

∙ provisions for job-embedded PD (special project funding, action research) ∙ multiple sources of funding (district, school) ∙ job-imbedded PD ∙ a variety of activities are in place in schools (PLC grade level meetings)

Professional development engages teachers in a collegial and collaborative dialogue. Indicators:

∙ provisions for professional networking; project teams, grade/subject meetings, PLCs ∙ mentoring and teamwork provided (support for mentors/protégés to attend specialist council ∙ conferences or other PD activities together) ∙ interschool visitations occur on a regular basis ∙ district exchanges of teacher to share promising practices ∙ book studies/article studies

Professional development is responsive to changing contextual variables and therefore requires ongoing monitoring and refinement. Indicators:

∙ PD Committee in place and identified in the collective agreement and/or board policy ∙ a variety of opportunities in place that reflect experience levels of teachers ∙ PD planning (individual and group) linked to individual, school or district goals ∙ coordinated planning in place (PD Committee at school and district level work together) ∙ central office and jurisdiction leaders accessible to PD committee ∙ needs assessments and evidence shape PD programs ∙ provision to inform all teachers at PD opportunities (orientation meetings, website) ∙ a variety of support for graduate work (clauses for tuition and resource support)


CONTEXT PRINCIPLES

Professional development respects the professional judgment of teachers in determining their needs and reflects the unique circumstances in which they teach. Indicators:

∙ provisions for teacher’s individual discretion to access funding ∙ equitable and transparent guidelines and a range of resources ∙ role of Professional Development Committee is identified ∙ a school PD committee is fully resourced

Professional development reflects the unique circumstances in which teaching takes place. Indicators:

∙ diverse and emerging needs of schools and teachers are regularly considered in PD planning ∙ flexible and responsive PD programs are in place ∙ an electronic PD bulletin board highlights PD various opportunities

Professional development should consider and balance the various needs of the teacher, school and jurisdiction. Indicators:

∙ a variety of sources of funding that reflect diverse purposes (e.g. in-service, staff development, individual growth plans)

∙ support for school-wide initiatives linked to school goals

Professional development operates within and contributes to the development of a collaborative learning culture. Indicators:

∙ activities focused on enhancing student learning and school goals ∙ professional development encourages critical reflection about practice ∙ opportunities to develop and participate in professional learning communities

Professional development is integral to the work of all teachers. Indicators:

∙ collegial sharing of what is learned through PD is encouraged ∙ time and resources for PD are considered in timetabling and school-day organization ∙ PD is continuous, job-embedded and collaborative

Professional development must be supported by adequate resources, including time, funding and structures. Indicators:

∙ funding supports both individual and group goals and activities ∙ equitable and transparent guidelines in place for funding

Professional development requires support by networks of professional development committees, specialist councils, teachers’ conventions, school jurisdictions, regional consortia, universities and other stakeholders. Indicators:

∙ provision for school-based committee collaboration with other groups and PD providers ∙ provisions for attendance at conferences outside the district/school are in place ∙ numerous PD providers/partners and roles are clearly identified in policy


Appendix 2

Sources of Professional Development Funding

Principles 1. Teachers, as professionals, are committed to ongoing professional

development. 2. Foothills School Division and ATA Local No 16 have a shared responsibility to support

ongoing professional development of professional staff. 3. Teachers exercise both autonomy and responsibility in decisions concerning their professional development. 4. ATA Local No 16 supports: - individual professional development accounts - sabbaticals - school-based professional development activities - local PD committee initiatives - international and national conferences 5. Ensure consistency between PD policy and practice and the collective agreement.

PD Funding Sources

∙ collective agreement PD funding for teachers (see clause 12.1.1) $350 per FTE ∙ collective agreement sabbatical (see clause 12.1.1) (95% of 4th year minimum) ∙ ATA Local contribution of $70 per FTE ∙ collective agreement leave of absence (see clause 15.2) ∙ $40 per FTE for school-based PD fund (see FSD AP 422 Appendix A)*

PD Fund School- Based Fund* - collective agreement $350 per FTE - School board policy $40 per FTE - sabbatical

- leave of absence

PD Committee Fund

ATA Local contribution $70 per FTE:

- national/international conference

- committee expenses/audits/mileage

- mentoring (includes all teachers)/PD initiatives

- leadership days

- individual initiatives


Distribution of Individual Professional Development Funds

A. This policy governs the professional development funds for Foothills Local No. 16, effective September 1, 2014. 1. The Board will contribute funds to Professional Development Fund as per Article 12 and

Article 15.2 of the Collective Agreement.

(a) The costs of a Sabbatical Leave, as described in the Collective Agreement, will be covered from this total revenue.

(b) Paid Sabbatical Leave will be granted only for the purpose of continuing one’s

education and under the terms outlined in Clause 12 of the Collective Agreement. (c) Selection of sabbatical leave candidates will follow the guidelines in Clause 12.2 of

the Collective Agreement. 2. Funds collected as per 15.2 will be allocated in the following year’s disbursement. 3. Allocations to the PD Fund will be made annually to individual teacher accounts on a per

FTE basis. 4. Calculations regarding the above are based upon the number of FTE teachers as of

September 30, and the existing collective agreement. 5. Teachers may accumulate money in their accounts to a maximum of $2 500.

(a) A teacher who has not used the allocation shall have all subsequent allocations to the account made to the General Teacher PD Fund. However, as soon as the allocation of funds falls below the total allowed allocation, all additional funds will again be allocated to the individual’s account until the total allowable allocation amount is reached, which occurs prior to the end of the school year.

(b) When a teacher leaves the division any unexpended funds shall be returned to the

General Teacher PD Fund.

6. Guidelines

(a) A teacher may use funds from his/her account for professional development activities related to his/her individual professional growth plan; courses offered by a recognized university; a workshop or conference sponsored by the ATA, ATA specialist councils, professional development consortia or Alberta Education; professional reading literature (e.g. books that would be used in a graduate level course that would develop pedagogy – not teaching resources that are part of the direct delivery of curricula to facilitate student learning ); or, any other professional development activity, which the teacher believes meets a professional growth need and follows the ATA PD guidelines (check with Local PD Treasurer to ensure activity will be covered).


(b) The application, with receipts, will be forwarded to the PD Treasurer. (c) As a professional courtesy, administration shall be notified of all PD activities. (d) If an appeal is submitted, an ad hoc committee, composed of three members of the

PD committee, excluding the chairperson and the PD treasurer, will be struck. A decision will be handed down within two weeks of the ad hoc committee being struck.

B. The PD committee funds can be used for the following activities:

1. PD committee costs (subject to budget approval) 2. National/International Conferences 3. Individual Initiatives 4. Leadership Days

PD Expense Claim Procedures

Claim forms can be found on Foothills School Division’s website by clicking on the Staff Tab →Foothills Intranet →Staff Development →ATA Professional Development Forms

Procedures

1. The ATA PD Committee Treasurer processes claims. (Please send to Karen Dahlgren at Oilfields High School.)

2. Submit a completed and signed hard copy including receipts (these are itemized

receipts – not transaction slips) for all expenditures. Mileage will be reimbursed according to current rates paid by Alberta Teachers Association. Be sure to keep a copy of the claim and receipts for your files.

3. Release costs for guest teachers (approximately $220.00 per day) are deducted first

from your claim. 4. Claims are processed following the last school day of each month. If you are sending

claims by courier, remember that the claim may take up to two weeks to be received. 5. The maximum amount of funds accumulated in your account shall not exceed $2 500. Further PD Fund deposits shall cease, and shall be directed to the Foothills

General PD Fund, until such time as some monies have been spent from your account. Deposits will resume the following school year, continuing to the $2 500 maximum.

6. Claims must be submitted within the school year that the expense has occurred. 7. Claims for expenses incurred over the summer must be submitted prior to September 30.


CLAIM FORM for INDIVIDUAL PD FUNDS NAME SCHOOL

CONFERENCE TITLE

.

LOCATION DATES

RATIONALE FOR ATTENDING

.

.

Substitute Fee(s)*

days @ $ per day

Registration Fee:

Accommodation:

nights @ $

Meals: Breakfast

Lunch

Dinner

Travel:

km @

Other:

TOTAL CLAIM

* If a substitute is required, it is your responsibility to pay for substitute costs by including sub costs on this form. The treasurer will forward the sub costs from your account to the division when they bill the PD Committee for your sub costs. If a substitute is needed, your principal's signature is required. Teacher's Signature *Principal's Signature Please be sure to:

- retain a copy of this form and all receipts submitted. - staple the receipts to the back of this form. - forward the original copy of this form and receipts in an envelope to the ATA PD Treasurer Karen Dahlgren at Oilfields High School PD Treasurer’s Initials Cheque Number


NATIONAL/INTERNATIONAL CONFERENCES

GUIDELINES AND APPLICATION FORM

Guidelines

1. Teachers will be supported annually for attendance at a conference offering a national or international perspective with applications to be submitted by September 30th for conferences that occur between October 1st and April 30th; and, April 30th for conferences that occur between May 1st and September 30th, annually.

2. The Selection Committee will consist of three (3) individuals, including the ATA PD

Chair/Co-chair, the ATA PD Treasurer, and one other member selected from the ATA PD committee.

3. Interested teachers will complete an application to attend a major conference and

forward it to the PD Committee Chair or Treasurer on or before the application deadline.

4. Allocations of $4500 will be awarded per application deadline with each teacher

eligible to receive a maximum of $1 500 each. This allocation will be made from the ATA Local 16 PD budget to assist the successful applicant(s) to cover direct expenses. (Individual PD funds may also be used to offset national/international conference costs.).

5. Upon returning, the teacher(s) will submit an expense claim with receipts to the ATA

PD Treasurer for reimbursement. 6. Teachers are encouraged to share their newly gained knowledge and insights with

colleagues and/or the ATA Local PD Committee.


BURSARY APPLICATION for NATIONAL/INTERNATIONAL CONFERENCE Deadlines for applications are September 30 (for conferences that occur between October 1st and April 30th) and April 30 (for conferences that occur between May 1st and September 30th) of the current school year. The Selection Committee will be comprised of three individual: ATA Local No. 16 PD Chair or Co-Chair, the PD Treasurer, and one member selected from the PD Committee. In the event of a dispute, the Chairperson will be notified and a new Selection Committee will be struck. Considerations in this decision-making process are as follows: ∙ Length of service in Foothills. ∙ Contributions to the ATA. ∙ Previous applications by the individual. ∙ Previous funding received by the individual. ∙ Subject areas receiving funding in previous ways. ∙ Willingness of the individual to disseminate learning from the conference.

Personal Information: Name ___________________________ School _______________________________

Home Phone _____________________ School Phone _________________________

Years of experience in Foothills (minimum 3) _________

Professional contributions or representation you have made to the ATA in the past five

years:

______________________________________________________________________

______________________________________________________________________

______________________________________________________________________

______________________________________________________________________

______________________________________________________________________

Conference Details:

Name of Conference _____________________________________________________

Sponsoring organization___________________________________________________

Dates ____________________ Location _____________________________________

Have you previously applied for major conference funding through Foothills Professional

Development?

Yes ______ Which year(s) ___________________ No ______

If only partial funding is available, do you wish to withdraw your application?

Yes _______ No ________


Rationale for attending conference: _______________________________________

______________________________________________________________________

______________________________________________________________________

(Attach additional pages if necessary)

Attach a conference schedule (if available) to the application and indicate which sessions you plan to attend. ______________________________________________________________________

______________________________________________________________________

______________________________________________________________________

______________________________________________________________________

______________________________________________________________________

How do you feel information gained at the conference could best be disseminated to other teaching professionals? ______________________________________________________________________

______________________________________________________________________

______________________________________________________________________

______________________________________________________________________

Estimate of costs:

A. Registration fee = _____________________

B. Accommodation costs

_______ days x $ ______ per day = ____________________

C. Guest teacher costs

________ days x $ ______ per day = _____________________

D. Meals = _____________________

E. Transportation = _____________________

F. Estimated total assistance required ** = _____________________

**(not to exceed $1,500 including guest teacher costs)

Date: ________________________ Signature: ________________________________

If your application is successful, it will be your responsibility to inform your principal and make a short presentation to the PD Committee and/or staff of the school.


Individual Initiatives The Local PD Committee has set aside $2 000 to supplement teachers’ PD funding in cases where they may need additional funding. 1. Individual teachers are eligible for this funding which is intended to supplement the individual PD funding that each teacher receives. 2. No more than half of the money will be awarded before January 31 of the school year. 3. Applications must be submitted a minimum of one month before the date of the event. 4. A maximum of five hundred dollars will be allocated to any single applicant in one school year.

Mentoring Initiatives The Local PD Committee has set aside $1 500 to support mentoring between teachers in the division. 1. Teachers are eligible to apply for a mentoring initiative to cover the cost of release time to work together to create a common project or observe one another to enhance and develop professional practice. 2. No more than half of the money will be awarded before January 31 of the school year. 3. Applications must be submitted a minimum of one month before the date of the event.


Mentoring and/or Individual Initiatives Professional Development Application

NAME: ________________________________________________________________

SCHOOL(S): __________________________________________________________

__________________________________________________________

ACTIVITY/ PURPOSE: ___________________________________________________

___________________________________________________

___________________________________________________

DATE(S): _____________________________________________________________

______________________________________________________________

ESTIMATED EXPENSES:

Guest teacher costs: days @ $ per day

Refreshments/Meals

Registration

Travel: km @ $0.53 per kilometre

Accommodation nights @ $ per night

Other:

TOTAL

Teacher’s Signature: __________________________________________________

Principal’s Signature: __________________________________________________

Forward the original copy of this form and receipts to the ATA PD Treasurer.


SABBATICAL LEAVE PROVISIONS AND APPLICATION PROCEDURES

In the event a sabbatical leave is granted, the following procedures shall apply. Clause 12 of the current collective agreement reads: 12.1 A fund will be available for both Professional Development and Sabbatical Leaves for teachers. The fund shall be composed of:

12.1.1 A Professional Development fund of $350 per teacher based on the full-time equivalent teacher count as at September 30 of the previous year; and 12.1.2 A Sabbatical Leave fund of 95% of the fourth year minimum salary as at September 30. 12.1.3 In the event that no candidate is selected for Sabbatical Leave, the funds for same shall be added to the Professional Development fund of that year. 12.1.4 All monies not used in a specific year shall be forwarded to the Professional Development Fund of the following year.

12.2 Sabbatical leaves may be granted for periods of time equivalent to one quarter, one semester or a full year. A committee composed of three Member Employer representatives and three teacher representatives shall select the candidate(s) for the Sabbatical(s).

12.2.1 The equivalent of one full year’s Sabbatical Leave shall be allocated each year if there are sufficient applicants.

12.2.2 All applications for a Sabbatical Leave shall be submitted to the Superintendent by October 31, with a copy to the Chairman of the Professional Development Committee. The Sabbatical Committee shall review all applications and select the candidate(s) by December 15.

12.3 For the guidance of this committee the following regulations shall apply:

12.3.1 To be eligible for a Sabbatical Leave a teacher must have been employed by the Member Employer for at least five (5) years.

12.3.2 Experience increments will not be granted to teachers for the period of the Leave.

12.3.3 A teacher granted Sabbatical Leave shall enter into an individual written agreement with the Member Employer on conditions under which the teacher may return to the school system at the conclusion of the Leave provided this contract does not contravene the Collective Agreement.

12.3.4 Teachers granted Sabbatical Leave shall return to their duties at the beginning of the school year or the beginning of a semester, whichever occurs first, following expiration of the Leave, and the teacher shall not resign or retire from the services of the Member Employer for at least two (2) years after return to duties. If


the teacher terminates employment before the two year return service commitment, then the teacher shall reimburse the Professional Development fund any Sabbatical pay pro-rated.


Appendix 3 ATA Professional Development Position Paper [1991, revised 2001, revised 2011]

Rationale and Background Change is an undisputed part of our world, whether it is technological, societal, economic or political. The teacher is a significant change agent in the learning process and the primary force for implementing and sustaining change at the classroom level. As teachers are central to meeting the goals of education, career-long professional learning and development opportunities, supported by all stakeholders, increase the potential for Alberta teachers to meet the needs of a rapidly changing learner demographic. Initial teacher education is but a beginning; teachers require an ongoing program of professional growth to meet ever-changing demands. To prepare teachers not only to keep pace with changes in technology, curriculum, teaching techniques and social realities, but also to predict future needs of their students and the educational system, professional development must be an integral part of a teacher’s professional life. Education must be part of the change if it is to fulfill its mandate of preparing young people not only to live in the world but also to direct and control the changing world. Professional development is integral to the success of any education change and must be reflected in the school and school jurisdiction improvement plan. A program of continuous professional development, which incorporates the principles of sound research into professional practice, is a key factor in the change process for education and as such is an important part of The Alberta Teachers’ Association’s program of service to its members. This belief is embedded in the 1935 Teaching Profession Act, which states in part, “The objects of the Association are to improve the teaching profession by organizing and supporting groups which tend to improve the knowledge and skills of teachers and by meetings, publications, research and other activities designed to maintain and improve the competence of teachers.” This belief is further enhanced by the Declaration of Rights and Responsibilities for Teachers, which states, “Teachers have the right to base diagnostic planning, methodology and evaluation on professional knowledge and skills, and have the responsibility to review constantly their own level of competence and effectiveness and to seek necessary improvements as part of a continuing process of professional development.” Following from this belief, a primary objective of the Association’s program of professional development is to establish and maintain high standards of professional practice. Within this objective is the obligation to provide leadership and programs that promote and develop individual teacher competence, teaching as a profession and the cause of education. The teaching profession should be responsible for determining, establishing and monitoring the standards of professional practice for its members. This is a defining characteristic of a profession and ensures that professional responsibility is overseen by expert practitioners most


closely attuned to the changing knowledge, skills and attributes necessary for optimal practice. The professional development of teachers has two distinct but at times overlapping aspects. The first is the individual self-directed responsibility for knowledge and competence. Teachers accept this commitment as they begin teaching and pursue self-identified learning goals throughout their career. The second aspect is that of collective professional needs, including system development needs. Teachers recognize this as they attempt to improve the learning situation in the school and as they strive to improve their profession. Recognizing the intersecting nature of these two aspects produces a more complete and complex professional development program. As professional development becomes increasingly complex and essential to teachers, schools and the Association, it is critical to define clearly the concept and establish guidelines that promote effective professional development. Definitions One of the major challenges in the field of professional development is understanding various terms and definitions. The literature reflects multiple terms in current usage, including professional development, professional learning, school improvement, inservice education and staff development. Clarifying these terms is integral to understanding the nuances of each. The term school improvement is often used in conjunction with one or several of the previous terms in that a professional development program may be part of a broader program of school improvement. Professional development and professional learning are terms commonly used interchangeably. They are used to refer to three general types of teacher learning. One is the individual learning teachers participate in that is the result of their self-assessment of needs in pursuit of professional growth. Inservicing is the process of upgrading specific skills and knowledge to remain current in curricula, teaching tools, strategies and other supports. Staff development initiatives are collective efforts to implement a specific initiative, often in response to school, jurisdiction or ministry goals. Professional Development The Alberta Teachers’ Association defines professional development as the wide range of programs, activities and services that teachers identify and undertake individually or collectively to further understand the nature of teaching and learning, enhance professional practice and contribute to the profession. This broad definition encompasses a range of activities: an individual teacher’s reading, exploring a website, or doing research or inquiry in the classroom; individuals or groups of teachers attending a conference or course focused on new teaching skills; groups of teachers collaboratively identifying a problem, and


designing and implementing a solution; groups of teachers involved in action research or other forms of deliberate inquiry; groups of teachers working on a specialist council; groups of teachers participating in a curriculum implementation process; school staffs setting goals or identifying needs, and designing and implementing a program to meet the goals. As illustrated by the examples, a professional development program may vary in nature from individual reflective practices to collective collaborative projects by groups of teachers. This range of activity suggests that the motivation for professional development is equally broad and diverse. Individual teachers are motivated by a sense of responsibility to improve teaching competence by seeking new techniques and new knowledge. Teachers seek improvement in curriculum matters, school organization and teaching methods to further their individual and collective competence and to improve the learning environment for students. Research demonstrates that effective professional development needs to be content rich, contextual, relevant and related to practice. The ultimate goal of professional development is to improve professional practice. In spite of the breadth of the definition and the range of activities that it includes, a common set of guidelines for effective professional development can be identified. Individual and Organizational Professional Development Professional growth is primarily the teacher’s responsibility. Teachers have a professional responsibility through continuous growth and development over the course of their careers to maintain teaching proficiency. This includes being current with changes in educational approaches and engaging in reflective practice and systematic inquiry. Further, teachers hold membership in professional organizations including specialist councils, and attend conferences and teachers’ conventions. A teacher’s professional growth plan should consider school/jurisdiction and ministry priorities as they cohere with the individual teacher’s learning needs. As teachers pursue their responsibilities to serve an ever-diverse and demanding array of students, their primary professional and emergent learning needs may be role specific and uniquely practical. Particularly, the career stage of the teacher or the teacher’s familiarity with his or her teaching assignment would be examples of contextual considerations that would shape professional learning needs. Therefore, organizational or system initiatives must be considered separate from but related to the professional learning of the teacher, which is driven by the teacher’s independently identified needs and interests. Teachers are responsible for ensuring that their professional practice meets the standards in place; therefore, they have an obligation to place this imperative at the forefront of their professional growth priorities. In an effort to honour the principles of adult learning, professional development must be planned with a commitment to honour individual determination and agency. School-Based Professional Development and Communities of Practice Communities of practice provide enhanced opportunities for teachers to engage in


professional learning. Collaboration, shared inquiry and learning from and with peers have been identified as central to professional learning. Most educational changes involve change at the classroom level. Therefore, the most likely site of change in knowledge, skills and attitudes is the school as it involves staff in collegial and collective action. Professional development that focuses on desired changes identified by teachers within a school is an important component in the change process. Ideally, school-based professional development is designed by committees that are representative of the teaching staff. This focus in professional development shifts the emphasis from individual competency to a collective collegial emphasis. Meaningful learning opportunities must be embedded in the daily work life of teachers with adequate time dedicated to support both individual and collective professional learning. The goals of school-based professional development may be curricular, pedagogical or organizational. The Association believes that school staff development is an important form of professional development that has potential to significantly alter teaching practice. Teachers are central in any program of school improvement and, to prepare them for this role, the development of collegial professional learning structures is critical. In schools where collegiality and collaboration are the norm, teachers and administrators build a common language as they focus on the practice of teaching in a climate where everyone, individually and collectively, constantly seeks improvement. Professional Development and School Improvement Professional development has a central role in school improvement. Proposals to reform, restructure or transform schools must incorporate supported and sustained professional development as a means to bring about the change. Professional development that has the potential to improve schools and influence student learning must be much more than the traditional program that involves only conference attendance and a few isolated, disjointed workshops. It must be thoughtfully and consciously planned and sustained, contained in the day-to-day life of the school and supported by dedicated time and other resources. The Alberta Teachers’ Association advocates for a provincial professional development framework with a process for enhanced system coordination in the provision of professional development programs for teachers. Professional development programs that place heavy emphasis on support activities and involve teachers in decision making and planning provide a sense of ownership and thus are more likely to be successful in improving teaching practice and school organization. Professional development both influences and is influenced by the organizational context in which it takes place. In planning professional development, there is a set of essential qualities to be considered.


Qualities of Effective Professional Development To be effective, professional development should be determined by teachers, focus on enhancing professional practice and be ongoing, coherent and coordinated. Structured programs should be based on a clear statement of purpose and objectives and should include a flexible long-term plan that provides opportunities for self-reflection and evaluation and meets the needs of participants as identified within individual contexts. Professional development content and processes should incorporate the principles of sound research into professional practice. Collegiality and collaboration are essential features of effective professional development programs. Collegial and collective professional development undertakings should provide a climate of trust, peer support, open communication and collaboration. Professional development should involve participants in decision making at all stages of planning and implementation, incorporate an array of learning models and acknowledge personal experiences and professional expertise. To be coherent, professional development must be responsive to the learning needs of the professional teacher and reflect a wide range of practices such as collaborative learning, peer-assisted learning, teacher-as-researcher projects and independent learning. Delivery of a professional development program must take many factors into account. First, the readiness of the participants must be considered and, if necessary, enhanced through experiences and activities that lead up to the particular program. The nature of the learner is another significant factor, as age, experience and background determine the nature of the program. Teachers in the beginning of their careers require different professional development than their colleagues in the middle or the end of their careers. There should be a variety of activities, including experiential learning activities, that are relevant and immediately useful. Within these activities there should be opportunities for presentation of theory, demonstration or modelling, and coaching followed by feedback. Those planning professional development should take into consideration theories of adult learning and the change process. Professional development is change and, like any change, requires time and should be viewed as a process, not an event. Planners should recognize the resistance to change that participants will feel as they encounter different teaching techniques, new curriculum, new organization or different beliefs, and should make provision for stages of acceptance and implementation. Teachers as adult learners often wish to integrate work, education and leisure; this should be incorporated into plans for professional development. Also, adults as self-directed learners should be involved at all stages of planning and implementation. They express strong desires that the program meet immediate needs and be practical as it integrates new ideas with old in a continuous pattern of ideas and skills. Adult learning theory stresses the importance of experience; therefore, opportunity to use the experience of the participants and time to reflect and analyze


experience are critical in a professional development program. There is a wide range of professional development opportunities and activities, including conventions, conferences, seminars, school visitations and projects. A well-designed program of professional learning integrates various activities into a long-term continuous form. The program designers should consider the organizational context of the participants. The social context or culture of the school can affect the effectiveness of the program. Attention must be paid to understanding the integration of the people in the school or department or system; there should be an attempt to decrease isolation and to provide a more integrated system with stronger collegiality. Teachers must believe that they can make a difference through their actions. Although the ultimate goal of a professional development program is improved professional practice, the specific objectives or goals may vary widely from teacher to teacher or from school to school. Professional development programs should be based on needs identified by the participants. Knowledge about the nature of adult learners and about change supports the conclusion that most teachers wish to be involved in deciding the direction of their professional development. A significant factor in effective professional development is the provision for support. Adequate time for professional development programs must be embedded within the school day and the school year. Teachers spend many hours of their own time on professional development, but significant amounts of time must be made available during school time through professional development days, early closure or release time, and practice-based and embedded learning structures. Support from administration and school boards through the provision of adequate time, resources and personnel is critical. School boards must provide sufficient and dedicated funding, which may include release provisions during the school day, for self-directed teacher professional development opportunities that are responsive to the context of the teacher, equitable and not contingent on school-based or system initiatives. The cost of developing and implementing new curricula and resources, and other ministerial and jurisdictional initiatives, should be funded and resourced independently of other professional development supports. Responsibilities for Professional Development Education stakeholders have a responsibility to provide teachers with access to professional development opportunities and support throughout their careers as follows: School professional communities are responsible to develop and implement a long-term program of school improvement and provide an environment supportive of change. The Association holds responsibility to enhance professional expertise and practice, facilitate career-long professional development, advocate on professional issues, build communities of practice and ensure that opportunities for professional development are available to teachers. To this end, the Association provides a


variety of programs and structures, including a professional lending library, specialist councils, convention associations, local and provincial programs, courses, and workshops. Association locals are responsible to establish a professional development committee and provide sufficient resources to support an effective professional development program. Further, they should advocate support for effective and equitable professional development for teachers, strive to enhance professional expertise and practice, and facilitate career-long professional development. Locals advocate on professional issues and build communities of practice. School boards must provide sufficient and dedicated funding, which may include release provisions during the school day, for self-directed teacher professional development opportunities that are responsive to the context of the teacher, equitable and not contingent on school-based or system initiatives. There is a need for school boards to provide equitable and adequate support and resources, including time for all schools within their jurisdictions, to enable teachers to plan, implement, evaluate and participate in effective professional development programs and opportunities. School boards should specify objectives of professional development programs in policy statements. Support for the program can be demonstrated by a board’s willingness to make professional development a significant portion of its overall operation. This can be demonstrated through provision for sabbatical leaves for professional development, individual professional development funds, and grants to support innovative practice and publication of successful professional development programs. The cost of developing and implementing jurisdictional initiatives must be funded and resourced independently of other professional development supports. The Department of Education is responsible to provide funds for professional development programs that are based on sound principles of effective professional development. The department has additional responsibilities: to provide support and resources for curriculum inservice that is based on the principles of effective professional development; to involve teachers in meaningful roles in all phases of curriculum design and implementation; to adequately fund the implementation of curriculum change including the provision of resources, materials and technology; to allow adequate time for inservice; to allow equal access to inservice programs for all teachers; and to plan inservice that follows the principles of effective curriculum inservice. The cost of developing and implementing ministerial initiatives must be funded and resourced independently of other professional development supports. Teachers believe that the Department of Education must continue to invest in both organizational improvement efforts and teacher professional development to sustain efforts that create a more responsive and adaptable education system. Universities have responsibilities to offer courses about emergent education issues, trends and new teaching strategies to teachers and to cooperate with teachers at the provincial, local and school levels to develop effective professional development


programs, which may include collaborative research projects. Universities have as a major focus the preservice side of the professional development continuum, but they should also provide courses in emergent issues and trends for practising teachers, including appropriate graduate programs. Current examples would be digital technology integration, global and diversity education, and inclusion of special needs in the classroom. Universities can also provide resource persons for professional development programs at the district or school levels and provide assistance in teacher-designed research projects. Universities could enter into partnerships with school jurisdictions and local associations for the design and delivery of a professional development program, which might include a collaborative research component. In their primary function of teacher preparation, universities should be dedicated to excellence in teaching, learning and research and should include practical components in teacher preparation. The Association continues to embrace partnerships with the faculties of education to make decisions affecting the preparation of teachers: recruitment, selection, admission, institutional preparation, internship, placement and programs of support in the early years of practice. Universities should provide teacher education that promotes collegial, collaborative, reflective professional relationships and practice. Professional development is an important component of education and educational change. It is critical that all those involved in the professional development enterprise fulfill their roles and responsibilities in a spirit of collegial collaboration. Effectiveness of Professional Development A comprehensive program of professional development attempts to support individual, school and district goals. Professional development goals should be formally delineated in the policy and organizational structures of the district and/or schools. Professional development effectiveness should be assessed through teacher efficacy, personal reflection and self-assessment. Teachers’ professional development goals, plans and growth are best considered through reflective practice and self-assessment that take into consideration the depth, breadth and complexity of professional practice. Multiple sources of evidence are required to effectively evaluate the multifaceted nature of successful professional development. Continuous professional learning is essential to maintain the currency of teacher practice, but it is inappropriate to define a direct relationship between professional learning and improved student outcomes or other measures of system performance. Teachers should be encouraged to try new techniques and skills through a planned set of experiences. There is a profound need for experimentation as teachers attempt to meet vast and changing needs in the classroom. The ability to take risks demands a trusting environment for learning. Cultures of inquiry support teachers involved in disciplined inquiry into teaching and learning. Teachers contribute to the profession by systematically undertaking research, engaging in self-reflection and disseminating promising practices.


Professional learning activities should support experimentation and risk taking, yet the risk taking, openness and cultures of inquiry inherent in professional learning communities are likely to be significantly diminished if the ultimate purpose and value of professional learning are pre-emptively determined to reside beyond teacher learning. Well-supported professional learning will result in teachers’ enhanced ability to respond to diverse learner needs and a sense of self-efficacy in the context of formal standards of practice.


Appendix 4

ATA FOOTHILLS PROFESSIONAL DEVELOPMENT COMMITTEE FRAME OF REFERENCE

A. Name The name of this committee shall be the Professional Development Committee of the Foothills Local No 16, ATA.

B. Objects The professional development committee shall be the advocate for professional development opportunities and activities undertaken in the jurisdiction. The work of the committee will be undertaken in accordance with the professional development policies of the provincial Association (attached) and the Foothills Local, ATA constitution.

C. Duties and Responsibilities 1. In general:

a. The professional development committee will help build linkages between the various professional development opportunities for teachers. school-based, local institutes, conventions, inservice, specialist councils, etc.

b. The professional development committee will generally exercise leadership

in all matters pertaining to all professional development activities undertaken by the local.

c. The professional development committee is responsible to the local for a

yearly financial statement and for a written annual report of its activities.

2. In particular: The professional development committee has the following duties:

a. to be responsible for the active promotion and organization of school-based professional development activities.

b. to seek input and feedback from teachers and/or school staffs in regard to professional development needs and how these needs can best be met.


c. to disseminate information through the Local website and/or e-mail.

d. to recommend, where appropriate, changes in the policies of the school jurisdiction, collective agreement and/or the constitution of the local teachers' association, which have an impact on the mandate of the professional development committee.

e. to consult with professional development staff officers, district representatives, professional development facilitators (as assigned) and members of the local.

f. to attend, if possible, Professional Development Area Conferences and the PD Course at Summer Conference.

g. to assist in coordinating and developing local responses to professional development issues.

h. to ensure that appropriate payments are made.

i. to provide expertise and financial assistance, where possible, to school staffs and other teacher groups in the area of professional development.

j. to develop and maintain a budget.

k. to keep a record of the minutes of the meetings.

l. to establish operational policy and procedures for any subcommittee that may be formed for the professional development committee.

m. to establish procedures through policy handbook for the consideration of funding applications for conferences, school and school-system professional development activities.

D. Membership 1. The professional development committee shall consist of the following voting members:

a. one (1) representative from each school in the division;

b. one (1) representative from the central office (non-voting);

c. one (1) representative from the guest teachers;

d. one (1) representative from the teachers' convention association.

2. The district representative and those staff officers and professional


development facilitators who may attend professional development meeting from time to time shall be non-voting members of the professional development committee.

3. The president of the local or designate acting in an ex-officio capacity shall also

be a member of the professional development committee. 4. The members of the professional development committee are expected to:

a. Attend all meeting of the professional development committee or if unable to attend, to ensure that a substitute representative is present;

b. Be prepared to serve on a subcommittee of the professional development committee;

c. Provide full and effective communication for their constituency both to and from the professional development committee;

d. Elect annually from its members the following officers: a chair, a co-chair and a secretary-treasurer (or a secretary and a treasurer). These positions are called the officers of the committee.

E. Officers 1. The officers of the professional development committee shall consist of the

chair, a co- chair and a secretary-treasurer (or a secretary and a treasurer).

2. These officers on the professional development committee will be elected from and by the teacher members of the committee.

3. The officers of the professional development committee are expected to:

a. Chair

o Call meeting of the PD committee as the need arises. o Set the agenda for each meeting. o Chair all committee meetings. o Attend Local Council meetings and submit a report of committee

activities. o Attend Policy Committee meeting. o Attend Professional Development Area Conferences (PDAC) called by

the region. o Review the PD Guidelines with new committee members early in the

school year. o Act as a member of the Executive Committee. o Submit an annual report to the Local.


o Submit an annual budget to the Local for approval.

NOTE:SELECTION OF THE CHAIR IS SUBJECT TO PROVISIONS WITHIN THE FOOTHILLS LOCAL CONSTITUTION.

b. Co-chair o Assist the chair in the discharge of duties.

c. Secretary-Treasurer o Keep accurate business records of all professional development

meetings; o Perform such other internal communications functions as may be

assigned from time to time; o Prepare a budget; o Record all monies received and disbursed; o Present financial statements at meetings, as necessary; o Make available professional development books for an audit; o Prepare, prior to the local’s Annual General Meeting (AGM), a yearly

financial statement for the treasurer.

F. Term of Office 1. All professional development committee members, officers and subcommittees

are deemed to be elected (as per the Foothills Local constitution).

G. Committees 1. The professional development committee shall establish subcommittees from

time to time as required.

H. Emergency Replacements 1. Vacancies in any office or subcommittee shall be filled at the next properly

called meeting of the professional development committee.

I. Meetings of the Professional Development Committee 1. The professional development committee shall meet four times a year or as

deemed necessary. 2. Notice of intent to hold a meeting shall be given to members as soon as

possible with agenda sent to each school representative. 3. It is the duty of each elected member of the professional development

committee to attend meetings for the purposes of reporting and communicating.


J. Quorum 1. A majority of the voting representatives on the professional development

committee shall constitute a quorum.

K. Rules of Procedure 1. The proceedings of all meetings shall be regulated by the official rules of

procedure as published in the ATA Members Handbook.

L. Finances 1. The professional development committee will be funded annually by the local. 2. The professional development committee shall prepare and submit to the local

an annual budget. 3. The professional development committee will reimburse members and disburse

funds on the basis of the attached schedule according to the policies outlined in Appendix 2.

M. Ratification of this Frame of Reference This Frame of Reference shall be approved in accordance with the terms of the local constitution.

N. Amendments to this Frame of Reference 1. Amendments to the Frame of Reference shall be made in accordance with the

following procedure:

a. Notice of Motion of Intent to Amend shall be given at a preceding professional development committee meeting.

b. Except when time is of the essence, the text of proposed amendments

shall be made available in writing to the members prior to the meeting.

2. The amendment shall be approved by a two-thirds vote of the professional development committee members.

3. The amendment shall be approved by the majority of teachers of the local

council at a properly called meeting.


Appendix 5

Honoraria and Payments The following payments shall be made annually from the PD Committee Funds:

1. ATA PD Committee Treasurer Honorarium, plus 20 release days $700.00

2. ATA PD Committee Secretary Honorarium, plus 1 release day $165.00

3. Fee for Auditing Accounting Books . as determined


Appendix 6

Administrative Procedure 422 PROFESSIONAL STAFF DEVELOPMENT / LEARNING

Background

Foothills School Division recognizes the importance of providing opportunities for all staff members to develop their knowledge, skills and understanding in order to improve the quality of education for all students. Support of professional development is a shared responsibility at the individual, school, and divisional level.

The Assistant Superintendent, Learning Services is responsible for the administration of this administrative procedure.

Definitions

Staff Learning consists of any learning opportunities or activities that contribute to the improvement of practice. Staff Learning is focused on improving teaching and supporting student learning and includes individual, school-based and system level learning opportunities. Individual Staff Learning refers to professional growth experiences that support self-identified learning needs.

School-Based Staff Learning represents the set of collective professional growth experiences involving individuals in the context of the schools in which they work.

System-Level Staff Learning provides for growth experiences designed to advance the FSD Vision for Teaching and Supporting Learning.

In-service refers to opportunities to acquire new knowledge and improved teaching techniques with regard to curriculum. It is a term that is most often restricted to the specific activities related to curriculum implementation and support.

Procedures 1. General Guidelines:

1.1 Where possible, thirteen (13) staff learning days will be established annually as part of the School Calendar under Administrative Procedure 130.

1.1.1 A pre-determined number of days are to be used for System-Level Staff Learning events. 1.1.2 A pre-determined number of days are to be used for School-Based Staff Learning.

2. Individual Staff Learning: 2.1 Individual Staff Learning is:-

2.1.1 A personal commitment and responsibility.


2.1.2 A willingness to share personal knowledge and experience. 2.1.3 A way to keep current on research-based pedagogy 2.1.4 An opportunity to pursue self-identified professional learning

2.2 The Board (as per Article 12 of the Collective Agreement) and ATA Local 16 will contribute funds to the staff learning Fund (see Appendix A).

2.2.1 The costs of a Sabbatical Leave as described in the Collective Agreement will be covered from this total revenue. 2.2.2 Paid Sabbatical Leave will be granted only for the purpose of continuing one’s education. 2.2.3 Leave of Absence – Article 15.2 of the Collective Agreement will apply.

2.3 Funding from Article 12 and Article 15.2 of the Collective Agreement will be divided equitably to teachers’ individual staff learning accounts:

2.3.1 Minus Sabbatical leave, if approved: 2.3.2 Divided by the number of FTE teachers.

2.4 The ATA Local 16 contribution will be used to fund international conferences, , mentoring days, individual initiatives and committee expenses. 2.5 Funds left over at the end of a school year will be forwarded to teacher’s individual professional development accounts.

3. School-based Staff Learning: 3.1 School-Based Staff Learning is intended to provide a school staff with the opportunity to:

3.1.1 Work collaboratively to evaluate and improve instructional practices. 3.1.2 Advance the goals of Three Year Education Plans. 3.1.3 Grow professionally in response to the needs of the individual, the school and the system. 3.1.4 Identify/reaffirm the philosophy, goals and objectives of their school and develop school growth plans. 3.1.5 Evaluate existing schooling and teaching practices. 3.1.6 Motivate teachers to grow professionally related to individual professional growth plans.

3.2 The school principal, in cooperation with the school leadership team, is responsible for planning, implementing, and evaluating a program of learning activities for the benefit of all staff within the school. The school leadership team will include, but is not limited to, school-based administration, the instructional coach, the learning coach, and the ATA PD representative for the school. 3.3 See Appendix for allocation of staff learning funds and FSD Commitments for Professional Development Days. 3.4 The principal is responsible for posting Staff Learning Plans (on the FSD Moodle) at least two days prior to any school-based learning day. 3.5 The principal is responsible for keeping parents informed of the school’s Staff Learning activities.


4. System Level Staff Learning: 4.1 Educational Leaders and policy makers at the system level strive to meet the goals of the province, the system, schools and individuals through:

4.1.1 Collaboratively establishing broad organizational strategic goals that can be interpreted and adapted at each school site. 4.1.2 Providing learning opportunities that enhance the leadership skills of staff in leadership positions or seeking leadership positions. 4.1.3 Encouraging and supporting a variety of learning opportunities such as action research, coaching, mentoring, peer observation, communities of practice and workshops. 4.1.4 Striving to ensure that adequate funding for learning is available at all organizational levels.

5. Administrator Professional Learning: 5.1 A specific allocation is provided annually to support the professional development of principals and vice-principals through participation in conferences and institutes related to curriculum and/or instructional leadership. The funds may also be used to support professional reading. 5.2 The Board will set the amount of this allocation annually as part of its budget process (see Appendix A). 5.3 Each school-based administrator may accumulate funds over a three (3) year period. Should an administrator transfer to another administrative position within Foothills School Division, any accumulated funds from this allocation will follow them to their new school. 5.4 Administrators are to notify the Assistant Superintendent, Learning Services of conferences and institutes that they will be attending and may be asked to share their learning with other members of the Foothills Administrators’ Association.

6. National/International Conferences: 6.1 Teachers will be supported annually for attendance at a conference offering a national or international perspective with applications to be submitted by September 30th for conferences that occur between October 1st and April 30th; and April 30th for conferences that occur between May 1st and September 30th, annually. 6.2 The Selection Committee will consist of three (3) individuals, including the ATA PD Chair/Co-chair, the ATA PD Treasurer, and one other member selected from the ATA PD Committee. 6.3 Interested teachers will complete an application to attend a major conference and forward it to the ATA Local PD Committee Chair or Treasurer on or before the application deadline. 6.4. Allocations of $4500 will be awarded per application deadline with each teacher eligible to receive a maximum of $1500 each. This allocation will be made from the ATA Local 16 PD budget to assist the successful applicant(s) to cover direct expenses. (Individual PD funds may also be used to offset national/international conference costs).


6.5 Upon returning, the teacher(s) will submit an expense claim with receipts t o the ATA PD Treasurer for reimbursement.

6.6 Teachers are encouraged to share their newly gained knowledge and insights with colleagues and/or the ATA Local PD Committee.

7. System-Based Administrators: 7.1 The Superintendent or Assistant Superintendent, Learning Services approves the attendance, at Division expense, of officials at specific conventions related to each employee’s responsibilities. References: Section 18, 20, 39, 60, 61, 106, 107, 113 School Act Freedom of Information and Protection Privacy Act Certification of Teachers Regulation 3/99 (Amended A.R. 231/2012) Practice Review of Teachers Regulation 11/2010 Teaching Quality Standard – Ministerial Order 016/97 Alberta Education Policy 2.1.5 on Teacher Growth, Supervision and Evaluation Guide to Education ECS to Grade 12 Practice Review of Teacher Information Bulletin 3.3.2 ATA Local 16 Professional Development Handbooks (Revised June, 2014)

Updated May 2013


Administrative Procedure 422 – Appendix A PROFESSIONAL DEVELOPMENT CONTRIBUTIONS

The contributions to the Staff Learning Fund are:

Division Contribution (as per Collective Agreement) $350.00 per FTE

ATA Local 16 Contribution $70.00 per FTE

Division School Based PD Allocation $40.00 per FTE

Division Sabbatical Leave Allocation (as per Collective Agreement 12.1.1) TBD

Division Leave of Absence Allocation (as per Collective Agreement) TBD

Administrators Professional Learning $500.00 per school-based administrator

Calculations regarding the above are based upon the number of FTE teachers as of September 30 and the current Collective Agreement.

Specific PD Fund Allocations

National/International Conferences $9 000.00

Mentoring/School Visitations $1 500.00

Personal PD Initiatives $2 000.00

Local 16 PD Committee Leadership Development TBD

Local 16 PD Treasurer Guest Teacher Days TBD

Updated May 2013


Administrative Procedure 422 – Appendix B FSD COMMITMENTS FOR PROFESSIONAL DEVELOPMENT DAYS

We commit to… a. Offer the opportunity for staff to have input into how these days are designed. For example, seek input from your school leadership team, ATA PD rep, staff, etc. This does not necessarily need to be a consensus decision, but it does need to be a collaborative process.

b. Open communication and group accountability between schools to ensure adherence to the commitments.

c. Being tight – the day needs to be focused and productive based on the four components (below). Being loose – the day will look a little bit different at each school.

d. A start and end time that is consistent with a regular school day.

e. Including an outline of the format in School Ed Plans as per these four components:

● FSD Vision for Leading and Supporting Learning ● School (Ed.) Plan Goals ● PLCs ● IPGPs/Self-directed

f. Collaboratively accommodate needs of specialized staff.

g. Being clear and consistent with part-time staff around expectations for this day.

h. Flexibility. We realize that attending a conference or other meeting may be a means of achieving school plan goals or an individual's professional growth plan. We commit to finding a reasonable balance.

Documents

Professional Development Handbookfoothillsata.com/.../pd_handbook_revised_june_2014.pdf · Professional Development Handbook (revised 2014) Page 2 Table of Contents I. Acknowledgements