Optimum Learning for All Students Implementing Alberta’s 2018 Professional Practice Standards 2021-2022 Year 3 Survey Report

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dc.contributor.authorFriesen, Sharon
dc.contributor.authorChu, Man-Wai
dc.contributor.authorHunter, Darryl
dc.contributor.authorBrown, Barbara
dc.contributor.authorParsons, Dennis
dc.contributor.authorStelmach, Bonnie
dc.contributor.authorSchmidt, Edgar
dc.contributor.authorAdams, Pamela
dc.contributor.authorBurleigh, Dawn
dc.contributor.authorMombourquette, Carmen
dc.date.accessioned2022-08-03T20:06:39Z
dc.date.available2022-08-03T20:06:39Z
dc.date.issued2022-08-03
dc.description.abstractAlberta Education commissioned this 4-year longitudinal, mixed methods research study, which is designed to assess, deepen, and extend the implementation process for Alberta’s three professional practice standards: The Teaching Quality Standard (TQS) the Leadership Quality Standard (LQS), and the Superintendent Leadership Quality Standard (SLQS). This report presents the survey findings from the third year of the study. Findings are presented for each of the three standards. Results overall indicate: 1. educators across the province are in the adapting stage of implementation--– where teachers, school leaders, and superintendents are still adapting in their practice to novel problems– they reported much flexibility. The ongoing public health situation continue to require flexibility and continuing adaptivity. The standards and their implementation do not appear to be rigidifying practice since interquartile ranges and standard deviations remain professionally healthy for fostering discussion and multiple perspectives. 2. leaders must continue to engage the wider community. While small gains have been made in year 2 of the study, year 3 results indicate that leaders are negatively experiencing most of the impact from the ongoing pandemic. 3. forms and formats of professional learning and leadership development to build capacity in teachers, leaders, and superintendent leaders continue to shifted markedly. What that means for changing educator behaviour and enacting standards to support “optimal” learning remains unclear, and 4. Organization drivers indicate the need to create more hospitable administrative, funding, policy, and procedures to ensure that the competency drivers are accessible and effective as well as to ensure continuous quality monitoring and improvement with particular attention needed to student outcomes.en_US
dc.description.grantingagencyOtheren_US
dc.identifier.citationFriesen, S., Chu, M.-W., Hunter, D., Brown, B., Parsons, D., Stelmach, B., Schmidt, E., Adams, P., Burleigh, D., & Mombourquette, C. (2022). Optimum Learning for All Students Implementing Alberta’s 2018 Professional Practice Standards 2021-2022 Year 3 Survey Report. University of Calgary.en_US
dc.identifier.urihttp://hdl.handle.net/1880/114910
dc.identifier.urihttps://dx.doi.org/10.11575/PRISM/39959
dc.language.isoengen_US
dc.publisher.facultyWerklund School of Educationen_US
dc.rightsUnless otherwise indicated, this material is protected by copyright and has been made available with authorization from the copyright owner. You may use this material in any way that is permitted by the Copyright Act or through licensing that has been assigned to the document. For uses that are not allowable under copyright legislation or licensing, you are required to seek permission.en_US
dc.subjectprofessional practice standardsen_US
dc.subjectimplementation driversen_US
dc.subjectAlberta Educationen_US
dc.titleOptimum Learning for All Students Implementing Alberta’s 2018 Professional Practice Standards 2021-2022 Year 3 Survey Reporten_US
dc.typereporten_US
ucalgary.item.requestcopytrueen_US
ucalgary.scholar.levelFacultyen_US
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