Following the acrimony of our recent job action in BC schools, I’m inclined to take stock of what may be considered ‘wins’ in an otherwise defeating series of events. Having seen the government come to the terms that it did in the end, it’s hard not to feel that the major motivation Peter Fassbender and Christy Clark brought to the bargaining process was to spitefully take almost ten thousand dollars from me and my colleagues.
Those were mortgage payments.
Student loans deferred.
It’s difficult to not see it as mean-spirited, is all.
Of course, the government’s representatives were asking for much more, and to have struggled to a draw against a government that pays no heed to repeated admonishments in the province’s highest court is a victory of sorts, even while it may not give teachers as much to show for their efforts in the strike as we may have liked.
A raise that keeps pace (or caught us up) with inflation would have been a start.
Meaningful reforms to class sizes and composition ratios would have been another.
That said, in our local agreement Coquitlam teachers did affirm our rights to professional autonomy by gaining further control of our professional development in Article F.22, which guarantees us the affordance of a Pro-D committee that has access to school-based funding, as well as the autonomy to determine and advise administration on matters relating to professional development. This contract language represents a progressive step toward greater teacher autonomy as we assert more control over our own professionalism, which both our union and employer agree is tied to ongoing professional learning.
From its guide to members, the BCTF recognizes the following principles of professional development:
- Members have an ongoing responsibility to develop professionally
- Members have autonomy in making choices about their own professional development
- Professional development planning is guided by members’ needs
- Professional development informs teaching practice and encourages collegiality
- Professional development requires time and resources to meet members’ needs
- Professional development incorporates a wide repertoire of teacher collaboration, mentorship, action research, workshops, professional course work, professional reading, peer coaching, and reflection.
The British Columbia Teachers’ Council similarly maintains the following Standards for Education, Competence and Professional Conduct, with respect to professional development:
Educators engage in career-long learning
Educators engage in professional development and reflective practice, understanding that a hallmark of professionalism is the concept of professional growth over time. Educators develop and refine personal philosophies of education, teaching and learning that are informed by theory and practice. Educators identify their professional needs and work to meet those needs individually and collaboratively.
Educators contribute to the profession
Educators support, mentor and encourage other educators and those preparing to enter the profession. Educators contribute their expertise to activities offered by their schools, districts, professional organizations, post-secondary institutions or contribute in other ways.
Taken together with our new collective agreement around professional development, these principles of professional learning create an opportunity to revisit our school’s culture around pro-d and create an emphasis around lifelong learning, collaboration, and accountability.
If the professional development committee is to take its place alongside the CTA representation and Collaborative Decision Making Committee (CDMC) as another avenue of representing the voice of our teaching staff alongside our local stakeholders, I suggest it establishes a mandate for individuals to create and maintain an individual growth plan, and initiates a process of collaborative inquiries extending from these stated goals. Such a framework could then be used to guide a school’s Pro-D committee in facilitating meaningful, relevant, personalized professional learning throughout the year.
Such a reform would mirror the emerging themes in educational research stressed in the 21st century (inquiry, personalized learning, collaboration), and furthermore reflects a professional expectation for teachers to continually engage in learning about and reflecting on our craft as educators. It is this expectation which differentiates us from what might be considered vocations, or merely more general ’employees,’ and is a distinction that is especially important to make following the protracted battle our profession has waged in the court of public opinion in British Columbia in recent years. Having defended and expanded our rights to autonomous professional development, we owe it to ourselves and the communities we serve to explore the potential of our own learning such that we might be able to better demonstrate – for one another as colleagues as well as the student and parent communities we serve – the value of our recent struggle.
In breaking down the notion of Autonomous Professional Development, we might glimpse the convergence of our rights and responsibilities as practitioners:
Engaged in by me, and us as a community of individuals. Owned by the individual and the community.
Highly skilled. Adhering to standards and expectations.
Each of these first two may be seen to be both rights and responsibilities, and the freedom encapsulated in our rights is proportional to a commitment in our responsibilities to continually develop our understanding of autonomy and professionalism.
In other words, if we expect ourselves to be autonomous and professional, our responsibility is to continually develop:
Develop our skills. Develop our community. And develop our profession.
This act of development is a constructive act, one which suits the principles of democracy that we are all – regardless of subject speciality – charged with teaching in our classrooms, and a process we are obligated to engage in as citizens in a democracy, as well as teachers, and professionals. And if we are to provide this type of learning in our classrooms, we should be engaged – and are compelled to be engaged, in the language of our own members’ guide and professional expectations – in a similarly constructive development of our own practice and profession.
Throughout this process we are guided by the following questions:
- What are you working on?
- What are you trying to do?
- What do you wonder about?
It is not acceptable to not have an answer to these questions, and for my part I am suggesting that we amend our policies and expectations around professional development at our school to reflect this attitude. To this end, I hope to see our professional development committee move to require teachers to submit a personal growth plan at the outset of each year that will help direct our school based Pro-D toward a collaborative inquiry framework to support teacher-professionalism and community-building.