Alberta Education Teaching Quality Standard

1 Alberta Education Teaching Quality Standard Teaching Quality Standard Teaching Quality Standard Whereas Whereas Alberta 's teachers, students, parents, educational leaders, the Teaching Quality Standard provides a framework and members of the public have a strong will to ensure for the preparation, professional growth, supervision and all Alberta students have access to Quality learning evaluation of all teachers. experiences that enable their achievement of the learning outcomes outlined in programs of study. Whereas students, parents and other partners in Education should Whereas be confident that Alberta teachers demonstrate the Alberta teachers provide inclusive learning environments Teaching Quality Standard throughout their careers.

2 In which diversity is respected and members of the school community are welcomed, cared for, respected and safe. Whereas it is important to recognize the value of a consistent Whereas Standard of professional practice for all teachers in the Alberta teachers play a fundamental role in establishing province. the conditions under which the learning aspirations and the potential of First Nations, M tis and Inuit students will be realized. Whereas Quality Teaching occurs best when teachers work together with other teachers in the common interest of helping all students succeed in diverse and complex learning environments.

3 Alberta Education 2. Teaching Quality Standard 1. In the context of this document: (e) school authority means a public school board, (a) competency means an interrelated set of separate school board, Francophone regional knowledge, skills and attitudes, developed over authority, charter school operator or accredited time and drawn upon and applied to a particular private school operator;. Teaching context in order to support optimum (f ) school community means students, teachers and student learning as required by the Teaching other school staff members, parents/guardians and Quality Standard ;. school council members.

4 (b) inclusive learning environment means a (g) school council means a school council established classroom, school, on-line learning environment or under the School Act, or a parent advisory council other educational setting structured to anticipate, established under the Private Schools Regulation;. value and respond to the diverse strengths and needs of all learners; (h) student means, for the purpose of this Standard , an individual enrolled in a school or required by law (c) indicators means actions that are likely to lead to attend, and includes a child younger than 6 years to the achievement of a competency and which, of age who is enrolled in an early childhood services together with the competency, are measurable and program.

5 Observable;. (i) teacher means an individual who holds a (d) local community means community members certificate of qualification as a teacher issued who have an interest in Education and the school, under the School Act. including neighbouring M tis settlements, First Nations and other members of the public;. 2. The Teaching Quality Standard : Quality Teaching occurs when the teacher's ongoing analysis of the context, and the teacher's decisions about which pedagogical knowledge and abilities to apply, result in optimum learning for all students. 3. All Alberta teachers are expected to meet the 4. The Teaching Quality Standard is described Teaching Quality Standard throughout their by the following competencies and indicators: careers.

6 In any given context, reasoned professional judgment must be used to determine whether the Teaching Quality Standard is being met. Alberta Education 3. Teaching Quality Standard Fostering Effective Engaging in Career-Long Relationships Learning 1. A teacher builds positive and productive 2. A teacher engages in career-long professional relationships with students, parents/guardians, learning and ongoing critical reflection to peers and others in the school and local improve Teaching and learning. community to support student learning. Achievement of this competency is demonstrated Achievement of this competency is demonstrated by indicators such as: by indicators such as: (a) collaborating with other teachers to build personal (a) acting consistently with fairness, respect and collective professional capacities and expertise.

7 And integrity;. (b) actively seeking out feedback to enhance (b) demonstrating empathy and a genuine caring Teaching practice;. for others;. (c) building capacity to support student success in (c) providing culturally appropriate and meaningful inclusive, welcoming, caring, respectful and safe opportunities for students and for parents/guardians, learning environments;. as partners in Education , to support student (d) seeking, critically reviewing and applying learning;. educational research to improve practice;. (d) inviting First Nations, M tis and Inuit parents/. (e) enhancing understanding of First Nations, M tis guardians, Elders/knowledge keepers, cultural and Inuit worldviews, cultural beliefs, languages advisors and local community members into and values; and the school and classroom.

8 (f ) maintaining an awareness of emerging technologies (e) collaborating with community service professionals, to enhance knowledge and inform practice. including mental health, social services, justice, health and law enforcement; and (f ) honouring cultural diversity and promoting intercultural understanding. Alberta Education 4. Teaching Quality Standard Demonstrating a consider student variables, including: - demographics, age, gender, ethnicity, Professional Body religion;. of Knowledge - social and economic factors;. - maturity;. 3. A teacher applies a current and comprehensive repertoire of effective planning, instruction, and - relationships amongst students.

9 Assessment practices to meet the learning needs of - prior knowledge and learning;. every student. - cultural and linguistic background;. Achievement of this competency is demonstrated by indicators such as: - second language learning;. (a) planning and designing learning activities that: - health and well-being;. address the learning outcomes outlined in - emotional and mental health; and programs of study; - physical, social and cognitive ability;. reflect short, medium and long range planning; (b) using instructional strategies to engage students incorporate a range of instructional strategies, in meaningful learning activities, based on: including the appropriate use(s) of digital specialized knowledge of the subject areas they technology, according to the context, content, teach.

10 Desired outcomes and the learning needs of an understanding of students' backgrounds, students;. prior knowledge and experiences;. ensure that all students continuously develop skills a knowledge of how students develop as learners;. in literacy and numeracy;. (c) applying student assessment and evaluation practices communicate high expectations for all students;. that: foster student understanding of the link between accurately reflect the learner outcomes within the activity and the intended learning outcomes;. the programs of study;. consider relevant local, provincial, national and generate evidence of student learning to inform international contexts and issues.