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Chapter 5 - Definition of Roles

Duties of a Teacher

By defining the role of teachers in section 196 of the Education Act, the provincial legislature has provided a general summary of the duties of a teacher as they relate to providing instruction or supervision.

196(1) A teacher while providing instruction or supervision must

(a) provide instruction competently to students;
(b) teach the courses of study and education programs that are prescribed, approved or authorized pursuant to this Act;
(c) promote goals and standards applicable to the provision of education adopted or approved pursuant to this Act;
(d) encourage and foster learning in students;
(e) regularly assess students and periodically report the results of the assessment to the students, the students’ parents and the board;
(f) maintain, under the direction of the principal, order and discipline among the students while they are in the school or on the school grounds and while they are attending or participating in activities sponsored or approved by the board;
(g) subject to any applicable collective agreement and the teacher’s contract of employment, carry out the duties that are assigned to the teacher by the principal or the board.

(2) At any time during the period of time that a teacher is under an obligation to the board to provide instruction or supervision or to carry out duties assigned to the teacher by a principal or the board, a teacher must, at the request of the board,

(a) participate in curriculum development and field testing of new curriculum;
(b) develop, field test and mark provincial assessments, and
(c) supervise student teachers.

School board and school policy will provide additional information on the expectations placed upon teachers in a specific jurisdiction.

Duties of a Substitute Teacher

Substitute teachers are key team members of every school and school division staff. They have the same certification requirements as other teachers and are full active members of the Alberta Teachers’ Association from their first day of service. They have the same roles and responsibilities as any other classroom teacher as defined by the Education Act and the Teaching Profession Act. The only difference is that they are day-to-day employees who do not have regular teacher contracts.

Substitute teachers may teach in many schools and in more than one jurisdiction; therefore, they will have to become knowledgeable about the appropriate policies in a variety of situations. The school administration will be able to provide copies of the relevant school and school board policies. Ideally, these policies will be available in a school handbook for substitute teachers, prepared and updated at the school level.

Substitute teachers should be given the same respect and consideration as any other colleague. Generally speaking, substitute teachers should follow the same timetable as the absent teacher. This allows them to adequately prepare for classes, mark assignments, become familiar with the routines and expectations of the school and write notes for the absent teacher.

The expectation that substitute teachers follow the schedule of the absent teacher is codified in at least one collective agreement in Alberta as follows:

A substitute teacher shall normally follow the schedule of the teacher who is absent from duties. Any alteration to the regular schedule will be explained to the substitute by school administration upon request and must comply to adjustments which might normally occur if the absent teacher was in attendance.

However, such a clause should not be required to ensure substitute teachers receive the professional courtesy they should expect from their colleagues.

Like most teachers, substitute teachers are often willing to volunteer to provide support and assistance beyond the schedule of the absent teacher if they have completed their other professional obligations.

Substitute teachers should only be assigned supervision duties that are reasonable and appropriate. Some school divisions have policies that stipulate substitute teachers are not to be assigned supervision duties in the first half day of a teaching assignment or other duties beyond those normally assigned to the teacher being replaced.

Careful thought should be given to the duty of care whenever substitute teachers are assigned supervision. Has the substitute teacher been adequately informed about

  1. the school rules and procedures,
  2. discipline policy and procedures,
  3. safety procedures and emergency contacts,
  4. inherent risks in the school or on the playground,
  5. special needs students, and
  6. any other potential risks?

Principals should give all substitute teachers the information they need to supervise effectively and give them sufficient time to become familiar with the procedures.

Simply having a substitute teacher present without adequate preparation could put students, the teacher, the school and the school division at risk. Some school divisions have, for example, put policies in place that stipulate that field trips must be cancelled if the teacher(s) in charge is replaced by a substitute teacher.

If instructional time and assignable time are not covered in the collective agreement, then substitute teachers are entitled to at least one half-hour break during the day.

If these simple guidelines regarding professional courtesy and respect are followed, substitute teachers can make a professional contribution to the school that will benefit everyone. They will indeed feel like key team members.

Duties of the Principal

Section 197 of the Education Act defines the duties of the principal of the school.

197 A principal of a school must

(a) provide instructional leadership in the school;
(a.1) provide a welcoming, caring, respectful and safe learning environment that respects diversity and fosters a sense of belonging;
(b) ensure that the instruction provided by the teachers employed in the school is consistent with the courses and programs of study prescribed, approved or authorized pursuant to this Act;
(c) evaluate or provide for the evaluation of programs offered in the school;
(d) ensure that students in the school have the opportunity to meet the standards of education set by the Minister;
(e) direct the management of the school;
(f) maintain order and discipline in the school and on the school grounds and during activities sponsored or approved by the board;
(g) promote cooperation between the school and the community that it serves;
(h) supervise the evaluation and advancement of students;
(i) evaluate the teachers employed in the school; and
(j) subject to any applicable collective agreement and the principal’s contract of employment, carry out those duties that are assigned to the principal by the board in accordance with the regulations and the requirements of the school council and the board.

Performance Evaluation

Section 197(i) assigns to the principal the duty to evaluate the teachers employed in the school, including substitute teachers. Some school boards have developed policies and procedures related to the performance evaluation of substitute teachers; however, most have not. Since the majority of substitute teachers want to obtain contract teaching status, having written performance evaluations to enhance a resume and job application is important. Substitute teachers are encouraged to invite appropriate supervisory personnel to observe and evaluate their professional performance. They should do this when they have the opportunity to substitute teach in the same teaching position for a number of consecutive days—when lesson planning, presentation and follow-up are essentially those of the substitute teacher and provide a more realistic situation for the evaluator and the teacher. Teachers who are willing to receive feedback on their professional performance and who respond positively to constructive suggestions are often viewed favourably as applicants for contract positions.

Substitute teachers may wish to develop a professional portfolio to enhance the evaluation process, as well as document professional growth plans and provide evidence of successful teaching practice in relation to the Teaching Quality Standard. This may include a letter of support from a school administrator including comments on the teacher’s strengths and abilities as they relate to the Teaching Quality Standard. Substitute teachers can also enhance their opportunities for employment by regularly updating their personnel files with their most recent teaching experience, professional development undertaken, and any pertinent detail related to teaching assignments held.

Under the present Alberta Education Policy, Teacher Growth, Supervision and Evaluation, teachers moving from an interim professional certificate to a permanent professional certificate do so upon the recommendation of an authorized person supported by the findings of two or more evaluations of the teacher. This is true for substitute teachers, as well as for teachers under contract. Although lack of an evaluation of teaching does not prevent a substitute teacher from applying for contract positions, an evaluation can enhance an application for contract employment.

Student Responsibilities

Section 31 of the Education Act also provides a code of conduct for students, which provides a legislative base for school attendance and behaviour policies. The contents of this section are often valuable when dealing with parents and/or students. The code defines reasonable expectations regarding the conduct of students.

31 A student, as a partner in education, has the responsibility to

(a) attend school regularly and punctually,
(b) be ready to learn and actively engage in and diligently pursue the student’s education,
(c) ensure that the student’s conduct contributes to a welcoming, caring, respectful and safe learning environment that respects diversity and fosters a sense of belonging,
(d) respect the rights of others in the school,
(e) refrain from, report and not tolerate bullying or bullying behaviour directed toward others in the school, whether or not it occurs within the school building, during the school day or by electronic means,
(f) comply with the rules of the school and the policies of the board,
(g) cooperate with everyone authorized by the board to provide education programs and other services;
(h) be accountable to the student’s teachers and other school staff for the student’s conduct, and
(i) positively contribute to the student’s school and community.

Superintendent

The superintendent of schools is the chief executive officer of the school board. Often, jurisdictions employ more than one central office administrator, and duties are allocated to these people by the board. Substitute teachers are advised to become familiar with the jurisdiction’s policies regarding staff recruitment, selection, hiring and deployment. This is particularly important for substitute teachers wishing to be considered for contract teaching positions.

 

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