In 1967 the Alberta Teachers’ Association developed a policy that outlines a set of steps for curriculum implementation.
Policy 2.2.1.7
In developing and implementing a new program of studies, the Government of Alberta should follow these steps:
- Undertake a needs assessment.
- Formulate a statement of goals and learner outcomes.
- Produce a draft program of studies.
- Undertake a pilot project to evaluate the draft program of studies, the teaching and learning resources and the impact of the program on teacher workload.
- Plan, fund, implement and evaluate inservice for teachers required to teach the new program of studies.
- Ensure that the approved program of studies and necessary resources are available at least one school year before the date of implementation.
- Provide school authorities with funds to purchase approved teaching and learning resources and acquire additional facilities that may be required.
- Allow one year of optional implementation.
- Ensure that it is fully funded.
- Evaluate the new program of studies on an ongoing basis.
- Revise the program of studies as needed.
Additional context for the blueprint
In 1967 the Association developed the first position paper aligned with, and to provide further context to, policy 2.2.1.7. Curriculum and Student Assessment attempts to expand the public’s understanding of curriculum generally, distinguish between the roles of the teacher and of society regarding curriculum, and articulate the difference between student assessment and standardized and large-scale assessments.
The position paper acknowledges that curriculum exists for students and must reflect what Albertans feel is important for students to learn and the management of that content over time. Of note, it speaks about the need for curriculum to be organized logically and sequentially, encouraging critical and creative thinking. The paper recognizes the essential role of teachers as those who bring the curriculum to life in their day-to-day practice and the importance of their contribution to curriculum decision making.
Related to this and required for successful implementation, the paper underscores the role of government in providing adequate funding for resources as well as adequate funding for supports and services for the pre-implementation (field test) and implementation phases. This includes ensuring that approved programs of study are available well in advance of implementation.
Assessment, both formative and summative, has an important function in the teaching and learning process. A combination of the teacher’s professional judgment and curriculum-based assessment, not standardized tests or large-scale assessments, should inform decisions about student performance for placement and reporting purposes.
The position paper is reviewed frequently and was last revised in 2018. It can be found at teachers.ab.ca > About > What We Think > Position Papers.
We believe
The Alberta Teachers’ Association has developed 10 statements of belief about curriculum and curricular reform. Like the position paper, these statements align with Policy 2.2.1.7 and support the same steps for implementation.
We believe that curriculum is about what should be learned.
We believe that curriculum is not about how a particular curriculum outcome should be taught.
We believe that curriculum belongs to, and must be understood and supported by, Albertans.
We believe that on matters of designing programs of study, teachers must take the leading role.
We believe that business has a legitimate contribution to make, but that curriculum must address much more than short-term economic objectives.
We believe that curriculum should allow room for inclusion, local innovation and adaptation.
We believe that technology is a tool that can be used to support instruction.
We believe that assessment and evaluation must be consistent with the curriculum.
We believe that curriculum implementation must be properly supported.
We believe that it is the responsibility of teachers to lead students to mastery of the curriculum, and it is the responsibility of government and school boards to support teachers in their efforts to do so.
The full document, which includes a detailed explanation of each belief, can be found at teachers.ab.ca > News and Info > Issues > K–6 Draft Curriculum > Key Principles for Curriculum Reform.