Political, Economic and Social Environment

Political, Economic and Social Environment

Within Which Teachers Work

The objective of this work is to use the concepts of proletarianization and analyze the impact of teaching of the Charter and of the situation described in 'Trying to Teach' and discuss what is signified about the political, economic and social environment within which teachers work.

'TRYING to TEACH' (1993)

"Trying to Teach' relates a 19992 Annual Representative Assembly of the Alberta Teachers' Association which adopted the resolution which states that it is resolved "that Provincial Executive Council develop and publicize a comprehensive position on, and strategies for dealing with, the combination of emerging trends in curriculum, methodology, and organization which are imposing unsound educational practices on teachers and creating conflicting and unreasonable expectations of public education." (Committee on Public Education and Professional Practice, 1993) There was a concern expressed that classrooms were being flooded with various changes that had been enforced by authorities that were either local or provincial and that these changes were merely superficial in reaction to the public demand to do 'something'. Some of the changes were not considered wise and even more so the combination of the changes were not held to be sound in practice. In response to these changes the Committee on Public Education and Professional Practice was established by the Provincial Executive Council with the following stated goals: (1) input invitations were sent to principals and school representatives which requested responses from individuals and the staff members of schools; (2) an invitation that was similar in nature was sent to local secretaries expressing a desire for input from all Association locals; (3) an invitation that was similar in nature was sent to the presidents and secretaries of specialist councils; (4) advertisements were placed in the ATA News soliciting submissions; and (5) Presentations were made at the October 1992 local presidents' meeting. (Committee on Public Education and Professional Practice, 1993) Arising from these invitations were more than 200 submissions, which included eight superintendents, three universities, three specialist councils and eight local associations. If counted as separate submissions the actual number of responses received would be "at least 3,000." (Committee on Public Education and Professional Practice, 1993) However, collective responses were the most common responses received in this study. Teachers in this report expressed deep concern about 'integration' or 'inclusion' stating that while this is desirable it does not always work in all situations. It is related that many of the teachers focused on the lack of necessary support for inclusion of special education students in the regular classroom and in one case it is specifically stated: "This 'dumping' of special needs students without aides, without counseling services, without necessary resources and without inservicing has added stress, frustration and work on the teacher. It has created a negative effect on the other students and is not meeting the educational requirements of the special needs child." (Committee on Public Education and Professional Practice, 1993) Conclusions stated by the ATA Special Education Council on the 'limitations of integration' included that integration "is not appropriate for all children with special needs...Integration is not the placement of students in the regular classroom without the essential support services...It is imperative that training and support services be given to all professionals involved and be made readily available." (Committee on Public Education and Professional Practice, 1993) the Council stated the conclusion that students with special needs "can be successfully integrated into the regular classroom. Successful integration depends upon factors such as an understanding of the process, sufficient preparation time, training of educators, students and parents, effective service delivery and ongoing evaluation." (Committee on Public Education and Professional Practice, 1993) the Department of Education defines a 'results-based curriculum' as being that which "identifies what it is that students are to learn, and describes it in a way that facilitates recognition of student achievement. A results-based curriculum is one, which describes in observable terms, what students need to know and be able and willing to do (knowledge, skills, and attitudes). It contrasts with traditional approaches to writing the curriculum which often describe what teacher should teach or how they should teach, but do not clearly state what students should learn as a result of the teaching." (Committee on Public Education and Professional Practice, 1993) the reasons stated for the move to the 'results-based' curriculum are as follows: (1) a belief that when people (students and teachers) have a clear vision of what they are trying to accomplish, progress toward the goal better than if there are unspecified or unclear goals; and (2) the belief that a results-based, levels-organized curriculum fosters continuity in student learning - children progress best when the curriculum builds on what they already know and identifies the next steps in their learning. (Committee on Public Education and Professional Practice, 1993) the issue of 'Program Continuity' is addressed and it is stated that what is meant by these two works is the "application of sound pedagogy, as we have always known it to be." (Committee on Public Education and Professional Practice, 1993) the essence of program continuity is stated to be "assessing what students know and can do and then teaching so that every student is learning the next steps..." (Committee on Public Education and Professional Practice, 1993) There is stated to have been some debate concerning the principle of students learning at their own rates and simultaneously being passed on up to, the next class with other students their same age and while some held that this was a desirable and effective principle others did not agree. It is stated in the foregoing report that some teachers held that "the student with below average grades and abilities, who is moved on to the next grade begins a cycle of underachievement and failure, developing low self-esteem." (Committee on Public Education and Professional Practice, 1993) Arising from the debate related to the Individual Education Plans (IEPs) for students is a concern that there should be recognition of the "limits of what we can reasonably expect a teacher to do in terms of individualization of instruction." (Committee on Public Education and Professional Practice, 1993) Also an issue of debate in this report is that of 'external testing' which is a practice that the majority of teachers express feeling skeptical about because the inherent limitations of the testing and the time of the testing in the school year result in no benefits whatsoever that assists them or the student. The use of portfolios is also questioned in this report and many teachers express that keeping portfolios are too demanding and that parents do not really care about portfolios because "they always want to know how their child is doing compared to what they are supposed to be doing and in comparison to the rest of the class..." (Committee on Public Education and Professional Practice, 1993) Stated, as that which "provoked the least response from teachers" was that of 'vision statements' and this is stated to have been likely due to teachers seeing this "as being far removed from the classroom." (Committee on Public Education and Professional Practice, 1993) in fact, there was a strong concern expressed by some teachers concerning the "particular directions specified in the vision..." And one teacher stated: "Vision for the Nineties" - the concern I have with this document is the allusion to the fact that in his 'vision' the Minister of Education sees the schools taking over many of the duties of the parents. Both as a parent and as a teacher, I have some concerns with the idea that this is appropriate. I feel that parents should be allowed and encouraged to be parents. Likewise, teachers should be allowed and encouraged to teach. At a time when teachers are absolutely inundated with the daily happenings in their classrooms, I see this as an unreasonable and dangerous expectations. Where will it all end?" (Committee on Public Education and Professional Practice, 1993) as well, in light of the budget cuts and other contradictory facts, the 'vision' was addressed and one teacher stated: "Pretty 'blurry'. It seems to me that 'excellence' for all students is going to be expected with no more money being pumped into education..." (Committee on Public Education and Professional Practice, 1993) a view that was commonly held was that the vision must be developed at the school level if the vision was to be meaningful. (Committee on Public Education and Professional Practice, 1993) the major results of these changes are stated to include the following: (1) many teachers feel simply overwhelmed by the combined changes in curriculum, school, and classroom organization, instructional methods and assessment techniques; (2) a direct result of these developments in an enormous increase in pressure and teacher stress; (3) There is a feelings of being powerless to control of even affect the impact of these changes in part because they are externally imposed and hard to 'pin down' in terms of source or rationale; (4) There is a strong feeling that teachers' professionalism, authority and expertise are being steadily eroded; (5) a common concern was that teachers' voices were not being heard - in fact, they were not even requested; (6) many feel that some of these innovative practices are of dubious value when their potential benefit is weight against the resources required; (7) Many feel that some changes or combinations of changes are having a negative impact ton teaching-learning outcomes and are lading to unsound educational practices; (8) a common concern related to the lack of research to demonstrate that changes would result in improvements; (9)Many were concerned about contradictions and the lack of a clear sense of direction; (10) There was a widespread demand for much more consultation with teachers and their Association on all aspects of educational change, and an accompanying desire for the Association itself to set a clear course and speak with a clear voice. (Committee on Public Education and Professional Practice, 1993) the conclusion of the Council states that "...it is essential that the profession act concertedly to bring about the changes that they know to be necessary for effective education in the province's classrooms. Specific recommendations of the Council are those as follows: (1) Development of a comprehensive position on public education and professional practice must take place on the foundations as follows: (a) a significant reduction in expectations placed on public education; (b) elimination of contradictory expectations; - recognition and enhancement of professionalism and of teachers' right to make choices and judgments in the light of their training, expertise, and needs and interests of their students; (d) provision of the resources to allow teachers to refine and perfect instructional techniques; (e) efficient organization of schools to recognize the constraints of group instruction and the reasonable limits to individualization; (f) a revised model for implementing changes in education, where in innovations are piloted under controlled conditions; are subject to independent evaluation; and are assessed on demonstrated effectiveness, impact on workload and combined impact; (g) provision of necessary supports for all introduced changes; (h) systematic and meaningful input by teachers, individual, in groups, and through their Association, into decisions which affect their professional practice; (i) restoration of balance into such areas as integration and student assessment; and (j) concentrated efforts to confront and reduce the factors that contribute to teacher stress; and (2) that an action plan be developed and implemented to provide teachers and their Association with an organized framework for promoting and achieving these changes." (Committee on Public Education and Professional Practice, 1993)

II. ANALYSIS of REPORT in CONSIDERATION of PROLETARIANIZATION