Expectations about Professional Development:
- Teachers need to take primary responsibility for planning their own professional development. Each teacher should have a five or ten year plan for their own professional development entered into their professional file.
- The Principal needs to take time to discuss with each teacher (on indefinite contract) the details of a professional development plan of action every three to five years. The Principal has the authority to specify areas where professional growth is needed.
- The School Board has to ensure that teachers have the necessary resources and incentives of time and money to access professional development resources.
- Professional development describes a wide array of training-learning opportunities that includes: courses (University, college, hands-on practicum), conferences, committee and board involvement associated with education, workshop leaders, professional associations, mentoring, travel, cross-cultural exchanges, teacher exchanges, etc.,
- Public and Christian universities and colleges remain important providers of research and instruction for the teachers.
- A teacher’s professional development is enhanced significantly when it is done with-in a professional learning community. An individual professional development plan, pursued in isolation of teaching colleagues, will never achieve the benefits of a “relationship embedded education” or a “collaborative team approach.”
- Using web-technology for “on-line” courses and “professional working groups” are to be encouraged; but should be balanced by face-to-face discussions and show evidence of building professional communities that value hospitality and educational rigour.
- The outcome of all professional development needs to demonstrate improved student learning in the classroom and in the student’s leadership within the school community.
- A teacher who has administrative aspirations and takes courses that do not pertain directly to improving student learning, need to have a special professional growth plan agreed to by the administration and board.
Expectations for full and part-time teachers:
A teacher should be able to document an average of thirty hours of professional development each year. The following list is meant to serve as a guideline. Each school is encouraged to develop additional professional development activities to meet this requirement.
- Take a University-College level course at least once every five years. (30 hours)
- Document professional development taken each year. (Ex. CTABC PD Record Card)
- Attend the CTABC organized two-day October Teachers Conference and the one-day Spring Regional Conference. (@ 4 hours per day)
- Provide evidence of leadership and participation in one or more of the following:
- A formal mentorship responsibility for a teacher over the course of a year. (30 hours)
- Participate in a curriculum review and development writing project. (15 -30 hours)
- Participate in grade or subject specific workshops at the provincial or local level offered by other public and Christian institutions. (Max. 2 days: 4-8 hours)
- Prepare and lead a workshop at a conference or as an in-school service (5 hours)
- Write an article for an education publication such as the Christian Educator’s Journal. (5-15 hours depending on length)
- Participate in SCSBC curriculum initiatives (4-5 hours per day)
- Participate in a cross-cultural educational partnership, exchange or service (30 hours)
- Provide leadership and service for a committee or board that provides educational leadership: Ex. CTABC Board, Convention Planning Committee, Education Committee, Local Community Public Library volunteer, etc., (20 hours)
- Organize and lead a unique school-wide inter-disciplinary learning event (15 hours)
- Train and acquire new skills in a new technology to train other teachers (15 hours)
- Take a “hands-on course” offered at the community level that has classroom application. Ex. A foods safe course; growing herbs for the classroom; etc., (5-15 hours)
- Attend Christian Principal’s Association of BC organized retreats and conferences. (8-12 hours)
Expectations for Principals and Schools Boards:
- Ensure each teacher has a professional development plan and maintains and updates a record of professional development. A formal record card is available from the CTABC office.
- Offer a school based, one-week, rigorous, professional development activity, every five years. Invite a smaller Christian school the opportunity to attend this event.
- Budget one percent of gross teacher salaries for a teacher’s professional development.
- “Time on task” needs to documented and expensed.
- Full-time teacher’s salary is connected to 200 designated days for instructional, in-service and professional development.
- “Teacher-on-call” cost to cover teacher attending a professional development activity needs to be expensed at the recommended TOC payment in the SCSBC Compensation report.
- The cost of taking a course that will immediately or eventually contribute to a category change will be borne equally by the teacher and the school. If no category change is anticipated within five years, the full course will be paid to a maximum of $750.00
- A teacher needs to apply for professional development funding and provide a rationale for how the activity will benefit student learning and what the real costs will be.
- Payment to the teacher for professional development may be withheld until successful completion of the program has been documented.
The professional development budget needs to cover the cost of a teacher taking a course once every five years. Consideration may need to be given to twenty percent of teachers taking courses each year.