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CTABC-SCSBC Teacher Professional Development Policy:
Introduction:
British Columbia Christian Schools that are members of the CTABC-SCSBC family of schools require qualified teachers to enter the profession. The “Teacher Qualifications Policy” (see FAQ 4) identifies those expectations. It is important to be aware what the minimal qualifications should be to teach in a Christian School and that the teacher makes it a priority to meet these requirements.
Once teachers have met all the requirements for teaching in a Christian school, there is an expectation teachers are motivated to improve their professional skills, knowledge and understanding for the duration of their career. This policy makes recommendations that will assist the teacher in their professional development.
Assumptions 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 permanent 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.
Recommendations 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:
o A formal mentorship responsibility for a teacher over the course of a year. (30 hours)
o Participate in a curriculum review and development writing project. (15 -30 hours)
o 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)
o Prepare and lead a workshop at a conference or as an in-school service (5 hours)
o Write an article for an education publication such as the Christian Educator’s Journal. (5-15 hours depending on length)
o Participate in SCSBC curriculum initiatives (4-5 hours per day)
o Participate in a cross-cultural educational partnership, exchange or service (30 hours)
o 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)
o Organize and lead a unique school-wide inter-disciplinary learning event (15 hours)
o Train and acquire new skills in a new technology to train other teachers (15 hours)
o 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)
o Attend Christian Principal’s Association of BC organized retreats and conferences. (8-12 hours)
Recommendations 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.
o Full-time teacher’s salary is connected to 200 designated days for instructional, in-service and professional development.
o “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.
o 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.
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