The Association is pleased to provide its members with an online website developed to respond to the diverse needs of cooperating teachers, student teachers, school leaders, university facilitators and preservice teacher education preparation program partners.
Sometimes it takes a while for us to find ourselves. But when we do, that is all it takes for us to take flight.
The Association’s Teacher Education and Curriculum Committee put forward a recommendation to develop a practical hands-on, online resource targeting the needs of cooperating teachers who are charged with the responsibility of assisting preservice teachers to transition into their professional roles. Cooperating teachers frequently request additional support and resource materials in specific areas to facilitate their work with student teachers in their various practica.
Furthermore, this website would be developed as an evolving, comprehensive and informative repository accessible by and beneficial to all participants working in the teacher education preparation and field experience programs.
Based on discussions held by the Joint Committee on Practicum (JCOP) on June 18, 2018, an initial framework was developed outlining guidelines and procedures to gather data for this resource. Focus groups were established using current Association area field experience committees. Through an ongoing consultative process, field members and educational partners were asked to share their time, expertise and experience to generate ideas and provide feedback to help develop this website.
In this website, the Association uses the terms in bold below; however we have also included the most commonly used synonyms for these terms found within the research literature, in Alberta and abroad. These terms are used interchangeably within the website.
Induction is defined as a set of experiences that every teacher entering the profession will have that will continue to influence each teacher’s professional growth.
Induction should not be thought of a set of discreet components but as a philosophy about the role of the new teachers and the relationship that exists between novices, veteran teachers and school leaders.
Induction is a systemwide comprehensive training and support process that lasts for two to three years and then seamlessly becomes part of the professional development program of the district to keep new teachers teaching and improving.
There is little that remains constant as the workplace landscape for current future teachers is shifting, responding to complex and frequently ambiguous systemic changes worldwide: societal, geopolitical, technological advances, diversity, demographics. How are we responding within our post-secondary teacher preparation programs, within professional teacher organizations and within school communities?
“The job landscape is changing on a massive scale, and education systems are at pains to keep up…. The rise of experiential learning, and the increasing availability of technical upgrading courses and short term learning opportunities, and the innovative ideas being generated by diverse minds across the country are beginning to make room for new models of learning and working in Canada. The challenge is to stay ahead of the curve.” (p.23)
How do we prepare student teachers for this new reality?
The following excerpts are reprinted with permission from the Globe and Mail (2019). Minor changes to the text have been made in accordance with ATA style.
“Artificial intelligence (AI) is deployed in virtually every area of university life, from admissions to the time when students choose courses to the way teachers organize and teach, to the guidance from teaching assistants to marks and grading.” (p 16)
“AI is doing exactly what is supposed to do—enhance and strengthen the work that students, teachers and administrators already do.” (p 17)
“AI is changing so quickly that the question is becoming not just where are the jobs in AI, but also how quickly can new types of AI be deployed for practical purposes” (p18)
[Preservice teachers] currently within university systems need to understand how to use AI within their teaching practice.
According to Krista Jones, the managing director of the Work and Learning Sector at Innovation Hub MaRS, [preservice] students making their way into the workforce need three critical skills: technical know-how for the area they are in, a passion for some element of the work, and a desire to continue learning as the industry develops.
University students including preservice teachers will also need to possess the following skills and personal qualities:
Stephen Harrington, a lead talent strategist at Deloitte, claims that “We’re going to need future leaders who know how to challenge traditional structures, decompose them, start to move towards teams of cross-functional experts who have a mission. This means that hiring strategies are going to be shifting from skills and experience to personal attributes.”
Brookfield Institute 2019
83 per cent of education providers said they think students are adequately prepared for the workforce, while only 44 per cent of youth and 34 per cent of employers felt the same way.
Rutgers, J-S. 2019. “How Job Seekers Can Combat Automation and Temp Work.” In Canadian University Report. Globe and Mail, November 2.
The following excerpts are reprinted with permission from Abrams (2018). Minor changes to the text have been made in accordance with ATA style.
The following excerpts are reprinted from A Brief History of Public Education in Alberta (2002).
The Association has been involved in university teacher preparation programs for more than seven decades.
Archived letters dating back to 1975 identify the importance of field experiences for student teachers. This fact has not changed, although the field experiences programming has.
Alberta Teachers’ Association (ATA). 2002. A Brief History of Public Education in Alberta. Edmonton, Alta: ATA.