The Association's Taking Flight website serves as an evolving, comprehensive repository of information, current research and resources accessible to participants involved in all facets of teacher education preparation and field experience programs.
TECC and AFEC play important roles in bringing teacher education and certification concerns to the forefront while ensuring ongoing quality programming through advocacy work and policy development with the Association's external partners.
The Association has a standing committee that advises the Provincial Executive Council on all matters pertaining to teacher education and certification. The committee is kept up to date by a network of representatives who serve on the Association’s four area field experiences committees as well as on committees of external organizations such as Alberta Education and the institutions that offer teacher preparation program. These same representatives are also used by the Association to communicate its concerns about teacher education and certification to the same bodies. From time to time the committee organizes conferences on teacher education issues of current concern.
The Association’s Teacher Education and Certification Committee (TECC) and four regional Alberta Field Experience Committees (EAFEC, CAFEC, LAFEC and CJAFEC) in consultation with Alberta Education and partner groups ensure continuous rigorous examination, refinement, enrichment and improvement of field experience programming through advocacy work and policy development. More information is provided in the following sections (or pages, as in web pages; not sure at this point what term will be used).
The Association’s four area field experiences committees as well as committees of external organizations such as Alberta Education and the institutions that offer teacher preparation programs. These same representatives are also used by the Association to communicate its concerns about teacher education and certification.
The Alberta Teachers' Association is committed to the principles of respecting diversity, equity and human rights. Every school employee (including student teachers) and kindergarten to Grade 12 diverse learners in Alberta has the right to be treated with dignity and expect equitable and inclusive learning opportunities.
The Diversity, Equity and Human Rights (DEHR) committee promotes diversity, equity and human rights in Alberta schools. The committee undertakes such activities as sponsoring the annual Diversity, Equity and Human Rights grant program; publishing the newsletter Just in Time; working with subcommittees for intercultural education, sexual orientation and gender identity and gender equity; and maintaining formal ties with the UNESCO Associated Schools project network (ASPnet).
If you can use the image or information to identify a person in context (for example, a specific school or a specific event), then it is personal information and you need consent to collect, use or disclose (publish) it. Minors cannot provide consent and must have a parent or guardian sign a consent form on their behalf.
The DEHR committee also produces many resources related to diversity, equity and human rights and has recently published a handbook, Establishing DEHR Committees in Local Associations, to help local associations set up their own DEHR committees.
The Alberta Teachers’ Association is committed to the principles of respecting diversity, equity and human rights.
The Association understands “respect for diversity” to mean adhering to beliefs and practices that demonstrate tolerance; accepting and respecting difference in people and their unique circumstances; recognizing differences as positive attributes around which to build educational experiences; and recognizing the complex and changing nature of the individual identities. Rather than something to be managed, diversity is, in the Association’s view, an asset that can help create an abundant and productive democracy.
The Association understands “equity” to mean treating all people fairly and justly in light of their unique circumstances: ensuring that all people have an equal opportunity to reach their full potential and ensuring that oppressed and marginalized individuals and groups are included in society and treated fairly.
The Association understands “human rights” to mean the equal and inalienable right of all persons to live in a free, just and peaceful society without regard to race, religious beliefs, colour, gender identity, physical characteristics, disability, marital status, family status, age, ancestry, place of origin, place of residence, socioeconomic background or linguistic background.
Supporting human rights also entails recognizing and protecting the inherent dignity of all people at the individual, organizational and public policy levels.
Read the Diversity, Equity and Human Rights Position Paper 2003
In an inclusive learning system, diversity is viewed as an asset. A school and a classroom are a reflection of society. Students learn to appreciate differences between people and to understand that differences contribute to richer learning opportunities and more engaging and authentic communities. Inclusive education acknowledges those common threads that bind us together. Each learner is its own thread, woven in concert with their peers, forming the communities of our classrooms.
The goal of inclusive education is to instill in students a sense of belonging and to help them achieve their full potential. The Association recognizes inclusion as a broad and complex term and, therefore, it is critical that collaborative planning take place at provincial, jurisdiction and school levels to build understanding and support for the vision of inclusive education and to create short- medium- and long-term implementation plans to guide the work.
The Alberta Education Act, the ATA Professional Code of Conduct, the Declaration of Rights and Responsibilities for Teachers, the Canadian Charter of Rights and Freedoms, the Criminal Code of Canada and the Alberta Human Rights, Citizenship and Multiculturalism Act all serve as important policies and legislation that reflect the need for Alberta teachers to teach in a manner that is inclusive and respectful of students and teachers who have different sexual orientations and gender identities. These documents serve as important guidelines that reflect the legal, professional and ethical responsibilities of teachers to create safe, caring and inclusive school environments for LGBT students and staff.
The following excerpts from the Alberta Education Act address the issues of diversity, equity and human rights:
Preamble
Whereas students are entitled to welcoming, caring, respectful and safe learning environments that respect the dignity and nurture a sense of belonging and a positive sense of self.
Whereas the government of Alberta recognizes the importance of an inclusive education system that provides each student with the relevant learning opportunities necessary to achieve success.
Section 33. 1 (d)
A board, as a partner in education, has the responsibility to: ensure that each student enrolled in a school operated by the board and each staff member employed by the board is provided with a welcoming, caring, respectful and safe learning environment that respects diversity, and fosters a sense of belonging.
In the context of education, courts have held that publicly funded schools, school boards and the actions/nonactions of school officials are subject to Charter scrutiny. As a result, all students have the right not to be discriminated against in school settings; this right is often violated with respect to LGBTQ students. Teachers, administrators and school boards have a mandated responsibility to ensure that LGBTQ youth and their families are treated with respect and integrity. Addressing homophobia and heterosexism is vital to the health and safety needs of all students and teachers.
Section 15 (1) of the Charter states that
Every individual is equal before and under the law and has the right to equal protection and equal benefit of the law without discrimination and, in particular, without discrimination based on race, national or ethnic origin, colour, religion, sex, age or mental or physical disability.
Although Section 15(1) of the Charter does not explicitly refer to sexual orientation in its equality provisions, the courts have regarded sexual orientation as analogous to the other personal characteristics listed. The inclusion and the accommodation of difference are the spirit of Section 15.
Teachers, administrators and school boards have a mandated professional responsibility to ensure that LGBT youth are treated with respect and integrity within their classroom and school communities.
The Association supports inclusive learning communities through the establishment of gay–straight alliance groups to create awareness and action that promote the creation of safe learning environments for all students in Alberta high schools.
ATA locals or local associations are subsystems within the Association that normally include teachers employed by a school jurisdiction. A local may include the teachers of more than one school jurisdiction, but all the teachers in any one jurisdiction belong to the same local. Currently there are 55 locals and 14 student locals in Alberta. Locals aim to advance and promote the cause of education in Alberta, improve the teaching profession, increase public interest in education and cooperate with other organizations with similar aims.
The Alberta Teachers' Association locals are well positioned to provide ongoing support to field experience programs through their active participation on the Teacher Education and Certification Committee and the four area field experiences committees.
Student locals are subgroups that the ATA maintains for the purpose of delivering services to education students. The ATA operates 14 student locals, each affiliated with a teacher preparation program leading to a degree in education.
