FROM ALBERTA EDUCATION provides links and documents that support the mandatory inclusion of First Nations, Métis and Inuit perspectives and experiences in current and future curriculum in Alberta.
Professional Practice Standards
Together with education stakeholders, Alberta Education has revised and updated the TQS to describe contemporary competencies for our teachers. As well, for the first time in Alberta, a Leadership Quality Standard (LQS) will describe the competencies expected of school leaders and school jurisdiction leaders, while a Superintendent Leadership Quality Standard (SLQS) will define the competencies expected of Alberta school superintendents.
These three standards were signed as Ministerial Orders in February 2018, making all teaching professionals accountable for their applicable standard to the Minister.
The new standards will come into effect on September 1, 2019.
The Teaching Quality Standard identifies six competencies that teachers are required to meet in order to hold and maintain an Alberta teaching certificate.
1. Fostering Effective Relationships
2. Engaging in Career-Long Learning
3. Demonstrating a Professional Body of Knowledge
4. Establishing Inclusive Learning Environments
5. Applying Foundational Knowledge about First Nations, Métis and Inuit
6. Adhering to Legal Frameworks and Policies
The Leadership Quality Standard identifies nine competencies which leaders are required to demonstrate in their practice:
1. Fostering Effective Relationship
2. Modeling Commitment to Professional Learning
3. Embodying Visionary Leadership
4. Leading a Learning Community
5. Supporting the Application of Foundational Knowledge about First Nations, Métis and Inuit
6. Providing Instructional Leadership
7. Developing Leadership Capacity
8. Managing School Operations and Resources
9. Understanding and Responding to the Larger Societal Context
The Superintendent Leadership Quality Standard identifies seven competencies superintendents are required to demonstrate in their professional practice:
1. Building Effective Relationships
2. Modeling Commitment to Professional Learning
3. Visionary Leadership
4. Leading Learning
5. Ensuring First Nations, Métis and Inuit Education for All Students
6. School Authority Operations and Resources
7. Supporting Effective Governance
Alberta Education Resources for Leading Learning
Alberta Education First Nations, Métis and Inuit Education
Alberta Education is committed to improving education outcomes and creating opportunities for First Nations, Métis and Inuit students in Alberta. This website provides information and links to guiding documents and external websites. The First Nations, Métis and Inuit Policy Framework (2002), Alberta’s Expression of Reconciliation, and the United Nations Declaration on the Rights of Indigenous Peoples provide a framework for First Nations, Métis and Inuit education in Alberta.
Guiding Voices: A Curriculum Development Tool for Infusion of First Nation, Métis and Inuit Perspectives
This curriculum development tool contains guidelines and criteria for infusion of the diversity of First Nations, Métis and Inuit (FNMI), Aboriginal and Indigenous perspectives and experiences in the development of curriculum (programs of study, assessments and learning and teaching resources) in Alberta. This tool meets required provincial standards for curriculum development.
Moving Forward: Implementing Collaborative Frameworks
The Collaborative Framework serves as a guide to strengthen collaborative processes between school authorities, parents, communities and other stakeholders, as they work together to improve the educational outcomes of First Nations, Métis and Inuit students.
Successful Practices in FNMI Education: Collaborative Frameworks Building Relationships Companion Resource
This online resource serves as a guide to strengthen collaborative processes between school authorities, parents, communities and other stakeholders, as they work together to improve the educational outcomes of First Nations, Métis and Inuit students. Areas addressed are: Understanding the historical, social, economic and political implications of: treaties and agreements with First Nations; agreements with Métis; the legacy of residential schools; and the impacts of intergenerational trauma on learner development. Collaborative Frameworks is made up of five themes: collaborative partnerships; adaptive organizational practices; culturally responsive educational practices; capacity building; and school communities.
Promising Practices in First Nations, Metis and Inuit Education: Case Studies of Two Alberta Schools
This report shares information about in-depth case studies of two Alberta schools in response to Alberta’s Commission on Learning Recommendation #40 supporting an education system that encourage diversity of programming for First Nations, Métis and Inuit students. The report provides a literature review of research in Aboriginal Education and an overview of the project. The report also provides successful strategies in the context of five themes: First Nations, Métis and Inuit parent and community engagement; First Nations, Métis and Inuit cultural and language programming; teachers, instruction and curriculum/resources; professional development and individual student support.
