We need to trust teachers’ judgment

Empowering teachers to act as professionals is the real issue in the dispute between teachers and the provincial government and school boards. Teachers are asking for a role in managing the composition and complexity of classrooms.

Teacher effectiveness and the quality of teaching are enabled or constrained by the conditions of the classroom and school workplace. To attain the best quality of teaching and improve learning, teachers need appropriate teaching assignments, fair teaching loads, and reasonable class composition. Successful learning requires that teachers know and understand each student well. When teachers are overwhelmed by the diverse needs of too many students, the quality of teaching and learning are diminished.

The government and trustees insist these matters are best decided “at the local level.” But local boards cannot decide such things, because the province controls all school funding. Their position is not a solution or even an honest response to teachers’ concerns.

How can teachers have a degree of professional judgment in managing classroom composition and complexity when the government insists there is no place for teachers to have a say, and denies local boards a meaningful role?

The conciliation report urges a face-to-face meeting, but the province refuses to discuss the issue.

Teaching and learning are interactive processes that are constantly changing. What’s important is adapting the kind of teaching with the specific needs, abilities and circumstances of particular students at precise moments in time.

Every teacher I’ve ever met is the best teacher they know how to be. Teachers must have a voice. They need our support to do their jobs well. Richard Ast, Regina