Minister Roberge recently launched the Strategy to promote school personnel. Its objective is to “recognise at its true value the central role that all staff play in the educational success of students and, more broadly, within society”. Most of the 16 actions selected are commendable and have the merit of presenting several ideas. On the other hand, they quite obscure the heart of the work of teachers.
The 26-page detailed strategy is divided into four areas: promotion actions at the local level; professional development; public recognition; monitoring and evaluation. Although the foundation of the strategy and its structuring are noble, it is necessary to put it into perspective. For example, while the increasing complexity of the work of teachers is recognized, in particular because of the need to take into account the diversity among students, one wonders what will contribute to the adaptation of the aspects of the task of a teacher to take into account this exhausting complexity which remains largely ignored.
The question therefore arises of the conditions for implementing the measures of the strategy with regard to the current reality of the school. […] Action 3 aims to support the professional development of school staff by covering the associated costs. While it is difficult to be against development based on a diversity of knowledge resulting from research, systems for analysis and reflection on practice or other methods, it is still necessary to have the time necessary to engage in it freely, according to one’s interests and with a minimum depth.
However, the organization of the current work of teachers, complicated by the shortage, is such that those who wish to engage in professional development have no choice but to devote themselves to it on their own time. Thus, behind a virtuous intention, we can see the undermining of a value stated in the strategy, namely the concern for the well-being of the staff.
Action 6 will deploy a reflection project to enrich the initial training of teachers. As with any training, it is undeniable that that of future teachers can be improved. However, it is important to be aware that this is basic training and that it cannot prepare for the range of situations that will be encountered in a real practice context, in particular the most difficult cases. to manage.
We can therefore wonder to what extent this measure will have a tangible effect on the ground if we do not also review the method of assigning tasks which means that, in many school service centres, we entrust often give new teachers the most difficult tasks. What’s more, these are communicated shortly before the start of the school year, which requires overwhelming last-minute preparation, especially since any beginner takes longer to complete the tasks he is doing for the first time. .
Among the possible avenues for improving training, there is increased interaction between school personnel and university personnel. For example, by involving more primary and secondary school teachers in university courses to nurture the links between practice as well as conceptual elements and knowledge derived from research. However, such initiatives sometimes come up against administrative intransigence, which limits efforts to bring the two places of teacher training closer together.
A final example concerns the desire to promote inspiring role models. Of course, we can be happy to hear more about promising and innovative practices. That said, considering the rise of results-based management and the resulting implications, one wonders on what criteria these reference persons will be chosen. In addition, there is also the risk of stirring up unhealthy emulation between colleagues and organizations that are pursuing a common mission. It would be regrettable if the development effort camouflaged undue pressure.
In conclusion […], the recently launched strategy must not make us forget that the working conditions of teachers remain a crucial issue for the recruitment and retention of teaching staff, as well as a lever of choice for school perseverance and the educational success of young Quebecers. We therefore hope that the promotion actions do not turn into a guarantee strategy for a professional reality that clearly needs to be rebalanced.
*Also signed this text:
Myra Auvergnat Ringuette, elementary teacher at Externat St-Jean-Berchmans
Alexandre Beaupré-Lavallée, professor at the University of Montreal
Jean Bernatchez, professor at the University of Quebec at Rimouski
Patrick Charland, professor at the University of Quebec in Montreal
Sylvain Dancause, secondary school teacher
Nancy Goyette, professor at the University of Quebec at Trois-Rivières
Serge Martineau, teacher at École Louis-Cyr
Mathieu Mercier, social universe teacher at Rivière-du-Loup high school
Nicole Monney, professor at the University of Quebec at Chicoutimi
Mylène Leroux, professor at the University of Quebec in Outaouais