A new action plan proposes biannual teacher evaluations to improve accountability and address issues of incompetence at Bedford School. The initiative, led by Isabelle Gélinas of the Montreal School Service Center, aims to enhance teachers’ confidence while tackling toxic cultures and mischaracterizations of students with special needs. Proposed reforms include clearer disciplinary guidelines, prohibiting religious activities during school hours, and requiring French in student areas. The plan seeks broader application across Quebec schools to promote positive change and support staff effectively.
Regular Teacher Evaluations Proposed for Enhanced Accountability
In a bid to address the lingering issues of teacher incompetence, a new action plan advocates for biannual evaluations of educators by their school administration. This initiative stems from observations made at Bedford School, where the need for improved oversight has become apparent.
According to Isabelle Gélinas, the general director of the Montreal School Service Center (CSSDM), the primary aim is to bolster teachers’ confidence in their teaching abilities rather than to put them in a difficult position. Since October, two independent facilitators have been appointed to assist Bedford School in overcoming the challenges highlighted in a recent investigation that led to the suspension of 11 teachers.
Addressing Toxic Environments and Teacher Competency
The investigation unveiled a troubling culture among some teachers who fostered a toxic atmosphere, neglecting students’ needs and engaging in belittling disciplinary actions. The action plan, obtained by local media, emphasizes the restoration of accountability, which the facilitators believe has been compromised by rigid collective agreements.
Among the proposed measures, the plan outlines the necessity for clearer distinctions between discipline and violence, as well as between kindness and laxity. Additionally, it acknowledges that some educators have mischaracterized students with special needs as “lazy” or “capricious.”
The facilitators also recommend changes that could impact all of Quebec’s schools, including mandating a “formative evaluation” for teachers every two years and prohibiting any religious activities during school hours. Furthermore, they suggest incorporating a requirement for French to be spoken in all student-frequented areas within the school.
While it remains unclear whether Minister Bernard Drainville will implement these suggestions, he has indicated that the action plan will serve as a guiding framework for future decisions. He emphasizes the importance of student safety and well-being, asserting that all options will be considered.
Gélinas views the situation at Bedford as a catalyst for cultural transformation within the CSSDM, aiming to extend the successful recommendations made for Bedford to all schools. Many actions are already being enacted, including reducing administrative burdens on staff to enhance their roles as educational leaders.
Despite the ongoing challenges posed by staff shortages, the dynamic at Bedford School has significantly shifted, especially with the infusion of new teaching staff following the fall scandal. This renewal has brought about positive changes within the school environment.
In summary, the action plan calls for critical reforms, such as:
- Implementing mandatory biannual evaluations for teachers.
- Clarifying the separation between culture and religion to minimize tensions.
- Establishing a ‘pedagogical council’ led by school administration, including diverse staff involvement.
- Prohibiting any religious expressions within school premises during and after class hours.
- Requiring the use of French in areas frequented by students.
- Exploring the creation of a professional order for teachers.
Specific recommendations for Bedford include supporting teachers with the science curriculum, facilitating new staff integration, and ensuring regular human resources presence in the school for effective employee management.