No Time, Less Money: A Collaborative Response to Intensification

Autor/inn/en	Bayles, Bob; Knowles, Brian
Titel	No Time, Less Money: A Collaborative Response to Intensification
Quelle	In: Canadian Journal of Educational Administration and Policy, (2019) 190, S.32-39 (8 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1207-7798
Schlagwörter	Foreign Countries; Faculty Workload; School Districts; Teacher Associations; Surveys; Educational Cooperation; Collective Bargaining; Student Evaluation; Elementary Secondary Education; Class Activities; Principals; Administrator Education; Canada + Suchen Sie Ihr Suchwort? Ausland; School district; Schulbezirk; Lehrerorganisation; Lehrerverband; Lehrervereinigung; Survey; Umfrage; Befragung; Education; cooperation; Kooperation; Tarifverhandlung; Schulnote; Studentische Bewertung; Principal; Schulleiter; Kanada
Abstract	After the completion of a difficult round of negotiations, Prairie Spirit School Division (PSSD) and the Prairie Spirit Teachers' Association (PSTA) convened a committee to investigate causes of teacher workload intensification. The committee perceived an increase in the amount and complexity of teachers' and administrators' workload but required reliable data to inform an appropriate response. This case narrative describes the collaborative efforts of the PSTA and PSSD to address workload intensification with limited resources. The committee contracted a consulting firm to assist in developing an online survey of more than 700 PSTA members to identify causes of intensification. The respondents reported a significant increase in workload over the previous three years, particularly in the areas of assessment, grading, and reporting; differentiating instruction to meet diverse learning needs; and finding classroom resources. The majority of the respondents positively rated their physical and mental health but indicated a need for increased support(s) for stress management and physical activity. While working to translate the data into solutions, the committee articulated the importance of collegial collaboration and recognized the difficulty in prompting struggling teachers and administrators to reach out to each other for help. The committee identified causes of intensification and the need to understand the factors that promote or restrict collegial collaboration. The case narrative is followed by four activities to help educational leadership students explore the complexity of workload intensification. (As Provided).
Anmerkungen	Canadian Association for the Study of Educational Administration. Available from: College of Education, University of Saskatchewan. Tel: 306-966-7619; Web site: https://journalhosting.ucalgary.ca/index.php/cjeap/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01