Alberta’s Proposed “Student First Act”: Analysis from an Academic Integrity Perspective

November 15, 2021

Last week the Hon. Adrianna LaGrange, Minister of Education in Alberta, published a commentary in the Edmonton Journal about a proposed new legislation she intended to bring forward called the “Student First Act”.

In this blog post I offer my perspective on this editorial through the lens of someone who studies educational integrity, including misconduct. I have pointed out my qualifications to comment on matters related academic misconduct in a previous blog post, so I won’t repeat them here. Suffice to say that I have some expertise related to academic integrity. Those familiar with my work will know that I advocate for a multi-stakeholder approach to academic integrity in which students, educators, and administrators are all held accountable for their behaviours. Academic integrity is about more than student conduct and examining educator and administrator misconduct remains an understudied area, but an important one.

In my analysis of LaGrange’s commentary (which was effectively an announcement about the new proposed legislation), I will examine both the positive and negative aspects of this announcement.

Lack of Transparency

LaGrange opened by stating that, “Fourteen years ago, as a newly elected school board trustee in Red Deer, I began hearing concerns about the lack of transparency in teacher disciplinary process. Now, as Alberta’s minister of education, I hear these same concerns from students and parents across the province.”

It’s a good thing that Minister LaGrange heard these concerns. There shouldn’t be any surprise with regards to misconduct occurring. Misconduct happens in almost every profession and teaching is no exception. Here LaGrange is signalling that she first became aware that there was a “lack of transparency in teacher disciplinary process”.

“Lack of transparency” is a trigger phrase. It is almost a guarantee that readers and members of the public will become offended when they hear about “lack of transparency”, especially from a government. As I have written about in my book, misconduct among educators is usually addressed by human resources. There are strict laws in Canada, including in Alberta, about what a human resources manager or department is legally permitted to disclose regarding an employee misconduct. I am not a labour relations lawyer, but I am confident saying that this “lack of transparency” is a function of existing labour laws, not a flaw in government policy.

Every large organization in Alberta and in Canada has policies and procedures in place to address employee misconduct. There are thresholds in place so that if a misconduct crosses over from an internal disciplinary matter to a criminal one, that these must be reported to police for investigation.

There is an assumption in the LaGrange editorial that school boards lack processes to investigate employee misconduct or that the existing processes are flawed. I suspect that if she dug a little deeper she would find that the existing policies and procedures conform to the labour laws already in place.

Praise… but…

LaGrange goes on to say, “While the overwhelming majority of teachers in the province are dedicated and caring professionals, we know that cases of inappropriate or even dangerous conduct do happen — and sometimes those cases involve a student.”

It’s good to see that the Minister of Education is acknowledging that “the majority of teachers in the province are dedicated and caring professionals”. This is a truism and there’s nothing really new here. In her book, Cheating: Ethics in Everyday Life, author Deborah Rhode guides us to think about cheating and other misconduct behaviours as a bell curve. At one end you have a small minority of people who rarely or never commit misconduct. At the other end, you have another small percentage of people who do bad stuff repeatedly and often. In the middle, there’s about 80% or so who are basically good most of the time, but can be influenced by circumstances on occasion.

One concerning aspect of LaGrange’s statement is that she seems to be focusing on the moral character of the teachers, rather than their behaviour. As someone who studies misconduct, I can say that in Canada, we treat misconduct cases as bad behaviour, not as a moral failing. This is an important distinction because these are drastically different philosophical positions. Bad behaviour can be corrected, but moral failings? That’s an entirely different matter. I am guessing that political scientists might agree that it would be a fool’s errand for any politician to comment on the moral failings of others…

“An extremely concerning case…”

LaGrange goes on to explain that in 2019 an “extremely concerning case” crossed her desk. Wow, that’s got to be bad, right? I mean… an extremely concerning case. We’d better pay attention here, folks.

Let’s unpack that though… A few paragraphs previously, LaGrange commented that she’s been hearing about misconduct cases for fourteen years. It took 14 years for an “extremely concerning case” to cross her desk? As someone who studies misconduct, I am genuinely surprised by this. For those of us who deal with misconduct on a regular basis as part of our jobs, it probably a matter of weeks or months — not years — before we come face to face with an egregious or complicated case. That’s like saying the Minister of Justice didn’t hear about a horrible criminal case until after a decade of being on the job. Really? How remarkably lucky for the minister that she has been in an educational leadership role and has not encountered an extremely concerning case for 14 years.

Of course, we do not know what the details of the case were and nor should we. What we do need to know is that if the case was so concerning that it crossed over into criminal behaviour, it should have been reported to the police. When the minister described that the teacher was “found guilty of inappropriately touching five young students and only a two-year suspension was recommended”. This makes me wonder if the case was reported to the police? Minister LaGrange does not comment on this in her article, but it really is a question worth asking.

Minister LaGrange that she found the recommended penalty for the teacher, “unacceptable” and that she “overturned the recommendation and handed down a lifetime teaching ban”.

Bravo for taking a stand, but the question remains, why was this case not reported to the police? There is no mention that law enforcement was involved. Surely the minister could have insisted that a case of alleged sexual violence against not one but five students be referred to the police immediately?

A Review of the Discipline Process for Educators

LaGrange goes on to say that this incident triggered “a review of the discipline processes for educators”. Periodic reviews of misconduct policies are a good thing. My colleagues and I have recommended such reviews for universities and colleges, for example. If regular reviews of misconduct policies are not already part of the educational policy governance process, then they should be. A review should not be a one-time effort, but a regular part of policy work.

LaGrange states, “cases are dealt with away from the public’s view”. Well, that’s pretty typical in an employee misconduct case, in part due to labour and privacy laws. It would be very unusual for any employer Canada to investigate and address employee misconduct cases in the public view. Employee misconduct cases are dealt with internally in almost every organization, unless the matter is criminal. If a case is criminal it might be prosecuted in court with case-related information being a matter of public record. I reiterate – why are allegations of sexual violence against students not reported to police?

LaGrange also goes on to say that cases “often take years to be settled after a complaint is made”. The timelines for addressing misconduct cases can — and should — be laid out in policy. This is easily fixed through a policy revision that outlines the number of business days permitted to address a case.

In large educational organizations, it is pretty typical for in-house counsel (i.e., the lawyers) to get involved to ensure that procedures are followed and to offer advice. One of the aspects of policy that lawyers provide guidance on is how much time to allow to ensure that a case can be dealt with fairly and in a timely manner.

The Current Legislation

Minister LaGrange states, “current legislation prohibits the government and myself from informing the public”. That’s because when it comes to employee misconduct there are laws in place to protect people’s privacy. This goes back to misconduct being a matter of bad behaviour not a moral failing. I know of no employer anywhere in Canada – including educational institutions – who engage in the practice of publicly naming and shaming every employee (or student) under review for or found responsible of misconduct.

Status of teaching certificates

LaGrange states, “Alberta’s current legislation is lagging behind. British Columbia, Ontario and Saskatchewan all have public registries where parents can easily check the status of their child’s teacher’s certificate”. Well, that’s also an easy fix. But let’s be clear that a public registry of valid teaching certificates should not be conflated with a registry of individuals who have or have not committed misconduct. Teaching certificates can lapse due to illness or any other reason. Besides, every school board in Alberta will ensure its teachers have a valid teaching certificate. Again, this is the job of the HR department.

Others have already commented on the misinformation in LaGrange’s commentary about the need for teachers to undergo police checks, so I’ll refrain from further analysis on that point. Suffice to say that, this point was poorly presented in the editorial.

LaGrange concludes by saying that she will be introducing the “Students First Act” in the legislature next week. I am curious to know what the proposed legislation will say and I’ll be watching carefully. Some key points to keep in mind are:

  • What are some easy ways to update current policies (e.g., the time allowed to address a misconduct case) without having to enact legislation? In other words, what’s the low hanging fruit here? What are some ways to tighten up existing policies and procedures quickly while still ensuring they are fair and comprehensive?
  • How do we keep the focus on identifying and correcting poor behaviour, as opposed to handing down moral judgement?
  • How do we ensure that addressing employee misconduct is not confused with a witch hunt designed to name and shame individuals?
  • And perhaps most importantly… how do we ensure that egregious instances of teacher misconduct that cross into criminal behaviour are reported to the police so the Minister herself does not have to serve as judge and jury in such cases?

We all agree that we want to “keep our students safe, parents informed and teachers accountable”, as LaGrange says. It’s how we do it that matters.

Related posts:

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This blog has had over 2 million views thanks to readers like you. If you enjoyed this post, please “like” it or share it on social media. Thanks!

Sarah Elaine Eaton, PhD, is a faculty member in the Werklund School of Education, and the Educational Leader in Residence, Academic Integrity, University of Calgary, Canada. Opinions are my own and do not represent those of the University of Calgary.

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5 Myths about being an independent language or literacy professional (and secrets of the trade you need to know)

June 18, 2014

Sometimes when I talk with contract language teachers, sessionals, adjuncts, freelance writers, editors and others who dedicate themselves to the language and literacy profession, I’ve learned that there are some myths about the profession that we need to debunk. Here are a few of them:

Myth #1 – The work is about the language

You absolutely need to understand the mechanics of language and the foundations of effective learning to succeed as an independent language professional, the real work is about the people you work with. Helping others to learn, grow and develop as human beings is at the heart of what we do. If you think the job is about being “the spelling police” or a “grammar guru”, you’ve missed the point.

Myth #2 – Being a professional means someone else does the admin work

Language teachers love being in the classroom, but that’s only part of the job. Submitting grades, writing reports and tending to administrative duties comes with the territory. In today’s world, being a professional means paying as much attention to the quality of your administrative work as you do to your teaching. Program and institutional staff are not your personal secretaries. They are professionals in their own right and deserve to be treated as such.

Myth #3 – Being an independent professional means you have no boss

Sometimes people say to me, “You are so lucky!  You have no boss!” Nothing could be further from the truth. You get a minimum of one new boss with every contract you take one. Sometimes you have more than one person you report to. If you’re very lucky, those people will like each other and see eye to eye. If they don’t, you are the one who will get pulled in different directions. Learning to figure out, understand and navigate the reporting requirements of each job is likely to require an immense amount of energy. You invest time and effort at the beginning of every new job. But make no mistake, you will always report to someone, even if it’s not always clear who it is. The trick is to clarify who you report to and understand that your job implicitly involves making that person’s life easier in whatever way you reasonably can.

Myth #4 – The last day of the contract is the end of the job

In many contract situations, there is follow up work to be done after the contract end date. This work is often administrative. Some examples include written reports, expense claims and grade submission. Even though your contract may have officially ended on a particular date, the obligations and expectations of the job may extend past that. Be amenable to reasonable wrap-up duties and ensure you comply with deadlines set by your employer or client. This is important to preserve your positive relationships as you are wrapping up your work. Remember that the end date of a contract may signify the end of a particular job, but your relationships and reputation can outlive any contract.

Myth #5 – It is important to leave with a letter of reference

This is a partial myth. Getting letters of reference can be important, but they can also be formulaic and written according to a template. What’s more important than getting with a generic letter of reference on the last day of the job, is leaving the job with a reputation for excellence and sincere relationships that can last a lifetime. Recommendations that matter are likely to happen over the phone or during informal personal conversations that are more honest and open than a templated letter ever could be. The reality is that we’ll never know about most of the conversations that happen between our prospective employers and our previous employers who are more than likely connected in some collegial way we were never even aware of. Real recommendations don’t come from generic letter we tuck into our portfolios. They come from informal conversations that “never happened”.

There are more myths about the profession that need busting, but these are a few of the most common ones that I see over and over again, especially from folks who are new to the world of working independently either as contractors, freelancers or consultants. The most important thing to remember is that we are only as good as our last contract, our last course or our last project. Our love of language or dedication to literacy is what we do. The reputations we build along the way is how we do it. We need to pay as much attention to the how as we do to the what.

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This blog has had over 1.8 million views thanks to readers like you. If you enjoyed this post, please “like” it or share it on social media. Thanks!

Sarah Elaine Eaton is a faculty member in the Werklund School of Education, University of Calgary, Canada.

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How to love your job as a contract teacher

January 2, 2014

2014 marks my 20th year teaching at post-secondary institutions. I have spent the past two decades of my teaching career as a part-time contract instructor, also known as a “sessional” in Canada, or an “adjunct” in the United States.

Here are some things I’ve learned over the past twenty years:

1. Know your “why”.

hands hope sunI have friends and colleagues who have been contract teachers for a long time. Some become bitter and jaded because they do not get hired into full-time and permanent positions. If you want a full-time position, then you need to be prepared to do whatever it takes to get one. That may mean moving to a new city, region or even a different country to get it. If you aren’t willing to do that, then don’t get grumpy about being a part-time teacher. Understand that you are putting staying in your current location above getting a permanent job. If you are very lucky, eventually you may get hired on full-time, but there are no guarantees. It comes with the territory.

Like a potted plant, each of us has an ideal set of conditions in which we blossom. For me, the idea of going into an office at the same time every day for the rest of my life makes my heart wilt. I have learned that I serve my institutions, my clients and my students better when I honour that part of my character that thrives in an environment of flexibility, independence and variety.

Knowing why you accept part-time contract teaching jobs helps you stay positive. Once you know your why, you can stand in your truth about what is important to you and what you need to thrive.

2. Have more than one gig at all times.

As much as you may love the department or institution you work for, there may be semesters when there are no classes for you to teach. The reasons for this may vary. For me, these have included lower departmental enrolments, insufficient enrollment in a particular course, departmental commitments to give jobs to visiting professors or scholars, or jobs going to other contract teachers with more years of service.

For me, a combination of teaching, consulting, researching, and freelance work has proven successful. I don’t do as much freelance work as I did in the early years. My career has evolved to the point where I do organizational consulting. The difference is that in freelance work you have a clear set of deliverables due by a particular date. In consulting, the work is often more iterative, strategic and adaptive. The deliverables are not always clear, but the results can be documented or measured.

Whether the work involves a clear set of deliverables (freelancing) or the ability to work iteratively with a client to change processes or systems (consulting) or teaching a group of students, I have learned that having more than one gig ensures I can pay the bills every month.

When you aim to always have more than one gig, you build your own safety net. This builds your confidence and assertiveness as a professional. If there’s a semester when there are no teaching opportunities, you can redirect your energy to another element of your career for a while.

3. Don’t take it personally if there is no course for you to teach.

If you look at the list above, you’ll see that all the examples I shared had nothing to do with me personally or my job performance. They are all factors outside my control. Having a semester when there are zero courses for me to teach has been rare. But there have been times when I have been offered only one course. Either way, I don’t take it personally.

It is naive to assume that just because you had three courses last semester that you will have the same number of classes next term. I have found that having high expectations around the number or type of my teaching assignments causes unnecessary stress. In the early years, I became frustrated or angry when I received fewer teaching opportunities than I had the semester before. I have learned that there are many variables, most of which are outside my control. There are no guarantees… and that’s not your fault.

4. Unofficial seniority is a reality.

In some teaching environments, seniority is a reality among full-time or tenured staff. Those with the most seniority can cherry pick their assignments.

In most of the part-time, sessional or contract teaching contexts I have worked in, seniority does not exist. At least, not on paper. In reality though, department heads and managers often use an informal or unofficial system of seniority that is not written down anywhere. Those who have been teaching the longest are often first in line for contract teaching assignments.

Such “unofficial” systems come with the territory. Understand that these undocumented systems do not exist only at your institution. They exist everywhere. Being resentful of them doesn’t change them. You can spend your time protesting unofficial seniority or other undocumented systems that make up the culture of educational institutions, or you can understand that it is an unspoken reality of the profession and go about creating your career anyway. Learn to live with the informal or implicit culture of your school or organization.

5. Develop a tolerance for uncertainty.

Contract teachers never know from one semester to the next what their teaching assignments will be, or even if there will be a job next term. If you can’t cope with that, you may want to think hard about whether this professional situation is really for you.

I have learned that I have a fairly high tolerance for uncertainty in my work life. Because I aim to have at least three gigs at any given time, that adds stability to my life, and I have learned that a contract teacher needs to develop resilience and a tolerance for professional uncertainty. If you need a steady pay cheque to stay sane, contract teaching may not be for you.

6. Your finances are your responsibility.

Contract teachers are more like entrepreneurs than employees. Entrepreneurs learn not to depend on a boss, a company or an organization for a regular pay cheque. I have often heard new entrepreneurs told, “If you are not making money, you don’t have a business. You have a hobby.”

Part-time teaching can be one element of a successful career in education. It may not be the only element and if it doesn’t pay all your bills, it probably should not be the only element. Entrepreneurs, freelancers and contract teachers all need to have a firm grasp of reality when it comes to finances. If teaching does not pay the bills, then find something to supplement your income that will. It may be editing, writing or whatever. You may love teaching, but passion does not pay the mortgage. Learn to think like an entrepreneur and hunt out new contracts, new clients and whatever it takes for you to have a career, not a hobby.

It’s not up to your school or your department head to ensure you can pay your bills. It’s up to you. In fact, if you choose a career as a contract teacher (and it is important to recognize that you have indeed made a choice on some level) then not only do you need enough income to cover your expenses every month, you also need to put a little bit away every month for those times when you may not have a teaching assignment.

7. Courses do not equal a career.

If you spend your years as a contract teacher whining about not having job security or a pension, you can end up marinating in self-created misery that can mutate into lifelong jaded bitterness.

I love the work I do. I deeply enjoy working with my students. I am surrounded by brilliant colleagues who care deeply about learning. I eagerly embrace the chance to do consulting work with organizations focused on education, training or social development. Every contract provides an unparalleled opportunity to work with new people, each of whom is committed in some way or another to lifelong learning.

My work has spanned a variety of sectors including education, non-profit and government. Some of my full-time colleagues see that as haphazard or unfocused. But not me. I am crystal clear on what my purpose is. What drives me has a singular focus: To improve the human condition.

While I may work independently, I relish the thought that I am not alone in what I do. There are hundreds of thousands of us — maybe even millions of us — around the globe who teach part time, on contract, without job security, pensions or a regular pay cheque because when we get right down to it, we love teaching and we believe in education. The bottom line for any social entrepreneur or contract teacher is simple: The work we do matters. The work we do individually —  our daily practice of teaching, researching, consulting, freelancing and all our other educational work — contributes to a collective global commitment to improve the human condition.

As harsh as it may seem, when you are a contract teacher, you are not in control of the courses you are offered to teach. But you are still in control of your career. How you use your skills, talents and expertise is ultimately up to you. Whether it’s teaching, researching, consulting or freelancing, understand what drives you, what matters deeply to you and what you need not just to survive, but to thrive as a professional.

When you look back in twenty years (or more) what will matter more, the courses you have taught or the career you have cultivated?

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Update – January 2018 – This blog has had over 1.8 million views thanks to readers like you. If you enjoyed this post, please “like” it or share it on social media. Thanks!

Sarah Elaine Eaton is a faculty member in the Werklund School of Education, University of Calgary, Canada.

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Posted by Sarah Elaine Eaton, Ph.D.

How to use Scribd to publish your own documents online: A free, downloadable, step-by-step guide

September 2, 2013

With a new school year about to start, a great online tool for teachers and students to know about is Scribd. This online service lets you publish all kinds of documents, including:

  • Resources (like the guide I am sharing with you in this post)
  • Slide presentations
  • Digitally created books
  • Basically any document you can save in Word or .pdf format.

Here’s a preview, step-by-step, “how to” guide for you:

View this document on Scribd

To download a free copy, click on the download icon next to the word “Scribd” at the bottom of the frame. (It looks like an arrow pointing downwards.)

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Update – January 2018 – This blog has had over 1.8 million views thanks to readers like you. If you enjoyed this post, please “like” it or share it on social media. Thanks!

Sarah Elaine Eaton is a faculty member in the Werklund School of Education, University of Calgary, Canada.

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Posted by Sarah Elaine Eaton, Ph.D.

10 Tips to Help Your Child Learn to Love Reading

March 22, 2013

iStock-Girl with bookHelping a child to develop his or her love of reading is a gift that will last a lifetime. Here are 10 tips to help you cultivate your child’s love of books and reading.

1. Read together – Rather than plunking your child down in a chair with the hopes that he or she will read on their own while you do other tasks, take the time to read with your child. From start to finish, show your child what it means to choose and read a book and then think about it afterwards.

2. Create special time for reading – Set aside time regularly to read. Make this one-on-one time with your child. Choose a time of day when both you and your child are alert and ready to spend quality time together. During this time, turn off and put away your mobile device. Avoid taking phone calls, responding to e-mails or sending texts during your special reading time. Give your child your full attention and focus on creating a fun and enjoyable experience.

3. Get comfy – Chose a spot that is comfortable with lots of light. Preferably, you want to read in a space that is free of loud or distracting noises, too.

4. Let your child chose the book – Chances are higher that your child will be motivated to read with you if you let him or her pick out the book you will read. If you choose the book, your child’s interest levels may be too low to fully engage him or her.

5. Take turns – You do not have to do all the reading and neither does your child. Take turns and share the reading experience.

6. Change your voice – Change the speed, pitch and tone of your voice to keep the experience exciting for your child. Create different voices for different characters to engage your child’s imagination.

7. Give encouragement – Give your child lots of praise and support as he or she learns to read. Be gentle, kind and encouraging. This helps to create a positive atmosphere where learning and discovery go hand in hand.

8. Offer incentives – For reluctant young readers, incentives can help motivate him or her. For example, one incentive might be that for every book you read together, your child can stay up for an extra 15 minutes that night… but you have to get through the whole book! Choose incentives that don’t involve food, TV or video games to help encourage a healthy lifestyle. Keep the rewards modest and then keep your promise.

9. Ask questions as you read – Ask your child to point to characters in the book or identify items that are a certain color. When your child is ready, ask about letters and words, too.

10. Keep the fun going – After you have finished your book, ask your child about his or her favorite parts of the story or favorite characters. Ask questions that help him or her remember the story. Practice new words together, too.

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If you enjoyed this post, please “like” it or leave a comment. Thanks!

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Update – January 2018 – This blog has had over 1.8 million views thanks to readers like you. If you enjoyed this post, please “like” it or share it on social media. Thanks!

Sarah Elaine Eaton is a faculty member in the Werklund School of Education, University of Calgary, Canada.

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Posted by Sarah Elaine Eaton, Ph.D.

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