VIBRANT COMMUNITIES For many, specialist councils represent a vibrant space of connection. Subject specialists can feel isolated, especially in smaller or rural schools where they may be the only teacher in their discipline. Special- ist councils help bridge that gap and build professional learning communities that recognize the diversity within their groups. Reid said the FAC helped her connect within fine arts teachers more broadly— the different specializations and teaching approaches within that field—but also specifically within the dance teaching community. “There are not very many dance educa- tors in the province. They are few and far between, and they live in little islands on their own. I was a little island on my own before joining,” Reid says. Fung echoed that sentiment, explaining that CEAL helps specialists in English-lan- guage learning connect, collaborate and stay current in their field. “When you might be the only special- ist in your school, it really is nice to meet other people [in your field] and network and learn [the latest developments] in your little world,” Fung says. Bohnert said that for many CTEC mem- bers, the council has created communities of practice that simply wouldn’t exist otherwise, especially in rural areas. “The networks I’ve been able to form and be a part of have become irreplaceable in the sense that I’m working with a lot of small community teachers that don’t have that network to work with, especially in CTS, because someone in the next town that’s teaching the same course might be an hour and a half away.” Sénéchal added that ALIC helps teach- ers feel like they’re not alone, with special interest groups within the council con- necting teachers who share a passion for teaching languages, regardless of where they teach. “One thing that I love about being in ALIC is that we can help teachers to make those connections. We have special interest groups that represent the different languages, and we can help show them that there are opportunities to grow and there are opportunities to get involved,” Sénéchal says.
Roundtable participants from left to right: Megan Sénéchal—ALIC, Victoria Reid—FAC, Annie Fung—CEAL, Samantha Ur—GEOEC, Paul Bohnert—CTEC ( not pictured )
GROWTH AND EVOLUTION Alberta’s specialist councils are continually reshaping their work to reflect the realities of the classroom and the priorities of their members. Ur shared how GEOEC’s professional development evolved during the pan- demic. When in-person gatherings weren’t possible, the council created “virtual camp- fires” for teachers to connect, share ideas and support one another. The approach proved so effective that it has become a lasting feature and has informed the dir- ection of the council’s conferences, which have resumed. “We’re going to keep [the conference] small, because we want that small, intim- ate feeling, those campfire conversations,” Ur says. Fung said CEAL has been using member feedback to guide its direction, introducing informal “coffee times” and hosting a short film premiere focused on ELL students to engage its membership in new ways. “It’s about getting member feedback: what do members actually want?” Fung says. Bohnert described how CTEC has built stronger ties between teachers and indus- try partners to keep programs relevant and sustainable to ensure that teachers have what they need to thrive, no matter their context.
When you might be the only specialist in your school, it really is nice to meet other people [in your field] and network and learn [the latest developments] in your little world. –Annie Fung
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THE ALBERTA TEACHERS’ ASSOCIATION
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