TQS Spotlight
Identify two (2) specific TQS indicators from Competency 1: Fostering Effective Relationships that appear to be impacted by Ms. Jenkins' behavior. Explain why for each.
establish/maintain safe,caring, inclusive envir.
acts consistently with fairness, respect, integrity
demonstrates empathy, caring
What is the very first action Principal Davis should take before approaching Ms. Jenkins?
Gather objective data and documentation. This includes reviewing Ms. Jenkins' previous evaluations, collecting specific observations of the concerning behaviors (dates, times, what was seen/heard), noting parent inquiries, and reviewing relevant TQS indicators, Education Act sections, and divisional APs that apply.
Based on your general knowledge of the Alberta Education Act (2023), what is the primary overarching duty or responsibility of a teacher that Ms. Jenkins' current level of engagement could eventually be seen as deviating from?
Section 197 of the Education Act outlines the duties of a teacher, including "to provide instruction to students," "to maintain order and discipline," and "to perform the duties assigned to the teacher by the principal or the board."
Beyond a simple conversation, what are two support resources (internal or external) Principal Davis might suggest or facilitate access to for Ms. Jenkins?
EFAP program
Leaves- medical
Support Services - perhaps a specific student beh. is overwhelming her
Collegial mentoring
Specific PD
If the informal approaches do not yield improvement, what is the next logical, more formal step Principal Davis might need to consider?
Possibly initiating a formal evaluation- beginning with an evaluation plan-explicitly outlining expectations, support, and consequences.
Identify two (2) specific TQS indicators from Competency 2: Engaging in Career-Long Learning that Ms. Jenkins seems to be disengaging from. Explain why.
actively seeking out feedback
seeking, applying ed. research to improve practice
collaborates with others to improve practice
When Principal Davis first meets with Ms. Jenkins, what should be the primary goal of that initial conversation, knowing it's not a disciplinary meeting?
To express genuine concern for well-being, open a supportive dialogue, listen actively to her perspective, seek to understand any contributing factors (without prying), and collaboratively identify potential areas where support or adjustment might be beneficial for both her and student learning. It's about opening a channel of communication.
What is the general purpose of PHSD Administrative Procedures (APs) in a situation like this? Provide an example of what type of AP might be relevant.
APs provide specific, operational guidance beyond the broad Education Act and TQS. They translate policy into actionable steps. Code of Conduct, Employee Wellness...
What was the original name for the Oilers?
Alberta Oilers
What are two key elements that must be included in an Evaluation Plan for Ms. Jenkins, ensuring it is fair and effective?
Clear, Measurable Goals
Defined Support & Resources
Timelines & Check-ins
Consequences:
Who was the Oilers very first NHL draft pick?
Kevin Lowe
How should Principal Davis prepare for this initial conversation to ensure it is supportive, constructive, and grounded in professional expectations? (List 3-4 key preparation steps).
Review Documentation:
Identify Support Resources
Choose Setting & Time
Practice Opening
Mental Preparation: Remind herself of the goal (support and understanding, not discipline).
Ms. Jenkins' current behavior isn't misconduct. Why is it crucial for Principal Davis to distinguish this from misconduct, and how does the Education Act or APs typically guide responses to each (misconduct vs. performance/wellness)?
Misconduct often involves clear breaches of ethical codes, legal requirements, or safety protocols, leading to potential disciplinary action. Performance or wellness issues, while serious, typically require a supportive, developmental approach. The distinction is critical-ensure actions are appropriate, fair, and legally sound
How can Principal Davis frame professional development opportunities to Ms. Jenkins in a way that is supportive and addresses her stated reason of being "too busy" or "comfortable with what works"?
Targeted & Individualized:
Offer Time/Coverage
Focus on possible benefits
What OHL team did Connor McDavid and head coach Kris Knoblauch both come from?
Erie Otters
While TQS Competency 6: Adhering to Legal Frameworks and Policies might not seem directly violated by "bare minimum" performance, how could Ms. Jenkins' overall disengagement potentially begin to undermine elements of this competency over time, from a principal's perspective?
maintaining an awareness/responding with Ed Act, other legislation
engaging in practices consistent with division AP's
Which former Edmonton Oiler, who represented Canada twice in the Olympic Games, earned the nickname "Captain Canada"?
Ryan Smyth
The Code of Professional Conduct (2023) outlines a teacher's responsibilities "In relation to pupils". Which aspect of Ms. Jenkins' classroom environment and instructional routine could be seen as potentially impacting her adherence to this section, even if not overtly negative?
a diminished learning environment, static displays, and reliance on routine (less engaging for students) might indicate not fully upholding the responsibility for diagnosing needs, prescribing and implementing instructional programs, and evaluating progress in a dynamic way
Describe a potential short-term, low-stakes intervention Principal Davis could implement or suggest after the initial conversation to re-engage Ms. Jenkins, before considering more formal performance plans.
Peer Observation (Supportive)
Joint Planning Session
Specialist Support
Targeted Resource
Ms. Jenkins has 15 years of experience. How does this history of positive performance influence Principal Davis's approach throughout this entire process, and why is that important from an ethical and professional perspective?
Her positive history warrants greater patience, empathy, and investment in support before resorting to more severe measures. It suggests a valuable asset experiencing a temporary challenge rather than a fundamental lack of competence. Ethically and professionally, valuing experience means exhausting all reasonable support options.
Which two (2) TQS competencies (by number and name) are most broadly at risk due to Ms. Jenkins' apparent instructional routine and communication patterns? Justify your choices.
1. Fostering Effective Relationships
3. Demo. Prof. Body of Knowledge
4. Establishing Inclusive Learning Environments
What specific questions or prompts might Principal Davis use in this initial conversation to encourage Ms. Jenkins to open up, without making her feel accused?
I've noticed some changes recently..."
I value your contributions....ensure you feel supported... anything you'd like to share that might be impacting your work?"
My observations suggest a shift in some classroom practices...couple of parent inquiries regarding student progress. Could you share your current thinking or approach
We value your experience here; what kind of support would be most helpful to you right now?
The Code (2023) also speaks to a teacher's responsibility "In relation to school authorities" (Section 8-11). Given Ms. Jenkins' polite but firm refusal of PD and minimal planning documents, what specific responsibility might Principal Davis emphasize in her conversations, guided by this section?
The teacher's responsibility to "adhere to the policies and procedures of the employer" (Section 8) and to "fulfil contractual obligations to the employer" (Section 9). While she isn't outright refusing instruction, her disengagement from PD and minimal planning indicate a drift from these core responsibilities to the school authority.
If Ms. Jenkins reveals a personal challenge, what is Principal Davis's ethical and professional boundary regarding that information, and how does she balance support with maintaining professional expectations?
Maintain strict confidentiality of personal details
Listen with empathy but avoid becoming a counselor.
Reinforce the expectation of professional performance and guide Ms. Jenkins to appropriate external resources (like EFAP) for personal support
If, despite support and a move to evaluation, Ms. Jenkins' performance does not improve, what potential long-term implications could this have for her employment, and what role would Pembina Hills HR likely play?
Potential for further formal action by the school board, which could ultimately include termination of employment. HR would play a critical role in advising on the correct legal and procedural steps, ensuring all policies are followed, documenting the process, and managing any related administrative actions.