I originally wrote this article in June, 2018.

Success is entirely case specific. The measure of system success depends on the measurement used for success in that context. According to Glickman (2014) a successful school is a “collegial school-characterized by purposeful adult interactions about improving schoolwide teaching and learning” (p. 6). 

In the case of the Alberta education system, it has achieved a great deal of success using the Programme for International Student Assessment (PISA) as a measurement. In 2010, Alberta received top Canadian scores in Science and Literacy as well as second place in Math (Hargreaves & Shirley, 2012, p. 94). However, it should be noted that the PISA 2010 and 2015 tests are one dimensional metrics for success.

According to Hargreaves & Shirley (2012) there are numerous contributing factors to Alberta’s success: 1) Schools were given government permission to try new things and make mistakes which would eventually breed successes. 2) AISI funds were given to local leaders to undertake worthwhile community projects connected to provincial priorities. 3) There was a great deal of networking, systems thinking, and collaborative learning opportunities among schools, universities, and communities. 4) Even though government leaders changed, AISI continued to fund projects. This type of continued commitment leads to greater buy in from all stakeholders in the education system because over time it becomes apparent that changes are not fads, but are being permanently implemented. Sheppard (2010, p. 102) mentions the opposite, where educational reforms are perceived as short-lived fads, as being detrimental to education systems. 5) A relatively healthy relationship between the Alberta Teachers’ Association and the longstanding progressive conservative provincial government.

Instructional leadership seems to have raised the capacity of instructional delivery in the Alberta education system. According to Glickman (2014) supervision is synonymous with instructional leadership. Glickman also mentions that collegial supervision is essential for successful schools. Therefore, three of Glickman’s five steps of collegial supervision are contributing to Alberta’s improved instructional delivery: 1) “A collegial rather than a hierarchical relationship between teachers and formally designated supervisors” (Glickman, p. 7) is evidenced by strong relationships among teachers, leaders, and superintendents (Hargreaves & Shirley, 2012, p. 102). 2) “A focus on teacher growth rather than teacher compliance” (Glickman, p. 7) is evidenced by teachers being connected to both district offices and universities to help with research and gain an understanding of current best practices in education (Hargreaves & Shirley, 2012, p. 102). 3) “Facilitation of teachers collaborating with each other in instructional improvement efforts” (Glickman, p. 7) is evidenced by teacher observations, district celebrations, showcases, and websites used to encourage teachers (Hargreaves & Shirley, 2012, p. 101 & 104).

Compared to other districts, provinces, and countries Alberta is highly effective in improving student learning. At the district level, Alberta seems to be more effective than Discovery School District in relation to the many problems the district encountered in its existence (Sheppard, 2010). Provincially, Alberta performed the highest of all Canadian provinces according to 2010 PISA results. Globally, Alberta’s case is bolstered by the fact that Canada was the highest-ranking English or French speaking country in the world according to 2010 PISA results. (Hargreaves, 2012, p. 94). Also, globally Canada ranked 7^th in the world in the 2015 PISA results. All of the evidence above suggests that Alberta is highly effective in improving student learning. The origins of Alberta’s success as well as strategies undertaken to maintain that success should continue to be studied around the world. 

References

Glickman, C. D., Gordon, S. P., & Ross-Gordon, J. M. (2017). SuperVision and Instructional Leadership. New York, NY: Pearson. Retrieved from VitalSource Bookshelf.

Hargreaves, A., Shirley, D. L. (2012). The Global Fourth Way. Corwin.

OECD. (2018). PISA 2015 Results in Focus. Retrieved from https://www.oecd.org/pisa/pisa-2015-results-in-focus.pdf

Sheppard, B. (2010). Systems Challenges to Growth and Sustainability of Meaningful Educational Reform. School District Leadership Matters, 101-117.

Thank you for taking the time to read this article. It was a pleasure spending time with you today.

Peace & Blessings, 

– Josiah