Parents Social Studies index
This is the index to individual posts explaining what to expect for students transitioning between Social Studies grades as well as a general overview of the social studies program.
Heart of the Matter- Table of Contents
The chapters not linked to another post were deemed to not have relevant information for parents.
Chapter 1: Character and Citizenship Education in Alberta Schools
Chapter 2: A Sample Framework for Character and Citizenship
Chapter 3: Choosing Approaches for Character and Citizenship Education
Chapter 4: Assessing Character and Citizenship Education Initiatives
Chapter 5: Creating a Safe and Caring School Culture
Chapter 6: Infusing Character and Citizenship Education Across the Subjects
Chapter 7: Choosing Resources to Support Character and Citizenship Education
Chapter 8: Integrating Character and Citizenship Education in Co-curricular and Extracurricular Activities
Chapter 9: Bullying Prevention and Character and Citizenship Education
Chapter 10: Involving Parents in Character and Citizenship Education
Chapter 11: Developing Community Partnerships
Chapter 12: Instructional Strategies that Support Character and Citizenship Education
Chapter 13: Getting to the Heart of the Matter
The links are to Summaries of
The heart of the matter : character and citizenship education in Alberta schools
Chapter 1: Character and Citizenship Education in Alberta Schools
Chapter 2: A Sample Framework for Character and Citizenship
Chapter 3: Choosing Approaches for Character and Citizenship Education
Chapter 4: Assessing Character and Citizenship Education Initiatives
Chapter 5: Creating a Safe and Caring School Culture
Chapter 6: Infusing Character and Citizenship Education Across the Subjects
Chapter 7: Choosing Resources to Support Character and Citizenship Education
Chapter 8: Integrating Character and Citizenship Education in Co-curricular and Extracurricular Activities
Chapter 9: Bullying Prevention and Character and Citizenship Education
Chapter 10: Involving Parents in Character and Citizenship Education
Chapter 11: Developing Community Partnerships
Chapter 12: Instructional Strategies that Support Character and Citizenship Education
Chapter 13: Getting to the Heart of the Matter
Alberta Parental Engagment Update Nov. 2010
The Proposed Framework for Alberta's new Education Act states:
The following quote from the President's Message in the November-December ASCA News Letter gives us some background:
are intended to further the dialogue on parental and community engagement:
Parents - The rights and responsibilities of parents for their children’s learning will be clearly defined, and will include the expectation that parents are active partners with the teachers, principals and instructional team in their children’s learning. Pg. 5.See Whole Community Engagment in Education Act 2011 Proposed Framework October 7, 2010 for more quotes related to parental.and community engagement.
The following quote from the President's Message in the November-December ASCA News Letter gives us some background:
Inspiring Education created conversation among Albertans on what our education system should look like in twenty years. Inputs produced the document considering changes to our education system titled Inspiring Action in Education.The following quotes and comments to ASCA's Discussion Paper on the Future Role of School Council
Education Minister Dave Hancock wrote in the forward -
“Inspiring Action on Education is a discussion paper that describes how we might make those changes to achieve our preferred future for education in Alberta. Inspiring Education was about dreaming the dream, and Inspiring Action is about what we all must to do to make this dream a reality.”
The Minister’s initiative to transform our education system (Inspiring Action) and a new Education Act (due to be tabled in the Spring Legislature) will reshape the education system.
are intended to further the dialogue on parental and community engagement:
In addition to the primary advisory function, the following suggested roles could expand parental engagement opportunities both within and outside of school council:Setting up a separate entity that reports to school council could facilitate this. See Parents as Coaches (SGCHS).
Recognizing school council involvement is one way for parents to be engaged, school council can act as the agent that encourages a variety of ways for parents to get involved with their children’s education and participate in the school. pg. 2
Government of Alberta
3.Provides support for new initiatives that encourage parental/community, school council engagement at the local, regional and provincial levels byFor dialogue on this see Inspiring Educational and Heritage Dialogues.
a.Creating a “parental and community engagement initiative” fund to which school jurisdictions may apply (could be in conjunction with AISI)
b.Showcases and encourages sharing promising engagement practices (could be in conjunction with ASCA or AISI conference)
Students:Students need to be part of the dialogue for school and community improvement, especially High School students.
2.Understand the shared vision of the school and community and realize they are a part of it pg 5
2.Create a movement byThe movement needs to go broader than the schools to the whole community. See Inspiring Community Action Dialogues.
a.Using exemplars of the type of people/schools/governors who are living a shared vision and making a positive difference in school/jurisdiction improvement
b.Spreading the “engagement” word – find and use “champions” of engagement
c.Examining , building, and using social networks to create buzz and conversations about learning communities and how people could be engaged (on‐line or otherwise) pg 5
Shifting attitudes and creating a culture of engagement is not an easy task. The Alberta School Councils’ Association has the means, expertise and willingness to lead and be a part of the shift.It will take all of us who are engaged to lead and create a culture of engagement. I believe one of the best ways to do this is through generative dialogue, similar to what we have experienced in Inspiring Education-Action. see Towards Generative Community Dialogue.
Engage with Alberta Education
The following is an excerpt from the ASCA News Sept Oct 2010:
Visit the Alberta Education Inspiring Action website at engage.education.alberta.ca to complete a “transformation guide” on engagement in public education, and share your thoughts and ideas on parents’ involvement in education. As well, enter the Ideas Forum to participate interactively with others and discuss what education could/might look like.
Get inspired. Get involved.
This is your chance to help shape the future of education in Alberta
Comments to the survey.
Visit the Alberta Education Inspiring Action website at engage.education.alberta.ca to complete a “transformation guide” on engagement in public education, and share your thoughts and ideas on parents’ involvement in education. As well, enter the Ideas Forum to participate interactively with others and discuss what education could/might look like.
Get inspired. Get involved.
This is your chance to help shape the future of education in Alberta
Comments to the survey.
- Continue the Dialogue. The survey is OK but no room for comment. The refinement, interpretation and implementation of the policy directions needs the dialogue initiated by Inspiring Education, at provincial, local and school levels.
- Current options in education for parents needs to be maintained and enhanced. Parents still need to be given the primary responsibility for the education of their children. Parents that are unable to fulfill this responsibility adequately need to be coached to do so by parents who are doing a good job.
- Human interaction needs to take precedence over interaction with technology. No mater how good technology mimics human interaction productive, caring citzens will be best developed by human beings (Mainly Parents and Teachers)..
Core Values Identified in Heart of the Matter
The Heart of the Matter Document outlines the following core values of character and citizenship education and gives the following descriptions (Appendix C, pg 203):
Respect: I am polite, courteous and caring. I value myself and others. I treat all people with dignity and uphold their rights. I protect property and our environment.
Responsibility: I am responsible for my thoughts, words and actions. I am accountable for my choices. I admit my mistakes and work to correct them. People can depend on me to honour my commitments. I demonstrate active citizenship.
Honesty: I am sincere, truthful and trustworthy.
Integrity: I behave in an ethical and honourable manner even when no one else is around. I am genuine, in that my actions consistently match my words.
Empathy: I respect the feelings of others. I seek to understand what others are thinking to appreciate their perspectives. I listen and consider their views, even though we may not agree. I act with kindness and compassion.
Fairness: I am sensitive to the needs of individuals. I include others and value their uniqueness. I celebrate diversity. I treat people with the dignity and consideration with which I would like to be treated. I gather as much information as possible in order to make a decision that is just.
Initiative: I am eager to do what needs to be done without being prompted by others. I seize opportunities and willingly take the steps necessary towards achieving a goal.
Perseverance: I finish what I start even when it is difficult. I do not give up when faced with challenges or obstacles. I complete all tasks and assignments to the best of my ability.
Courage: I face challenges directly. I speak up for myself and others even when it may be unpopular. I ask for help when necessary. I recognize risks and dangers, and do not take unwise chances to please others.
Optimism: I have a positive attitude. I see challenges as opportunities. I think, speak and act to make the world a better place. I have hope for the future.
Respect: I am polite, courteous and caring. I value myself and others. I treat all people with dignity and uphold their rights. I protect property and our environment.
Responsibility: I am responsible for my thoughts, words and actions. I am accountable for my choices. I admit my mistakes and work to correct them. People can depend on me to honour my commitments. I demonstrate active citizenship.
Honesty: I am sincere, truthful and trustworthy.
Integrity: I behave in an ethical and honourable manner even when no one else is around. I am genuine, in that my actions consistently match my words.
Empathy: I respect the feelings of others. I seek to understand what others are thinking to appreciate their perspectives. I listen and consider their views, even though we may not agree. I act with kindness and compassion.
Fairness: I am sensitive to the needs of individuals. I include others and value their uniqueness. I celebrate diversity. I treat people with the dignity and consideration with which I would like to be treated. I gather as much information as possible in order to make a decision that is just.
Initiative: I am eager to do what needs to be done without being prompted by others. I seize opportunities and willingly take the steps necessary towards achieving a goal.
Perseverance: I finish what I start even when it is difficult. I do not give up when faced with challenges or obstacles. I complete all tasks and assignments to the best of my ability.
Courage: I face challenges directly. I speak up for myself and others even when it may be unpopular. I ask for help when necessary. I recognize risks and dangers, and do not take unwise chances to please others.
Optimism: I have a positive attitude. I see challenges as opportunities. I think, speak and act to make the world a better place. I have hope for the future.
Citizenship and Character Education Outcomes from Guide to Education
The following outcomes from the Guide to Education are related to citizenship and character education:
(g) understand Canada’s political, social and economic systems within a global context
(h) respect the cultural diversity and common values of Canada
(i) demonstrate desirable personal characteristics, such as respect, responsibility, fairness, honesty, caring, loyalty and commitment to democratic ideals
(j) recognize the importance of personal well-being and appreciate how family and others contribute to that well-being
See: http://www.education.alberta.ca/media/832568/guidetoed.pdf
(g) understand Canada’s political, social and economic systems within a global context
(h) respect the cultural diversity and common values of Canada
(i) demonstrate desirable personal characteristics, such as respect, responsibility, fairness, honesty, caring, loyalty and commitment to democratic ideals
(j) recognize the importance of personal well-being and appreciate how family and others contribute to that well-being
See: http://www.education.alberta.ca/media/832568/guidetoed.pdf
Alberta Education Links Alberta 2010
Character and Citizenship Education
Relates to section 45(8) of the School Act and it states :
(8) A board shall ensure that each student enrolled in a school
operated by the board is provided with a safe and caring
environment that fosters and maintains respectful and responsibleHeart of the Matter document
http://education.alberta.ca/media/547951/heartmatter.pdf
This document details Character Education suggestions. Chapter 10 is on Parental Involvement, which has some good suggestions for School Council and Parents As Coaches.
Page 1 of The Heart of the Matter refers to the Guide to Education as outlining key skills, knowledge and attitudes related to character education. I [person from Alberta Education] believe this statement is referring to page 1 of the Guide where it lists the Student Learning Outcomes. Seehttp://www.education.alberta.ca/media/832568/guidetoed.pdf
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