Page 17 - Teacher Assignment in Ontario Schools: A Resource Guide

Provide developmental opportunities and consider professional learning
Teaching is recognized as one of the most effective forms of professional development. Teachers are continually updating their qualifications and engaging in professional learning to improve their practice. Their efforts should be considered when assignment decisions are being made.
I send out a survey to teachers, asking if they are looking for a change, what
their expertise is, and so on. And I look at their qualifications. I go on the Ontario College of Teachers site and check their card. And then I ... have a conversation with them and present different scenarios, and ask how they would feel about them. If I’m anticipating a grade change, I would approach them for their views on the change. It is important that teachers have a position they’re happy in – it does
have an impact. Having that conversation with teachers is very important.
– Elementary school principal
In a teacher’s career, depending on their professional pathway – of an experienced teacher, in particular – the teacher may have developed different professional goals. I can think of many examples. One example is a teacher who approached me to say he had fifteen years’ experience and was tiring of the assignment. He said that he had always had an interest in math, that he was very good in the subject. I offered to assign him to two math courses on condition that he complete some professional development in that area (an additional qualification course or some related workshops). People are normally receptive to this approach.
– Secondary school principal
Principals new to the teacher assignment role should seek out advice from mentors and peers
Mentorship and networking are two key means of learning about effective teacher assignment practices. Principals or vice-principals who are new to
the role and who are working with a mentor for their first two years of practice may wish to identify effective teacher assignment as a goal in their mentoring learning plan. By doing so, they will create an opportunity to discuss with their mentor both the technical and adaptive challenges of the assignment task.
Some Additional Principles 17