Internationally Educated Teachers

Internationally Educated Teachers—Welcome to Alberta a

Internationally Educated Teachers——

Welcome to Alberta

www.teachers.ab.ca

ISBN 978-1-927074-75-6

Unauthorized use or duplication without prior approval is strictly prohibited.

Alberta Teachers’ Association

11010 142 Street NW, Edmonton AB T5N 2R1

Telephone 780-447-9400 or 1-800-232-7208

www.teachers.ab.ca

Internationally Educated Teachers—Welcome to Alberta 1

Internationally

Educated Teachers——

Welcome to Alberta

2 Internationally Educated Teachers—Welcome to Alberta

Table of Contents

1. Who are IETs? ............................................................................................................................................ 5

1.1 What are the advantages of hiring IETs? ................................................................................................... 5

1.2 What challenges do IETs face to become certicated teachers in Alberta? ............................................. 5

2. What is the ATA? ........................................................................................................................................ 6

2.1 What are the rights and responsibilities of teachers in Alberta? ............................................................. 6

2.2 What is the standard of conduct for teachers in Alberta? ........................................................................... 7

2.3 How do I become an ATA member? .......................................................................................................... 7

3. How are schools and school jurisdictions organized in Alberta? ................................................... 10

3.1 Alberta schools are inclusive ................................................................................................................... 11

4. Can I teach in Alberta? What are the requirements to teach in Alberta? ..................................... 12

4.1 Interim professional certication ............................................................................................................. 12

4.1.1 Certication requirements for an Interim Professional Certicate .................................................... 12

4.1.2 How do I request a statement of professional standing from my own country? ............................... 13

4.2 Permanent professional certication ............................................................................................................ 13

4.2.1 Restrictions on eligibility ....................................................................................................................... 13

5. What standard do I need to meet and maintain to teach in Alberta? ............................................... 14

5.1 Teaching Quality Standard ............................................................................................................................. 14

6. How can I upgrade my education to meet the requirements for certication? ............................. 15

6.1 Universities .................................................................................................................................................... 15

6.2 Bridging programs .......................................................................................................................................... 16

6.2.1 Program objectives................................................................................................................................ 16

6.2.2 Admission requirements ....................................................................................................................... 16

6.2.3 Funding to complete education requirements .................................................................................... 16

Internationally Educated Teachers—Welcome to Alberta 3

7. Assessing your English language skills .................................................................................................... 17

7.1 Language Instruction for Newcomers to Canada (LINC) .............................................................................. 17

7.2 English as a second language ....................................................................................................................... 17

8. Translating documents ................................................................................................................................. 17

9. How do I nd a teaching position? ............................................................................................................ 18

9.1 Where do I apply? ........................................................................................................................................... 18

9.2 Resume, cover letter, references and interviews ....................................................................................... 18

9.2.1 Building your resume and cover letter .................................................................................................. 18

9.2.2 References ............................................................................................................................................. 18

9.2.3 Job interviews ......................................................................................................................................... 18

9.2.4 Who conducts the interview? ................................................................................................................ 19

9.2.5 Know your answers ................................................................................................................................ 19

9.2.6 Tips for answering questions ................................................................................................................ 20

9.2.7 Tips for making a good rst impression with an employer .................................................................. 20

9.3 Bredin Centre for Learning—Centre for Skilled and Internationally Trained Professionals .......................20

9.4 Volunteering .................................................................................................................................................... 21

9.5 Other applicable work experience ................................................................................................................. 21

10. What happens after I am hired? .............................................................................................................. 22

11. How do I have my level of education evaluated for salary purposes once I secure

a teaching position? .......................................................................................................................................... 22

11.1 Teacher Qualications Service .................................................................................................................... 22

12. Where can I nd more help? ..................................................................................................................... 23

12.1 ATA library ..................................................................................................................................................... 23

12.2 Other resources ............................................................................................................................................ 23

13. Q&As with an IET .......................................................................................................................................... 25

4 Internationally Educated Teachers—Welcome to Alberta

Welcome to the Alberta Teachers’

Association (ATA)! You are new to

Canada, new to Alberta and new to

the teaching profession in Alberta.

The ATA is pleased to provide you with

information, resources, supports and

services that will help you learn how

to acquire teacher certication and a

teaching position in Alberta.

Internationally Educated Teachers—Welcome to Alberta 5

You are an internationally educated teacher (IET) if you

have a professional four-year postsecondary degree lead-

ing to a bachelor of education (BEd) degree or if you have

completed an acceptable preservice teacher education

program from a country other than Canada.

Moving to another country can be exciting and challenging.

You might ask yourself some of the following questions:

• Can I teach in Alberta?

• How do I get certicated to teach in Alberta?

• What can I do if I am having difculty obtaining ofcial

documents from my country of origin?

• Is nancial assistance available to help with certication

requirements and professional development?

• Where can I nd support to help me nd a teaching

position in Alberta?

We hope that this publication will assist you in obtain-

ing the necessary documentation and qualications to

pursue your teaching career in Alberta.

1.1 What are the advantages of hiring IETs?

• Many IETs hold multiple degrees and have many years

of experience.

• IETs can share rst-hand knowledge of immigrant or

refugee experience with students.

• IETs create a rich and diverse school community.

• IETs can fulll specic teaching context needs (for

example, language-based programs).

The ATA understands the advantages of hiring IETs

and supports their transition into the profession in

Alberta.

1.2 What challenges do IETs face to

become certicated teachers in Alberta?

•

Understanding how the school system works.

• Meeting all the requirements for certication.

• Accessing limited spaces to the bridging program at

postsecondary institutions, if required.

• Understanding alternatives to the bridging program to

upgrade qualications.

• Gaining experience in the Alberta school system.

• Making contacts with potential employers.

1. Who are IETs?

6 Internationally Educated Teachers—Welcome to Alberta

In Alberta, when you are hired by a public, separate or francophone school jurisdiction, you automatically become

a member of the Alberta Teachers’ Association (ATA). The ATA is the voice of the teaching profession in Alberta and

advocates on behalf of teachers. The ATA is a democratic organization governed by teacher representatives elected

from the membership. One of the most important functions of the ATA is to maintain the high regard the Alberta

public has for teachers. This is done by upholding standards related to teacher education, practice and conduct. The

ATA is also the premier provider of teacher professional development in education in Alberta. For more information

on the ATA, go to www.teachers.ab.ca.

2.1 What are the rights and

responsibilities of teachers in Alberta?

The ATA holds that teachers are entitled to the

following rights and must accept the corresponding

responsibilities:

 Teachers have the right to base diagnosis,

planning, methodology and evaluation on professional

knowledge and skills, and have the responsibility to

review constantly their own level of competence and

effectiveness, and to seek necessary improvements as

part of a continuing process of professional development.

 Teachers have the right to expect standards of

student behaviour necessary for maintaining an optimal

learning environment and have the responsibility to use

reasonable methods to achieve such standards.

 Teachers have the right to a voice in all decisions

of a professional nature which affect them and

have the responsibility to seek the most effective

means of consultation and of collaboration with their

professional colleagues.

 Teachers have the right to criticize educational programs

and have the responsibility to do so in a professional manner.

 Teachers have the right to work in surroundings that are

sanitary, healthful and conducive to teaching and learning,

and have the responsibility to assess conditions encoun-

tered and to seek improvement of unacceptable conditions.

2. What is the ATA?

Internationally Educated Teachers—Welcome to Alberta 7

 Teachers have the right to a reasonable allotment

of resources, materials and services of support staff

and have the responsibility to use them in an efcient

manner.

 Teachers have the right to fair and reasonable

evaluation of professional performance and have the

responsibility to give sincere consideration to any

suggestions for improvement.

 Teachers have the right to protest and in extreme cas-

es to refuse the assignment of teaching duties when they

believe their qualications and experience will not pro-

vide adequate service and safety to students and have

the responsibility to consider any special circumstances

under which the duties were assigned.

 Teachers have the right to be protected against

discrimination on the basis of prejudice as to race,

religious beliefs, colour, gender, sexual orientation,

gender identity, physical characteristics, disability,

marital status, family status, age, ancestry, place of

origin, place of residence, socioeconomic background

or linguistic background and have the responsibility to

refrain from practising these forms of discrimination in

their professional duties.

 Teachers, collectively and collegially, have the right to

• be members of the organization representing their

professional, economic and contractual concerns;

• serve the organization and be represented by it;

• adhere to and to expect other members to adhere to

the organization’s Code of Professional Conduct;

• have a voice in determining criteria and procedures

for the evaluation of professional performance of

teachers;

• be protected under provisions outlined in contracts

of employment with the employer;

• bargain for salaries and working conditions which

include fair and equitable grievance procedures;

• receive an adequate income while teaching and

upon retirement, and have the responsibility to

support actively their professional organization

in its objectives to regulate relations between

teachers and their employers and to improve the

quality of education, the status of teachers and the

status of the teaching profession.

Teachers’ rights and responsibilities can be found by

visiting the ATA’s website at www.teachers.ab.ca.

Additionally, section 18 of the School Act outlines the

specic roles of teachers as determined by law. The

School Act can be found here:

www.teachers.ab.ca/SiteCollectionDocuments/ATA/

Publications/Teachers-as-Professionals/IM-5E%20

Declaration%20of%20Rights.pdf.

2.2 What is the standard of conduct for

teachers in Alberta?

The Code of Professional Conduct stipulates minimum stan-

dards of professional conduct of teachers in Alberta who

are membersof the Alberta Teachers’ Association. Please

see the Code of Professional Conduct on pages 8 and 9.

2.3 How do I become an ATA member?

If you are employed by a school authority that is not

public, separate or francophone, such as an accredited

private school, a First Nations operated school or a char-

ter school, you are not automatically an active member

of the ATA. You are welcome to apply for an ATA associate

membership. Associate members have the right to vote,

are subject to the bylaws and have the right to hold ofce

in the Association; however, they are not subject to the

Association’s disciplinary provisions.

For more information on ATA membership, go to

www.teachers.ab.ca.

8 Internationally Educated Teachers—Welcome to Alberta

CODE OF PROFESSIONAL CONDUCT

The Code of Professional Conduct stipulates minimum standards of professional conduct of teach-

ers but is not an exhaustive list of such standards. Unless exempted by legislation, any member of

The Alberta Teachers’ Association who is alleged to have violated the standards of the profession,

including the provisions of the Code, may be subject to a charge of unprofessional conduct under

the bylaws of the Association.

In relation to pupils

1 The teacher teaches in a manner that respects the dignity and rights of all persons

without prejudice as to race, religious beliefs, colour, gender, sexual orientation, gender

identity, gender expression, physical characteristics, disability, marital status, family status,

age, ancestry, place of origin, place of residence, socioeconomic background or linguistic

background.

2 (1) The teacher is responsible for diagnosing educational needs, prescribing and implementing

instructional programs and evaluating progress of pupils.

(2) The teacher may not delegate these responsibilities to any person who is not a teacher.

3 The teacher may delegate specic and limited aspects of instructional activity to

noncerticated personnel, provided that the teacher supervises and directs such activity.

4 The teacher treats pupils with dignity and respect and is considerate of their circumstances.

5 The teacher may not divulge information about a pupil received in condence or in the course

of professional duties except as required by law or where, in the judgment of the teacher, to do

so is in the best interest of the pupil.

6 The teacher may not accept pay for tutoring a pupil in any subjects in which the teacher is

responsible for giving classroom instruction to that pupil.

7 The teacher may not take advantage of a professional position to prot from the sale of goods

or services to or for pupils in the teacher’s charge.

In relation to school authorities

8 The teacher protests the assignment of duties for which the teacher is not qualied or condi-

tions which make it difcult to render professional service.

9 The teacher fullls contractual obligations to the employer until released by mutual consent or

according to law.

10 The teacher provides as much notice as possible of a decision to terminate employment.

11 The teacher adheres to agreements negotiated on the teacher’s behalf by the Association.

Internationally Educated Teachers—Welcome to Alberta 9

IM-4E 2018 07

In relation to colleagues

12 The teacher does not undermine the condence of pupils in other teachers.

13 The teacher criticizes the professional competence or pro fessional reputation of another teacher

only in condence to proper ofcials and after the other teacher has been informed of the criticism,

subject only to section 24 of the Teaching Profession Act.

14 The teacher, when making a report on the professional performance of another teacher, does

so in good faith and, prior to submitting the report, provides the teacher with a copy of the report,

subject only to section 24 of the Teaching Profession Act.

15 The teacher does not take, because of animosity or for personal advantage, any steps to secure

the dismissal of another teacher.

16 The teacher recognizes the duty to protest through proper channels administrative policies and

practices which the teacher cannot in conscience accept; and further recognizes that if administra-

tion by consent fails, the administrator must adopt a position of authority.

17 The teacher as an administrator provides opportunities for staff members to express their opin-

ions and to bring forth suggestions regarding the administration of the school.

In relation to the profession

18 The teacher acts in a manner which maintains the honour and dignity of the profession.

19 The teacher does not engage in activities which adversely affect the quality of the teacher’s

professional service.

20 The teacher submits to the Association disputes arising from professional relationships with

other teachers which cannot be resolved by personal discussion.

21 The teacher makes representations on behalf of the Association or members thereof only when

authorized to do so.

22 The teacher accepts that service to the Association is a professional responsibility.

Approved by the 2018 Annual Representative Assembly pursuant to the Teaching Profession Act.

Please note:

• Items 13 and 14 of the Code of Professional Conduct do not pertain to reporting to the Association on

the possible unprofessional conduct of another member.

• The Teaching Profession Act, section 24(3), requires members to report forthwith to the executive

secretary on the unprofessional conduct of another member.

10 Internationally Educated Teachers—Welcome to Alberta

Alberta Education is the Government of Alberta ministry

that funds education. The minister of education is respon-

sible for who holds teaching authority in Alberta. The

Registrar at Alberta Education is responsible for evaluation

of credentials and issuing Alberta teacher certication.

Alberta’s education system consists of

• public schools,

• separate schools (Roman Catholic),

• francophone schools,

• charter schools,

• accredited private schools,

• early childhood services (ECS) programs,

• First Nations (band) operated schools and

• Alberta accredited international schools.

The province is divided into 61 public school jurisdic-

tions. Public school jurisdictions are dened as those

jurisdictions that are 100 per cent publicly funded.

These include public, separate and francophone school

jurisdictions. They may also be referred to as school

authorities, school divisions and school districts.

School jurisdictions are responsible for employment of

teachers.

Charter schools, private schools, early childhood ser-

vices (ECS) programs, First Nations school authorities

and Alberta accredited international schools are not part

of the 61 public school jurisdictions, although they are

responsible to adhere to the requirements established

by the Ministry of Education.

3. How are schools and school jurisdictions organized

in Alberta?

A school jurisdiction is governed by an elected school

board (also known as boards of education) and is oper-

ated under the guidance of an administrative team led

by a superintendent. In Alberta, teachers are hired by

school jurisdictions, not by Alberta Education.

A complete list of all school jurisdictions and links to

their websites can be found at www.teachers.ab.ca.

There are three categories of schools in Alberta:

• Elementary—kindergarten to Grade 6 (ages 5–12)

• Junior high—Grades 7 to 9 (ages 12–15)

• Senior high—Grades 10 to 12 (ages 15–18)

Kindergarten

Age 5

Elementary

Ages 6–12

Junior High

Ages 12–15

High School

Ages 15–18

Internationally Educated Teachers—Welcome to Alberta 11

3.1 Alberta schools are inclusive

School communities in Alberta reect diversity:

Cultures Languages

Sexual

orientations

Gender

identities

Abilities

Religions

Alberta teachers respect the diverse nature of school and are required to acquire the knowledge, skills and

attributes necessary to create inclusive learning environments for all students.

There are a variety of congurations of schools across

Alberta, including kindergarten to Grade 9.

Elementary teachers traditionally work with one class of

students for an entire school year. They provide lessons

in a variety of subject areas, including mathematics,

language arts, social studies, science and art. Secondary

school teachers are subject area specialists who provide

instruction to students in junior and senior high school

(Grades 7–12). Alberta Education requires that secondary

teachers have a minimum of 24 credits in a teachable

subject area, such as math or science. Technology now

allows some teachers to teach through distance learning.

Others teach in nontraditional school settings such as in a

shopping mall or community centre.

In addition to instruction, teachers in Alberta have

many other responsibilities, such as supervision duty,

advising students, meeting with parents and organizing

eld trips.

Ethnicities

12 Internationally Educated Teachers—Welcome to Alberta

If you wish to teach in Alberta, you are required to

be certicated by the Ministry of Education of the

Government of Alberta. Before receiving a Permanent

Professional Certicate, you must rst apply for an

Interim Professional Certicate.

4.1 Interim professional certication

Apply directly to Alberta Education, Teacher

Certication Branch, for your Interim Professional

Certicate. Your credentials will be assessed, and if you

qualify, certication will be awarded when you provide

evidence of the right to work in Canada. The certicate

may take several months to obtain. Once issued, it is

valid for up to three years. Go to www.education

.alberta.ca.

4.1.1 Certication requirements for an Interim

Professional Certicate

To be certicated, you will need to meet the following

certication requirements:

A. Academic credentials

Four years of university education and a recognized de-

gree that includes 48 semester hour credits in teacher

education coursework, with a minimum of 10 weeks

in supervised student teaching at the elementary or

secondary level.

If you are prepared as an elementary school teacher

Your required university coursework must include a min-

imum of 24 credits, including Canadian studies (3 cred-

its), mathematics (3 credits), science (3 credits), and

English/French literature and composition (6 credits).

If you are prepared as a secondary school teacher

Your university coursework must include a minimum of

24 credits in your teachable subject area and 6 credits

in English/French literature and composition.

4. Can I teach in Alberta? What are the requirements to teach

in Alberta?

B. Professional standing

You must submit a Statement of Professional Standing

from the licensing body or education ministry where

your teacher preparation program was completed and

from every jurisdiction where you have held teacher

certication.

C. Work experience

You will require written verication of your teaching

experience from each school authority where you have

worked as a teacher.

D. Immigration status or evidence of right to work in

Canada

Evidence of the right to work in Canada is required. If

you are born outside Canada, you must provide proof of

citizenship and/or immigration status.

E. Language prociency

You may be required to provide evidence of language

prociency. Proof of language prociency ensures

that teachers are able to communicate effectively in

all modes (speaking, reading, listening and writing) in

English or French prior to entering the classroom.

The evidence of English language prociency accepted

by Alberta Education is the Test of English as a Foreign

Language or the International English Language Testing

System (IELTS) academic test. Required scores are

listed below. Once you have successfully completed the

TOEFL-iBT or IELTS and achieved the required scores,

please arrange for your ofcial results to be sent directly

to the Teacher Certication Branch at Alberta Education.

Scores older than one year are not accepted.

IELTS TOEFL

98 overall with minimum

Speaking 7 Speaking 27

Writing 7 Writing 25

Listening 6.5 Listening 23

Reading 6.5 Reading 23

Internationally Educated Teachers—Welcome to Alberta 13

French Language Prociency

Individuals who wish to demonstrate language pro-

ciency in French must provide evidence in the form of a

recorded interview to Alberta Education. The following

conditions for a recorded interview must be met:

• The recording must be, at minimum, 20 minutes in

duration and reect an unrehearsed conversation

between the applicant and an appropriate interviewer

whose rst language is French.

• An appropriate interviewer may be dened as an

individual holding certication as a teacher in

Alberta. Such individuals include superintendents

of schools, school principals, teaching colleagues

or staff of Alberta Education and/or the Alberta

Teachers’Association.

F. Be a t and proper person

You are required to complete a Condential Self-

Disclosure form and provide an original criminal record

check which includes a vulnerable sector check that is

current within six months.

G. Application fee

The application fees are determined by the location of

the postsecondary institution where you completed your

teacher preparation program:

• Prepared within Alberta $200

• Prepared within Canada or the USA $225

• Prepared outside Canada or the USA $250

4.1.2 How do I request a statement of professional

standing from my own country?

Contact the Ofce of the Registrar at Alberta Education

for assistance.

Alberta Education, Ofce of the Registrar

2nd Floor, 44 Capital Boulevard Building

10044 108 Street, Edmonton AB T5J 5E6

780-427-2045 or 310-0000 toll free within Alberta

teacher.certication@gov.ab.ca

(By appointment only)

Important note: Alberta Education and the universities

in Alberta complete their own credential evaluations

for teacher certication and admissions. They do not

recognize credential assessments completed by other

agencies, such as World Education Services (WES) or

International Qualications Assessment Services (IQAS).

Also, with respect to transcripts, please note that Alberta

Education and the universities in Alberta only accept of-

cial transcripts sent directly to their ofces by the appli-

cant’s former university or other postsecondary institution.

Please contact Alberta Education or the university ad-

missions directly if extenuating circumstances prohibit

your ability to have your transcripts sent directly from

your previous postsecondary institution.

4.2 Permanent professional certication

Once you have met the following criteria for certica-

tion: taught in Alberta for the equivalent of two school

years (400 full-time days) on an Interim Professional

Certicate where your teaching practice consistently met

the Teaching Quality Standard, a school authority super-

intendent or designated signing authority may submit a

written recommendation to Alberta Education for you to

be issued an Alberta Permanent Professional Teaching

Certicate.

4.2.1 Restrictions on eligibility

Permanent certication may be denied to applicants

who do not meet the eligibility requirements described

above. If you do not agree with the ofcial results of the

evaluation of your credentials, you may appeal the deci-

sion to the Certication Appeal Committee.

14 Internationally Educated Teachers—Welcome to Alberta

5.1 Teaching Quality Standard

The Teaching Quality Standard (TQS) is a key policy

that guides professional learning in Alberta. It outlines

the knowledge, skills and attributes that teachers

are expected to demonstrate. The standard species

competencies for those teachers holding interim

certicates (typically teachers in their rst two years

of practice) and permanent certicates. It is important

that you become familiar with the Teaching Quality

Standard.

Go to www.education.alberta.ca..

5. What standard do I need to meet and maintain to teach

in Alberta?

Internationally Educated Teachers—Welcome to Alberta 15

After your credentials have been assessed by Alberta

Education, you will be provided with a letter of assess-

ment that identies any further studies that are re-

quired. You can complete these further studies at

the postsecondary institutions listed below.

6.1 Universities

The following postsecondary institutions offer bachelor

of education programs:

Edmonton

• University of Alberta

• Campus Saint-Jean

• The King’s University

• Concordia University of Edmonton

Calgary

• University of Calgary

• Mount Royal University

• St Mary’s University

• Ambrose University

Camrose

Augustana Campus

offers degree program

through the

University of Alberta

Fort McMurray

Keyano College

offers a degree program through

the University of Alberta.

Grande Prairie

Grande Prairie Regional College

offers a two-year transfer program to the University of

Alberta or University of Lethbridge.

6. How can I upgrade my education to meet the requirements

for certication?

Lethbridge

University of Lethbridge

Medicine Hat

Medicine Hat College

offers a degree program through Mount Royal University

Red Deer

Red Deer College

offers a degree program through the University of Alberta.

University of Alberta

Campus Saint-Jean

The King’s University

Concordia University

of Edmonton

University of Calgary

Mount Royal University

St Mary’s University

Ambrose University

Red Deer

College

University of

Lethbridge

Medicine Hat

College

Grande Prairie

Regional

College

Keyano

College

Augustana

Campus in

Camrose,

U of A

Camrose

Red Deer

Lethbridge

Grand Prairie

Fort

McMurray

Edmonton

Calgary

16 Internationally Educated Teachers—Welcome to Alberta

6.2 Bridging programs

If you earned your teaching qualications in a country

other than Canada but do not yet meet the qualications

for Alberta teaching certication, the Internationally

Educated Teachers Bridging Program may be for you.

Bridging programs prepare experienced foreign-trained

teachers to teach in Alberta schools. The programs are

offered at the Universities of Alberta and Calgary.

6.2.1 Program objectives

Participants examine various educational policies and

pedagogies that affect teaching and learning in Alberta

and explore how the expectations for teachers and

students compare to those in their previous country.

Bridging programs help IETs to

• meet the requirements for teacher certication

in Alberta,

• enhance professional growth and

• make a transition to teaching and related

employment in Alberta schools.

6.2.2 Admission requirements

The requirements to be eligible to participate in the

bridging program are below:

• Successful completion of a teacher preparation

program outside Canada from a recognized

institution.

• A letter of assessment regarding teacher certication

from the Teacher Certication Branch, Alberta

Education.

Please visit each institution’s website for other admis-

sion requirements specic to each program and import-

ant links.

University of Alberta

http://uab.ca/iet

For additional inquiries about eligibility and admissions,

e-mail IETbridge@ualberta.ca.

University of Calgary

www.werklund.ucalgary.ca/gpe/bridge

6.2.3 Funding to complete education requirements

Funding for tuition and fees for bridging program par-

ticipants is available from the Universities of Alberta

and Calgary. Please visit each institution’s website for

more information.

If you are a foreign-trained professional, you may be

eligible for a loan from the Immigrant Access Fund. This

fund offers loans of up to $10,000 to help immigrants

become accredited to work in Alberta. You can borrow up

to $10,000 to cover the following costs:

• Short-term (two years or less) studies

• Exam fees with a professional governing association

• Travel expenses to write an exam

• Qualication assessments

• Professional association fees

• Books and course materials

• English or French language courses specic to em-

ployment

• Living allowance during study time

For more information, visit the Immigrant Access Fund

website at https://windmillmicrolending.org.

You may also seek additional government funding

through a student loan. Student loans are available to

Canadian and American citizens, permanent residents

and protected persons. Visit the Alberta Student Aid

(Student Loans and Grants) website for details.

https://alis.alberta.ca/explore-education-and-training/

pay-for-your-education/loans-and-grants/#program

A student line of credit from your bank may be an alter-

native if you are unable to receive a student loan.

Internationally Educated Teachers—Welcome to Alberta 17

If English is not your rst language, you should contact

your local immigrant-serving agency for a referral to an

assessment service. You can also contact the Alberta

Support Contact Centre for details.

https://alis.alberta.ca/tools-and-resources/alberta

-supports-contact-centre

7.1 Language Instruction for Newcomers

to Canada

The Language Instruction for Newcomers to Canada

(LINC) program is a free language-training program

for eligible adult learners. LINC provides basic lan-

guage skills. To register for LINC classes you will need

a LINC card. To obtain a LINC card, it is necessary to

be assessed. Newcomers should contact the nearest

immigrant-serving agency to make an appointment for

an assessment.

You may need to have your education and training

credentials translated. To find a translator, go to

the Association of Translators and Interpreters

of Alberta website at www.atia.ab.ca. Immigrant-

serving agencies may also be able to assist with

document translation.

7. Assessing your English language skills

8. Translating documents

7.2 English as a second language

If you need specic language skills, you may want to

consider a program that better ts your educational or

career goals, such as English as a second language

(ESL). Training is designed to help participants learn

basic to advanced reading, writing, listening and speak-

ing skills. Visit these websites to nd out more about

ESL programs in Alberta:

• Calgary area: https://immigrantservicescalgary.ca

• Edmonton and other select urban centres in Alberta:

www.cssalberta.ca

18 Internationally Educated Teachers—Welcome to Alberta

9.1 Where do I apply?

There is no central employment agency in Alberta for

teachers. Individual school authorities are responsible

for the recruitment of teachers in Alberta. Applications

must be made directly to the school district, private

school or other employing authority, and each has its

own distinct hiring practices. Here are a few suggestions

for how you can nd current teaching positions:

• Browse school jurisdiction websites to locate teaching

position sections. You may also want to contact the

human resources department of the school jurisdic-

tion to ask what training and experience they are look-

ing for in their new hires. You can usually nd phone

numbers, question submission forms and e-mail

contact information on school authority websites in

addition to teaching positions. A complete list of all

school jurisdictions and links to their websites can be

found at www.teachers.ab.ca.

• The Education Canada website advertises teaching

positions from across Canada.

www.educationcanada.com

• Over 30 school authorities in Alberta use the Apply to

Education website to advertise teaching positions and

gather resumes.

www.applytoeducation.com

Be open to the idea of looking for work outside of large

cities. There is often more demand for teachers in rural

locations.

For many school boards, substitute teaching is the rst

step toward a continuous teaching contract. Substitute

teachers (also called supply teachers or teachers on

call) are teachers who are employed to replace other

teachers when they are absent. Substitute teachers pro-

vide professional service in schools throughout Alberta.

Substitute teachers carry the same daily responsibilities

of instruction, management and supervision of students

that regular classroom teachers do. Substitute teaching

allows you to demonstrate your abilities in a Canadian

classroom setting to be evaluated, to build your experi-

ence and to network.

Persevere. Obtaining a teaching position is not always

easy and may take more time than anticipated!

9.2 Resume, cover letter, references and

interviews

9.2.1 Building your resume and cover letter

Most school jurisdictions will require you to submit a

teaching resume and cover letter. A well-written resume

and cover letter will help increase the likelihood that

school board staff as well as school principals will review

your application.

The Alberta Learning Information Service (ALIS) website

offers information on writing your resume and cover letter,

learning how to network and prepare for your interview, and

has job search resources and labour market information.

Visit their Look for Work page for guidance.

https://alis.alberta.ca/look-for-work/resumes-and

-references

9.2.2 References

Your references are people who know you and can tell

an employer about you. These are people who have

worked closely with you in employment or volunteer

settings. If your work experience is limited, you may need

to use personal references. These are people who can

vouch for your character but haven’t worked with you.

Include your references on your resume.

Choose your references carefully. Make sure the people

you have selected meet these criteria:

• They know you well enough to answer specic ques-

tions about you and your work.

• They can recommend you without reservation.

• They have good communication skills, especially on

the phone. (This is important because many employ-

ers check references by phone.)

9.2.3 Job interviews

Job interviews are an important part of securing a teach-

ing position. If you know what to expect in an interview

with a school board human resources personnel ofcer

or a school principal, you can be prepared and feel

condent.

9. How do I nd a teaching position?

Internationally Educated Teachers—Welcome to Alberta 19

9.2.4 Who conducts the interview?

When you accept an interview for a teaching position,

ask for the names and positions of the people who will

be interviewing you. Doing so will give you a better idea

of what to expect. In Alberta, in large urban boards,

interviews for teaching positions are usually conducted

by human resources personnel, followed by a second

interview with the school principal and administration.

More than one person will often interview you. Be

prepared to answer questions from each person as they

write notes about your responses.

During your interview, discuss your education, experi-

ence and expertise, and how they support the school

board and school’s goals for student success. Your

rst task is to demonstrate that you have the neces-

sary skills to meet these objectives. Your second task

is to nd out whether you are interested, willing and

able to work in this particular educational setting.

You should be prepared to ask questions as well as

answer them.

9.2.5 Know your answers

To make a good impression, write down and practise

your answers to possible questions with a friend or

family member before you go to your interview. Visualize

yourself at the interview responding to scenario or role-

play questions. These are questions like, “Tell us about

a time when you…” where you will be asked to draw on

your past teaching experiences.

20 Internationally Educated Teachers—Welcome to Alberta

9.2.6 Tips for answering questions

• Use strong, clear words to describe yourself (for

example, exible, courteous, creative, disciplined,

self-starter, knowledgeable, team player, passionate),

and be prepared to share teaching examples that

demonstrate these qualities.

• If you do not understand a question, politely ask the inter-

viewer to repeat it. If you do not know the answer, say so.

You will have to wait until each candidate has been inter-

viewed to nd out if you will be offered the position. The

principal or human resources will contact you if you are

the successful candidate.

9.2.7 Tips for making a good rst impression with

an employer

 Arrive 10 to 15 minutes early, and let the receptionist

know you have arrived.

 Do not bring family members with you.

 Do not chew gum or bring a beverage. (It is OK to

accept an offer for a glass of water once you are in

the interview room.)

 Turn your cellphone off and put it away during the

interview.

 Be pleasant, honest and sincere with everyone in the

ofce. Interviewers may ask other staff members for

their opinions once you leave.

 When you rst meet the interviewers, introduce your-

self, shake hands rmly and make eye contact.

 Remain standing until you are offered a chair and

then sit up straight.

 Take a copy of your resume and cover letter, the

teaching position advertisement (if there was one),

references, your list of questions about the position

and any other relevant documents.

 In certain educational settings, such as French

Immersion or in francophone schools, you may be

asked to respond to oral questions in French or

complete a written language prociency test.

 At the end of the interview, always thank the

interviewers for their time.

9.3 Bredin Centre for Learning—Centre

for Skilled and Internationally Trained

Professionals

The Bredin Centre for Learning is located in Edmonton,

Calgary, Red Deer and Spruce Grove and offers support

for internationally trained professionals to help them

understand and successfully move through the licensure

and credential process in Canada. Workshops providing

support with job search skills are provided.

The Bredin Centre for Learning offers a no-cost program

to guide internationally educated teachers (IET) through

the licensure and credential process in Alberta. As part

of a regulated profession, they are provided with up-to-

date information on the teaching profession. A dedicated

career coach supports the clients through the process

and assists with nding pre-employment volunteering,

mentoring educators and employment directly related to

education or an industry-related occupation.

For the IET bridging program students at the University

of Alberta, the Bredin Centre for Learning creates

industry-specic curriculum workshops with invited guest

speakers including employed educators and school

board representatives. Workshops cover work-search

strategies, resume writing, work-search communication,

interview skills and social media networking.

Specically, the Bredin Centre for Learning can help with

• understanding the process for licensure recognition;

• counselling on transferring professional skills and

knowledge to Canadian industries;

• providing help on what to do when there are limited

nancial resources available to pay for additional

postsecondary classes, credential evaluations,

exposure courses, phone calls and faxes;

• reviewing an IET’s current resume and providing ex-

pert advice on rening it for the potential employer;

• spending time with IETs to create a job-search plan;

• providing IETs with coaching on interviewing to help

IETs get work;

• offering networking opportunities with other teachers; and

• providing postemployment follow-up including

job maintenance support and integration into the

Canadian workplace.

Internationally Educated Teachers—Welcome to Alberta 21

To become a client, call 780-425-3730 to set up an

initial meeting. At this meeting, IETs must bring all of the

following original documents:

1. Proof of Canadian citizenship (citizenship certicate,

permanent residency card or refugee conrmation

letter with favourable decision with work permit)

2. Social insurance number (SIN) card or letter

3. Original degree or diploma from outside of Canada

(if the original is not in English, a certied translated

copy is required)

4. Up-to-date resume

5. English language assessment results with a mini-

mum CLB–A 6.0 or an academic IELTS 5.5

• When IETs come to Bredin, they will meet with the career

coach who will work with them to understand what

has been done to date to obtain employment and/or

licensure.

• Eligible clients work together with their Bredin career

coach on developing a plan of action to determine what

services, seminars, workshops, courses and so on they

will take at Bredin.

• IETs will work closely with staff to prepare to take exams,

attend study groups, obtain employment and so on.

• Once IETs are ready to look for employment, the career

coach will assist with the resume, interview skills, cover

letter and job-search skills.

• When the IETs nd employment, they will continue to

receive support with any issues they may encounter on

the job.

For more information, go to www.bredin.ca.

9.4. Volunteering

Even if you are an experienced teacher, volunteering in

a school is an excellent way to become acquainted with

Alberta schools. It demonstrates your initiative to poten-

tial employers and that you have an awareness of the

operational aspects of a school. Schools often look for

volunteers to provide support within classrooms, work

one-on-one or with small groups of students, to prepare

materials and so on. Contact schools in your area to

learn about volunteer opportunities.

Of course, teaching experience can come from places

other than a school. Consider volunteering as a tutor,

mentor, lunchroom supervisor, coach or at a daycare or

an after school program. Many public libraries provide

children’s programming and often need volunteers.

By volunteering, you will not only build your knowledge and

understanding of schools and curriculum in Alberta but

also have the opportunity to build a network of professional

contacts, enhance your resume, improve your English skills

and provide support to children who need it.

9.5 Other applicable work experience

While you are working through the process of becoming

certicated and nding a teaching position, you may con-

sider applying for work in related positions. Working as

an educational assistant, for example, could provide ex-

cellent experience in the Alberta education system and

could offer opportunities to meet potential employers for

future teaching positions. Other relevant opportunities

could include working at an after school care centre or

as a school lunchroom supervisor.

22 Internationally Educated Teachers—Welcome to Alberta

11.1 Teacher Qualications Service

Once hired, teachers should apply to the Teacher

Qualications Service (TQS) of the Alberta Teachers’

Association to have their years of education assessed for

salary purposes.

Who uses the TQS?

• Beginning teachers and teachers new to Alberta

• Teachers who have upgraded their university and

college education

• Teachers who want advice on taking additional

courses or programs to improve their placement on

the salary grid

• Teachers who are not clear about how their educa-

tional qualications were assessed or who disagree

with an assessment they have received

Complete the TQS application form found on the ATA

website. There you will also nd the application guide-

book, which will assist you to correctly complete all

sections of the application form and guide you through

the application process.

Go to www.teachers.ab.ca/TheTeachingProfession/

TeacherQualicationsService/Pages/index.aspx.

11. How do I have my level of education evaluated for salary

purposes once I secure a teaching position?

10. What happens after I am hired?

Teachers hired in Alberta will receive a contract of employ-

ment from their employer and then be part of a collective

agreement. Be sure you understand what the contract

and collective agreement require of you. If you have

any questions, please contact the Member Services or

Teacher Welfare program areas at the Alberta Teachers’

Association at 780-447-9400 (in Edmonton) or

1-800-232-7208 (toll free elsewhere in Alberta).

Internationally Educated Teachers—Welcome to Alberta 23

An abundance of support is available for you as you

continue your teaching career in Alberta.

12.1 ATA library

The ATA library at Barnett House has an extensive

collection of books, periodicals, digital resources and

other materials focusing on educational research and

professional development for teachers. Library services

and materials are available in French and English. ATA

members and members of university student locals

may borrow materials and access Association library

services. Go to www.teachers.ab.ca or visit the library in

person at

11010 142 Street NW

Edmonton AB

780-447-9400, ext 648 (in Edmonton)

1-800-232-7208 (toll free elsewhere in Alberta)

12.2 Other resources

Alberta Teachers’ Association

www.teachers.ab.ca

Teachers’ Rights and Responsibilities in Alberta

www.teachers.ab.ca > The Teaching Profession >

Teachers’ Rights and Responsibilities

Alberta School Jurisdictions and Website Links

www.teachers.ab.ca/Public%20Education/Jurisdictions/

Pages/Index.aspx

Alberta Education

www.education.alberta.ca

Teacher Certication

https://education.alberta.ca/teacher-certication

Teacher Certication Process

www.albertacanada.com/les/albertacanada/

Teacher_Certication_revSept2015.pdf

Guide to Applying for Teacher Certication (Alberta

Education)

https://education.alberta.ca/teacher-certication

Ontario College of Teachers

Provides country-specic contact information for

requesting your statement of professional standing

www.oct.ca/becoming-a-teacher/internationally

-educated-teachers/country-info

Alberta Education, Ofce of the Registrar

780-427-2045 (in Edmonton)

310-0000 (toll free elsewhere in Alberta)

teacher.certication@gov.ab.ca

Bridging Programs

University of Alberta

www.ualberta.ca/education/programs/diploma-and

-certicate-programs/internationally-educated

-teachers-program

Internationally Educated Teachers Bridging Program Steps

http://uab.ca/iet

University of Alberta Faculty of Education Undergraduate

Student Services

E-mail [email protected] or IETbridge@ualberta.ca

University of Calgary

www.werklund.ucalgary.ca/gpe/bridge#quickset-eld

_collection_quicktabs_1bridge@ucalgary.ca

Immigrant Access Fund

www.iafcanada.org

780-756-3023 (in Edmonton)

403-228-9981 (in Calgary)

1-855-423-2262 (toll free elsewhere in Alberta)

English as a Second Language

Calgary: https://immigrantservicescalgary.ca >

How We Can Help > ESL and LINC Directories

Immigrant and Settlement Services

www.catholicsocialservices.ab.ca > Find Programs

by Service > Immigration and Settlement Service

12. Where can I nd more help?

24 Internationally Educated Teachers—Welcome to Alberta

Association of Translators and Interpreters of Alberta

www.atia.ab.ca

Teaching Quality Standard (TQS)

www.education.alberta.ca/media/1626523/english

-tqs-card-2013_3.pdf

Bredin Centre for Learning

www.bredin.ca

Education Canada

Offers a national online database of teaching positions.

This link takes you straight to the teaching position

postings for Alberta.

www.educationcanada.com//browse.phtml?sid=ab

Apply to Education

www.applytoeducation.com

Alberta Learning Information Service (ALIS):

Look for Work

Find helpful information to use when writing your

resume and cover letter.

www.alis.alberta.ca/look-for-work/resumes-and

-references

Alberta Learning Information Service (ALIS):

Occupational Proles

Here you can nd up-to-date information on Alberta’s

occupations, wages and salaries, and educational pro-

grams, certication requirements and schools.

www.alis.alberta.ca/edinfo

Alberta Career Information Hotline

Find an immigrant-serving agency and get advice and

referrals about your career, education and employment

options from a career advisor. www.alis.alberta.ca/

tools-and-resources/career-information-hotline/

career-information-hotline

780-422-4266 (in Edmonton)

1-800-661-3753 (toll free elsewhere in Alberta)

Alberta Student Aid (Student Loans and Grants)—

Government of Alberta

www.alis.alberta.ca/explore-education-and-training/

pay-for-your-education/loans-and-grants/#program

Teacher Qualications Service (TQS)

www.teachers.ab.ca/TheTeachingProfession/

TeacherQualicationsService/Pages/index.aspx

780-447-9400 (in Edmonton)

1-800-232-7208 (toll free elsewhere in Alberta)

Alberta Association of Immigrant Serving Agencies

(AAISA)

AAISA are dedicated to supporting immigrants and

refugees. Member agencies provide a range of pro-

grams and services, from core settlement to language

and essential skills training, employment supports, and

community connections. www.aaisa.ca/membership/

current-members

Internationally Educated Teachers—Welcome to Alberta 25

Q: I just arrived in Alberta and I am an experienced

teacher from overseas. I didn’t know what I should

do to be able to teach in Alberta? Where do I start?

A: Currently teachers arriving from overseas must search

for information about essential documents and appli-

cations needed before they can practise their skills

here. Requirements include certication (licence to

teach), employment (teaching position) and place-

ment on the TQS (determining placement for salary

based on qualications). For further information go to

Teacher Certication Branch, Alberta Education

https://education.alberta.ca/teacher-certication/

Employment

www.applytoeducation.com

https://educationcanada.com

Teacher Qualications Service, Alberta Teachers’

Association

www.teachers.ab.ca

Each of these websites will start internationally

trained teachers on a path that will bring together

required documentation from home and locally.

Depending on your country of origin, you may have

to meet different expectations including language

prociency in English or French. Your qualications

will be assessed based on the university from which

you graduated and on your years of teacher education

and experience.

Q: After receiving my Alberta teaching certicate, I

got a teaching position with a school board, but I

didn’t know where to start. I didn’t know the stu-

dents, and I didn’t know anybody in the school.

A: The rst day of classes is one key to a successful year

in school. It is as important to establish relationships

with students as to start the academic lessons. It is

crucial to include relationship-building activities for

the whole class.

It is also important to set the routines and expecta-

tions from the rst day. There are different resources

that will help. One of them is The First Days of School:

How to Be an Effective Teacher (2009), by Harry K

Wong and Rosemary T Wong. This book explains the

typical classroom set-up, routines and procedures,

which can be very different from the classrooms in

your home country. This book and many other useful

resources are available free to members of the Alberta

Teachers’ Association (ATA) from the ATA library.

In the beginning days of a school year, teachers must

prepare a syllabus of content, expectations and as-

sessments for each class they will teach. This infor-

mation is often shared with students and parents. It

forms an informal contract of learning between the

students, parents and the teacher. In order to prepare

the syllabus, you must know the required provincial

outcomes of the course that you will teach and how

to pace the content into the given timeline (term or en-

tire year). The research, organizing and planning prior

to starting teaching is critical. The outcomes can be

13. Q & As with an IET

Alma is an internationally educated teacher who became certicated to

teach in Alberta after attending the bridging program at the University

of Alberta. She has been teaching successfully in Alberta for over three

years. Alma has prepared the following questions and answers to share

her experience with you as an IET in Alberta.

26 Internationally Educated Teachers—Welcome to Alberta

found at https://education.alberta.ca/programs

-of-study/programs-of-study/.These outcomes form

the backbone for planning.

Teachers have to be well organized in order to suc-

ceed. Planning is crucial—a well-planned class can

offset a lot of classroom management issues. Teach-

ers do long-range, unit and daily plans. Well-designed

plans include outcomes, activities and assessment.

Of course they also take into account the needs of the

students so they will vary from class to class and year

to year. We teach students, not subjects.

Q: I have more than seven years’ experience of

teaching math at the high school level, and I have

never taught any other subject. Yesterday, I got an

offer to teach junior high math and another subject.

I graduated from university in math in my country,

and I am uncomfortable about teaching another

subject or different aged students.

A: In Alberta, teachers’ certicates enable them to teach

most subjects from kindergarten to Grade 12. Teach-

ers need to be exible about both subjects and levels

to teach. Few teachers have the luxury of teaching only

one subject area. It is a lot of work to prepare for a sub-

ject that you have never taught before but you will get

better with experience. Good planning skills combined

with good teaching skills are transferable from subject

to subject. Of course some subjects require specialized

training especially beyond introductory levels. Taking on

the challenge of a new subject is a good opportunity to

use your skills. Taking on students at a different age is,

within reason, an acceptable challenge. Knowing your

students and knowing their capabilities means match-

ing your knowledge with the prescribed outcomes and

planning accordingly.

Q: From my experience overseas, I am used to

following a textbook and completing it by the end

of the school year. I got a teaching position in

Edmonton and my colleagues told me that they do

not use a textbook at all. I started panicking, as

I have never worked without a textbook. I didn’t

know where I would nd the content that I needed

to teach or what resource I could use.

A: You need to become very familiar with the Alberta

Education program of studies, which can be found on

the Alberta Education website at https://education

.alberta.ca/programs-of-study/programs-of-study/.

Here you can nd the methodologies and content

for each course and level. Every lesson should be

planned based on the objectives from the program

of studies. The content is clearly outlined, but each

teacher must then nd the resources, the method-

ologies and assessments for each of the outcomes

listed. An outline of the outcomes to be completed is

needed to complete the syllabus for each course.

Many schools have a lead teacher, grade coordinator

or department head for subjects or levels. It is a good

idea to meet with this person prior to the opening

of school. For example, if you are teaching science,

meet with the science lead teacher. He or she can

be an invaluable resource for you and can introduce

you to the year plan, the department’s objectives

for the school year and the suggested pacing of the

work. Most of the time the lead has the topics already

arranged according to the units to cover, the equip-

ment needed and some assessment material. Usually

new teachers do not need to do all the planning by

themselves or work in isolation. Often, teachers who

previously taught the course will have materials ready

and available from previous years. Adapting these to

meet the needs of your students can cover much of

your preparation.

Q: I have just been hired days before classes begin,

and I am overwhelmed as I don’t know how I am

going to be ready. I have been given dates to submit

my syllabi, long-range plans and unit plans, and I

am not familiar with unit- or long-range planning. I

have little time to prepare these plans.

A: Each course should have a syllabus, which lists

the topics to be taught, the timelines, the methods

of assessment, the teacher’s name and contact

information. Usually a syllabus is one to two pages

long that should be given to students during the rst

week of classes.

A long-range plan is crucial, as it is the teacher’s

guide for the year. It includes the topics, the timeline

and the assessments. It is good practice to refer to it

constantly and to follow the timelines. The long-range

plan is more detailed than the syllabus.

Unit planning is necessary. Try to plan at least one

unit ahead of the unit you are currently teaching. To

plan a unit, check the program of studies and high-

light the objectives. Then plan the lessons including

Internationally Educated Teachers—Welcome to Alberta 27

activities and assessment for each outcome. This

is good practice as it will help you organize the

resources, equipment, books, papers and so on that

you will need to collect before beginning the unit.

Your school administration will want to see that

you know how to plan, covering and assessing the

outcomes. Write notes on your plans as to successes

and things to change for the future. Keep organized

using folders or binders for each unit per subject for

future use. These practices will make the next year’s

planning easier. If you are uncertain about planning,

ask a mentor teacher for assistance. It is a lot of

work, but well worth the effort in creating structure

for your class that saves time and helps with class-

room management.

Q: I have 20 years’ teaching experience in the country

I come from, and I don’t need any advice as I am

a veteran teacher. In the school where I am now

working, my colleagues give me feedback and

suggest changes in my teaching. I am not willing

to change as I am a very good teacher, and I don’t

want to change.

A: It is good that you have many years of experience.

Your experience is overseas, and many expectations

may be different in Canada. Alberta teachers are

committed to continuous professional growth requir-

ing constant reection and change. We all should

be open to suggestions and advice as it helps us

improve and grow. If an international teacher wants to

succeed, it is important to listen to suggestions and

take them seriously. Your colleagues want to see you

succeed too. Constructive criticism helps us make

appropriate changes. You might consider asking to do

an inter class visitation so that you can watch another

teacher’s style and methods. You could ask some

colleagues to watch you teach and provide feedback,

or ask your students for feedback as well.

Q: I never had problems with the students in my

country, as I knew the students’ families. I

would call their parents to discuss the students’

behaviour. In my present school, the students are

sometimes disrespectful and use inappropriate

language. I am not sure how to handle this problem.

Maybe the generation has changed or maybe the

students.

Ways of dealing with students in Canada can be

different from overseas. Classroom management is

important to success. It is important to create rela-

tionships with students and to respect them. When

you discipline, keep the discussion about their be-

haviours and do not make it personal. The students

have to understand that you care about them. If the

students feel that you care about them, they will

appreciate that and will respect you. Students will

act out more when they think you do not care about

them. Most often students will show respect when

they are treated with respect.

28 Internationally Educated Teachers—Welcome to Alberta

It is important too to plan well. When the class moves

at a good pace and students are involved in their

learning, the chance of classroom management prob-

lems lessens.

If you are having issues, here are few suggestions:

a. Ask a colleague to observe you and give you feedback.

b. Ask colleagues who teach the same students to

share some strategies that they use for specic

students or classes.

c. Ask your administrator for support and guidance.

d. Use the ATA library or online resources for good

classroom management procedures.

e. Plan, plan, plan.

Q: A year after immigrating to Alberta, I received

my teaching certication. Now I am looking for a

teaching position and having a difcult time nding

one in the city. My children are settled in their

new schools in Calgary, and my wife has a job in

Calgary. I don’t want to relocate. What can I do?

A: A teaching position in Alberta is a good job that

pays well and has excellent benet plans. Every

family should prioritize what is important. The fact

that you went back to school in Canada to receive

an Alberta certicate shows that you love teaching.

You could begin by applying to substitute teach in

Calgary. That would expose you to the schools, and

often substitutes enter the system after becoming

known to the various administrators who do the

hiring. This would also familiarize you to different

levels, Canadian styles of teaching and various

communities within Calgary.

You could also apply to the school districts sur-

rounding the city and commute daily or weekly as

needed. You may also surprise yourself and learn to

enjoy some of the smaller communities. The bene-

t of small communities is that you and your family

will be welcomed and you can be involved. A small

community can be a great place to raise a family.

Bigger cities have their benets as well. You can then

commute during weekends and holidays. It may be a

sacrice in the beginning, but it may be easier to get

a teaching position in Calgary after you have some

teaching experience elsewhere in Alberta. Many em-

ployers appreciate exible teachers.

Q: I am teaching in a school in Edmonton. My

administration often drops into my class to

watch for a few minutes. I am not used to the

administration coming into my class. I don’t know if

I am in trouble. Is it something common in Canada?

A: One important responsibility of the administration in

Alberta is to support and help teachers, especially

new teachers. The administration must supervise

and support the teachers at their school. They will

often have suggestions and tips to help you. Students

are generally familiar with the administrators being

around. The administrators will support you as well as

provide feedback before they evaluate your teaching

performance. You should become comfortable with

their presence—they are a big help to you.

Alberta teachers work under a program of ongoing

supervision. Because administrators are familiar with

the work being done, they do not need to do frequent

evaluations. They evaluate only in the rst years, promo-

tion years or when they feel the need for a closer look.

Q: I heard that teachers work with a letter of authority.

I don’t know what it is and if I can teach with it?

A: The Alberta Education Registrar in charge of certi-

cation will determine if you are eligible for a tem-

porary letter of authority while you nish courses

required to upgrade your international qualications

to meet the requirements of Alberta certication. A

letter of authority allows you to teach while you are

completing your courses. This might happen if nd-

ing teachers in your specialty (a language, a trade or

a specialized subject) is difcult. A school board rst

hires you and then they request a letter of authority

from the department of education. You cannot make

the request yourself. Once your qualications are

met, you must apply for interim certication.

Q: Do my years of teaching experience overseas count

for consideration in Alberta?

A: Generally, experience overseas will not be considered

when it comes to years of experience. If you have

been teaching with a requirement for Alberta

certication or its equivalent, some of your most

recent years of experience may be recognized as per

the recent agreement with the provincial government.

ISBN 978-1-927074-75-6

COOR-105 2019 02