Teaching & Leading


Assurance Framework

Domain Three

Teaching and Leading


Teachers and leaders will have the capacity to analyzing the learning context; attending to local and societal considerations; and applying the appropriate knowledge and abilities to make decisions resulting in quality teaching, leading and optimum learning for all.


  • Teachers and leaders respond with skill and competence to the unique learning needs, interests and cultural, social and economic circumstances of all.
  • Teachers and leaders improve their professional practice through collaborative engagement in processes of growth, supervision and evaluation.
  • Collaboration amongst teachers, leaders, students and their families, and other professionals enables optimum learning.
  • Teachers and leaders use a range of data arising from their practice to inform cycles of evidence-based continuous learning.

Primary Strategies

  • Provide teachers and support staff the opportunity to analyze stakeholder Assurance data sets to inform the design of school strategies and performance measurements.
  • Creating opportunities for school and divisional Professional Learning Networks (PLN) to collaborate on developing strategies that focus on the development of the whole child in alignment with the Third Path conditions.
  • Develop localized Third Path cohorts to support the implementation of the eight condition strategies that best align to school context. 
  • Testing will provide feedback to teachers from baseline testing measures that identify students at risk; employ a Learning Disruption program to decrease number of students at risk: collaboratively create goals for IPPs (Individualized Program Plans) that reflect individual needs for student success, then follow up with goal progress.
  • Create PLCs allowing teachers to collaborate in grade levels or subject matter where cohorts can brainstorm and create consistent quality programming within the school and division. Include collaboration time with support staff.
  • Meaningful and intentional professional development with specific topics and areas of subject matter is needed.
  • Integrate and encourage PGPs (teacher Personal Growth Plans) to reflect these strategies.

OnGoing Strategies

  • Utilizing assessment measures to define areas of weakness and need among students.
    PAT and DIP preparation and analysis will help with utilizing data from test results, including all teaching staff in this process.
  • Continue to build opportunities for staff to collaborate and build programming based on grade level and subject matter.
  • Provide professional development opportunities for staff based on areas of need within the school and encourage PGPs to be developed around these needs.

Performance Measures


Domain Three Local Measures:

  • Gr 4-6 Q8 I know that my teacher wants me to do my best work 99% - Goal 100%
  • Gr 7-12 Q10 How satisfied are you with the help and support you receive from teachers to help you learn 91% - Goal 95%
  • Teacher Q8 How satisfied are you with the amount of collaboration time available between you and other staff across the division 44% very satisfied or satisfied - Goal 75%
  • Teacher Q13 How satisfied are you that the professional development activities offered are of high quality 56% very satisfied or satisfied - Goal 75%
  • Support Staff Q8 How satisfied are you with the quality of professional development to help in your work? 66% very satisfied or satisfied - Goal 80%
  •  Parent Q26 How satisfied are you with the overall quality of education your child is receiving in this school 93% very satisfied or satisfied - Goal 95%

Domain Three Provincial Measures:

  • Education Quality - 89.6% Province, 90.1% BSS - Goal 95%
“We teach; we share; we learn; we care. We grow in Christ, believing that together we can make a difference.” Alberta Public Catholic Education. © 2024 East Central Catholic Schools. All rights reserved.