For many instructors who work school boards, the LBS Program constitutes a significant change in how we do business in adult education. The transition to a new way of teaching and working with learners has brought with it many challenges and stirred up conflicting feelings. What adds to the angst and complexity of the transition is the approach the Ministry has taken in encouraging a collaborative process of Program development. It’s both a good thing and a bad thing.
On the one hand, a collaborative approach respects the best knowledge and expertise from different cultures and traditions of literacy education that come from the different literacy streams, sectors, and geographic regions in Ontario. It relies on that wisdom and experience to shape what literacy reform will look like in the future. It brings to the table, people from all these different fields, and asks them to work together to find the best solutions and ways:
- to support their own unique communities of professionals and learners, and
- to deliver services that meet Ministry objectives.
But there’s a down side. The collaborative field development approach embraced by the Ministry requires the literacy field to be continually active in developing, testing, assessing, refining and establishing, new processes, tools, training and resources. This is all in an effort to support and move agencies steadily forward along the continuum of MTCU’s implementation timelines. The continuous and fast-paced evolution of the program produces a working climate in constant flux, and dealing with the constant state of change has a huge impact on the daily life and work of the individual instructor.
Some practitioners are in danger of burn-out from the constant stress of trying to keep up with ever-changing priorities and procedures. It is difficult to be expected to adopt and adapt each new process and tool as it comes along, and, at the same time, deliver a high-quality literacy program that has some consistency. Many teachers express concern over the fact that they don’t get the time they need to develop the expertise that’s expected.
Who would want to work in an environment like that?
Visit Instructor Interview to see what a few instructors had to say.
School Board programs are committed to change
Although individual school boards and individual LBS programs accept the realities associated with moving forward in program reform, programs are still at different stages in implementing change and feeling confident in new ways of doing things. To put it another way, while you could say that everyone is on board, not everyone has arrived!
School Board Managers and Administrators throughout the province are committed to providing leadership and support in ways that best meet the needs of their own practitioners. They will also continue to work with the broader literacy community at the planning level and through field development of resources and training.
Despite the challenges, the adult literacy profession continues to attract practitioners and literacy workers who welcome the chance to invest in other peoples’ lives in life-changing, life-affirming ways. They are people who embrace the vision of literacy opportunities for all, approach challenge with optimism and good-will, and work with diligence and determination for the joy of the moments when learners’ eyes light up with understanding.
| < PREVIOUS The LBS Learner's Journey |
|
