Working Group to Better Match Assignments to Teacher Backgrounds

Almost three-quarters of high school classes and two-thirds of junior high classes are taught by teachers with a strong post-secondary background in a related subject area, according to a study released by the Department of Education today, Jan. 14.

"We conducted this study as part of our ongoing efforts to ensure the highest possible quality of education for all Nova Scotia students," said Education Minister Karen Casey. "We know that subject-area expertise is one of several variables that contribute to the effectiveness of student instruction."

The study examined the post-secondary majors and minors of teachers in the 2006-07 school year and compared them to teaching assignments. It did not include teachers college, other university courses or education and training received after a teacher's initial degree.

"Teachers are one of the best examples we have of dedication to life-long learning," said Ms. Casey. "The Department of Education and school boards support that commitment with a vigorous program of professional development and educational support throughout their careers."

High school students studying biology (79 per cent), chemistry (86 per cent), English (78 per cent) and physics (75 per cent) were more likely to have a teacher with a strong post-secondary background in a related subject area than those in history (63 per cent) or math (67 per cent).

Junior high students in social studies (90 per cent) and phys ed. (89 per cent) classes were more likely than those in English (59 per cent), math (37 per cent) or science (65 per cent) classes to receive instruction from teachers with a strong post-secondary background in a related topic.

In addition, students enrolled in French immersion were less likely overall to have teachers with a strong related background than those in the core program.

"Clearly there are some areas of concern," said Ms. Casey. "This is a complicated topic relating to hiring and placement practices, teacher mobility, availability of qualified teachers in key areas like math and French, team teaching and a variety of other factors.

"That's why I have asked that a task force with representation from all our education partners look at this in a co-ordinated fashion and come back with recommendations."

A working group of principals, board HR directors, program directors, board superintendents and the NSTU has been tasked with analyzing data to provide recommendations for improved teacher-subject area matching by spring.

A copy of the full report is available at www.ednet.ns.ca .