Premier Pat Binns and Education Minister Chester Gillan announced a major new strategy today to help Island children succeed in school.
"Over the next five years, the provincial government will be making major investments in Island classrooms to achieve class sizes and student teacher ratios that are comparable with the best in Canada," said Premier Binns. "A quality education is one of the greatest opportunities we can provide our children, and this new strategy will provide Island children with the highest quality education possible."
The provincial government is introducing the strategy in response to a recent review of the education system which indicates that the number of students in Island schools will decline substantially over the next five years. "What these numbers mean is that in five years time, we would require 140 fewer teachers," said the Premier. "Today we are announcing that rather than taking those positions out of the system, we will maintain those 140 positions and add 35 to 40 new teachers. In doing so, we hope to make substantial gains in our education system that will result in smaller class sizes and improved student teacher ratios that are the best anywhere."
Premier Binns advised that the new Investing in Island Classrooms strategy demonstrates government's commitment to education. "During the past few years, we have fulfilled our promise to keep every Island school open. We have invested more than $60 million in major renovations and additions to our school facilities. Now, we are well positioned to focus on the classroom, and to improve learning and teaching environments which better prepare Island children to succeed in school and in life."
Beginning this year, the Department of Education will begin implementation of a new Instructional Staffing Model to support the allocation of classroom teachers based on targeted class sizes, and the allocation of other teachers who provide specialized education and support to students both inside and outside the classroom.
Minister Gillan advised that one of the major advantages of the new formula is that it supports the allocation of teachers based on class size, which research indicates has the greatest sustainable impact on student outcomes, especially in the early grades.
"In a smaller classroom, teachers usually spend less time managing the class, they have more time for instruction and individualized attention, and move along at a faster pace," said Minister Gillan. "Studies have shown repeatedly that students in small classes outperform their peers from larger classes in reading and math, have higher averages, and are more likely to pursue higher education."
The new instructional staffing model is a recommendation of a recent staffing and funding review of the school system conducted by Gar Andrew. Mr. Andrew's report is based on current research and extensive consultation with the province's educational partners. The three most common priorities identified in submissions to the review were additional staff and funding, smaller class sizes and additional resources for students with special needs.
Government has budgeted $500,000 to begin implementation of the new model this year. When fully implemented in five years time, the strategy will require annual investments of approximately $9 million.
BACKGROUNDER
INSTRUCTIONAL STAFFING MODEL
The Government of Prince Edward Island has approved a new Instructional Staffing Model in response to a comprehensive review of staffing and funding within the Department of Education. The review was conducted over the past several months by Gar Andrew. Now retired, Mr. Andrew is a former Senior Director of Administration and Corporate Services with the department.
The review is based on current research and extensive consultation with the department's Educational Partners Forum which includes representatives of:
• Eastern School District
• Western School Board
• French Language School Board
• Prince Edward Island Teachers' Federation
• PEI Home and School Association
• Federation des Parents de l'Îe-du-Prince-Édouard
The review indicates that student enrolments in Prince Edward Island are expected to decline over the next five years, from 23,449 in 2001-02 to 20,004 in 2008-09. It recommends that during this period, as enrolments decline, teaching positions be maintained and increased to achieve targeted class sizes and improved student teacher ratios.
The model recommends a four-step process to allocate staff and achieve these targets.
First, classroom teachers will be allocated to schools based on grade levels and targeted class sizes, beginning at the primary level. Targeted class sizes are as follows:
• Primary level, grades 1 to 3 -- 22
• Elementary level, grades 4 to 6 -- 25
• Intermediate level, grades 7 to 9 -- 28
• Senior level, grades 10 to 12 -- 30
Second, a flex factor will be applied to provide a variety of courses at the intermediate and senior high levels, as well as in specialty areas such as physical education. The flex factor is a percentage of the number of classroom teachers based on the level and size of the school as follows:
• Primary and elementary up to 299 students, 10%
• Primary and elementary over 299 students, 20%
• Intermediate up to 299 students, 20%
• Intermediate over 299 students, 40%
• Senior high, 40%
The flex factor is higher for intermediate and senior levels, recognizing the larger number of subjects and classes offered in these schools.
Third, every school will be allocated a principal and vice principal in addition to teaching staff. Schools with more than 500 students will have two vice principals. Of these administrative positions, time ranging from .6 to 1 full-time equivalent position will be designated as class-free time to enable administrators to provide administrative and educational leadership to their schools.
Finally, the report recommends that schools be allocated access to specialized teachers and resources in the following ways:
Special Education/Resource
• 1 teacher per 14 high-needs students
• 1 teacher per 500 low-needs students
Teacher Librarians
• 1.5 FTE for schools with more than 800 students
• 1 FTE for schools with 400-799 students
• 1 FTE for schools with 300-399 students
• .5 FTE for schools with 200-299 students
• .5 FTE to be shared among 2 or more schools with less than 200 students
Small Schools
One additional teacher for each small school with less than 200 students.
Early Literacy
One full-time Reading Recovery teacher for every eight Grade One students with reading problems, as determined by the incidence rate which is 20 percent of the Grade One student population.
School Counsellors
One school counsellor for every 400 students.
Alternate Education
The existing six alternate education sites will be increased to eight or more as needed.
Support for Pregnant and Parenting Teens
One position for every 15 students generated by the incidence rate which is 2 percent of the high school female population.
French Immersion
One additional teacher for each of the 26 French Immersion schools to address unusual class sizes in these programs
Minority Language
The number of additional positions will be negotiated with the French Language School Board.
Aboriginal Students
At least 50 percent of revenue for Aboriginal student education should be used to provide additional staff and programs to meet the special needs of these students.
English as a Second Language
At least one teacher should be provided and these numbers should be adjusted as warranted.