From the moment of entry into service at the school board the professional’s autonomy comes
into play. This autonomy though, is subject to the realities of the school milieu. The purpose
of this article is to give you references to help better determine the extent and the limits of
your professional autonomy. References regarding the different settings where autonomy can
be discussed and where its limitations can be called into question are also included. This information can be useful throughout the course of your employment.
The Source for
Professional Autonomy
Because professional autonomy is rarely defined as such, it is helpful to specify its characteristics. Both terms of this expression derive from different sources. The first of these is in relation to the
individual. Autonomy derives from the essence of
each individual and their personal development.
Since it is shaped by the demands and influences of
society, the surrounding cultures and experiences of
work, autonomy takes on different forms throughout
life. The second term refers to the areas of
knowledge and skills acquired while training for a
profession. In this case, the relationships with the
workplace prescribe limits on the exercise of professional autonomy.
The Limits of
Professional Autonomy
Autonomy at work is defined as : …
« The freedom to choose the specific element of
work, to organize the schedule and deadlines,
and to determine the type of interaction with the
authority, with discretion and professionalism » 1
discussing organizational constraints and institutional controls.
2. Operational autonomy refers to the possibility to
choose the appropriate means to achieve fixed
objectives. This is the most valued aspect of
autonomy since it is directly linked to the professional’s qualifications and skills. It is however,
very structured and limited by the organization of
work that is typical of the education milieu.
Professional autonomy is generally understood
within the limits imposed on it by the context of its
multiple applications. The values conveyed by the
educational institution, colleagues and parents as well
as the objectives and programs established by the
ministère de l’Éducation, du Loisir et du Sport
(MÉLS) and by the school board have an effect on
your autonomy at work. The same applies to the
norms that structure the organization of work. When
applied to the exercise of the function these different
frameworks for autonomy take on a particular tone.
For example, the policies and reference frameworks
for intervention published by the MÉLS leave little
room for initiative in the definition of problems and
challenges. The classification plan define the extent
and limits of professional autonomy in the school
milieu:
« …The professional has the choice of the means,
the methods and the procedures in order to
realize the objectives of the programs for which
he is responsible, taking into account the practices and general procedures defined for his
action».3
Professional Autonomy is therefore found along two
axes2 :
1. Strategic autonomy is the freedom to define the
issues and the objectives. This aspect of autonomy is very limited in the education sector and
is the one that is often referred to when
1
2
Legendre, Rénald. (2005) Dictionnaire actuel de l’éducation.
Montréal. Guérin. p. 149.
Adapted from Allaire, Benoit et al. (1995) Autonomie
professionnelle. Notre manière d’y voir. FPPSCQ-CSN. p.11.
3
Classification Plan p. I- 2. c). It is also strongly recommended to
read the complete articles on Professional Responsibility (9-6.00)
and Practice of the profession (9-8.00) as well as the Classification
Plan.
These limits considerably reduce the scope of
professional autonomy. They must be considered
together with those noted in the Code of Ethics or
the rules of your particular profession and in some
specific cases by the rules of civil law. Therefore,
while trying to respond appropriately to the needs of
students, colleagues or directors, you must constantly adjust your interventions to comply with the
norms, programs or requirements coming from
several sources.
Intervention in Order to Influence
We cannot overemphasize the need to intervene continuously to improve the flexibility you
have in the exercise of your function. Armed with an
action plan it is essential to bring the issue to the
attention of the directors of services and establishments in the school board. Moreover, the various
mechanisms for consultation, coordination or participation, multidisciplinary or otherwise provide us
with the forums where we can focus on this objective. Your union, through your delegate, can help
you to choose the most appropriate avenue according
to the particular circumstances. The following are
the most relevant:
Consultation of the Labour Relations
Committee
Clause 4-1.03 specify that the LRC must meet
to discuss any matter concerning labour relations or
a policy having a bearing on professional activities.
Professional Meetings and Collective
Professional Activities
Though these provisions are not mentioned
explicitly in the English-language School Boards
collective agreement, your representatives at the LRC
should request that such facilities be granted to any
demand for these purposes.
Clause 8-8.03 of the French-language School
Boards collective agreement allows that t h e
board may establish a policy or a directive after
consultation with the LRC or agree to a project
proposed by professionals regarding multidisciplinary or same discipline meetings where professionals may share knowledge and ideas in
order to improve the planning of, carrying out
and follow-up to professional activities.
Clause 3-4.22 of the same agreement permits an
agreement between the board and the union, to
set aside certain periods during the work day for
group professional activities.
Despite the regulations and their requirements,
it is always possible to influence the choices, procedures and practices of the school board as well as the
orientations, policies and programs issuing from the
MÉLS. This contributes to the improvement and
control of the organization of our work and to the
development and recognition of the professionals’
skills in the service of student success.
MH/VG - 14/01/2009