Draft History of Pro-D - Surrey Teachers Association

Delve into the history and purpose of Pro-D Days.

Gain a deeper understanding of how professional development days originated, their vital role in supporting teacher growth, and the lasting value they bring to advancing education for both educators and students.

History of Pro-D Days

Professional development days represent a hard-won recognition of our needs and responsibilities as teachers. For many years, the BCTF made representations to our employers and the Ministry of Education to recognize the importance of teachers having the time and resources necessary to engage in professional development.

In 1972, Pro-D days (non-instructional days) were added to the school calendar at the request of the teaching profession after years of advocacy from the BCTF. The inclusion increased the number of days of work for teachers with no loss of instructional days for students. Pro-D days in the school calendar recognized that teachers needed time during the school year to hone their skills, improve practice, and stay current with changes related to teaching and learning.

During local bargaining most locals of the BCTF were successful in achieving provisions regarding Pro-D days. In general, the contractual provisions provide for school and/or local Pro-D committees to determine and plan the activities for Pro-D days. A related provision of local agreements provides most local Pro-D committees with control over the allocation of Pro-D funding for teachers. For more information, visit our Pro-D Funding Guidelines.

Value and Purpose of Pro-D Days

Professionals in most fields routinely network with fellow practitioners, conduct and review research, and talk to experts and colleagues about trends, issues, and plans for ongoing professional development. There a numerous ways to grow professionally.

Teachers use Pro-D days to stay current with new technology, teaching methods, and community needs. These days are driven by classroom experiences, with teachers individually and collaboratively choosing topics to address through workshops, mentoring, and self-directed learning. Many also pursue further studies, attend evening classes, or engage in summer programs, fostering a collaborative teaching culture.

For inquiries, contact the Professional Development officer at pd@surreyteachers.org or call the STA office at (604) 594-5353.