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• Fostering a Culture of Wellness

  September 26, 2023 9:00 AM Comments Off on Fostering a Culture of Wellness

  MEDICINE HAT PUBLIC School Division (MHPSD) is a medium-sized public-school jurisdiction in Medicine Hat, Alberta. Serving 850+ employees and 7,000 students, the division delivers inclusive education to 18 schools, all within the city limits. It is the division’s belief that fostering a culture of wellness will lead to increased staff engagement and positive student outcomes. In 2017, MHPSD Superintendent Mark Davidson requested that a wellness committee be created to support this work. Executive leadership and the Board of Trustees adopted “fostering a culture of wellness” as one of four universal division goals. Superintendent Mark Davidson explains:  

  “Our system has been very intentional in our focus on wellness as one of four ‘universal’ system goals. This decision flows from our understanding that all who form our learning community come to school, work, or their family relationships with individual needs in terms of health. Mental health has, for too long, been treated as if it was something to avoid discussing, or to be ashamed of. We, at Medicine Hat Public School Division, understand that proactive action to support the health of our community creates safer and healthier learning environments for all.”  

  Human Resources and Student Services collaborated to create the Be Well, Employee Wellness Program. Initially, the work was siloed into “staff” and “student” categories with assigned champions for each. Wellness Champions were assigned to staff wellbeing and Health Champions were assigned to student wellbeing. An employee engagement survey was sent out to all staff and received 416 responses, about a 50 percent response rate. The survey indicated that most respondents (71 percent) were not aware of any supports or resources offered by the division to assist in their health and wellbeing, and the majority (73 percent) had experienced significant work-related negative stress at some point in the previous six months. Just over half (55 percent) of respondents rated their wellbeing as “good” or “great” and ten percent identified as significantly struggling. When asked what employees would like to see as a support or resource from their employer, the top answers received were on-site or division-sponsored yoga and fitness classes, mindfulness and meditation resources, healthy sleep supports, and on-site influenza vaccination clinics.  

  The Be Well, Employee Wellness Committee created four pillars for the 2018–2019 school year with these categories as the focus. Wellness Champions were assigned an initiative to promote throughout a designated time frame during that school year (e.g. on-site influenza clinics were held September to November). In October 2018, I started with the division as the Health and Wellness Manager, Human Resources. As a registered nurse with a background in disability management and passion for positive health outcomes, I brought a different perspective to wellbeing in K–12 education. My role as the Health and Wellness Manager is to oversee the division’s employee wellness, disability management, and attendance support programs. 

  The division recognized that wellness was much more than yoga and meditation, though these can be important factors in maintaining personal wellness. Equally, if not more, important was identifying the cause of absenteeism and addressing how the division could support staff when they were unwell. As the Chair of the employee wellness committee, I support schools with connections to community resources, small amounts of designated wellness funding, and division-wide communications to promote initiatives. In addition to the wellness work, one of my first deliverables as the Health and Wellness Manager was the creation and implementation of an Attendance Support Program and Disability Management Program. The goal of these programs is to help employees who require accommodation(s) at work and to create sustainable plans for those who have high amounts of casual sick leave. Absenteeism for medical-related leaves had steadily risen between 2015 and 2018, with the number of workdays missed increasing by 52 percent in that time. Directly associated with that were rising financial costs to the division and increased workload for those remaining at work.  

  Disability Management is a proactive workplace process that allows employers to support employees with physical and mental health issues while they are at work; or, if they require a leave of absence, it also promotes an employee’s early and safe return to work, with a primary focus on minimizing the impact of injuries or illnesses on employees, employers, and society as a whole. The division recognized that, regardless of the cause of an employee illness or injury, facilitating a supportive and early return to work was essential for employees to sustain their working relationship and continue to provide quality, consistent services to students and families. In the first year of implementing these programs, the division saw an eight-and-a-half percent reduction in medical–related leaves, and numerous other employees received accommodations and supports, such as reduced work hours or a temporary change in work duties, to maintain their wellbeing and sustain regular employment. The 2019–2020 school year saw additional challenges with the COVID-19 pandemic; however, MHPSD staff demonstrated high levels of resilience, and absenteeism levels decreased by another ten percent including COVID-19 related leaves. Data from 2020–2022 is skewed due to the COVID-19 pandemic and cannot be considered reliable.   

  In May 2019, a follow-up employee engagement survey received 325 responses, about a 40 percent response rate. In this survey, 68 percent of respondents indicated they knew of the supports and resources available to them through the division; however, many expressed they were less familiar with the proactive health solutions available, such as nutritional coaching or stress management through the Employee and Family Assistance Program. The results also showed a 38 percent increase in the culture of wellness across the division; 87 percent of respondents felt the division placed a high value on wellness, compared to 63 percent in 2017.  

  However, when asked about feelings of negative stress, 37 percent of respondents stated they had missed work at least once in the previous 12 months due to work-related stress, and 48 percent of respondents stated they experienced stress or burnout to a point where they had considered quitting their job. The top–cited reasons for this were job demands and student behaviours, followed by struggles with work-life balance. 

  I met with the Associate Superintendent of Student Services, Tracy Hensel, and together we reviewed both the quantitative and qualitative data. We identified student behaviour as an indicator of staff wellness (and vice versa). Similarly, staff requests for professional development and training to assist in managing diverse and complex needs, also showed a relationship between staff wellness and student behaviours. It was a bit like the chicken or egg debate – what came first? Were student behaviour issues a cause or contributor to decreased staff wellness, or was decreased staff wellness a cause or contributor to student behaviour issues? Regardless, there is a direct relationship between employee wellness and student wellness. It was evident that the “one-size-fits-all” wellness committee approach was not working, and that the system could not separate “employee wellness” from “student wellness.”

  The focus, we decided, should be on Comprehensive School Health; an internationally recognized framework to support the whole school community including staff, students, and families (Alberta Health Services, 2023), and individualized health and wellness planning for each school (see Figure 1).   

  Figure 1. Comprehensive School Health Framework 

  

  Alberta Health Services. (2023). Process for building healthy school communities using the components of Comprehensive School Health. Government of Alberta.

  Comprehensive School Health Teams (CHST) have been created at every work site. These teams consist of: 

  • a Health Champion (student focus) 
  • a Wellness Champion (staff focus) 
  • an Administrator or delegate 
  • a Family School Liaison Worker (Registered Social Workers in our system who help families navigate and connect to community supports) 
  • Success Coaches (employees provided through a partnership with Alberta Health Services to promote mental health capacity building) 
  • any other staff who wanted to join or who administrators identified were a necessary part of the team (school counsellors, educational assistants, etc.).  

  Teams meet every six weeks with discussions focused on their school-specific needs, and ideas or initiatives to promote health and wellbeing for all. Some of the initiatives align with division events such as anti-bullying awareness, mental health week, or Pride month, however, many initiatives are a direct response to themes or trends being noticed in the schools. These include such topics as staff connection and recognition ideas, student leadership and belonging initiatives, or connecting parent councils with school leaders or community professionals to discuss topics brought forth by families such as social media use, youth mental health, and nutrition. Administrators record and send their meeting minutes to the Health and Wellness Manager, and I review them to identify any additional resources or supports that could be offered from the division level. 

  In 2022, I partnered with a local School Health Promotion Facilitator from Alberta Health Services. Together we arranged meetings with each Comprehensive School Health Team to complete the Canadian Healthy School Standards (Canadian Healthy Schools Alliance, 2021) survey and obtain baseline school data. Executive leadership also attended these meetings to show support for this work. During these survey sessions, it was evident that every school had their own needs, cultures, and values, and the survey sparked excellent conversation between stakeholders. Once completed, survey results showed that 76 percent of MHPSD schools are “Mastering” the Healthy School Standards, 12 percent are “Accomplishing” and another 12 percent are “Developing.” Overall, Comprehensive School Health Teams felt that strong community partnerships are in place, staff are engaged in being wellness leaders, individual schools feel they have autonomy to make decisions pertinent to them, and all stakeholders understand the importance of a whole-school approach.  

  The process also identified areas for growth. These were: 

  • utilizing students as change makers 
  • providing more time for formal school wellness planning 
  • allowing staff further autonomy to choose the professional development learning opportunities they wish to engage in.  

  Looking forward, all schools will complete the Healthy School Standards survey each spring as part of their Comprehensive School Health planning. The division has also committed to review and implement a formal Psychological Health and Safety plan, with Executive Leadership,  Comprehensive School Health Teams, and the Joint Health and Safety Committee being key stakeholders in pursuing this work. 

  MHPSD has intentionally invested time, human resources, and funding to foster a culture of wellness for all of its members. The creation of Comprehensive School Health Teams, onboarding of a Health and Wellness Manager, implementation of programs to address wellness, and collaborative partnerships with community groups are just a few ways in which they have chosen to support their wellness goal.  

  “Medicine Hat Public School Division is proud of the efforts we have made, and will continue to make, in support of the health of our learning community. While it is hard to disaggregate the impact of this work from all of the other steps we have taken, we are convinced that our efforts have had a positive impact on staff efficacy and student learning.” – Superintendent Mark Davidson, MHPSD 

  Fostering a culture of wellness requires more than creating a single wellness committee or providing staff with a wellness PD Day; it is a culmination of efforts from all stakeholders to create a safe and inclusive environment and to tackle the hard and uncomfortable tasks head on. The division’s wellness plan is fluid and constantly evolving to meet the needs of its communities. It is unknown what tomorrow will bring, but MHPSD will continue to be all-in to support the wellbeing of their staff, students, and community members. 

  LISTEN IN!
  WATCH SARAH SCAHILL SHARE MEDICINE HAT PUBLIC SCHOOL DIVISION’S JOURNEY IN THIS VIDEO

  *This is part of Well at Work’s Stories of Success Webinar Series, which profiles the many ways that school districts across Canada are fostering workplace wellbeing.

   

  LEARN MORE ABOUT HOW EDCAN SUPPORTS K-12 WORKPLACE WELLBEING

  

  References 

  Alberta Health Services. (2022). The CSH framework. Government of Alberta. https://schools.healthiertogether.ca/en/learn/the-csh-framework 

  Canadian Healthy Schools Alliance. (2021). Canadian Healthy School Standards.
  www.healthyschoolsalliance.ca/ca-healthy-school-standards 

  Photo: iStock
  First published in Education Canada, September 2023

• Minding the Gap in Mathematics

  9:00 AM Comments Off on Minding the Gap in Mathematics

  IF YOU ARE A PARENT, you likely recall your baby’s wellness visits with the family doctor. During these frequent visits, the focus was on monitoring physical growth and development to identify any issues that might require attention. By plotting children’s individual growth curves and comparing them with standardized charts, physicians can determine whether satisfactory growth is occurring and when intervention is needed.

  Just as health practitioners monitor physical growth with charts, educators can monitor learning growth with universal screeners. A universal screener is a short assessment administered to all students in a classroom that tests sub-skills predictive of a more complex skill. In the case of literacy screeners, the sub-skills of phonological awareness and alphabet knowledge are assessed because they are essential for decoding (Biel et al., 2020). Similarly, numeracy screeners include counting, number relations, and basic arithmetic items because they are components of early numeracy (Devlin et al., 2022).

  To discover any learning gaps and ascertain progress, universal screeners are often conducted three times over the course of a school year. Initial screener use provides educators with a baseline of students’ abilities that can be used to guide instruction and flag students who may require additional support. A key tracking feature of universal screeners is that target scores are connected with a child’s grade or age. Students who meet target scores are progressing as anticipated, whereas students who are close to or below target scores may be struggling with foundational skills. For students who do not meet target scores, instructional support or intervention is recommended. Tracking students’ progress over time allows teachers, schools, or districts to evaluate the effectiveness of interventions, ultimately determining whether learning gaps have been reduced or closed.

  As an educator or school administrator, you are probably aware of the importance of literacy screeners for identifying and supporting children who may be at risk for reading difficulties. You may also be familiar with specific literacy screeners and interventions used in classrooms. Unfortunately, information about numeracy development is not as readily available as it is for literacy, since the field of mathematics cognition research is still fairly new. However, strides in understanding mathematics development and growing interest in supporting early mathematics learning have led to the creation of evidence-based universal numeracy screeners. This article features one such numeracy screener, the Early Math Assessment at School (EMA@School), which is licensed by Alberta Education as the Provincial Numeracy Screening Assessment (PNSA). PNSA data was used by the Grande Prairie Public School Division in Alberta to target students for intervention and assess whether the interventions worked as intended to remediate identified students.

  The creation of a numeracy screener

  Math learning is cumulative (increasingly complex skills build on one another), so it is important to lay a strong foundation in early mathematics (Sarama & Clements, 2009).

  Moreover, when young children begin school, they vary widely in their mathematical understanding and skills, meaning an achievement gap already exists in Kindergarten (Duncan et al., 2007; Jordan et al., 2009). If this math achievement gap is not addressed early, children with less mathematical proficiency will continue to fall behind their peers. Numeracy screeners are a practical tool for identifying students who require extra instruction and intervention to grasp foundational skills.

  Data from Alberta suggests that early achievement gaps may have been exacerbated during the COVID-19 pandemic (Child and Youth Well-Being Panel, 2021). In response, Alberta Education has implemented literacy and numeracy screeners for children in Grades 1–3 to help students get back on track. While there is an abundance of evidence-based literacy screeners available for classroom use, comparable numeracy screeners are lacking. For this reason, Alberta Education contacted the Mathematical Cognition Lab (MCL) at Carleton University in the spring of 2021 to discuss the creation of a provincial numeracy screener. Based on their expertise in mathematical development, the MCL constructed a grade-specific numeracy screener for students in each of the primary grades. The screener consists of items assessing number knowledge, number relations, and number operations, because these related subdomains tap into early mathematical knowledge, but they all predict mathematics learning separately (Devlin et al., 2022). Although many tasks are common across grades (with questions reflecting grade-specific knowledge), there are some differences between grades. For students in the younger grades, the screener has a stronger emphasis on number knowledge and number relations (e.g. counting, number naming, comparing numbers), while there is more of a focus on number operations (e.g. arithmetic fluency, principles of addition) for older grades.

  Using the numeracy screener to support early intervention

  During the 2021/2022 school year, classroom teachers administered the Provincial Numeracy Screening Assessment (PNSA) to over 50,000 primary students. The Grade 1 PNSA involved both one-on-one testing (5 minutes per student) and whole-class testing (15 minutes). For Grades 2–3, the PNSA was implemented in a whole-class setting during a 20- to 30-minute session. Target scores for the PNSA were established, so the tool could be used to identify students who were at risk for low achievement in mathematics. Alberta Education developed intervention lessons that accompanied the PNSA that included: activities for each numeracy sub-skill encompassing concrete-to-representational-to-abstract instructional processes, explicit mathematical vocabulary, and mathematical symbols. The Alberta government provided funding to school divisions to both administer the PNSA and provide needed interventions for students.

  In September 2022, the Grande Prairie Public School Division (GPPSD) in Alberta administered the PNSA to students in Grades 2 to 3. Grade 1 students completed the PNSA in January 2023 to allow for some initial mathematics instruction and acclimatization to school prior to screening. To meet the needs of students in the

  division, the Numeracy Coordinator designed a comprehensive early numeracy intervention approach, consisting of the following elements:

  • Two lead teachers to oversee the intervention program, and 20 education assistants (EAs) to deliver the program in 15 elementary schools
  • Intervention designed by the Numeracy Coordinator consisting of scripted and structured mini-lessons based on sub-skills identified in the PNSA for delivery by EAs
  • A pull-out small group (two to four students) delivery model used daily for between 20-30 minutes for six-week cycles (see Figure 1)
  • Student work captured daily on a math mat during intervention (see Figure 2), with progress being evaluated using an assessment mat (similar to a math mat) and tracked in an Excel spreadsheet for individual students
  • Multiple check-in points to oversee student growth (e.g. move on to higher numbers, focus on a new sub-skill, assess whether students are ready for discharge).

   

  

   

  

  Figure 2. A math mat used to capture student learning during early numeracy intervention.

  Once students demonstrate strong understanding in most sub-skills, they are discharged from the intervention program. Students who exhibit little to no growth have lessons adapted to meet their needs. In the case where growth is limited even after lesson adaptations, intervention work is used as evidence that students may require formal psychoeducational assessments for learning disabilities.

  Overall, the intervention is being well received by the school community. One educational assistant commented on the success of the program: “Because we see the students daily, in small groups, we can target the help they need more individually, giving them the opportunity to ask questions and learn in a small-group setting at their level.” From a classroom perspective, a Grade 2 teacher noted that “the kids come back from intervention with more confidence and willingness to take risks!” To date, intervention tracking data indicates that 431 students (across 15 schools) have received targeted support. Of those students, 330 (77 percent) have advanced to meet target scores in most numeracy sub-skills, earning a discharge from the targeted support. The remaining 101 students, although considered “still at risk” after the six-week cycle, made significant gains, specifically in the sub-skills of number line and computations.

  As the GPPSD continues to enhance their early numeracy intervention design, they are focusing on fostering greater collaboration between classroom instruction and the early intervention program to reinforce the learning in both environments. There is no question that numeracy screeners are a powerful tool for helping educators focus on foundational learning needed for future mathematics and life success.

   

  LEARN MORE ABOUT HOW EDCAN SUPPORTS K-12 WORKPLACE WELLBEING

  

  RESOURCES

  For more information about numeracy screeners and early numeracy intervention, check out these resources:

  Assessment and Instruction for Mathematics (AIM) Collective website: www.aimcollective.ca

  Fuchs, L.S., Newman-Gonchar, et al. (2021). Assisting students struggling with mathematics: Intervention in the elementary grades (WWC 2021006). National Center for Education Evaluation and Regional Assistance (NCEE), Institute of Education Sciences, U.S. Department of Education. http://whatworks.ed.gov/

  Youmans, A., & Colgan, L. (Eds.). (in press). Beyond 1, 2, 3: Strengthening early math education in Canada. Canadian Scholars Press.

   

  References

  Biel, C., Conner, C., et al. (2022). How does the science of reading inform early literacy screening? Virginia State Literacy Association. https://literacy.virginia.edu/sites/g/files/jsddwu1006/files/2022-03/How%20Does%20the%20Science%20of%20Reading%20Inform%20Early%20Literacy%20Screening9888e091cc0c17d238d1c54ce31de7afc4bbc396863e07e1d942a4505c5a17a0.pdf

  Child and Youth Well-Being Panel. (2021). Child and youth well-being review: Final report. Government of Alberta. https://open.alberta.ca/publications/child-and-youth-well-being-review-final-report#summary

  Devlin, D., Moeller, K., & Sella, F. (2022). The structure of early numeracy: Evidence from multi-factorial models. Trends in Neuroscience and Education, 26. doi:10.1016/j.tine.2022.100171

  Duncan, G. J., Dowsett, C. J., et al. (2007). School readiness and later achievement. Developmental Psychology, 43(6), 1428–1446.

  Jordan, N. C., Kaplan, et al. (2009). Early mathematics matters: Kindergarten number competence and later mathematics outcomes. Developmental Psychology, 45(3), 850–867. doi:10.1037/a0014939

  Sarama, J., & Clements, D. H. (2009). Early childhood mathematics education research. Taylor & Francis.

  Photo: iStock
  First published in Education Canada, September 2023

• A Focus on Staff Wellbeing

  August 29, 2023 9:35 AM Comments Off on A Focus on Staff Wellbeing

  ^{Photo caption: Pickleball events helped build a sense of community and connection after the isolation of the COVID years.}

  Student and staff wellness was on the radar of the board of trustees of the Black Gold School Division (BGSD) in Alberta even prior to COVID-19. Black Gold now adheres to three strong priorities that direct the work done with our staff and students: Success, Wellness, and Engagement & Partnerships. With a relatively small increase in the monetary investment in the Wellness pillar, we have been able to create momentum and change that is altering the trajectory of our division and snowballing in its impact. Our journey, while unique to our division, contains takeaways that can be applied in other contexts across the country to support staff wellbeing. 

  In the beginning 

  When the board and our senior administrators were discussing what our priorities should be in 2019, wellness was brought forward as an option, but focused mainly on students at that point. COVID-19, however, amplified the need for wellness support for our adults as well, as we started to hear that our employees weren’t doing “well” (a rather ambiguous term at this point). With this new priority and focus in place, we began to move forward with the wellness support for our staff members. To begin, an internal Employee Health, Wellness, and Safety Feedback survey was administered, and ​​​​the big takeaway from it was that people in all positions were feeling a lack of time to do their jobs well. 

  It was at this point that our Division Principal, Jon Ganton, started to look for ways to dig a little deeper into our employee experience so that our next moves were headed in the right direction, rather than just being based on his interpretation of the in-house survey. He was drawn to the EdCan Network’s Well at Work Advisors program because the Advisors were all formerly involved in education and he felt this was vital. Schools are a different type of “business,” and we craved feedback from a perspective that would honour all the intricacies involved with that. When a partnership with the College of Alberta School Superintendents was offered, which cut the cost in half, Jon jumped on it, and in 2022 our connection with Caroline Picard, our advisor, began. 

  The process 

  In order to understand our school division’s context and identify strategies and goals to move toward supporting staff wellbeing, our Well at Work Advisor began by reviewing the existing workplace wellbeing data and organizing interviews with a cross-section of employees. 

  Caroline conducted a series of eight interviews with pairs of employees that represented all of our union and worker groups in Black Gold. These took place over Zoom at a predetermined time that worked for each employee. Often, participants were paired with someone from a different union or role, which made for some really interesting connections and comparisons across groups of employees and buildings.  

  The questions Caroline posed centred around the perception and availability of wellness support from the employer, and also developed a context for each interviewee to share their personal experiences, concerns, and suggestions for improvement.  

  The findings 

  From the rich foundational review and recommendations that Caroline created, we put some suggestions immediately into practice, and continue to implement suggestions to this day. Three major pieces that have impacted staff wellness at BGSD are: 

  1. Visible and increased support of our support staff members 
  2. Continuation of funding for our Wellness Instructional Teachers (WISTs)  
  3. Creation of a Division Lead Wellness Teacher position devoted solely to staff wellness. 

  Support staff 

  Our support staff members were feeling left out and isolated because they weren’t always at the table for important school-based conversations and professional development (PD). This was mainly due to how many hours we were paying them to work each day, which conflicted with when our staff meetings and professional development opportunities were happening. In the 2022-2023 school year we completely changed our PD model to support the feedback from our teachers and administrators that they were feeling rushed and exhausted when meetings were on early-out days, and instead incorporated a model where a full day each month is devoted to PD at the school, division, and Alberta Teachers Association levels. With this change we have also offered to pay for half-days on our PD days for our support staff members so they can be present. We are excited that in our upcoming school year, this model has morphed further into providing pay for four full days of PD in conjunction with teachers and administrators, and the option for additional paid half-days. 

  Inclusion of our support staff remains an issue at the forefront of our minds, as many continue to feel isolated from their colleagues or underappreciated in their buildings. Having this brought to our attention allows us to continually move forward in our decision-making with this as a priority. 

  Wellness instructional teachers 

  In 2021, we introduced funding for a 0.1 FTE Wellness Instructional Teacher (WIST) in each building to support Wellness initiatives for two years. These amazing teachers use data collected in their buildings to inform their wellness focuses for the year. We truly believe that a one-size-fits-all approach does not work when it comes to wellness, especially as our district has a huge variation of school populations, from large urban high schools to small rural schools.  

  The WISTs record their action plan and the ensuing results throughout the year, and these are stored in a repository that everyone has access to. This sharing of best practices and strategies (and the ones that weren’t as effective) allows other WISTs who are new to the role, or who have identified a new area of focus, to learn from the work of others and hit the ground running.  

  Our board has witnessed the power these positions have had to impact culture and overall wellbeing in each building, and has decided to continue funding for the upcoming 2023-2024 school year.  

  Division lead wellness teacher 

  A full-time Division Wellness Teacher position was created for the 2022-2023 school year, and I was the lucky candidate who was awarded the job. At first, I was unsure of the direction to head in, so our Well at Work Advisor’s feedback was invaluable, as was the Well at Work K–12 Leadership Course online. They became my roadmap. 

  I quickly realized how to segment my work (individual, community, and systemic supports and changes), and how to streamline my communication surrounding the definition of wellness in Black Gold. My ultimate goal, right off the hop, was to ensure that the position was visible and had a measurable and immediate impact (that low-hanging fruit we often hear described). For us, this amounted to the golden oldie of bi-monthly Wellbeing Newsletters going out to everyone, and within that, individual challenges for the month. September, for example, was a step challenge, as it coincided beautifully with the Terry Fox Walk/Run that all of our schools participate in. The goal of the newsletter is always to provide information, research, and conversation surrounding best wellness practices in a way that is easy to incorporate into a busy life. The feedback I got from people was supportive, as one teacher wrote, “Your newsletter has been super useful, and I am really appreciating that it has things (recipes, challenges, etc.) that I can actually use/do. I like the tangible aspect of it, and the fact that it doesn’t feel like it’s just adding one more thing to my plate.” Ensuring that I wasn’t adding to the plate was vital and I feel like my own experience as a teacher allowed me to balance on the fine line between challenge/fun and creating extra work. Even with this goal at the forefront of my mind, I did have two people ask to opt out of my newsletters because they felt they were reminders of all of the things they “should” be doing. Of course I honoured their requests, and also remain cognizant of the number of times I am communicating with everyone each week.  

  The purpose behind the challenges was two-fold. In our Well at Work report, it was very clear that people were experiencing a sense of a loss or minimization of community (due to both COVID-19 and the siloing that occurs when workload intensifies), both at their own schools, and between schools and departments. Each monthly challenge has a team prize; the school or department with the highest percentage of participation wins a prize for everyone. I was hopeful that this shared incentive, and conversations around the competition and wellness practices, would re-engage people with one another.  

  Another community prong of support I offer is professional development. Each month ​​I lead a 90-minute virtual session that coincides with the wellness focus of the month. These happen during designated time on our PD days. By allowing teachers the opportunity to log in virtually from their own buildings we minimize commuting stress. We anticipated that having wellness sessions run congruently with curriculum-based PD, especially with new curriculum currently being implemented in Alberta, would be challenging, but my sessions have had high attendance rates, which demonstrates the need educators feel for wellness-based learning.  

  I also work closely with administrators to create sessions for their staff-specific needs. Usually this begins with a conversation about what they are noticing, or what is worrisome for them about the wellbeing of their staff. In any form of PD I deliver I adopt a workshop model, where people are conversing and working through ideas together and individually to find ways to increase their own individual wellness capacity, and elevate the wellness of the community within their building. This work creates a common language and series of shared expectations between staff members, and also allows administrators to feel supported in their quest to support their own staff.  

  As suggested in our Workplace Wellbeing Review and Recommendations, I also looked for any opportunity I could to create fun and bring people from various locations together. As we all have experienced, going through COVID-19 has created a sense of separation and isolation. To bridge that, I created a BGSD Challenge, which is a smaller-scale corporate challenge-style event. This allows everyone’s talents to shine as they earn points for their school or department, and also hosts three in-person events (pickleball, yoga, and a softball tournament) for people to meet at.  

  Additionally, we hosted a half-day in-person Wellness PD day, complete with food trucks, massages, and amazing personal wellness sessions. This day provided us with an opportunity to reach out to in-house presenters to share their passions and wellbeing habits. One teacher, who was asked to present a fly-fishing session, commented that he “never considered doing any sort of PD presentation and enjoyed the experience immensely.” We found that the uptake on wellness sessions wasn’t as high during this day, when we were meeting in-person, as it is when our sessions are delivered online.  

  My work at the systemic level took a little longer to nail down, because I needed to get a sense of how all of the pieces and people interacted before I could begin to identify which direction to head in. At the Pan-Canadian Summit on K–12 Workplace Wellbeing, I had my lightbulb moment (actually, a teeny tiny little spark that eventually grew to a lightbulb a few weeks later). Dr. Vidya Shah gave a keynote address on “Wellbeing for Whom?” and that question, and subsequent information, stuck with me. It quickly became apparent that we needed to learn about the Black Gold experience from everyone, including members of our staff from traditionally marginalized groups. Our journey into Diversity, Equity, and Inclusion began there, and while it is still in its infancy, it has already begun to spark vital conversation and change. We have administered a survey to all staff members, and the data collected and amalgamated from that has been analyzed first by senior administrators, our administration association, and our board of trustees. I have also developed a process that principals will take back to work through the data with their own staff.  

  One quick, instantly visible piece of this section of the work was creating and marketing Black Gold Pride shirts for our staff to wear. This movement grew legs, and we were able to benefit our in-school GSAs with a portion of the proceeds from each sale. As one teacher commented, “I just wanted to say I loved seeing a pride shirt order form in the newsletter today! I’ve always gotten my own shirts like that to show my support because the division has never put out their own shirts or even had emails regarding where to buy them. This is huge! And to have money donated back to school GSAs is awesome too! One step at a time to getting Black Gold more inclusive across the division.” An action that felt small was actually very big for many, as one of our trustees let me know that wearing her shirt not only got her a bunch of comments and kudos at a meeting she was at, but also opened up a really personal conversation with a young cashier scanning her groceries. She was moved by the impact something so small could have.  

  Wellness infusion 

  With Wellness listed as one of the three priorities of our division, it has been vital that we incorporate a wellness focus into all of our decision-making and meetings. I lead leadership-specific PD at each Administration Association meeting, and alternate between personal wellness for leaders, and ways to support staff with their wellness. I went into these sessions hyper-cognizant of the workload our administrators feel, and was very conscious of ensuring that my work with them was quick and beneficial, but as time has gone on, I have received lots of feedback that our work together is both appreciated, and a change from the usual flow of the meeting.  

  Our senior administration was encouraged, through our Workplace Wellbeing Review and Recommendations, to visit schools to increase visibility and remove perceived barriers in communication that were identified. They have been following this suggestion and have been present at schools more frequently. 

  Our board has also incorporated wellness discussions into their meetings, constantly ensuring their decisions align with Black Gold’s priorities. Our forward-thinking trustees have led the charge in this realm and we are extremely grateful for their commitment of funding and their willingness to converse about the employee experience at Black Gold. 

  Next steps 

  I do not have a finalized roadmap moving forward into our next steps, as they need to be flexible and responsive to needs that are identified along the way. But I do know that providing psychological health and safety to all of our employees is at the forefront of our minds at Black Gold. I have three major questions I will be focusing on in the upcoming school year: 

  1. What is our best course of action to alleviate the time pressure and job intensification many of our employees are facing?  
  2. How can I organize and support employee resource groups to move our work forward in a way that’s effective and responsive to the Black Gold experience for all? 
  3. What is the best method to collect data on the impact of our actions? 

  We are treading slowly, carefully, and in the right direction to best serve our employees. What I do know, without a doubt, is that focusing on staff wellbeing is powerful and important, as encapsulated by a teacher in our division: “I just wanted to express how grateful I am for all that you have done this year to encourage me, and all the staff, to take care of ourselves. It has been a tremendous gift to be given permission to practice self-care in real and many practical ways. You are a blessing!”  

  Our work with EdCan and our Well at Work advisor has kick-started a lot of phenomenal conversation, change, support, and growth already in our division, and it is exciting to consider where we might be a few years in the future. Our financial investment (0.1 FTE in 31 schools and 1.6 FTE at Division Office), coupled with the investment in the Well at Work Advisors foundational analysis, has been minimal in comparison to the insight and momentum gained. The impact at this point is immeasurable and multi-faceted, and we are so grateful to have had this opportunity to increase the wellbeing of all of our employees. 

  LISTEN IN!
  WATCH PAM VERHOEFF SHARE BLACK GOLD SCHOOL DIVISION’S JOURNEY IN THIS VIDEO

  *This is part of Well at Work’s Stories of Success Webinar Series, which profiles the many ways that school districts across Canada are fostering workplace wellbeing.

   

   

  LEARN MORE ABOUT HOW EDCAN SUPPORTS K-12 WORKPLACE WELLBEING

  

   

  Photo: Courtesy Black Gold School Division
  First published in Education Canada, September 2023

• Playing Out of the Pandemic

  April 26, 2023 11:00 AM Comments Off on Playing Out of the Pandemic

  WHEN WE’RE IN TROUBLE, we can give up, keep going, or play our way out of it. The COVID-19 pandemic has been big trouble, for sure. It is this century’s greatest crisis, and, for most of us, the greatest crisis of our entire lives. The immediate impact of the pandemic on learning, engagement, and wellbeing is clear. In Canada, concerns about student mental health, physical inactivity, excessive screen time, delayed social skills, inconsistent attendance, and ever-widening learning gaps are growing (Vaillancourt, T. et al., 2021).  

  There have been four prominent educational responses to recovery from COVID-19:  

  • rectifying learning losses through testing and interventions  
  • supporting wellbeing for only the most vulnerable students  
  • expanding digital learning 
  • returning to “normal.” 

  These responses are insufficient or inappropriate. The question is how can we re-engage all students and their educators with the joy and purpose of learning after months and sometimes years of literally – as well as figuratively – switching off from it? In other words, how can we play our way out of it?  

  It is not only our students who are struggling. Globally, teachers and school leaders are leaving the profession at an unprecedented rate (UNESCO, 2022). There is an urgent need to find ways to recruit and retain new teachers, and also support those who stay. Engage our students, and we will engage their teachers, too.  

  We’ve already witnessed schools get creative with scheduling and spaces, shift more learning outdoors, and embrace a variety of playful approaches to engage students. How do we capture and circulate these innovative practices across the country post-pandemic? What types of play-based learning matter for students, especially those traditionally under-served by school systems? These questions inspired our University of Ottawa team to apply for a LEGO Foundation COVID Recovery Grant to establish the bilingual Canadian Playful Schools Network (CPSN).  

  

  The Playful Schools Network 

  The first of its kind in the world, this bilingual network brings together 41 school teams from seven provinces to explore and advance significant and sustainable learning through play in the middle school grades (4–8). Learn more about the 41 participating school teams and their learning through play projects in the videos and descriptions on the CPSN interactive map. 

  As a learning network, the CPSN connects educators who are using playful pedagogies from across the country and provides opportunities for them to share innovative practices and resources, learn with and from one another as well as experts in learning through play, and inspire and challenge each other. Together, CPSN members and the research team are exploring answers to the following research questions:  

  • What does learning through play mean for Canadian educators?  
  • How is it related to engagement and wellbeing?  
  • When is it deep, and when is it a distraction?  
  • What can we learn about the connections between play, language, culture, and identity? 
  • What is the potential of play to develop and strengthen French-language learning and a stronger sense of belonging for students in francophone Canada? 

  Participating school teams share their playful learning journey through monthly reports, project videos, school showcases, and network events, such as playdates, playgroups, and the Showcase Conference in June, 2023.   

  The CPSN provides each school team with funding to support time for monthly professional learning and its self-directed Learning through Play Project. Each month, educators collaborate as a school team, learn from other schools through playdates or playgroups, attend webinars offered as part of the Playjouer Professional Learning Series, share resources, and ultimately, deepen their play-based practices. The CPSN uOttawa team and 13 international advisors provide facilitation, consultation, coaching, and research support for the schools.  

  The importance of play 

  The importance of play for children’s learning and wellbeing has a distinguished history. The German inventor of kindergarten, Friedrich Froebel, Italian school reformer Maria Montessori, and U.S. progressive educator John Dewey have all argued for more play in the classroom. Learning through play is essential to children’s development and can support abstract thinking, language development, social skills, and self-expression. “Play nourishes every aspect of children’s development – it forms the foundation of intellectual, social, physical, and emotional skills necessary for success in school and in life. Play paves the way for learning” (Canadian Council on Learning, 2006). In Free to Learn, Peter Gray (2013) shows how free play, which is distinguished from play that is structured by adults, can help children learn to make friends, get along with peers as equals, solve problems, overcome fears, create rules, and make their own decisions.   

  Across Canada, play is most prevalent in kindergarten and the early years of elementary school, but tends to vanish as students progress through junior, middle, and senior grades. Play-based approaches seem to be more challenging as students get older and bigger, and can be at odds with the pressures of top-down accountability and content-heavy curricula. Play is often seen as a frivolous distraction from the hard work of learning. Yet, as Dutch philosopher Johann Huizinga has argued, play is central to civilization and forms the basis for human culture. Play can and should look different across different ages and contexts, but it must be present throughout all levels of schooling.  

  The CPSN is not just about getting more play into the curriculum. It’s about deepening and questioning what play is and where and how it makes a difference. Play is often fun – but not always. Play is not the opposite of work. Paradoxically, they are interconnected. Getting young people re-engaged after the pandemic is about grasping the connection between play and work, where play is work, and vice versa.  

  Research focus 

  The CPSN digs deep into the potential of play in the middle years, while addressing issues related to inclusion, equity, and wellbeing, as well as learning and evaluation. As a network, we are examining the ways through which students in grades 4–8 play, and how we can identify and integrate them. We are interested in when play can enhance students’ engagement with learning and wellbeing, and also when it does not – and finding ways to address this. We want to know how play in schools can better reflect students’ diverse languages, cultures, and identities and help make play-based learning accessible to all students in all contexts rather than being only for the privileged.  

  The CPSN is also interested in the potential impact of learning through play on educators’ engagement with learning and wellbeing. Recognizing the challenges of integrating play-based pedagogies in older grades, we want to know how CPSN teachers persist in the face of testing, content, and behaviour demands and support one another. What are the most effective ways for educators and schools to share and circulate positive strategies for play-based learning? Which network activities, resources, and professional learning are most impactful for CPSN teachers and how can they give each other feedback that will deepen the approaches they are all taking? The answers to these questions will not only support the network but also help other schools interested in implementing play-based practices.  

  Ways to play  

  In the CPSN, learning through play is explored across four modes: green (outdoors), screen (digital and computer-based), machine (digital and physical building) and everything in between, which looks at the intersections of language, identity, and cultures through play and playful learning (See Figure 1). All 41 CPSN school teams design and implement their own CPSN projects that fit their different learning contexts (e.g. urban or rural community, Indigenous, French or English language, etc.). Together, the projects range across the four modes and many encompass more than one of them. In the network, learning through play is understood in different ways, though the themes and modes cut across all playful projects. For some schools, play can include experiential and hands-on activities such as building outdoor learning spaces, greenhouses, multi-modal murals, and electronic cardboard arcades. For others, play looks like playful inquiry projects where students have dedicated time all year, choose their own topics to explore deeply, and are supported by teachers and community members. For other schools, play means spending time in nature and learning on the land with knowledge keepers or it means creating your own play, song, or book and using technology like animation, Minecraft, or Ozobots to make it come alive. In all projects, play involves hard work, choice, autonomy, challenge, collaboration with peers, and the risk of failure.  

  

  CPSN projects 

  A description of all participating CPSN school teams and their learning through projects is available on our website: www.playjouer.ca. Below are some examples from four of our seven participating provinces. 

  Chinago Nongom Wabang – Past, Today, and Tomorrow is the name of the learning through play project at Kitigan Zibi Kikinamadinan, a Grade 1–Secondary 5 school in Algonquin territory, near Maniwaki, Quebec. Their CPSN project reflects the school’s priority to provide a nurturing community that values Anishinaabe language and culture for students. Building on the school’s long history of passing on the traditional Algonquin way of life to students, this green play project is focused on learning on the land. During monthly cultural days, students choose from a variety of activities that spark their interest while also learning about their ancestry and local environment. Led by teachers, community members, Elders, and knowledge keepers, the activities vary depending on the month and season and include canoeing, ice fishing, boiling sap to make maple syrup, building shelters and fires, sewing, beading and making moccasins, working with hides, and learning about local plants and medicines.  

  The project of Monseigneur de Laval Elementary School in Regina is focused on developing and filming a play based on the biography of a prominent figure of Saskatchewan francophone heritage. Their project involves language and culture, as well as arts and making. Collectively, students choose their subject, and take a leadership role to document the region’s history, draft the script, design set and costumes, as well as act, direct, film, and edit. Students are supported by community partners, such as their local theatre group, Radio Canada, the Saskatchewan Historical Society, and the artists’ association. 

  In King’s Point, Newfoundland, students at Valmont Academy are building a multi-modal mural out of recycled materials. The design is a sailboat, inspired by the work of a local artist. Students have the choice to work with a variety of materials, such as fibreglass, metal, driftwood, and beach glass. Students collected materials for the mural through field trips to their local beach, hiking trails, and surrounding nature. Local industry partners, including boat builders, welders, and fibreglass manufacturers mentor students on how to work with the different materials. The mural will be assembled under the guidance of a local artist. The project aims to rebuild Valmont’s connections to its community and promote local industry career opportunities. 

  At L’École acadienne de Pomquet, a French-language K–12 school in Nova Scotia, students, community members, and Indigenous knowledge keepers have collaborated to build outdoor educational spaces, such as a greenhouse, outdoor fire pit, and 30-foot teepee. The school’s project focuses on improving the forest that surrounds the school and the connection between Indigenous and Acadian cultures. Consulting with partners from the local Indigenous community, students learned that there are no water sources in the forest, so they are working to dig a pond and build an aquatic ecosystem. They also plan to use the pond as a skating rink in the colder months. The project is not only an opportunity for students to play, build, and learn outdoors in French, but to see the minority language as a source of joy, rather than work: “Si t’as pas de plaisir, ça devient une langue de travail.”1  

  CPSN members’ reflections  

  In our playgroup discussions, CPSN members have shared how much they appreciate the opportunity to collaborate with colleagues and how their projects are not only rejuvenating and motivating for their students but also for themselves. “It is bringing joy back,” one member stated. Learning through play, they report, supports inclusion, values student strengths, offers leadership opportunities, helps make connections with community and land, encourages students to speak French, and builds classroom community. It also provides a meaningful way for students such as newcomers from Ukraine to meet, work, and develop a sense of belonging with classmates through the universal language of play.  

  Exciting as all this sounds, learning through play is not without its challenges. There is a tension between play-based learning and curricular expectations. Moving away from traditional teaching and evaluation may concern families, community partners, and even some colleagues. In French-language schools, most materials must be translated and adapted, which consumes resources and can increase workload. The CPSN supports educators to work (and play) their way through and out of these challenges together.   

  In the middle years of schooling today, play is the exception, not the rule. It tends to flourish in early childhood, or prosper in university psychology “labs” promoting learning sciences where human and financial resources are much greater than in mainstream school systems. It also caters more to the privileged than the marginalized, as is the case in the worldwide Montessori school movement, for example. And it is tolerated in alternative schools, where there is an understanding that traditional ways of teaching and learning may look different. 

  The CPSN is designed to spark thinking and action in the mainstream about the importance of play-based approaches in the middle years, legitimize learning through play, provide inspiration, offer examples and resources for other schools across the country, and deepen the dialogue about the nature and value of play in general.  

  If the world were a hockey game, it would be in overtime now. This is not a time to hold on and be defensive. It’s time to make our best moves; to play our way out of trouble; to learn better, and play harder. Play is learning. It should be accessible to all students, no matter where they live, who they are, and which language they speak. 

  

   

  References 

  Gray, P. (2013).  Free to learn: Why unleashing the instinct to play will make our children happier, more self-reliant, and better students for life. Basic Books.  

  Hewes, J. (2006). Let the children play: Nature’s answer to early learning. Early Childhood Learning Knowledge Centre, Canadian Council on Learning. 

  Huizinga, J. (2014). Homo ludens: A study of the play-element in culture. Routledge.  

  UNESCO. (2022). Transforming teaching from within – Current trends in the status and development of teachers. United Nations Educational, Scientific and Cultural Organization. 

  Vaillancourt, T., Beauchamp, M., et al. (2022). Children and schools during COVID-19 and beyond: Engagement and connection through opportunity. Royal Society of Canada.  

   

  Photo credit: Leslie Mott, Grade Five, North Gower Marlborough Public School

• Children’s Reading Skills Back on Track

  11:00 AM Comments Off on Children’s Reading Skills Back on Track

  It is now THREE years since governments around the world announced the shutdown of schools to protect students and teachers from COVID-19. According to UNESCO (2020), more than 1.5 billion children from more than 190 countries were sent home in March 2020 to receive instruction remotely, if at all. Since then, educators, parents, and policymakers have been interested in knowing how much the disruptions COVID-19 brought to regular reading instruction impacted children’s reading performance. In this article, we expand on a previous report on children’s reading performance during the first six months of the pandemic (see Georgiou, 2021) to include information from 20 K–9 schools in Alberta from September 2019 until they returned to regular classroom instruction in September 2022.

  Findings from the rest of the world

  The results of most published studies in different parts of the world indicate that COVID-19 had a significant impact on children’s reading performance, particularly in early grades. For example, in a recent study covering five million Grade 3 to 8 students in the U.S., Kuhfeld et al. (2023) reported that the average fall 2021 reading scores on a standardized reading measure were .09 to .17 standard deviations lower relative to same-grade scores in the fall of 2019. Compared to the growth a typical (pre-pandemic) student makes in these grades, these test score drops represent roughly a third of a school year’s worth of growth. Similarly, working with a sample of Finnish children, Lerkkanen et al. (2022) reported that the growth in reading from Grade 1 to 4 was slower for their COVID-19 cohort than for their pre-COVID-19 cohort.

  The same body of research has also revealed that the effect of COVID-19 has not been equal for different groups of students. For example, students from lower socio-economic (SES) backgrounds (or students attending high-poverty schools) seem to have been influenced more than students from higher SES backgrounds. There is also some evidence that students with reading disabilities were more impacted than students without reading disabilities. Finally, Kuhfeld et al. (2022) found that in the U.S., the effect of COVID-19 was greater for Hispanic, American Indian and Alaskan Native, and Black students than for Asian American or White students.1

  Findings from Canada

  Evidence on how COVID-19 has impacted Canadian students is still scarce and we know of only two studies reporting on how Canadian students were affected, one conducted in Alberta and one conducted in Quebec.

  The Alberta study: Georgiou (2021) compared the performance of approximately 4,000 English-speaking students from Grades 2 to 9 in September 2020 (right after the schools re-opened) to the performance of same-grade students in the three years prior to the school closures. Georgiou found that only the performance of younger children (Grades 2 and 3) was lower compared to previous years. Interestingly, the performance of older children (Grades 4 to 9) either remained the same or improved during the pandemic. On the basis of these findings, the Ministry of Education in Alberta (Alberta Education) asked schools to test all their Grade 1 to 3 students in reading and provided substantial funding to support schools in providing reading interventions to the most affected children in early grades.

  The Quebec study: Côté and Haeck (personal communication, June 3, 2022) compared the performance of Grade 4 French-speaking students in Quebec using the results from the reading ministerial exam in June 2019 (prior to the pandemic) and June 2021 (a year into the pandemic). They found a substantial decrease in the average performance of students between the two measurement points (77.3 percent in 2019 vs. 69 percent in 2021).

  Back on track?

  We have been studying reading development and difficulties in Alberta for the past 20 years. Because of this, we had measures in place in multiple schools to also examine the impact of COVID-19. For the purpose of this article, we examined:

  • 20 schools from three school divisions in Alberta
  • About 6,500 Grade 1 to 9 students assessed in September 2019, September 2020, September 2021, and September 2022
  • Data on three norm-referenced assessments (Test of Word Reading Efficiency-2, Test of Silent Word Reading Fluency-2, and Test of Silent Reading Efficiency and Comprehension).

  To better understand the impact of COVID-19, it is important to break down the time into three separate periods. The first time period covers September 2019 to September 2020. This time period captures the time when schools closed indefinitely after the COVID-19 outbreak and only remote instruction was available to children. The second period (September 2020 to September 2021) is the academic year when schools re-opened, but children had to quarantine for 10 to 14 days if they had COVID-19 and whole classes shifted between face-to-face and online teaching depending on the number of positive cases in each class. Finally, the third time period (from September 2021 to September 2022) is when most teaching took place face-to-face and there were relatively fewer learning disruptions.

  • From September 2019 to September 2020: The reading performance of students from Grades 1 to 3 declined in all tasks. The performance of students in Grades 4 to 9 remained the same or improved slightly. These results replicate those reported in Georgiou (2021).
  •  From September 2020 to September 2021: The performance of students in all grade levels declined and the decline was larger in reading efficiency and comprehension than in basic word reading skills. Similar results have been reported by Kuhfeld et al. (2022) for U.S. students using different measures of reading skills.
  •  From September 2021 to September 2022: The performance of students in all grade levels improved and was comparable to the performance in the same tasks prior to the pandemic (in September 2019).

  These findings suggest that the students in these 20 schools might be back on track in reading following three years of COVID-19 pandemic.

  Four keys to recovery

  There are four key factors we believe that have helped the students in this sample to get back on track. We summarize them below.

  Use of evidence-based practices in the participating schools
  Obviously, we wouldn’t have any data to present here unless these schools were collecting data from their students on a yearly basis using norm-referenced assessments. In addition, teachers in these schools have been participating in ongoing professional development seminars with us focusing on best practices in teaching reading, and have been sharing their experiences from field-testing different strategies as part of their communities of practice (see Georgiou et al., 2020, for more information). Principals have also been meeting regularly to discuss the results of their assessments and to identify areas in which their teachers would benefit from further professional development. It is important to note here that the evidence-based practices were in place in the sample schools well before COVID-19. This means that when Alberta Education called teachers in the province to focus their instruction on foundational skills in learning to read (e.g. phonological awareness, phonics, reading fluency), the teachers in these schools did not have to change what they were already successfully doing. This likely had a positive impact on their students’ reading performance and contributed to a quicker recovery.

  Early screening and intervention
  Alberta Education mandated screening of all Grade 1 to 3 children using reliable and valid assessments of foundational reading skills. Traditionally, most school divisions in Alberta have been using various benchmark assessments to identify struggling readers, despite research showing that they are neither reliable nor accurate (Burns et al., 2015; Parker et al., 2015). Alberta Education did not approve these assessments for accessing additional funding. In addition, Alberta Education shared a reading intervention program with all schools in the province that included 80 lessons on phonological awareness and phonics, and asked schools to report on children’s growth over time. To our knowledge, this is the first time a province mandated early literacy screening and provided free intervention materials to all schools; both policies should continue in the future.

  Funding
  Alberta Education provided $45 million additional funding to schools to address any learning losses. To our knowledge, this is the largest amount spent in the country and assuming the money was used for the intended purpose (i.e. intervention), it may explain why students in our sample schools caught up quickly. Alberta Education also funded research projects on early intervention and the results of these projects provided valuable information on how to address learning losses. In one of these projects, we provided intervention to 365 Grade 2 and 3 struggling readers, and after 4.5 months of intervention, 80 percent of them had improved about 1.5 years in their reading. Some of these children were in the schools included in the study reported above. Funding of evidence-based reading interventions in conjunction with frequent monitoring of students’ progress using reliable and accurate measures should continue in the future.

  Discussions around evidence-based practices
  The discussions taking place around the country on what should be done to address learning losses drew teachers’ attention to evidence-based practices in reading. For example, among the recommendations given to teachers through different media was one that reading researchers have long asked for: Provide systematic and explicit phonics instruction in early grades. This recommendation is now also included in the new Alberta English Language Arts curriculum for the early primary years.

  The positive results on recovery come from schools that use evidence-based early literacy instructional practices and have provided their teachers with professional development on these practices that they may not have received in their teacher education programs. At this time, we don’t yet have reliable information on COVID-19 recovery from schools that are behind in transitioning to evidence-based early literacy programs. Finally, the promising results we see in our schools in Alberta reflect positively on the policy implemented by Alberta Education. By mandating early screening and funding additional interventions, and by making reliable assessments and effective intervention programs available to schools, Alberta Education essentially acted on the recommendations provided by the Ontario Human Rights Commission’s Right to Read report.

   

  References

  Burns, M. K., Pulles, S. M., et al. (2015). Accuracy of student performance while reading leveled books rated at their instructional level by a reading inventory. Journal of School Psychology, 53, 437–445.

  Georgiou, G. (2021). Has COVID-19 impacted children’s reading scores? The Reading League Journal, 2, 34–39.

  Georgiou, G., Kushnir, G., & Parrila, R. (2020). Moving the needle on literacy: Lessons learned from a school where literacy rates have improved over time. Alberta Journal of Educational Research, 66, 347–359. doi.org/10.11575/ajer.v66i3.56988

  Kuhfeld, M., Lewis, K., & Peltier, T. (2023). Reading achievement declines during the COVID-19 pandemic: Evidence from 5 million U.S. students in Grades 3–8. Reading and Writing. doi.org/10.1007/s11145-022-10345-8

  Lerkkanen, M.-K., Pakarinen, E., et al. (2022). Reading and math skills development among Finnish primary school children before and after COVID-19 school closure. Reading and Writing. https://link.springer.com/article/10.1007/s11145-022-10358-3

  Parker, D. C., Zaslofsky, A. F., et al. (2015). A brief report of the diagnostic accuracy of oral reading fluency and reading inventory levels for reading failure risk among second- and third-grade students. Reading & Writing Quarterly, 31, 56-67.

  UNESCO. (2020). COVID-19 impact on education. https://en.unesco.org/COVID19/educationresponse

  Photo: iStock
  First published in Education Canada, April 2023
  1 These are the descriptors used in the study.

• Decolonization Through Two-Eared Listening

  January 26, 2023 9:49 AM Comments Off on Decolonization Through Two-Eared Listening

  ^{Photo caption: Chief Mi’sel Joe facilitates the final Elders’ sharing circle for 2-Eared Listening.}

  During a 2018 National Restorative Justice Week event in Newfoundland and Labrador, panellist Chief Mi’sel Joe of Miawpukek First Nation concluded his remarks with, “If you want to know about restorative justice, just ask.”

  dorothy vaandering, Co-Chair of the Restorative Justice Education Consortium-NL, which hosted the event (and co-author of this article), took up the invitation. This developed into a collaboration with the Chief, a group of Memorial University colleagues, and an Indigenous community advisory committee to plan a gathering that contributed to decolonizing the way many participants thought about justice. The collaboration resulted in Two-Eared Listening for Deeper Understanding: Restorative Justice in NL, a community-wide event that hosted 170 people with diverse roles in government, education, community, and justice contexts. This event came to be called The Gathering (influenced by Hager & Miwopiyane, 2021). It reflected Mi’kmaw scholar Marie Battiste’s (2002) description of decolonizing education, in that it was an opportunity to raise the collective voices of Indigenous peoples, expose the injustices of colonial history, and contribute to deconstructing the social, political, economic, and emotional reasons for the silencing of Indigenous voices (p. 20).

  Chief Joe stated that the primary responsibility of The Gathering would be to create space for truth-telling about settler colonialism’s past and ongoing violence against Indigenous peoples. He said, “Never have Indigenous peoples in this province had an opportunity to tell their stories.” Such truth-telling is an act of decolonization (Waziyatawin, 2005).

  From the start of the planning, Chief Joe guided the group to focus on how the work we were engaged in was and would be truth-telling. “Before you can restore justice, you need to listen to the stories of injustice. At the heart of justice is listening,” he said. As such, the Gathering grew into an opportunity for non-Indigenous people to listen and learn about Indigenous history in the province from the lived experience of Indigenous Peoples. The role of listening was accentuated by fact that non-Indigenous leaders, whose voices are typically privileged, were not given roles as speakers but, instead, were explicitly tasked as listeners.

  The shared stories reflected the impact of colonization both pre and post Newfoundland and Labrador joining the Confederation of Canada in 1949, amplifying the explicit choices made by various governments to “write Indigenous people out of existence.”  Elders Emma Reelis and Ellen Ford spoke about their experiences in residential schools and their lives as Inuit women. Chief Mi’sel Joe and Chief Brendan Mitchell (Qalipu First Nation) spoke about their respective communities’ complex histories and the impact of uninformed decisions made by provincial governments, and Elder Calvin White described the impact of imposed hunting and fishing regulations on the social fabric of his community. Elder Elizabeth Penashue shared the catastrophic impact on the Innu Nation of NATO’s decision to practise low-level flying over their living and hunting territory, disrupting every aspect of their lives. The current Indigenous communities’ realities were also shared and illustrated how colonial attitudes persist, as their successes and needs continue to be supplanted by the dominant population’s more “pressing” demands. These stories are not commonly known, as demonstrated by their absence from courses and learning resources at all levels of formal education in the province.

  Indigenous culture was woven into The Gathering through daily smudging, a Mide-wiigwas,[1] music, and on-site meals that reflected the cultural importance of sharing food. People gathered in a unique environment purposefully set up for truth-telling and for deep listening to Indigenous stories of injustice that would challenge many participants in ways not ordinarily experienced.

  Listening with two ears

  A Two-Eared Listening protocol was shared with participants. It read:

  Elders tell us that we have two ears and one mouth so that we can listen more than we talk.

  At the Two-Eared Listening Gathering, we invite participants to listen deeply with the intention of learning and understanding. Deep listening requires the listener to receive new information through an open mind and to suspend judgment with an open heart.

  Two-eared listening is an act of conciliation by promoting respectful relationships through building trust and nurturing understanding.

  As you participate in this Gathering, please:

  • • Listen with two ears
    • Be open to receiving new learning
    • Suspend judgment
    • Listen with intention
    • Purposefully engage in (re)conciliation

  Such listening is an important component of decolonization work as all sectors of Canadian society strive to implement the Truth and Reconciliation Commission’s (TRC) Calls to Action (2015a). To practically support participants in engaging fully with these five elements, the Gathering space was designated as “technology-free” from the start.

  Elements of two-eared listening 

  Listen with two ears: Listening to stories of injustice involves more than hearing the sounds of words being spoken; it involves more than listening with our ears. Two-eared listening involves listening with our emotions as well. Stó:lō educator and researcher Jo-Ann Archibald (2008) describes listening with “three ears: two on the sides of our head and the one that is in our heart” (p. 8). Chief Joe explains that listening in this way communicates a sense of caring to the speaker:

  “Injustice is about hurt and pain so that brings in parts of our body, including the heart and soul. [This talking] includes body language [and] knowing someone is listening and caring. If you are listening from your core, you will understand the telling of these stories of justice and injustice.” (Joe, vaandering, et al., 2022)

  According to Métis scholar Jo-Ann Episkenew (2009), Indigenous stories generate empathy, enabling settlers “… to understand Indigenous people as fellow human beings. Empathy, in turn, has the potential to create a groundswell of support for social-justice initiatives to improve the lot of Indigenous people” (pp. 190–191).

  Be open to receiving new learning: Deep listening involves listening to and understanding stories that have come from different life experiences and through different lenses that challenge the dominant narrative. For example, assumptions that land is “empty” and thus open for resource extraction or military exercises shifts to realizations that land is teeming with life. Taking in new learning may require adjusting the frame of reference through which the world is understood. Mezirow (1997) explains that “frames of reference are the structures of assumptions through which we understand our experiences” (p.5) and “We transform our frames of reference through critical reflection on the assumptions upon which our interpretations, beliefs, and habits of mind or points of view are based” (p. 7). In this way, decolonizing requires a transformation of our frames of reference.

  Suspend judgment: Two-eared listening requires that we listen without judgment. In responding to questions about residential school records, Father Ken Thorson (Findlay, 2022), a Canadian Oblate priest, speaks to the importance of how we listen:

  “… too often the institutions… have led the conversation, have set the narrative. And we’re in a time now when, rightly, Indigenous Peoples are setting the narrative and are full partners in the conversation… our primary role at this time is to humbly listen to our Indigenous brothers and sisters, their experience, their pain and not to judge, but to listen.”

  Suspending judgment allows the listener to take in what is being said and hold it with an open mind. Reactions are replaced with opportunities for change and understanding.

  Listen with intention: Cree scholar Dwayne Donald describes colonization as the “extended process of learning to deny relationships” (2022). At the core of this, there is an “intentional imposition of a particular way of understanding life and living, understanding human beings, understanding knowledge and knowing… a gridwork of understanding knowledge and knowing” (2022). Listening deeply and learning from the stories of others, particularly stories that are counter narratives, challenges this gridwork way of understanding the world. Two-eared listening is listening with a willingness to hear what is said with the possibility that what I hear will change me. Two-eared listening becomes part of the extended process to nurture relationships.

  Purposefully engage in (re)conciliation: The act of two-eared listening has the potential for leading people into authentic engagement with (re)conciliation. “By listening to your story, my story can change. By listening to your story, I can change” (Truth and Reconciliation Commission of Canada, 2015b, p. 15).   This reciprocal act of listening to the truth leads to contemplation, meditation, and internal deliberation (Augustine in Truth and Reconciliation Commission of Canada, 2015b, p. 13). However, given that harm was inflicted by societies of people promoting colonizing ways of being, the act of reconciliation will be embodied when non-Indigenous people of privilege move beyond tokenizing and consulting with Indigenous peoples and embrace being led by Indigenous people.

   

  BEFORE THE FINAL MEAL together, Chief Joe concluded the Gathering symbolically by inviting everyone to stand in a large circle holding hands for a final prayer. His closing words, “Go in peace, be friends, enjoy,” encapsulated the common feeling in the room. The deeper understanding gained through two-eared listening to injustices experienced by Indigenous Peoples was palpable. Two-eared listening had shown itself to be a universal skill across the diversity of those present for respectfully engaging in an active process that is traditionally understood as passive. As truths of injustice were shared, participants listened with intention, opened their minds to new learning, and suspended judgment. They slowed down in order to truly witness the truths, focused on being present, and did not rush toward desired predefined outcomes. The challenge of listening (and not talking) permeated every aspect of The Gathering. Those who planned the event, and those who responded to the invitations to share or to listen, caught a glimpse over three days together of what is possible in establishing a context for the stories and truths of members of multiple Indigenous groups in Newfoundland and Labrador to be heard.

  Drawing on Palmer (1980), we must listen our way into a new kind of thinking. And this, in turn, can become the basis of reconciled relationships.

   

  IDEAS for Educators

  IDEAS for Educators: Two-eared listening with colleagues

  Present the term, along with the statement that we have two ears and one mouth so we can listen more than we talk, to the group you are working with in a staff or committee meeting.

  Explain the five components of two-eared listening, then invite them to think about what this will mean for:

  • staff meetings
  • conversations with students
  • conversations with parents.

  Use a talking circle with one round for each topic for colleagues to share their ideas. Finish with a 4th round for each to summarize their key learning from hearing each other’s ideas.

  ---

  IDEAS for Educators: Two-eared listening with K–6 students

  Present the term two-eared listening along with the statement that we have two ears and one mouth so we can listen more than we talk.

  • Invite students to make a drawing of this idea (see examples at www.twoearedlistening.com).
  • Brainstorm in small groups for a definition of what this might mean.
  • Explain the five components and Chief Mi’sel Joe’s definition. How are their definitions the same/different?
  • Ask: How do you feel when someone listens to you with two ears? How does it feel when they only listen to you with one ear?
  • Ask students to identify two-eared and one-eared listening in a story they read or watch.

  ---

  IDEAS for Educators: Two-eared listening with 7–12 students

  Present the term two-eared listening along with the statement that we have two ears and one mouth so we can listen more than we talk.

  • Have an initial discussion about what they think it might mean, then present the five components and Chief Mi’sel Joe’s definition.
  • Discuss how the definitions were the same or different, and what might be some underlying factors for the difference.
  • Ask questions such as:
    • How can I show I’m listening with two ears when learning new concepts in [math, gym, science, art, social studies, music, literature …]?
    • Is there ever a time when listening with one ear is acceptable?
  • Invite students to identify evidence of one- and two-eared listening in a selected current events account.

  ---

  [1] Traditional Mi’kmaw giveaway.

   

  Acknowledgement: Event funded by SSHRC and Memorial University.

  Photo: Bob Brink

  First published in Education Canada, January 2023

  References

  Archibald, J. (2008). Indigenous storywork. UBC Press.

  Battiste, M. (2002). Indigenous knowledge and pedagogy in First Nations education: A literature review with recommendations. Apamuwek Institute. www.ainc-inac.gc.ca/pr/pub/krw/ikp_e.pdf

  Donald, D. (2022). Personal communication with the author.

  Donald, D. (2020). Homo economicus and forgetful curriculum: Remembering other ways to be a human being. https://www.youtube.com/watch?v=VM1J3evcEyQ

  Episkenew, J. (2009). Taking back our spirits: Indigenous literature, public policy, and healing. University of Manitoba Press.

  Findlay, G. (2022, March 23). Rome Indigenous archive to open [Radio broadcast transcript]. CBC Radio. https://www.cbc.ca/radio/asithappens/march-23-2022-episode-transcript-1.6396755

  Hager, S. N. & Mawopiyane. (2021). The gatherings: Reimagining Indigenous-Settler relations. University of Toronto Press.

  Joe, M., vaandering, d., Ricciardelli , R. et al. (2022, July 8). Two-eared listening is essential for understanding restorative justice in Canada. The Conversation. https://theconversation.com/two-eared-listening-is-essential-for-understanding-restorative-justice-in-canada-185466

  Mezirow, J. (1997). Transformative Learning: Theory to practice. New directions for adult and continuing education, (74), 5–12.

  Palmer, P. J. (1980). The Promise of Paradox. Ave Maria Press.

  Findlay, G. (2022, March 23). As It Happens [Radio broadcast transcript]. CBC Radio. https://www.cbc.ca/radio/asithappens/march-23-2022-episode-transcript-1.6396755

  Truth and Reconciliation Commission of Canada. (2015a). Calls to Action. Truth and Reconciliation Commission of Canada.

  Truth and Reconciliation Commission of Canada. (2015b). Canada’s residential schools: Reconciliation. Final Truth and Reconciliation Commission of Canada. McGill-Queen’s University Press.

  Waziyatawin. (2005). Relieving our suffering. In W. A. Wilson &  M. Y. Bird (Eds.), For Indigenous eyes only (pp. 189–205). School of American Research Press.

• Equity in Teaching and Learning

  January 25, 2023 10:00 AM Comments Off on Equity in Teaching and Learning

  Let’s put aside the myth that K–12 teachers and leaders who identify as Indigenous, Black and People of Colour (IBPOC) are experts in equity, making them naturally inclined to discuss race, class, or gender at the drop of a hat. Let’s also put aside the assumption that only racialized and Indigenous people should be engaged in equity, diversity, inclusion and decolonization work. Let’s recognize that all educators and leaders should be committing to and engaging in anti-racism, anti-oppression and decolonization practices.

  We know that doing anti-racism and anti-oppression work in education is often emotionally and mentally exhausting. Walking into intimidating and stressful spaces where unconscious and conscious biases coupled with microaggressions and macroaggressions are present is not for the faint of heart – especially given that there is a relative overrepresentation of white, male identities in leadership positions and a corresponding underrepresentation of Indigenous, female, queer, and racialized identities.

  We also know that identities are complex, fluid, and overlapping, impacted by experiences and contexts. While it is true that lived experiences of equity-deserving populations can lead to deeper understandings of bias and assumptions, it does not prepare us to address and to counter, in a very public manner, systemic inequities. Gaining insight into lived experiences by acknowledging distinct histories, stories and identities is one way to be inclusive and responsive to the increasing diversity of school populations. For those learning and relearning about past, present, and omitted histories and working in contexts where distinct stories emerge, Applewhite (2022) suggests that we take an action-oriented approach: “Stop doing the work and start being the work.”

  Culturally sustaining pedagogy

  One way of being the work is engaging in Culturally Sustaining Pedagogy (CSP). Building on the work of Culturally Relevant Pedagogy (Ladson-Billings, 1995) and Culturally Responsive Pedagogy (Gay, 2000), Culturally Sustaining Pedagogy (CSP) affirms students’ backgrounds by connecting cultural knowledge, prior experiences, and frames of reference to their local school and societal contexts. An important consideration is the development of critical consciousness to recognize and critique societal inequalities. Within the CSP framework (Paris & Alim, 2017), the diversity of cultural ways of being and doing in communities is recognized, acknowledged, and sustained via:

  • valuing community languages, practices, and ways of being
  • school accountability to policies, protocols, curricula, and practices relating to employment equity and students’ achievement and wellbeing
  • curriculum that connects to cultural and linguistic histories
  • sustaining cultural and linguistic practices within the larger mainstream context.

  

  Sharing stories and coming to a fuller understanding of histories, customs, and traditions of diverse populations in the school communities would provide opportunities for teachers, students, staff, and leaders in K–12 to learn and to unlearn about deep-rooted assumptions about teaching and learning. Many educators recognize that being authentic and responsive with their actions, and supporting decisions reflective of culture and values, is foundational to this work. The real changes occur when reflection-in-action and reflection-on-action (Schön, 1985; 1987) push us to ask ourselves whether the implemented practices were good enough.

  Representation matters

  We know that representation matters when it comes to who is included and who is excluded in teaching, leadership, school district, and school trustee contexts. Despite anti-racist policies and mandates across the board in the multiplicity of educational contexts, access, equity, and equitable representation remain ongoing challenges. Indigenous and racialized students need to see themselves better reflected in the curriculum, and in the teaching and leadership staff of their schools.

  Kendi (2019) urges all K–12 educators, regardless of identity, to engage in anti-racist education by considering long-held assumptions about race, culture, identity, and gender. By cultivating the tools for recognizing, observing, and understanding internal and external reactions to diverse realities, we can all come to a deeper understanding and insightful reflections about our positionality in societal systems and our impact on student outcomes and successes.

  Addressing the needs of diverse educational populations, some public school systems are engaging in explicit equity initiatives that transform policies and administrative actions, that engage in decolonization and anti-racism practices, that support professional and human resource development, and that actively seek out community and parent engagement. Important considerations include advocacy and accountability measures that monitor improvement to support high achievement for all diverse students.

  Addressing systemic racism

  The Peel District School Board (PDSB) is an example of how a school system addressed systemic racism. On the heels of a very public outcry to dismantle practices and behaviours that led to racialized educational disparities, an independent external review concluded that the PDSB did not have the capacity to address the issues of systemic racism. Key recommendations of the external review focused on collecting data on issues like bullying and suspensions, advancing a culturally responsive curriculum, anti-racist training for educators, promoting racially responsive leadership and establishing an Education Equity Office. Positioned in the school district, the Equity Office would provide an organizational structure to address issues of systemic racism on a proactive and on-going basis by implementing:

  1. Management by a senior leadership position
  2. Community outreach staff to liaise with parents and community partners
  3. Developing anti-racism policy in consultation with the community
  4. Annual equity action plan and equity accountability report card to address systemic inequities experienced by students and staff
  5. Development and implementation of equity-based curriculum
  6. Development and implementation of a comprehensive professional learning plan for staff on equity, decolonization, and anti-racism instructional practice, and anti-oppression, reconciliation and restorative practices
  7. Regular self-identification census of students and staff in order to develop an equity-based profile of school district/community
  8. Monitoring of the employment equity policy and program
  9. Collection of disaggregated equity-based student data (gender, grade, Indigeneity, race, disability, sexual orientation) to clearly define student-centred outcomes to eliminate disparities in achievement of students:

  • suspensions (in-school and out-of-school)
  • absenteeism
  • graduation rates
  • credit accumulation in applied and academic courses
  • representation in special education

  10. Comprehensive equity audits of schools, including the naming of schools, mascots, and learning materials used in libraries and classrooms.

  So, as we consider how to be the work and how to take action, let’s learn from one another, let’s think about and reflect on how we are being equitable in our teaching and leadership practices. By listening attentively to our students, our colleagues, and our communities, by intentionally sharing ideas and by coming together, we gather strength in numbers. Maybe an Equity Education Office in each of our school districts/divisions can support strategic priorities by reviewing policies and procedures, questioning and interrogating professional learning, and influencing pathways for success for students. By creating agency, by establishing policy and process, by making space, by reaching out, by speaking out, and by bringing voices not often heard to the foreground, we can target transformative and action-based practices. While the fear of getting it wrong or saying the wrong thing may constrict our actions, we can no longer stand by and move away from unsettling provocations, conversations, and experiences. Together, we can create equitable and inclusive environments by approaching the work with humility and an authentic interest in improvement, change, and transformation.

   

  First published in Education Canada, January 2023

   

  References

  Applewhite, B. (2022). Stop doing the work, start being the work. Principl(ed), 44–50.

  Equity Matters Manitoba. (n.d.). Education Equity Office Campaign. https://equitymattersmb.ca

  Gay, G. (2000). Culturally responsive teaching: Theory, research, and practice. Teachers College Press

  Henry, F., Dua, E., et al. (2017) (Eds.). The equity myth: Racialization and Indigeneity at Canadian universities. University of British Columbia Press.

  Kendi, I. X. (2019). How to be an antiracist. New World.

  Ladson-Billings, G. (1995). Toward a theory of culturally relevant pedagogy. American Educational Research Journal, 32(3).

  Paris, D., & Alim, S. H. (Eds.) (2017). Culturally sustaining pedagogies: Teaching and learning for justice in a changing world. Teachers College Press.

  Schön, D. A. (1983). The reflective practitioner: How professionals think in action. BasicBooks.

  Schön, D. A. (1987). Educating the reflective practitioner. John Wiley & Sons.

• Learning How to Co-Design with Elders

  9:48 AM Comments Off on Learning How to Co-Design with Elders

  In 2018, during their 50th anniversary, the Whyte Museum in Banff, Alberta, hosted an extraordinary sculpture exhibit of 100 human busts. Christine Wignall, the sculptor, reflected on her work:

  “When I began the project, I thought I would simply start and see where the muse would lead. It wasn’t until I had completed about ten heads that I began to realize who they represented and from where they were coming. My memories and imagination were giving life to the clay and each one of the heads took on the character of someone I had known while growing up… Many of these folks are dead now, a lot of them, but they do haunt my memories. They walked the streets of Banff while the museum was being planned. It is good to remember them all.”

  One of the reports on the exhibition stated, “Wignall captured the faces of prominent Banff people… the faces were so full of life” (Szuszkiel, n.d., para. 8). Indeed, the collection was impressive. But when I saw the exhibit with a colleague, what struck me was that 96 of the sculpted busts in the exhibit were those of individuals who had settled in the Banff area. The exhibition included four people from the Stoney Nakoda Nations.

  The Stoney Nakoda, comprising the Chiniki, Bearspaw, and Wesley First Nations, are the first peoples in this region. And unlike all the other sculptures in the exhibit, only one of these four sculptures was of a named individual, Walking Buffalo. We wondered, if more people from the Stoney Nakoda Nations were to be included, who might those individuals be. Who were some of the important members of the Nations?

  I was fortunate to lead a professional learning and research organization, Galileo Educational Network (Galileo) in the Werklund School of Education at the University of Calgary. Those of us at Galileo had a history of developing research-practice partnerships to engage in professional learning with teachers, principals, and district leaders. Galileo had an ongoing research-practice partnership with the school district in the Banff corridor, focused on nurturing excellence in instruction and leadership, also known in the district as NEIL. In one of the monthly co-design meetings with educators from the school district, we shared our observation about the exhibit at the Whyte Museum. We proposed that perhaps one of the teachers in the district might want to work with one of our professional learning mentors to engage in a project that would involve members of the Stoney Nakoda Nations to learn who from their Nations they considered to be important and to learn their stories. One of the public schools in the school district, whose population is comprised primarily of students from the Stoney Nakoda First Nations, was put forward by district leaders as the one most likely to have an interested teacher. A Grade 4 teacher, whose students were all from the Stoney Nakoda Nations, stepped forward.

  The school’s success coach joined the first meeting between the Galileo mentor and the teacher. The success coach, who had worked with the Stoney Nakoda Education Authority for 18 years, brought a wealth of knowledge and expertise to the first design meeting. While offering to assist with the overall initiative, she also stated she could assist with making connections with Elders within the community. It was imperative to us at Galileo that Elders be involved in this project, right from the beginning of the design process. While we had engaged in a number of research-practice partnerships with First Nations communities and Elders prior to this one, this would be somewhat unique as we wanted to invite Elders to collaboratively design (co-design) the classroom activities and tasks with us. Having Elders as co-designers added a new and valuable dimension to this classroom initiative.

  As this was not only a professional learning initiative, but also a research initiative, I felt it was important to take a participatory research approach. Within participatory design, the individuals involved in creating the design make a resolute commitment to ensure those who will be impacted by the design be significantly involved in the initial and subsequent iterative work of design (Bødker et al. 2004). In participatory design initiatives, the partners are not merely informants; rather, they are legitimate and acknowledged participants in the design process. In this initiative, the teacher, success worker, and the Elders contributed in all phases of the design work, and throughout all the iterations. As legitimate partners it is important that the participants “be involved in the making of decisions which affect their flourishing in any way” (Heron, 1996, p. 11). For it is through their participation they experience a sense of well being.

  At the next meeting, four of the respected Elders from the Nations accepted our invitation to join us in conversation. They agreed to join the initiative; however, when it was suggested they provide the names of members – heroes from the Nations – they were not forthcoming with names. The Elders, although intrigued, spoke of intellectual property, of acknowledging who “owns” the stories and who has the right to hear or to re-tell the stories. They spoke of the disconnect many students have to their own heritage, their families, and their identities. At this point they saw an opportunity that those engaged in the previous design work had not seen. The Elders saw an opportunity for the students to learn about who they are by having them identify their own ancestors and trace who they are related to. The Elders wanted to work directly with the students to help them connect with their culture, their community, and their own families. They were confident they would be able to help each student trace back their lineage to a Stoney Nakoda “hero.” Through genealogy, students would then have the intellectual property rights to the stories of their own ancestors. As the Elders instructed, the students’ ancestors’ stories are their stories.

  Over the following month, the teacher worked with the students and their families to identify the names of family members. Most students came back with family trees that extended to their grandparents. Some had more. Some had less. Regardless of what students were able to come up with, it would serve as a starting point for the next step.

  At the next meeting with the co-design team, the four Elders brought an additional four Elders to the meeting. The teacher and her Galileo mentor brought the family trees to that meeting to show the Elders in hopes that the Elders would review the family trees. However, the Elders were clear: the children needed to be present when they reviewed the family trees. This new information necessitated a change to the design. The eight Elders would be invited into the classroom, where the children would share their family trees. What became evident to the entire co-design team, is that the initial four Elders recognized their own need to bring in more Elders to help fill in the gaps in students’ family trees. In addition, the Elders were not interested in merely viewing the family trees that students had created without the students; rather, they wanted the students to hear the stories of their ancestors from the Elders themselves.

  

  The eight Elders began their teachings with the children with an opening prayer and a sharing circle in which the students were encouraged to speak their names clearly and proudly. The Elders and the children immersed themselves in the important work of tracing ancestral lineages. Speaking with one child, an Elder stated, “You are a descendent of great warriors. Your name comes from your ancestors.” In another corner of the room, an Elder looked at a child and said, “Your great, great, great grandfather was a powerful Shaman. People came to see him from far away because he had supernatural powers. He could heal people.” Where one Elder’s recollection ended, another one carefully filled in the gaps. The conversations and collaboration between Elders and students were a powerful sight to witness. The Elders circled the room going from one student to another, from one family tree to another, helping each other remember when there was a gap that needed to be filled or confirming each other’s recollections. Throughout the day’s activity, the family trees that initially seemed so small were now expanding beyond the constraints of the chart paper. Notes were added to one family tree to show how this student’s lineage continued onto another student’s chart. Elders continually reinforced to the students, “You are family. Get to know each other. Now you need to look out for each other, because that’s what families do.”

  We did not end there. The now 11-person co-design team invited Christine Wignall, the artist whose exhibition inspired this project, to join the initiative. While sculpting busts with nine- and ten-year-olds was a bit daunting to her at first, she willingly agreed to accept the challenge. The local Canmore community arts centre, artsPlace, agreed to open its doors to Christine and the children. The children had all selected one of their ancestors as their hero, had learned the stories of their ancestral hero from the Elders, and now they were ready to sculpt a bust of their hero to fill in the missing people from the original 100-head exhibit. The local news media (Lucero, 2019) featured the work of the students, and the public was invited to attend the exhibition of their hero sculptures as part of the National Indigenous Peoples Day celebrations.

  I had more than 20 years of experience in research-practice partnerships with teachers and school leaders. However, with this project, I and my colleagues at Galileo had the opportunity to learn how to weave what we knew with the wisdom of the Elders who participated with us to co-design classroom learning for children. It was our opportunity to engage in a process of unlearning – unlearning professional learning and research, and unlearning classroom and curriculum approaches and processes tethered to “colonial logics of relationship denial” (Donald, 2022, para. 8).

  What began fairly naively as a school project to connect children with their community grew and surpassed any of our expectations. The Elders brought us into relationship with each other, the children’s ancestors, and historical events that not only shaped this region, but also so many regions across Canada. One of the Elders commented, “Not only was this experience incredibly beneficial for the children, but for the Elders as well.” A number of the Elders noted that as they helped each other remember, they were reminded of stories, family members, and cultural histories that have not been spoken of in some time. As one Elder stated, “This is good for our community.” I would add, this was so good for me as well. I witnessed the ways in which even the best intended curriculum approaches often remain tethered to colonial logics. Opening myself to the teachings of the Elders and being in the presence of their work with the children showed me how to begin the work of unlearning in a good way – a way that honours and respects. Perhaps my unlearning is best captured by the words of an Elder who was such an integral part of this entire project, Elder Skyes Powderface. Elder Powderface has now passed on to the spirit world, but I am left with his words: “This is what reconciliation is all about.”

   

  Watch the video

  The Galileo Educational Network created a short video documenting this project:

  Stoney Nakoda Heroes Project https://vimeo.com/333252310/5f9b208c95

   

  Photos: Amy Park and and Sharon Friesen, Galileo Educational Network

  First published in Education Canada, January 2023

   

  References

  Bødker, K., Pors, J. K., & Simonsen, J. (2004). Implementation of web-based information systems in distributed organizations: A change management approach. Scandinavian Journal of Information Systems, 16(1). https://aisel.aisnet.org/sjis/vol16/iss1/4

  Donald, D. (2022). A curriculum for educating differently: Unlearning colonialism and renewing kinship relations. Education Canada, 62(2). www.edcan.ca/articles/a-curriculum-for-educating-differently

  Heron, J. (1996). Quality as primacy of the practical. Qualitative Inquiry, 2(1), 41–56. doi.org/10.1177/107780049600200107

  Lucero, K. (2019, June 20). Stoney Nakoda heroes: Uncovering lost family history with guidance of elders. RMOTODAY.com. www.rmotoday.com/mountain-guide/stoney-nakoda-heroes-uncovering-lost-family-history-with-guidance-of-elders-1574369

  Szuskiel, D. (n.d.) Whyte Museum 50th anniversary. https://whererockies.com/2019/05/10/whyte-museum-50th-anniversary

• Decolonizing Professional Learning

  January 24, 2023 11:28 PM Comments Off on Decolonizing Professional Learning

  The impetus 

  IN 2019, THREE of us (Leyton, Joelle, and Carol) attended a conference in San Diego that focused on professional learning networks (PLNs), with a specific emphasis on how they enable educators to “tear down boundaries” to connect and learn with colleagues beyond our own schools. It was a productive meeting of scholars from North America and multiple European countries. The group focused on professional learning, collaborative inquiry, and educational change, sharing varied perspectives. But as we reflected on our learning, we began talking about what wasn’t part of this conversation: the ways in which PLNs can reproduce colonial ways of knowing and being, by: 

  • excluding the voices and experiences of racialized and minoritized educators 
  • centring Western ways of knowing at the expense of other knowledge systems
  • maintaining strategies that, even though they purport to challenge the status quo by “tearing down boundaries,” continue to operate in ways that maintain the structural systems that harm and marginalize so many people. 

  In fact, little attention has been paid to the colonizing practices and assumptions embedded in the vast majority of professional learning (PL) initiatives (Washington & O’Connor, 2020). Donald (2012) describes the colonial project as one of division, excluding ways of being and knowing as well as value systems that are different from a Eurocentric point of view. Present-day education systems are implicated in this colonial project, where curriculum (a focus on constructing subject areas that privilege a particular type of knowledge), pedagogy (approaches to teaching and instruction), and classroom routines (e.g. grading, grouping) contribute to institutional structures that privilege some students to the expense of others who are often racialized and minoritized within this system (Yee, 2020). 

  Alas, from these observations, the idea for the Decolonizing Professional Learning event, held in St. John’s, N.L., in August 2022, was born. The 30 participants were educators and researchers from across the country who were already working to develop decolonizing education practices. They were focused on cultivating culturally sustaining, relational pedagogies in ethical relationship with equity deserving communities (Donald et al., 2011; Ermine, 2007). The central goals of the gathering were two-fold: 

  1. To find synergies between regionally-based professional learning (PL) programs of research that take up decolonizing pedagogies and leadership practices; and 
  2. To initiate a national PL education equity network that would enable members to leverage one another’s research, policy, and pedagogical contributions in order to decolonize PL practices and policies. 

  Ultimately, our goal is to rethink and reconstitute professional learning as a collaboratively constructed, transformative, and decolonial practice. 

  What is decolonization? 

  At the centre of the gathering was the concept of decolonization. Decolonizing professional learning is about decentring settler colonial practices and their curricular and pedagogical Eurocentricities. All levels of education in Canada are working to implement initiatives that respond to the 94 Calls to Action put forth by the Truth and Reconciliation Commission (2015). In turn, terms such as decolonization, reconciliation, and Indigenization are now being taken up in higher education and the K–12 schooling systems. 

  The scholars and practitioners who attended the gathering came together to discuss their understanding of decolonizing and how they promote this concept in research and professional learning. Some drew on the concept of decolonizing education as intentionally identifying, challenging, and dismantling colonial practices and policies (Lopez, 2021), while others focused on interrogating and unlearning colonial ideologies (Donald, 2022).  

  The intent of the gathering was not to agree on a single definition of decolonization, but rather to share ideas and create a network for learning in which we move forward together. We came together guided by our “learning spirits” (Battiste, 2013, p. 18), sharing the stories of our collective work to disrupt colonial school systems in our local settings. 

  In this special issue of Education Canada, we share some of these stories with you.

  Design and processes for authentic unlearning 

  There is an assumption of neutrality in professional development approaches; therefore, we sought to disrupt the “typical” conference format when designing this event. We wanted a less hierarchical approach – so instead of having a few presenters deliver an address to a largely passive audience, we offered a series of collaborative experiences. Across the three days, we worked to create space for all participants to share their work within small groups of interested teachers, administrators, and researchers. 

  The gathering was guided by a series of questions, for example:

  • Where are we coming from? How do we situate ourselves as educational leaders and researchers in these spaces?
  • What work and research are we doing in our representative regions to decolonize professional learning in the context of K–12 education? What can we learn from each other?
  • In what ways are we disrupting conventional views of professional learning to create spaces that honour multiple knowledges and ways of knowing?

  Coming together: The event began at a small gathering place at a local park. Mi’kmaw knowledge keepers Sheila O’Neill and Marie Eastman welcomed participants to the traditional territory of the Beothuk and Mi’kmaq. Following introductions, they shared some of the history of the land, discussed the ongoing struggle for the recognition of Indigenous Peoples in the province, and talked about their work with Mi’kmaw communities to strengthen the language and culture. 

  Small fires: Each day, participants could choose from among three to five “small fires,” each hosted by one of the attendees. In these small groups, the hosts shared their research and practice related to decolonizing professional learning. Each SSHRC-funded participant served as a small fire host on one day of the program.

  Sharing circles: Once each day we came together in Sharing Circles. Participants chose one of three different circles – such as mindfulness practice, nature walks, and talking circles – to participate in. Attendees reflected on what they were noticing or wondering, and connections they were making to their own practice. These sharing circles invited deeper conversations about what we heard in the small fires and our experiences in different contexts (K–12 schools, post-secondary institutions, communities).

  Writing activities: To support the building of connections within this emerging community, we embedded daily opportunities for collaborative writing. We began by inviting everyone to write about their own decolonizing work. Next we invited people to explore the connections and intersections between their work and the work of others. We hoped that discovering these relationships would encourage continued collaboration and sharing once everyone returned to their communities. 

  VoicEd panels: Two live-streamed panel discussions were hosted by Stephen Hurley from VoicEd Radio. Colleagues discussed colonization and placelessness, disrupting deficit thinking, inclusion and exclusion, educational change networks, and more. Online participants were encouraged to submit questions to the panel. Recordings of the Decolonizing Professional Learning panels are available on VoicEd Radio.

  Final sharing circle: To end the gathering, we all joined in a final circle to share our thoughts about our time together and how we might move forward together. Each person had a turn to share what they thought were key themes, next steps, and opportunities missed. Attendees spoke of forming a network, meeting together virtually and/or in person, writing an edited collection of chapters, presenting together at conferences, and this Education Canada issue. 

  What was evident to us all was that we had not collectively defined decolonization, and that future collaborations between us need to both honour the diversity of our approaches and include opportunities to define key terms and expectations. In this debrief, participants also surfaced the different aspects of power and privilege we carry and/or do not have in our various roles and contexts. Our identities, roles, and educational change efforts can and must be returned to as part of decolonizing work, and trying to move too quickly to consensus and definitions is counterproductive. This work takes patience and time. 

  Moving forward 

  The Decolonizing Professional Learning gathering that took place in Newfoundland was a starting point for what we hope will become a larger conversation and impetus for collaborative action across Canada. There is already some pan-Canadian work that genuinely connects researchers and practitioners with a commitment to educational change and improvement. We know from previous research that a considerable number of professional learning activities are happening across Canada, but there are inequities in access to quality professional learning for people who work in education (Campbell et al., 2017). There is also a need to consider the purpose and content of such professional learning. If educators are to care for all students and support them in developing to their fullest potential, it is essential that professional learning activities for educators are critically examined to ensure that structural inequities are not un/intentionally reproduced. 

  We are at a moment in time when valuing Indigenous knowledge and ways of knowing, fulfilling the Calls to Action from the Truth and Reconciliation Commission, and addressing and undoing systemic racism from generations of colonialism and genocide are urgent and essential. This is the call to move forward with conversations to understand and share approaches to decolonizing professional learning and to act together – researchers, practitioners, and policy-makers – for educational equity and improvement in Canada.

  An important starting point is for further discussion about the concept of “decolonizing professional learning” itself and the linked work of “unlearning” historically embedded assumptions. As educators, it is our job to continuously learn, but that can be challenging when confronting ingrained colonial ways of seeing and living in the world. We also need to consider what this work looks like in practice. Bringing together practitioners with applied researchers was a beginning, but it is important to share our stories, our evidence, our ideas, and our examples widely. Deprivatizing individual or isolated practices and mobilizing knowledge by sharing in conversations and communications are powerful strategies. 

  This collection of articles for Education Canada is a way to reach out and call on people across Canada (and beyond) to join in connecting, collaborating, and sharing to advance decolonizing professional learning in and through education. 

  Photo: Nicholas Ng-A-Fook

  First published in Education Canada, January 2023

  Decolonization Terms Explained

  It is important to share the understandings that guide and frame decolonization work. Below we offer working definitions of some key terms, recognizing that these terms can have different meanings in different contexts.

  Decolonization: Decolonization is about decentring Eurocentric, colonial knowledge and practices, and recentring knowledge and world views of those who have been placed on the margins by colonization.

  Decolonization involves active resistance to colonial practices and policies, getting rid of colonial structures, and centring and restoring the world view of Indigenous peoples. It demands an Indigenous starting point; Indigenous people will determine appropriate approaches and acts of decolonization. It also involves recognizing the importance of land – in particular, how colonized peoples were cut off from their land and traditions – and the return of land to Indigenous peoples.

  Indigenization: Indigenization calls on educational institutions and stakeholders to establish policies, processes, and practices that are led by First Nations, Inuit, and Métis Peoples toward ensuring their particular ways of knowing, being and doing are nourished and flourish.

  This includes creating opportunities for K–12 school leaders and teachers to learn how to develop and enact curriculum that honours First Nations, Inuit, and Métis Peoples’ histories, perspectives, and contemporary issues. It also calls on school leaders and teachers to embed relational and responsive culturally nourishing pedagogies and curricula as part of the values of their K–12 school community.

  Positionality: Positionality refers to one’s identity – how we position ourselves within our society. To identify your own positionality, you need to consider your own power and privilege by thinking about issues of race, gender, class, sexuality, ability, educational background, citizenship, and so on.

  As educators, our positionality impacts how we make sense of the world and how we engage in it. It takes self-assessment and reflection to identity the ways in which our assumptions and beliefs, as well as our own expressions of power, influence how we (co-)create learning environments in our classrooms and schools.

  Systemic racism: Systemic racism refers to the aspects of a society’s structures that produce inequalities and inequities among its citizens and specifically, the institutional processes rooted in White supremacy that restrict opportunities and outcomes for racialized and minoritized peoples.

  Systemic racism includes institutional and social structures, individual mental schemas, and everyday ways of being in the world. Schools and school systems must engage in anti-racist education practice to address the systemic issues particular to racialized students.

  Unlearning: Unlearning involves removing ideas, practices, and values grounded in coloniality and colonialism from everyday practice.

  It is rethinking and reframing what we thought we knew about many aspects of everyday life, including traditions grounded in Eurocentric ways of knowing, and replacing it with decolonized knowledge.

  ---

  RESOURCES FOR FURTHER LEARNING

  Culturally Nourishing Schooling for Indigenous Education, University of New South Wales. www.unsw.edu.au/content/dam/pdfs/unsw-adobe-websites/arts-design-architecture/education/research/project-briefs/2022-07-27-ada-culturally-nourishing-schooling-cns-for-Indigenous-education.pdf

  Decolonizing and Indigenizing Education in Canada, Eds. Sheila Cote-Meek and Taima Moeke-Pickering. https://canadianscholars.ca/book/decolonizing-and-indigenizing-education-in-canada

  Indigenization, Decolonization and Reconciliation (chapter in Pulling Together: A guide for curriculum developers). https://opentextbc.ca/indigenizationcurriculumdevelopers/chapter/indigenization-decolonization-and-reconciliation

  The UnLeading Project with Dr. Vidya Shah, York University. www.yorku.ca/edu/unleading

  Truth and Reconciliation Commission. https://ehprnh2mwo3.exactdn.com/wp-content/uploads/2021/01/Executive_Summary_English_Web.pdf

  Universities and teachers’ associations provide myriad resources to support the development of anti-racist practices in schools. See, for example: www.ualberta.ca/centre-for-teaching-and-learning/teaching-support/indigenization/index.html

   

  References

  Battiste, M. (2013). Decolonizing education: Nourishing the learning spirit. Purich Publishing Limited.

  Campbell, C., Osmond-Johnson, P., et al. (2017). The state of educators’ professional learning in Canada: Final research report. Learning Forward.

  Donald, D. (2022, September 19). A curriculum for educating differently: Unlearning colonialism and renewing kinship relations. Education Canada, 62(2). www.edcan.ca/articles/a-curriculum-for-educating-differently/

  Donald, D. (2012). Forts, colonial frontier logics, and Aboriginal-Canadian relations: Imagining decolonizing educational philosophies in Canadian contexts. In A. A. Abdi (Ed.), Decolonizing philosophies of education (pp. 91–111). SensePublishers. doi:10.1007/978-94-6091-687-8_7

  Donald, D., Glanfield, F., & Sterenberg, G. (2011). Culturally relational education in and with an Indigenous community. Indigenous Education, 17(3), 72–83.

  Ermine, W. (2007). The ethical space of engagement. Indigenous Law Journal, 6(1), 193–203.

  Lopez, A. E. (2021). Decolonizing educational leadership: Exploring alternative approaches to leading schools. Springer International Publishing AG, ProQuest Ebook Central. http://ebookcentral.proquest.com/lib/mun/detail.action?docID=6450991 

  Tuck, E., & Yang, K. W. (2012). Decolonization is not a metaphor. Decolonization: Indigeneity, education and society,1(1), 1–40. https://jps.library.utoronto.ca/index.php/des/issue/view/1234 

  Washington, S., & O’Connor, M. (2020). Collaborative professionalism across cultures and contexts: Cases of professional learning networks enhancing teaching and learning in Canada and Colombia. In Schnellert, L. (Ed.), Professional learning networks: Facilitating transformation in diverse contexts with equity-seeking communities. Emerald Publishing Limited.

  Yee, N. L. (2020). Collaborating across communities to co-construct supports for Indigenous (and all) students. [Doctoral dissertation, University of British Columbia.] UBC Library Open Collections. https://open.library.ubc.ca/soa/cIRcle/collections/ubctheses/24/items/1.0392533

• The Urban Communities Cohort

  11:12 PM Comments Off on The Urban Communities Cohort

  OVER TEN YEARS AGO, the Urban Communities Cohort (UCC) was established at the University of Ottawa’s Faculty of Education to ensure teacher candidates were better prepared to work within urban priority schools (UPS’s). We (a group of professors, school administrators, and educators in the field) saw the need for teacher candidates to be ready to challenge inequities that were pervasive across priority schools. In many ways, the initiative grew out of our collective frustration at the resistance to change throughout the system that is linked to institutional and systemic racism. For example, we observed:

  • school board policies that reinforced structural inequities, rather than paying attention to diverse students’ lived experiences
  • a teacher education framework that failed to acknowledge the urgency of unpacking subjectivities and positionalities in order to change education
  • refusal of many Ontario teachers to use the 2010 Growing Success document, which set out assessment, evaluation, and reporting policies and procedures to enable all students to succeed and reach their full potential
  • the pathologizing of parents and students from predominantly lower socioeconomic communities.

  The UCC was originally framed as a way of supporting teacher candidates to engage with students and teachers in UPS’s and to advance their own understanding of equity and social justice. In this article, we trace the evolution of this school/university partnership that began with the UCC and a focus on teacher candidates, and led to further spaces for critical conversations that continue to provoke and support our unlearning and learning. What has emerged over the past decade is more multifaceted than we could have first imagined. 

  Let’s step back and consider the beginning. Linda, a university researcher and lead author of this article, spent three months immersed in one UPS where she spoke with everyone – students, custodial staff, teachers, and administrators – to gain a critical understanding of the culture of the school (Ibrahim et al., 2012). This school, like the other 32 designated as urban priority schools across Ontario, had very low scores on Grade 9 and 10 literacy and mathematics standardized tests, a history of comparatively high suspensions and expulsions, and a public perception of being a “difficult school,” perhaps even a “failing school.” 

  The in-depth ethnography revealed what the administrators and educators within the building already knew – that the profile failed to capture the calibre of the educators and students; it missed “who and what we were in the school,” as one staff member put it. The EQAO scores measured where the students were at a point in time, taking no account of where they had come from or their future promise and potential. The school population included newcomers to Canada, along with youth displaced by conflict, who may have spent recent years in refugee camps and who might not have had consistent schooling even in their own language, let alone in English or French. For these students the school was a safe haven, a building with walls as opposed to a tent. Yet if the school was to support all of these students in their learning journeys, there was a critical need for a teaching staff who were better equipped to do this work. 

  So began the partnership through which teacher candidates and university professors became part of the school community. The UCC supported teacher candidates to develop culturally sustaining, relevant, and responsive pedagogy, and immersed them in urban school communities from day one of their teacher education program. University classes were taught within the building and the school administrators were integral to the teacher candidate’s professional learning – speaking to teacher candidates on the first day of school, walking them through the corridors, welcoming them for their required school-based practicum, inviting them to experience and feel what it takes to become a teacher committed to social change. 

  Hard conversations

  Hard Conversations was started by Kristin Kopra, Sherwyn Solomon, and Geordie Walker, who are lead partners in the UCC. This initiative brings together school administrators and university researchers to engage in challenging conversations about what is happening in their schools. Over the past four years, this group has worked outside the school board, gathering in their own time to examine the relevant research, understand their own positionality and roles, grapple with systemic biases within their schools, and most importantly commit to actionable strategies they can take back into their daily practice. Their goal is to first understand and then dismantle systemic barriers so they, as school leaders, can better serve Indigenous, Black, and racialized students, families, and communities. Put simply, group members consider their role in perpetuating inequities and what each individual can do to change practices in their own schools. Kristin, a UPS principal who began as a program lead for Indigenous education, explains why the group was started: “We didn’t do it for any other reason than we need things to change for kids in schools.” Many of the topics taken up in this group focus on the power of administrators and teachers and the damaging choices that the Education Act legitimizes. 

  Now in its fifth year, the group has grown to well over 70 colleagues engaged in these critical conversations. Membership is open to all and includes school and central administrators, senior staff, managers, University of Ottawa professors, and sometimes teacher candidates. Meetings have varied in frequency and in format, ranging from small group pods to larger university-based weekend-long conferences (including guests such as leading researchers in equity and racism and Indigenous leaders).

  An example of the work of the Hard Conversations group is challenging the disproportionate numbers of suspensions for Black, racialized, and Indigenous students. Kristin recalls from her own school’s statistics in her first year that “if we were not the highest, we were the second-highest in the district; ridiculous!” This reflects what Sherwyn refers to as “hard-baked” structural obstacles, where our ignorance gets perpetuated as law. In Ontario’s Education Act the suspension of a student is at the discretion of the principal. While administrators might be well-meaning, Sherwyn underlines, “A principal’s perspective on what is acceptable school conduct and what is not is often colonial in nature, as these emerge from the imperialism that has had an impact on what schools look like across the globe.” There is no learning in a suspension, which reaffirms the exclusion of the student and causes harm that may reverberate for generations. The data speaks for itself in Ottawa schools: if you are Black or Middle Eastern, you are two and a half times more likely to be suspended. Hard Conversations provides a forum where administrators can examine critical questions around the discretionary suspensions for which they have authority, such as: How does removing students from what might be one of their few safe spaces serve already vulnerable students? How might race be playing into our suspension decisions? What will you do differently rather than suspend Black youth? The conversations, critical reflection, and transformations in principal practices emerging from Hard Conversations should be celebrated. But we are mindful that they represent a small initial step within some schools, and that colonialism pervades our education systems and guides decisions and practices that retraumatize those who have already been traumatized. As educators we ask the question, how can we avoid the re-traumatization of marginalized individuals and groups? 

  Challenging social inequities 

  In our ongoing university/school partnerships to support teacher education, in-service educators, and youth, we are repeatedly made aware of how each of us is unlearning and re-learning in our work with students, student teachers, and in relations with each other (Donald, D. 2022). We recognize that we are all, regardless of ethnicity and positionality, impacted in our work and relations by colonial structures. 

  Our conversations bring to the surface what we have been taught and raised to believe – certain narratives about society, about other people, about positionality – and the structures that support these narratives. These histories and understandings have been passed from parents and grandparents and transmitted to us in institutions such as schools and universities. They become what we know to be true. But what happens when we start examining these past truths in light of other realities we see around us, and question if our long-held narratives are true? Geordie, former principal and now part of the UCC teaching team, asks, “Why is it so hard for me as a white person who is a dad to believe it is necessary for my Black friend or Indigenous friend to teach their kids to proceed with extreme caution in police interactions and how to survive an arrest, when that was never part my children’s education or learning?” With this question, he underlines that it starts with the individual journey. He shares that his own decolonization process is about  “becoming as educated as you can about the past.” Understanding the past and the present context as educators and as teacher educators requires an openness to examine history, to recognize or acknowledge what culture is, whose it is, the backgrounds of the people in our schools, and how they see their own history from different perspectives. 

  At Le Phare Elementary School, Sherwyn has established an Equity Advisory Committee, a parent group that names and challenges social injustices and advises on things they would like to see going on at the school. As part of the district and school learning plan, Sherwyn encourages his school community to incorporate more Algonquin teaching, learning, and understanding, as well as more knowledge of the school experience of Black and other marginalized groups. Sherwyn argues that such initiatives go part way to addressing racism like that he experienced in his own childhood as a Black newcomer to Canada – such as having to learn to speak without his Caribbean accent, and the colonial violence he and his family faced as immigrants. Across the school district, student groups, such as the LGBTQ2+, Indigenous, and Muslim student groups among others, are being led by people with that lived experience. This school-based change has not come without resistance, and equity coordinators have had to work tirelessly to demand that, after years of being pushed to the margins as “urban problems,” these groups are placed at the centre stage of education. 

  Since the beginning of the UCC, decisions made at faculty and program levels have presented structural and other challenges. For example, from the start of UCC, cohort leads worked with school principals to create UPS practicum placements for UCC teacher candidates. Recently this has been discontinued by the Faculty, and UCC teacher candidates find themselves with placements across the spectrum of local schools, while other teacher candidates unaccustomed to urban priority schools are posted in the UCC partner schools. Additionally, we have now seen the community service learning component, where all UCC teacher candidates would become part of the school community at the start of the school year, come to an end. Despite these ongoing challenges, we continued to invest in the UCC by gaining research funds to support critical learning possibilities for educators (pre-service and in-service). In particular, we worked with civics teachers in UPS’s to open up spaces for students to find different points of entry into that course. This was done by inviting students to share their lived experiences – either as newcomers to Canada, as long-time settlers, or as First Nation, Métis and Inuit peoples – first and foremost in this course. Working within these diverse contexts, we have attempted to contribute to a decolonizing process by breaking down subject silos and enabling interdisciplinary learning through a pedagogy of relationship building within and beyond the classroom.

  Relationships over curriculum

  After 30 years in education, Geordie perhaps conveys best what education and teacher education might look like in practice: “It is about prioritizing relationships over curriculum, being humble, and learning from kids.” When we think about our own work of unlearning through UCC and Hard Conversations, we envision educators (ourselves, teacher candidates, teachers, and school administrators) coming to education not because we are specialists in a subject, but because first and foremost we want to serve students and build relationships. As educators, we need to be able to put aside our biases and prejudice and embrace whoever comes through our door and provide a sense of belonging for every student in the classroom regardless of gender, sexuality, ethnicity, language, or any other false barriers. In the UCC, we are supporting teacher candidates and teacher educators (ourselves) to engage deeply with teacher identities and lived histories, and to examine the truths and untruths we hold on to. Decolonizing teacher education requires providing opportunities for teacher candidates to build relationships based on care and compassion that prioritize students’ potentials and possibilities and reject deficit thinking. 

  THE UCC PARTNERSHIP has provided a space for multiple and ongoing hard conversations and professional un/learning across university and school contexts. A decade of critical conversations, research, and collaborative action in the service of students in urban priority schools has transformed our own practices in university and school classrooms. In our shared quest to unlearn taken-for-granted assumptions and “truths,” we continue to challenge ourselves and each other with the responsibilities we have in relations to each other and with students, families, and communities.

   

  Photo: iStock

  First published in Education Canada, January 2023

  References

  Ibrahim, A., Radford, L. et al. (2012). Urban priority program: Challenges, priorities and hope. Ottawa-Carleton District School Board.

  Donald, D. (2022, September 19) A curriculum for educating differently: Unlearning colonialism and renewing kinship relations. Educating Canada, 62(2). https://www.edcan.ca/articles/a-curriculum-for-educating-differently/

• Professional Learning in a Community of Relations

  11:08 PM Comments Off on Professional Learning in a Community of Relations

  ON FEBRUARY 14, 2012, the section of Wellington Street directly in front of Parliament Hill was filled with yellow school buses that stopped to let off the children and teachers who were aboard. As the bus doors opened, children of all ages and backgrounds hopped off onto the snowy sidewalks, carrying colourful homemade signs and wearing buttons and fabric hearts pinned to their jackets. They excitedly walked toward the steps of Parliament to join the hundreds of other students, teachers, and community members who had come to participate in the first annual Have a Heart Day event, one of many First Nations Child and Family Caring Society (Caring Society) reconciliation-based education campaigns. Many of the children chanted, “Equal education for First Nations!” and read speeches they’d written. Others sang songs they’d penned, and hundreds mailed letters they’d written to then Prime Minister Stephen Harper, calling on him to treat all children in Canada with love and fairness. The children’s many hand-crafted signs expressed how they felt: “Respect First Nations Children”; “Fight for Equal Rights!”; “Treat First Nations Children Fairly, Please!” Another of the signs that the children held that day stated: “Just because we’re small doesn’t mean we can’t stand tall!” 

  The largest youth-driven movement in Canadian history

  These children and youth, and their teachers, had been called to action by Shannen Koostachin, who was a youth from Attawapiskat First Nation, a Cree community at the mouth of the Attawapiskat River, on the shores of James Bay in Treaty 9. These lands have been home to the Mushkegowuk Cree for thousands of years, where generations of Mushkegowuk children were educated on the land by their kin prior to the forced removal of their children by the Canadian state to the Indian Residential Schooling system for nearly 90 years (General, 2012). For years, Shannen and her schoolmates had been forced to attend school in temporary portables, after the demolition of the community’s school due to a massive diesel leak. The portables soon became decrepit, with intermittent heat, warped doors, mice infestations, and frozen pipes during the winter. After nine years of waiting for their new school, Shannen and the other children were upset by the federal government’s failure to act. Shannen documented the condition of the school in Attawapiskat and invited other students and their teachers across Canada to write letters to the federal government to get action. Shannen’s leadership resulted in thousands of First Nations, Inuit, and Métis children and non-Indigenous children writing letters to elected officials to demand proper schools and education for First Nations students. 

  When Shannen tragically died in a car accident in 2010, a group of students from Attawapiskat, with support from the Caring Society and Shannen’s family, created the “Shannen’s Dream” campaign, vowing to continue her work so that all First Nations children receive a proper education. On June 22, 2012 – the day Shannen would have graduated from high school – construction began for a new school in Attawapiskat. The school opened in 2014; however, many other First Nations are without proper schools, so Shannen’s Dream continues (Blackstock 2019). Shannen remains an important role model for all children and young people, as she taught us to “get up, pick up your books and keep walking in your moccasins” (First Nations Child and Family Caring Society, 2020). 

  Shannen’s Dream, which has been described as “the largest youth-driven movement in Canadian history” (Angus 2015, p. 2), has grown to include other social justice campaigns put forth by the Caring Society. As a national non-profit organization, the Caring Society aims to ensure First Nations children and their families have culturally based and equitable opportunities to grow up safely at home, be healthy, get a good education, and be proud of who they are. A recognized leader in child and youth activism and reconciliation education, the Caring Society supports the learning of educators and students through three main social justice-based reconciliation campaigns: Shannen’s Dream (equity for First Nations education), Jordan’s Principle (equitable access to government services), and I am a witness (equitable First Nations child welfare). Thousands of First Nations, Inuit, and Métis and non-Indigenous children and youth have participated in these campaigns, and their activism has offered a unique opportunity to advance knowledge about the impacts of reconciliation-based education and provide evidence-based research about how we can best move forward to support professional learning (Blackstock et al., 2018).

  Research with teachers: Just because we’re small doesn’t mean we can’t stand tall 

  Across Canada, teachers and students are doing the work of truth, and then reconciliation, through their learning and actions. While this is significant, our research with teachers tells us that there continues to be hesitation, avoidance, and fear for many educators when approaching this work and a tendency to relegate learning to such days as the National Day for Truth and Reconciliation, rather than a year-long commitment. Our research project, “Just because we’re small doesn’t mean we can’t stand tall,” seeks to understand how teachers use Caring Society campaigns, such as Shannen’s Dream, in their classrooms, and what the impacts are on their teaching and student learning. Based on our findings, we developed a curriculum and resources that were piloted with a group of teachers. We believe that co-creating professional (un)learning communities that are grounded in sustained relationships over time provides opportunities for teachers to engage with their heads, hearts, and spirits in truth and reconciliation and thus address some of the tensions that teachers often explain as reasons for not doing the work. 

  Unsettling “professional” (un)learning with teachers

  Our research project began in 2018 and involves a team of researchers, teachers, community members, activists, and experts in law, medicine, and child rights from around the globe. This team contributes to a reconciliation framework that respects First Nations epistemology and relational ethicality, emphasizes collaboration, and takes a collective inquiry approach to a shared responsibility (Blackstock, 2011). Our research team endeavoured to uphold an ethic of relationality throughout the study, by forming trusting relationships with the members of the teacher pilot group over the year we worked with them. We did this by reaching out several times throughout the year, and offering support at all stages. We invited them to events within the university community, including talks, workshops, and sharing circles. Thus, in seeking to address the TRC Calls to Action in the transformational spirit that they were intended, our research team endeavoured to work with teachers toward “[b]uilding student capacity for intercultural understanding, empathy, and mutual respect” while “[i]dentifying teacher training needs” and “[s]haring information and best practices” on reconciliation education (TRC, 2015, pp. 238–239). The group of teacher participants who piloted these resources in their classrooms and shared their experiences informed the development of future resources, and have become “Spirit Bear” teacher leaders. 

  By creating, supporting, and sustaining professional communities of (un)learning with teachers, we hope that our research provides examples of how it is possible, and beneficial, to unsettle teacher professional learning from a one-day workshop-based model toward a sustainable ecosystem of relationships as we unlearn and learn together. Our relationships with teachers have resulted in the upcoming launch of the Spirit Bear Virtual School for Teachers, which will be hosted on the Caring Society’s website. The Spirit Bear Virtual School will be a space where teachers from across Canada can access curriculum and learning guides co-created with teachers; listen to talks by educators experienced in working with the Caring Society’s campaigns; and learn about additional resources that will help them on their journey towards enacting truth and then reconcilia(c)tion education in their classrooms.

  A bear named Makoonse

  Barbara Giroux is a Grade 1 teacher at Holy Family School in Ottawa, Ontario. After taking part in our virtual Spirit Bear Retreat for Teacher Professional Learning in August 2021, Barbara decided to join our pilot group during the 2021–2022 school year. She was hoping to unlearn some of the history she’d learned in school, and by extension, had taught to her students. Through our partnership with the Caring Society, Barbara received a Reconciliation Ambearister to help teach herself and her learners about the ongoing legacies of colonialism, including Residential schools, the Indian Act, and current inequities such as the lack of clean water, education, and services in First Nations, Inuit, and Métis communities. Barbara writes: 

  “My Grade 1 class embarked on an incredible learning journey with a black and cream bear who came to us as a Reconciliation Ambearister from the First Nations Child and Family Caring Society. He arrived in a box with the word “puzzles” on it. We took it to mean that he was puzzled to find out about his Algonquin heritage and we would learn along with him, with the help of an Elder for as much time as she could give to us. She gifted our bear the name Makoonse, which means “bear cub” in Algonquin. The Reconciliation Ambearister Program is perfect for us because it could meet us where the children were at, and expected only a willingness for us to learn about the territory and peoples on whose unceded land we reside, to make connections with, and learn from, our partners, and to demonstrate meaningful work for Reconciliation. The Reconciliation Ambearister Program also encourages us to continue our own group learning, particularly as it relates to the local Algonquin First Nation. We have learned that the third moon of the year is the Sugar Moon or ZIISSBAAKDOKE GIIZAS, and represents the Anishinaabe New Year, when the maple sap begins to run. The children enjoyed learning about maple sap as a medicine, and that Nanabush, an Anishinaabe cultural hero, taught us, through stories, that the greatest gift is in the giving. We also learned that the back of a turtle represents the number of lunar cycles in a year, and the length of time in each lunar cycle.”

  In the sharing sessions we held over the year with the pilot group, Barbara shared the challenges and struggles she experiences while doing this work. The sharing sessions supported her questions, thinking, and growth as not only a teacher, but as a human being. Although the sessions were virtual due to the global COVID-19 pandemic, the teachers who participated remarked how they felt a strong sense of solidarity, friendship, accountability, and mentorship. By connecting with other teachers doing the work of unlearning and truth and then reconcilia(c)tions, teachers received and offered support in sustained and meaningful ways. Barbara shares:

  “I had a lot to learn and a lot to teach, and I am humbled and proud to say that this year has been the most rewarding experience of my teaching career, as well as the most challenging. It has been a year of humility; admitting to the children that I am learning along with them; realizing there is no end to how much I have yet to learn; being an actively reflective practitioner and acknowledging where past practice requires a new mindset.”

  Barbara recently was awarded the Governor General’s History Award for Excellence in teaching for her work with Spirit Bear and her Reconciliation Ambearrister, Makoonse kindergarten curriculum and program. Her example demonstrates that transformational approaches to professional (un)learning and teaching gives life to the head, heart, and spirit. Furthermore, opportunities to engage in (un)learning teacher communities with researchers supports the work of community partners such as the Caring Society, and the thousands of children and youth who are leading the way forward.

   

  ---

  An Invitation to Join Us 

  The work of unlearning colonialism cannot be facilitated in a one-day workshop based on a slideshow presentation or discussion. Teachers must be invited into a community of relations where they feel a sense of belonging, the space to question and wonder, and the opportunity to pose questions and ideas. In the words of Shannen Koostachin, who said, “School is a time for hopes and dreams of the future” (Angus, 2012), we welcome more teachers to join us as we hope and dream for the future of professional (un)learning. We invite you to visit www.fncaringsociety.com/spiritbear to learn more about Spirit Bear, and for updates about the launch of the Spirit Bear Virtual School!

  ---

   

  Photo: Barbara Giroux

  First published in Education Canada, January 2023

  References

  Angus, C. (2012, January 10). Shannen Koostachin “Really believed that kids could change the world.” HuffPost Canada. www.huffpost.com/archive/ca/entry/shannen-koostachin-really-believed-that-kids-could-change-the-w_b_1197267

  Angus, C. (2015). Children of the broken treaty: Canada’s lost promise and one girl’s dream. University of Regina Press.

  Blackstock, C. (2011). The emergence of the breath of life theory. Journal of Social Work Values and Ethics, 8(1), 1–16. https://jswve.org/download/2011-1/spr11-blackstock-Emergence-breath-of-life-theory.pdf 

  Blackstock, C. (2019, July 16). When will Ottawa end its willful neglect of First Nations children? The Globe and Mail. 

  General, Z. (2012). Akimiski Island, Nunavut, Canada: An island in dispute [Unpublished master’s thesis]. University of Waterloo. https://uwspace.uwaterloo.ca/handle/10012/7022

  Truth and Reconciliation Commission of Canada. (2015). Honouring the truth, reconciling for the future: Summary of the final report of the Truth and Reconciliation Commission of Canada. Truth and Reconciliation Commission of Canada.

   

• Critical Incidents in Educational Leadership

  8:06 PM Comments Off on Critical Incidents in Educational Leadership

  In 2021, a white, French-language Catholic school principal was removed from his school two years after wearing a Black student’s shaved-off hair as a wig during a cancer fundraiser, and again for Halloween months later – but only once these two occurrences were reported on social media by Black Lives Matter London (CBC News, 2021). Since school improvement is unlikely to be successful without effective educational leadership (Rodgers et al., 2016), it is imperative for leaders to examine the verbal, behavioural or environmental indignities they – intentionally or unintentionally – communicate toward, or about, racialized persons through racial microaggressions. A racial microaggression is a brief, everyday indignity that (re)produces racial slights or insults toward Black students, principals, or teachers (Brown, 2019; Frank et al., 2021; Sue et al., 2007.)

  What do we know about systemic anti-Black racism in French-language education? A limited number of studies have explored systemic anti-Black racism within minoritized French-language education in Canada (Ibrahim, 2014; Jean-Pierre, 2020; Villella, 2021). These studies provide insight into how systemic anti-Black racism manifests itself within this context. For example, Schroeter and James (2015) found that Black francophone immigrant students felt that white school staff, including a school principal, give white immigrant students more help to reach their career goals. Madibbo (2021) identifies three conditions that illustrate and/or enable systemic anti-Black racism within this context:

  • A lack of equitable representation of Black people within la francophonie
  • the rejection of multiculturalism
  • a “franco-centric” approach to the social construction of race and racism.

  Examining critical incidents

  My PhD thesis (2021) details systemic anti-Black racism critical incidents in educational leadership within francophone Ontario and their impact on Black and francophone students, teachers, families, and community partners.

  This narrative case study explored the intercultural and anti-racist competency of educational system leaders through critical incidents in leadership. A system leader, such as a school principal, is an individual who also represents a professional organization, and creates and or implements a society’s policies, procedures, and regulations (Villella, 2021). A critical incident is a positive or negative experience that affects one’s leadership by confirming it, by changing it, or by shattering it (Sider et al., 2017; Yamamoto et al., 2014).

  Nine educational and system leaders, most of whom were, or had recently been, school principals, completed three semi-structured interviews and a survey. Data analysis revealed that almost all the critical incidents mentioned by the nine participants as being intercultural in nature centred around Black school community members, and mostly Black boys and men, including a Catholic priest. While their survey responses suggested that most of the nine participants’ intercultural competency was well developed, the way in which they dealt with critical incidents involving Black students, staff, families, and community members indicated that their anti-racist competency needs further development. In the case of intercultural and anti-racist competencies, little to no university courses or workshop training was reported by the participants; they mostly trained themselves through international volunteer work, reading, and personal experience sharing. As such, they mostly did informal training (Villella, 2021). It should therefore not come as a surprise that critical incidents revealing systemic anti-Black racism and racial microaggressions manifested themselves in the participants’ leadership.

  What the data reveals: Multiple racial microaggressions

  Below, I present and analyze four systemic anti-Black racism critical incidents (translation by the author) through Brown’s (2019) racial microaggression framework of pathologizing, cultural insensitivity, persistent devaluation of Black teachers’ competency, second-class citizenship in schools, and the myth of meritocracy. Brown indicates that such microaggressions are not only steeped in anti-Black ideology, but they are also documented reasons why Black teachers1 leave the teaching profession.

  1. Some Black principals are experiencing racism from their fellow white colleagues. A self-identifying Black male school principal explains how systemic anti-Black racism still persists in the staff room of a school where he used to work:

  “I had a meeting with the principal. So, I think that there is a former colleague of mine, I will go and see him… He says, ‘[Hassan], you’re in the white people’s staff room with me here.’ I said, ‘What do you mean?’ He said, ‘You don’t see? The immigrant table is over there.’ So, I have to tell you that even when I was there, there were two staff rooms.”

  In this school, Black teachers (and especially Black immigrant teachers) are the targets of systemic anti-Black racism in the staff room in the form of second-class status (Brown, 2019; Frank et al., 2021).

  2. A self-identifying Métis female educational system leader details the behaviour that some Black teachers are subjected to in the classroom:

  “[Students] were telling him off, I mean, plus [he] spoke with a rather pronounced accent. This was probably one of the first Black people they saw in person… it was one of the first classes that he had in Canada, because he had just been substituting in Montreal, if I recall correctly… In the corner at the back of the class [were] four young men who had fun putting him down: ‘Sir, I don’t understand anything, I don’t understand when you talk. It makes no sense.’”

  In this example of racial microaggressions toward a Black teacher, there is a persistent devaluation of his capabilities for teaching (Brown, 2019; Frank et al., 2021) by the students and as well as by the participant, but there is also racialized linguicism (Madibbo, 2021), i.e. a combined linguistic and racial discrimination toward a Black person who is also a recent immigrant.

  3. Some principals are removing Black francophone teachers from the classroom when a disagreement arises or their teaching practices differ from the school’s usual practices. A self-identifying white, male, Canadian-born French-language school principal describes how he responds to such incidents involving Black immigrant teachers:

  “They’re unable to integrate… and that, that’s despite trying to coach them. We tried… the traditionalism is too entrenched in their practices… you get into a conflict, and that’s where there are layoffs, where there are unsatisfactory assessments.”

  Here, we can observe another racial microaggression whereby a white administrator pathologizes Black teachers through his fixed vision of competency based on conformity to French-language education that can be traced back to the white ideologies historically normalized within educational policies and practices.

  4. Some hiring teams are not always examining Black teachers’ competency objectively at the onset. One self-identifying white, female, Canadian-born French-language school principal noted her critical incident:

  “I’ve done interviews, and the questions we were asking, we already had an idea of what we wanted as answers… A few times, I realized that we weren’t talking about the [Black] person’s competency. Someone said, “Well, the person said this or that… and they may hit the child to discipline them.”

  In this example, the racial microaggressions manifest themselves as a form of pathologizing (Brown, 2019 ; Frank et al., 2021).

  5. Finally, some teachers are not always open to seeing beyond dominant nationality and cultural norms in terms of pedagogical milestones.

  “I’m doing a follow-up evaluation with… a teenager from mainland Africa… who had had very large gaps in schooling… and I had concerns about the level of work he is being given [by his classroom teacher]. Because sometimes… if a student does not know how to read, there is a tendency to pick up materials for learning to read in the younger ones… but it’s not cognitively stimulating… because I have a 15–16-year-old [male] who… is practising bobo -baba [sounds]. But this is a young person who is being treated like a… student who has a disability.”

  Here, one can identify that this Black student is experiencing microaggressions in the form of micro-invalidations regarding his reading needs that are grounded in second-class citizenship, cultural insensitivity, and persistent devaluation of competency (Brown, 2019 ; Frank et al., 2021; Sue et al., 2007).

  Although these are only some of the critical incidents of anti-Black systemic racism within educational leadership that emerged from my study, they are informational vignettes representing a snapshot of how systemic anti-Black racism (re)produces itself about and toward Black school-community members within French-language schooling in Ontario.

  How can studying critical incidents help us (un)learn systemic anti-Black racism?

  Yamamoto et al. (2014) explain that the stories we tell ourselves, share, and tell others, and once again tell ourselves regarding a critical incident is a loop allowing leaders to evaluate if they will maintain the same practices, slightly adapt their leadership, or completely change their practice in the future. As such, these critical incidents are not only formational (Sider et al., 2017), they are also informational (Villella, 2021), revealing the professional (un)learning that is required to combat systemic anti-Black racism. The question that now emerges is: what can French-language educational system leaders, such as school principals and teacher educators, learn by examining such critical incidents?

  First, it is important to remember that systemic anti-Black racism is not just an Anglo-Canadian issue. It is present in education, regardless of the language of instruction.

  The analysis of critical incidents in leadership in French-language education can help school administrators, trainers, school principals, and superintendent associations, as well as French-language community organizations, understand how certain practices contribute to marginalizing Black children and adults that they serve. The ways in which leaders respond to Black teachers can contribute to the reproduction and thus persistence of systemic anti-Black racism, rather than contributing to building a more inclusive educational environment and society that mitigates against it. Either way, educational system leaders send a clear message to Black students, staff, and family members about whether or not they are valued in society.

  Studying critical incidents as professional (un)learning in relation to systemic anti-Black racism provides educational leaders the chance to change how they respond in future situations, in order to be proactive and reduce harm to Black community members. As such, narrative case studies can help leaders decipher systemic anti-Black racism through professional (un)learning.

  What we can do now: A few recommendations

  System administrators, such as superintendents, need to support all staff who wish to develop preventative strategies to decrease the likelihood of systemic anti-Black racism from being (re)produced through racial microaggressions. The provincial government and school boards/districts need to require measures that track systemic anti-Black racism incidents, and to transparently report on them. Developing a mixed approach of both qualitative and quantitative data collection is important for better understanding of the underlying issues, which should not be reduced to a case of immigration status or mother tongue language as central identifiers.

  Finally, initial and continual training opportunities need to be allocated to educational system leaders at all levels who wish to be trained, or to train their school teams, about racism and anti-racism. Specific areas of needed training include: culturally sustaining pedagogy and leadership, race-based data analysis, and questioning school board pedagogical and discipline policies regarding students as well as hiring practices related to staff. Such training requires that resources not only be developed in French, but also that critical incidents of systemic anti-Black racism are based on examples collected within francophone education systems.

  Although some educational leaders may be more aware of systemic anti-Black racism incidents related to their leadership, such critical incidents still exist and persist. That said, we should not be dissuaded nor discouraged from developing inclusive and equitable French-language education systems. Instead, these incidents should cause educational school and system leaders to reassess how to better build relationships with each Black student, staff member, and community partner, and how to go beyond the deficit thinking and stereotypes that lead to racial microaggressions. That process begins and continues with fully participating and engaging in decolonizing professional (un)learning. The knowledge then needs to be applied within local communities to create more equitable and inclusive spaces of belonging for Black students and staff, and for those from other equity-deserving groups within la francophonie. Not only do Black students need Black educators, so does the rest of Canadian society. Inclusion is, after all, meant for each and every one.

   

  Suggested Reading

  For the most effective self-study experience, read in the order presented.

  Canadian Statistics

  • Canadian Race Relations Foundation & Environics Institute for Survey Research. (2021). Race relations in Canada 2021: A survey of Canadian public opinion and experience. (The link leads to an introductory page about the survey, with links to the final report and other study documents.) www.environicsinstitute.org/projects/project-details/race-relations-in-canada-2021
  • Statistics Canada. (2019). Diversity of the Black population in Canada: An overview. www150.statcan.gc.ca/n1/pub/89-657-x/89-657-x2019002-eng.htm
  • Statistics Canada. (2022). Black History Month… by the numbers. www.statcan.gc.ca/en/dai/smr08/2020/smr08_248-1

  Blackness

  • Ibrahim, A. (2014). The rhizome of Blackness. A critical ethnography of hip-hop culture, language, identity and the politics of becoming. Peter Lang Publishing.
  • Madibbo, A. (2021). Blackness and la Francophonie. Anti-Black racism, linguicism and the construction and negotiation of multiple minority Identities. Les Presses de l’Université Laval.

  Black francophone experience

  • Pierre-René, M. C. (2019). Hey “G!” An examination of how Black English language learning high school students experience the intersection of race and second language education. [Doctoral thesis, University of Ottawa]. uO Research. https://ruor.uottawa.ca/handle/10393/39108

  Critical race theory

  • Thésée, G., & Carr, P. R. (2016). Triple whammy and a fragile minority within a fragile majority: School, family and society, and the education of Black, francophone youth in Montréal. African Canadian youth, postcoloniality, and the symbolic violence of language in a French language high school in Ontario. In A. A. Abdi & A. Ibrahim, (Eds.), The education of African-Canadian children (pp. 131–144). McGill-Queens University Press.

  ---

  Additional French-language resources are listed in the French version of this article

   

  Photo: iStock

  First published in Education Canada, January 2023

   

  Notes

  1 While the Brown (2019) study focused on Black teachers, Frank et al.’s (2021) study focused on Black math teachers specifically.

  References

  Brown, E. (2019). African American teachers’ experiences with racial micro-aggressions. Educational Studies, 55(2), 180–196. doi.org/10.1080/00131946.2018.1500914

  CBC News. (2021, May 31). London, Ont., principal removed for wearing Black student’s hair like a wig says he’s sorry, ‘ashamed.’ CBC News. www.cbc.ca/news/canada/london/luc-chartrand-black-student-wig-apology-1.6047068

  Ibrahim, A. (2014). The rhizome of Blackness. A critical ethnography of hip-hop culture, language, identity and the politics of becoming. Peter Lang Publishing.

  Jean-Pierre, J. (2020). L’appartenance entrecroisée à l’héritage historique et au pluralisme contemporain chez des étudiants franco-ontariens. Minorités linguistiques et société/Linguistic Minorities and Society (13), 3–25. doi.org/10.7202/1070388ar

  Frank, T. J., Powell, M. G., & View, J. L. (2021). Exploring racialized factors to understand why Black mathematics teachers consider leaving the profession. Educational Researcher. doi.org/10.3102/0013189X21994498

  Madibbo, A. (2021). Blackness and la Francophonie: Anti-Black racism, linguicism and the construction and negotiation of multiple minority identities. Les Presses de l’Université Laval.

  Rodgers, W. T., Hauserman, C. P, & Skytt, J. (2016). Using cognitive coaching to build school leadership capacity: A case study in Alberta. Canadian Journal of Education/Revue canadienne de l’éducation, 39(3). www.jstor.org/stable/canajeducrevucan.39.3.03

  Schroeter, S. & James, C. (2015). “We’re here because we’re black”: The schooling experiences of French-speaking African-Canadian students with refugee backgrounds. Race, ethnicity and education, 18(1), 20–39. doi.org/10.1080/13613324.2014.885419

  Sider, S., Maich, K., & Morvan, J. (2017). School principals and students with special education needs: Leading inclusive schools. Canadian Journal of Education, 40(2). http://journals.sfu.ca/cje/index.php/cje-rce/article/view/2417

  Sue, D. W., Capodilupo, C. M. et al. (2007). Racial microaggressions in everyday life. American Psychologist, May-June. https://gim.uw.edu/sites/gim.uw.edu/files/fdp/Microagressions%20File.pdf

  Villella, M. (2021). Piti, piti, zwazo fè niche li (Petit à petit, l’oiseau fait son nid) : le développement d’une compétence interculturelle et antiraciste de neuf leaders éducatifs et systémiques d’expression française de l’Ontario, formateurs bénévoles en Ayiti. Unpublished thesis. University of Ottawa. https://ruor.uottawa.ca/handle/10393/42728

  Yamamoto, J. K., Gardiner, M. E., & Tenuto, P. L. (2014). Emotion in leadership: Secondary school administrators’ perceptions of critical incidents. Educational Management Administration & Leadership, 42(2), 165–183.

• Wellness Includes the Brain

  12:15 AM Comments Off on Wellness Includes the Brain

  We live and teach in a society that for the most part ignores the brain. For many of us, when we hear the term “wellness” we think about our physical, emotional, and mental health, yet few of us apply the term wellness to our brains. Research into the brain has increased in leaps and bounds over the last forty years. It is time for us to include it in our wellness repertoire. 

  It’s common knowledge that our sleep, diet, and activity level impact both body and brain health. What’s less commonly understood is how chronic or toxic stress can cause harm to both body and brain. And while we may seek out medical insights when our body manifests symptoms of toxic stress, we are less likely to do so when our brain shows signs of suffering. After all, neurological scars, anatomical changes, and the dismantling of brain architecture cannot be seen with the naked eye. Scientists, in contrast, can see these physical changes on brain scans. Non-invasive technology has revealed that toxic stress can do serious and lasting damage to the brain. 

  That’s the bad news. 

  The good news is scientists also have learned, and documented in extensive research, that our brains are innately wired to repair and recover. That said, it is not a quick fix and it is not easy. Returning a brain that has felt trapped in a toxic stress environment to organic brain health requires daily work at evidence-based practices. Reducing and eliminating the destructive effect of chronic stress demands the same kind of activation energy needed to get up off the couch and begin an exercise regime. You need to start slowly or risk injury. You need to believe in yourself in order to muster up the day-in, day-out work of deliberate practice. With commitment, over time you will find your lungs gasping less, your heart pounding less, your muscles strengthening, your resilience increasing, and your stress levels dropping. 

  The dual benefits of physical exercise

  Aerobic exercise is not only good for the body, it is immensely curative for a stressed-out brain. It fuels the brain with BDNF, brain-derived neurotropic factor, which neuroscientists see as comparable to fertilizer needed to encourage the birth of new brain cells, grow healthy brain structures, and fuel neural networks. A notable distinction between the body and brain, when it comes to exercise, is that the former can happily run on either a treadmill or a wooded path and still get strong and fit. In contrast, the brain does far better on the wooded path. Brains are hungry for learning on multiple levels. Along with the documented stress reduction of “forest bathing,” the path out in nature feeds the brain’s craving for challenges, surprises, and changes. There are few things better for the brain’s balance system than being thrown a rock or root on the path that requires it to do a rapid adjustment. Comparably, playing a sport combines aerobic exercise with further brain challenges. Competition that revolves around exercise is ideal for a brain that needs to train social-emotional connections, expand peripheral vision, hone focus, work the memory, and make split-second decisions. 

  Brain work

  Targeted brain training can also provide a boost to an educator’s overall wellness. A role model for what can be attained in terms of brain fitness is American quarterback Tom Brady. At 45 years old, he’s competing with 22-year-old professional athletes and outperforming them. Not only does he do daily physical fitness training, but he also does the BrainHQ online program designed by neuroscientists. While the market has many programs, I am highlighting this one because it is backed by extensive independent research from top-level institutions and individuals. Many programs promise to increase brain performance, but they lack research to back up their claims. 

  Other high performers who put the brain front and centre of their wellness program are basketball players Michael Jordan and the late Kobe Bryant. However, rather than targeted brain training, they practiced mindfulness with their team. The goal of their former coach, Phil Jackson, was to build a team that was so mindfully and empathically connected they could go into a flow state when playing regardless of the pressure they were under. They were trained by mindfulness expert George Mumford, and they went on to earn 11 NBA championships.

  As documented in extensive research, mindfulness effectively calms the stress that triggers the sympathetic nervous system. The slow, purposeful breathing signals to the brain that it is safe and activates the parasympathetic response known as “rest and digest.” This lowers the stress hormone cortisol, which can become very harmful to brain and body health if it is being frequently released by the many stressors faced by educators and students. Despite a busy schedule, carving out time to activate your parasympathetic nervous system is an evidence-based investment that comes with multiple rewards. Mindfulness practitioners are responsive, not reactive; they’re more calm and creative; they feel more grounded and happier; they have better physical and mental health. 

  Well teachers, well students

  In our stressed lives we feel we cannot add another thing, but creating time for exercise, brain training, and mindfulness is a game-changer in terms of wellness that includes the brain. As educators, we are in the privileged position of being able to role model wellness for students and share with them what we practice. Imagine how much healthier, happier, better regulated, calmer, and less reactive students would be if they too had time each day for aerobic fitness, targeted brain training, and mindfulness. According to leading neuroscientists, these lessons in wellness are arguably the most important ones we need our students to learn. Prioritizing teacher and student wellness that includes the brain creates a foundation from which great learning can occur. Without it, lessons can be quickly lost to toxic stress. 

  The ability of scientists to see the brain via non-invasive technology needs to change the way educators understand threats to their own wellness and safety, as well as student wellness and safety. Schools are well-prepared and assessed regularly by experts when it comes to the risk of fire, but we have more work to do to ensure that teachers and students are not suffering from activated stress response systems and the damage caused by high cortisol levels. Chronically stressed educators and students not only suffer harm, they can also pass on their stress to others. As seen on brain scans, frequently released cortisol can turn a plush healthy hippocampus into a shrivelled lump. The hippocampus is an area of the brain engaged in learning, memory, tagging memories with emotion, and storing memories. If it is being bathed in cortisol, an educator may struggle to teach and a student may struggle to learn. Wellness is compromised for both adults and children. According to leading researchers Martin Teicher, Tracy Vaillancourt, and Bessel van der Kolk, harm to the brain from bullying and abuse creates much too high levels of cortisol and can leave neurological scars on the brain. 

  Shining a spotlight on harm to the brain from adversity and trauma supports a holistic understanding of wellness and encourages daily practices to enhance brain recovery and health. Having informed discussions as educators and sharing this knowledge with students enhances social-emotional relations, self-regulation, and overall learning. It is especially valuable since neuroscientists are well-informed about ways to return brains back to organic health after adversity. Evidence-based practices such as aerobic exercise, targeted brain training, and mindfulness can repair and restore brains so even students who have adversity in their past or present can be empowered to care for their brain. 

  The greatest way to share this important knowledge is by engaging in it personally, role-modelling it, and embodying it. This is where teachers can be allies in bringing about a brain-fitness revolution. Teachers who prioritize wellness that includes their brain can do a great deal to support student wellness.

• System-wide Implementation of K-12 Workplace Well-Being

  October 5, 2022 11:47 AM Comments Off on System-wide Implementation of K-12 Workplace Well-Being

  Many workplace well-being initiatives in Canadian school districts originally developed approaches focusing on the individual, such as mindfulness, improving sleep patterns, doing more exercise, and improving diets. This approach was critiqued as limited by those who felt such a focus ignored systemic factors, like class size and workload, that can impact teacher and staff well-being. As Chelsea Prax, programs director of children’s health and well-being at the American Federation of Teachers, said in an Education Week article:

  “You can’t deep-breathe your way out of a pandemic; you cannot stretch your way out of terrible class sizes; you cannot ‘individual behavior’ your way out of structural problems. Those are effective coping measures, but they don’t change the problem”

  (Will, 2021).

  The notion of systemic change in some literature states or implies system transformation: radical overhauls of K–12 school systems to replace allegedly creaking systems with brand-new models in a brave new world. Well, brave new worlds come and go. Concepts and trends emerge, peak, and falter, yet education systems somehow continue, adapting and evolving. Or not, depending on your perspective.

  In the world of workplace well-being, the notion of systems change is gaining greater credibility as an approach to improving staff well-being. Corporate Canada recognizes that organizations need to change and adapt to promote employees’ mental health, yet it can be argued that provincial governments and school districts have been slow to focus on their systems rather than on individuals when addressing workplace well-being in Canadian schools. So how to consider systems change concepts that provide direction for systemic implementation to improve workplace well-being?

  Let’s consider what we mean by systemic implementation by looking at three ways to change systems:

  Structural changes within a school district

  This might include allocations for staff with responsibilities for staff well-being within or beyond the domain of district HR departments. It might mean focusing on workplace well-being in strategic plans and budgets, so that well-being is central to planning and funding, moving it away from the periphery to the core business of school districts. A focus on all staff – teachers, administrators, support and exempt staff – also suggests a major structural change in terms of focus.

  Some examples:

  • Several B.C. and Alberta school districts have struck Wellness Committees with a mandate to consider workplace well-being approaches within a district. Such committees enable stakeholders’ consultation, share information across schools, and sponsor initiatives.
  • Other districts have written language focused on well-being into their strategic plan, provided staffing with time allocations for addressing staff well-being, and included well-being in budgeting.
  • The College of Alberta School Superintendents has added the construct of well-being into the Superintendent and School Education Leader Practice Profiles (CASS, 2021), which align with the Superintendent Leadership Quality Standard (SLQS) (Alberta Education, 2018). This is in addition to the seven competencies in the SLQS and clearly demonstrates an understanding of the importance of the leadership commitment required to sustain structural changes.

  Policy shifts (written policies or guidelines)

  Changing policies, administrative procedures, and guidelines to address well-being can send both a powerful signal and impact educators’ work and the expectations placed on them. Such policies might be at a provincial or district level, establishing priorities, directions, and values.

  Some examples:

  • At the provincial level, a 2019 B.C. Ministry of Education Mental Health Strategy for K–12 stressed “a system-wide approach to mental health promotion” (British Columbia Ministry of Education, n.d., p. 6). It included a focus on staff well-being in mental health guidelines, and funding for districts’ use in staff-focused well-being approaches.
  • At the district level, one B.C. school district discovered from focus group data that many staff considered the volume and timing of communications to be problematic, adding to workload and negatively impacting well-being. As a result, the district is working, in consultation with staff, to create a policy or guidelines to reduce quantities of email and to limit after-hour and weekend use of the district email system.
  • In Alberta, a number of school authorities (divisions) have clearly articulated their commitment to workplace well-being through policy, administrative procedure, and/or education plans, depending on their governance model and administrative practices. In one example, a school authority has directly aligned an administrative procedure with the College of Alberta School Superintendents’ Workplace Wellness Guide to Planning and Implementation (College of Alberta School Superintendents, 2020). As well, a number of Alberta school authorities feature some variation of a 6:00 p.m. to 6:00 a.m. moratorium on emails and/or use of an email “delay send” feature. While this specific practice may not be written in policy, it might be evidenced in an administrative procedure. Other school authorities prefer to specify certain practices in their education plans, as these documents are referenced more regularly.

  School districts and unions as enablers of systemic action

  This concept is emerging as one possible strategy for creating systemic change. As enablers, school districts fund, support, and disseminate collaborative and facilitated approaches to workplace well-being, which are intended to permeate a system over time rather than mandate one-off approaches that may or may not be implemented or sustained. In some provinces, union grants can also be applied to support collaborative inquiry into workplace well-being, which potentially positions unions as enablers of systemic action. With some co-ordination, district and union actions could combine to systemically address workplace well-being issues.

  Enabling systemic action may be considered “slow” systemic change, requiring staff buy-in and participation, but it may be more sustainable than policy mandates over the long term.

  Some examples:

  • In one Alberta school authority, conversations with administrators related to strategies and supports to establish boundaries and manage workload have begun. Data collected from one benefit provider, the Alberta School Employee Benefit Plan, including details such as health issues and demographics that contribute to the stress of staff and families, is informing new workplace wellness practices.
  • After all employee groups in one B.C. school district identified poor professional relationships as a key barrier to workplace well-being, a Learning Group (Naylor, 2021) with teachers and education assistants from most of the district’s schools acquired and extended dialogue and communication skills and strategies and brought them back to their schools. They have since reported that this approach has improved both relationships and well-being. The school district funded the Learning Group by providing some release time and paying facilitation costs.
  • In the same B.C. district, an elementary school staff explored its actual and potential approaches to workplace well-being over one school year, with funding provided equally by the school district and the provincial union (the B.C. Teachers’ Federation). Thus, both the district and the union became enablers of collaborative inquiry and action.

  Some of these approaches have been documented and are accessible on EdCan’s Well at Work website

  (https://k12wellatwork.ca) and on the B.C. K–12 Staff Well-being Network’s site (https://bc.k12wellatwork.ca).

  

  Systemic action is possible and can impact workplace well-being

  We suggest that systemic action is possible through these three channels: structural change, policy initiatives, and school districts/unions acting as enablers of actions that can become systemic.

  By combining these three approaches, school districts can include but move beyond a focus on the individual to create a sense of shared responsibility through collaborative actions and systemic change. The combination of approaches might also help to bridge the gap between unions and governments/districts if more ways can be found to introduce systemic change initiatives that address workload issues.

  As we expand our scope and focus, we hope to share what we learn, and to learn ourselves from multiple jurisdictions about approaches to improving workplace well-being. Join us!

   

  Photo: Adobe Stock

  First published in Education Canada, March 2022

   

  Well at Work Advisors Program by the EdCan network

  A growing number of school districts in several provinces are participating in a new EdCan Well at Work project (https://k12wellatwork.ca/advisors). This provides advisors to school districts wanting to further their workplace wellbeing efforts with the support of external expertise, acting as advisors and “critical friends.” We have developed a concept that includes individual approaches to wellbeing but goes beyond to propose and attempt new collaborative and systemic approaches to improve wellbeing of all staff in Canada’s K–12 schools.

  FIND MORE RESOURCES ON WELL AT WORK

  
  
  PRIORITIZING WORKPLACE WELLBEING IN CANADIAN K-12 EDUCATION

  Developed by the EdCan Network, Well at Work supports education leaders across Canada to develop and implement system-wide strategies to improve K-12 workplace wellbeing for the long term – all while mobilizing a network of passionate educators, researchers, practitioners, and stakeholder groups.

  Well at Work offers an advisory service, professional learning, and resources.

  References

  Alberta Education. (2018). Superintendent leadership quality standard. Government of Alberta. www.alberta.ca/professional-practice-standards.aspx#jumplinks-3

  British Columbia Ministry of Education. (n.d.). Mental health in schools strategy. Government of British Columbia. www2.gov.bc.ca/assets/gov/erase/documents/mental-health-wellness/mhis-strategy.pdf

  College of Alberta School Superintendents. (2020). Workplace wellness. https://cass.ab.ca/resources/wellness/

  College of Alberta School Superintendents. (2021). Practice profiles. https://cass.ab.ca/resources/practice-profile

  Naylor, C. (2020).  The Powell River Learning Group: Improving professional relationships. https://drive.google.com/file/d/1nSs5ZGmqQkYWCxqio42JehlV473kqm_l/view

  Will, M. (2021, Sept. 14). Teachers are not OK, even though we need them to be: Administrators must think about teacher well-being differently. Education Week. www.edweek.org/teaching-learning/teachers-are-not-ok-even-though-we-need-them-to-be/2021/09

• From Conflict Zones to Classrooms

  September 19, 2022 9:57 AM Comments Off on From Conflict Zones to Classrooms

  Ten-year-old Kate Sergieiva and her mother, Olga, still remember the blasts of Russian bombs dropping on their hometown of Vinnytsia in central Ukraine as they fled on February 24, 2022. It took three months in Moldova, Armenia, and Bulgaria before they arrived in Toronto, where Kate was able to attend school.

  Olga, a single mother, worried that Kate’s transition to school in Canada would be traumatic. She says that Kate is still frightened by noises, loudspeakers, and people in uniforms. Kate worries about friends and family in Vinnytsia, where Russian missiles have destroyed their neighborhood and killed dozens of people. She relives the trauma of the bombing.

  “We have this scary feeling,” Olga says. “You think every moment that it could happen again.”

  But Kate loved her month in Grade 5 in Toronto and can’t wait to return in September. The teacher was very welcoming, she says, and all her classmates wanted to lend her their computers and play with her. She is glad they didn’t ask her about the war. “I am happy not to talk about it… I don’t want to bring the sad news to everyone.”

  But Kate says another Ukrainian in her class was lonely because he could not understand English. The language barrier prevented him from integrating, she says. “It was much harder for him, and he mostly ignored the lessons.”

  Kate’s story shows that while children arriving from war zones have things in common, each child is different and they can face different barriers to education. Teachers must create learning environments that are not only welcoming, but also equitable and inclusive.

  Welcoming Ukrainian and other displaced students 

  New students with refugee status in Canada have legal access to resources, protection, and funding. Since Russia’s latest invasion, many Ukrainian children have arrived in elementary and secondary classrooms across the country. However, Canada has not granted refugee status to Ukrainians arriving during this recent conflict, instead offering a temporary settlement program, which for some has made their settlement process more precarious and uncertain.

  Ukraine has made efforts to prioritize access to education for all children, especially since February’s invasion, yet many who have been forced to flee remain without access to school (Brookings, 2022). Ukrainian children have experienced prolonged exposure to violence and conflict, particularly since 2014 when Russia invaded and occupied the Autonomous Republic of Crimea and large swathes of the oblasts (provinces) of Donetsk and Luhansk (also known as the Donbas). Many children have had to cope with the trauma, and for them close attachments to family, caregivers, and educators are most critical for their psychosocial wellbeing (Bogdanov et al., 2021).

  Multilingual learners adapting to a new landscape also need socio-emotional support in their transitions. For instance, traumas suffered by students from conflict zones need to be considered when teaching about topics that could trigger students to feel oppression or exclusion (Parker, 2021). Such social and emotional burdens make learning that much more challenging.

  The welcoming process for displaced students has been complicated by the COVID-19 pandemic. E-learning, social distancing, and wearing face masks have taken their toll on students worldwide, leaving many to feel disconnected and disengaged (Zakaria, 2021).

  Identifying displaced students’ cultural assets

  Many teachers across Canada have experience with refugee students joining their classrooms. They are faced with the challenge of differentiating their instruction to meet the needs of each student. However, addressing the needs of refugee and newly arrived students who have experienced the trauma of war is an additional challenge that many teachers may feel ill equipped to handle. The challenge is amplified by a lack of support from varying levels of the education system, including uneven resource distribution across schools, inadequate communication about the needs of these students, and few professional development opportunities. 

  Identifying and responding involves taking the time to understand the students’ lived experiences. Below, we offer background for supporting newly arrived Ukrainian students and pedagogical support for creating inclusive classrooms.

  Critical background information for teaching children arriving from Ukraine

  • It is “Ukraine,” not “the Ukraine,” since the latter denotes “borderland” in multiple Slavic languages and calls into question Ukraine’s sovereignty.
  • Ukraine is multicultural, and being Ukrainian may mean having ancestors who are Tatar, Jewish, Belorussian, Georgian, Romanian, Greek, Korean, Azerbaijani, and Russian. It also means sometimes identifying as such.
  • Ukraine and Ukrainians have endured (and withstood attempts at) colonization by imperialist Russia. The Ukrainian language and culture were banned for long periods of time in the USSR. As such, many Ukrainians speak Russian as their mother tongue.
  • This latest invasion, along with previous ones, is a genocide. For Ukrainians, this is an existential fight. Aside from fear, worry, and other trauma-related feelings, some Ukrainians also experience shame and guilt for having survived, or having left loved ones, especially males of conscription age, behind.

  Critical pedagogical peace-building practices for inclusion

  To address the barriers facing students arriving from conflict zones, we suggest some essential practices teachers can implement.

  • Seek to understand the individual experiences (respecting whatever the student chooses to share and how they choose to do it) of newly arrived students to tailor teaching strategies and differentiate instruction, such as making sure these students know they have the right to pass. 
  • Avoid making assumptions or attempting to provide a one-size-fits-all approach for all newly arrived students, who do not necessarily have deep access to the dominant language or culture
  • Focus on student-teacher relationship building to address students’ physical and emotional needs and help them become ready to learn.
  • Use English language learner (ELL) pedagogy, such as facilitating non-verbal partner activities or pairing students, to help students build relationships with their peers and engage academically.
  • Form and renorm classroom agreements to focus on shared values to set the tone for respect and inclusivity in their classrooms.
    

  While these factors highlight what teachers can do to support newly arrived students’ readiness to learn, more resources and training opportunities from the different levels of the Canadian education system are needed (Clark, 2017).

   Restorative justice pedagogies to facilitate inclusion

  Restorative justice in education (RJE) offers a framework for supporting the inclusion of students who have resettled from a war zone and helping them address their internalized trauma. Used with equity-focused and trauma-informed (see sidebar) approaches (Brummer, 2020), RJE pedagogies (such as intentional relationship building, dialogue exercises, circles, and conferencing) contribute to building the safe and welcoming community that students deserve in Canada. With a restorative approach, students are not passive members of the classroom who follow the social direction of the educator, but instead become responsible, active participants in maintaining harmony with their peer community as they engage in relationship-building.

  Many teachers fear speaking about young people’s traumatic experiences. Their fears are amplified by a lack of training and support from administrators, colleagues, and communities. However, research shows that when teachers take the time to get to know their students and help them process traumatic experiences through relational connection and affirmations, their relationships with each other and with the class community deepen (González, 2015; Parker-Shandal, forthcoming). Teaching students about current issues from neutral perspectives is traditionally risky for teachers; however, ignoring or glazing over them could invalidate the experiences of some students. Teachers can use dialogue exercises and circles to help facilitate conflictual conversations, while being attune to students’ feelings and questions as they process this difficult situation.

  For students arriving from conflict and war zones, building healthy relationships means creating a container for dialogue and understanding of the experiences that students bring to the classroom. The sooner educators can foster deep listening skills and develop a culture of valuing each other in the classroom, the easier integration and inclusion becomes.

  Trauma-informed Tips and Strategies 

  • Create a board in your classroom to post images, messages, and paintings that depict cultural homeland clothing, traditional food, nature, and art.
  • Introduce Twitter/graffiti board (using sticky notes), to share perspectives and ask questions.
  • Create an engaging welcome package for students.
  • Facilitate weekly talking circles (prep ahead of time with students to give them time to think about the questions/responses, and reiterate their right to pass/observe) (see Parker & Bickmore, 2020).
  • Assign students roles that allow them to contribute to the classroom in a meaningful way.
  • Prioritize the facilitation of community-building activities (with a blend of student-led and teacher-led exercises).
  • Encourage reflective writing with fun and inclusive writing prompts (such as “I Am” poems, “Where I’m From” poems, “This I Believe” memoirs, or journal entries).
  • Engage students non-verbally through art, music, and movement.
  • Use reflective art-making strategies, such as self-portraits with various parts of the students’ faces showing different aspects of their identities.
  • Overall: Remember that newly arrived students may fatigue easily; breaks will ease the cognitive load.

  Develop and sustain relational connections and community

  Global conflicts have infiltrated classrooms as conversations emerge based on misinformation about the pandemic, white supremacy, and this most recent genocide in Ukraine. Developing strategies to support students’ mental health and wellbeing has become part of an ongoing commitment during the pandemic. These strategies need to continue developing and being applied, especially for students from conflict zones. Focusing on the individual experiences of students, using multilingual pedagogy in teaching strategies, and prioritizing relationships through restorative justice pedagogies are all strategies teachers can use to facilitate the integration of students and contribute to creating space for peace-building in times of conflict.

   

  Resources for Educators

  Refugee Story Bank of Canada provides first-hand accounts of people who sought refuge in Canada, which could be used in lessons about refugees and autoethnographic narrative writing. This site will soon feature lesson plans and educator resources for using these narratives in K–12 classrooms. www.refugeestorybank.ca

  Facing History and Ourselves  Lesson plans and activities for educators to draw on to teach about the global refugee crisis.
  www.facinghistory.org/resource-library/understanding-global-refugee-crisis

  Relationships First  This restorative justice in education consortium envisions communities where the inherent worth and wellbeing of all involved are honoured and promoted. It includes lesson plans and resources to support teachers’ integration of restorative justice in their classrooms and schools. www.relationshipsfirstnl.com

  INEE: has curated a collection of tools and resources relevant to the crisis in Ukraine to support the provision of education and mental health and wellbeing of practitioners, teachers, students, caregivers, and others. https://inee.org/collections and click on “Ukraine Crisis Resources”

  Sesame Street In Communities: Resources in Ukrainian: These playful exercises and inclusive materials can help students feel safe and acknowledged. Activities include videos and games to support children’s emotional wellbeing. 

  https://sesamestreetincommunities.org/subtopics/resources-in-ukrainian

  ReliefWeb is a source for general information and news on the conflict in Ukraine.

  https://reliefweb.int/topics/ukraine-humanitarian-crisis

   

  References

  Bogdanov, S., Girnyk, A., et al. (2021). Developing a culturally relevant measure of resilience for war-affected adolescents in eastern Ukraine. Journal on Education in Emergencies, 7(2), 311.

  Brookings. (2022). Ukraine and beyond: Lessons in refugee education. A Brookings-Yidan Prize event on key issues in refugee education. 

  www.brookings.edu/events/ukraine-and-beyond-lessons-in-refugee-education

  Brummer, J. (2020). Building a trauma-informed restorative school: Skills and approaches for improving culture and behavior. Jessica Kingsley.

  Clark, K. (2017). Are we ready? Examining teachers’ experiences supporting the transition of newly-arrived Syrian refugee students to the Canadian elementary classroom [Research study, Ontario Institute for Studies in Education, University of Toronto]. TSpace.

  https://tspace.library.utoronto.ca/bitstream/1807/76952/1/Clark_Kathryn_201706_MT_MTRP.pdf

  González, T. (2015). Reorienting restorative justice: Initiating a new dialogue of rights consciousness, community empowerment and politicization. Cardozo Journal of Conflict Resolution, 16, 457–477.

  Jones, N., Pincock, K., Guglielmi, S., et al. (2022). Barriers to refugee adolescents’ educational access during COVID-19: Exploring the roles of gender, displacement, and social inequalities. Inter-agency Network for Education in Emergencies, 8(2), 43–72.

  Parker, C. and Bickmore, K. (2020). Classroom peace circles: Teachers’ professional learning and implementation of restorative dialogue. Teaching and Teacher Education, 95.

  Parker, C. A. (2021). Refugee children in Canadian schools: The role of teachers in supporting integration and inclusion. In G. Melnyk & C. A. Parker (Eds.), Finding refuge in Canada: Narratives of dislocation. Athabasca University Press.

  Parker-Shandal, C. A. H. (forthcoming). Restorative justice in the classroom: Liberating students’ voices through relational pedagogy. Palgrave Macmillan.

  Zakaria, P. (2021). Education under attack: An examination of education in emergencies and strategies for strengthening education. In I.Fayed & J. Cummings (Eds.), Teaching in the post COVID-19 era (pp. 149–156). Springer.

• How can teachers and parents help students with exceptional learning needs develop self-advocacy skills?

  July 6, 2022 4:37 PM Comments Off on How can teachers and parents help students with exceptional learning needs develop self-advocacy skills?

  For students with exceptional learning needs, self-advocacy refers to communicating their needs and securing support. While much of the support that these students receive is managed by the school, the same provisions are not usually made by post-secondary institutions or places of work. It is in every student’s best interest to learn about their specific needs, what they are entitled to, and how to communicate to others what they need. Researchers have linked self-advocacy skills to high school completion rates, and there is broad consensus that developing self-advocacy skills can start as early as possible.

   Strategies to help students develop self-advocacy skills

  Demystify the Individual Education Plan (IEP) process:

  • Students should attend and contribute to IEP meetings as much as possible.
  • Teachers could create activities focused on getting to know the IEP (e.g. a scavenger hunt) to identify the number of goals, identified areas of need, and types of supports they are entitled to. Parents could assist their child to complete the activities. 
  • Teachers should be open with students about what supports they are providing to meet their needs, and why they are using specific supports. 
  • Teachers should initiate regular check-ins with students to discuss their experience with provided support. Parents can help their child prepare to speak about their current struggles, what is working well, and what might be of further assistance to them. 
  • Students should be encouraged to regularly review their IEP, and to seek help from teachers in interpreting any parts that are unclear.

  Promote accessible communication:

  • Teachers could work with students to create a more accessible version of the IEP that uses language they are comfortable and familiar with. 
  • Parents can work with their child to identify goals, strengths, and needs that they have beyond what is currently on their IEP, and to practise communicating about them so they are prepared to do so in the IEP meeting. 
  • Teachers should be clear with students about who is responsible for what in terms of them getting support (e.g. students should let a teacher know if a support is not working, or no longer needed).

  The most important goal here is for students to be able to explain the support that they need. Without knowledge of their specific challenges and what types of support work best for them, students are not equipped to meaningfully access parts of society that are not built with them in mind. While efforts toward demystification and accessible communication are valuable, so too is consistency in what we are saying and doing to support these students. Parents and teachers must communicate with each other about how they are supporting the development of self-advocacy skills, so they can design a consistent program of support that extends beyond what happens at school.

   

  Additional information and resources

  Konrad, M. (2008). Involve Students in the IEP Process. Intervention in School and Clinic, 43(4), 236–239. doi.org/10.1177/1053451208314910

   

  Lister, Coughlan, T., & Owen, N. (2020). Disability or “Additional study needs”? Identifying students’ language preferences in disability-related communications. European Journal of Special Needs Education, 35(5), 620–635. doi.org/10.1080/08856257.2020.1743409

   

  Mason, McGahee-Kovac, M., & Johnson, L. (2004). How to help students lead their IEP meetings. Teaching Exceptional Children, 36(3), 18–24. doi.org/10.1177/004005990403600302

   

  Roberts, Ju, S., & Zhang, D. (2016). Review of practices that promote self-advocacy for students with disabilities. Journal of Disability Policy Studies, 26(4), 209–220. doi.org/10.1177/1044207314540213

• Taking Action to Limit Learning Impacts from the Pandemic

  March 23, 2022 12:12 PM Comments Off on Taking Action to Limit Learning Impacts from the Pandemic

  During the pandemic, school closures affected almost all the children on planet Earth, with billions more parents, educators, and school staff impacted as well.

  In Canada, schools were closed for between eight weeks (in Québec) and 26 weeks (in Ontario) from March 2020 to June 2021. Many schools closed again in January 2022 because of the Omicron variant. By now, we know the drill. When schools close, classes move online: teachers use a combination of synchronous and asynchronous instruction and activities to help students learn, and parents of younger children pick up their unofficial teachers’ assistant roles.

  Profound impacts on learning

  Schools are where children and youth play, build relationships, create, develop their sense of selves, and need to be active. They are also, fundamentally, a place where students gain academic skills. Those skills include literacy and numeracy, which are the two most often measured. They also include developing scientific foundations, and learning about history, geography, and citizenship. Students’ learning and academic progress is a key determinant of health, income, happiness, and civic participation across the lifetime. Unaddressed gaps in these outcomes are very likely to contribute to the continuation, or deepening, of long-term social inequalities.

  The overwhelming weight of international evidence¹ suggests that, on average, students made less academic progress during pandemic-related closures than they would have in normal years (e.g. Hammarstein et al., 2021). Research shows that relative to previous years, there were greater gaps for younger children and in math achievement as opposed to English/language arts. Many studies looked at issues of equity. Where data is disaggregated, there have been consistent findings that such groups as low-income students, Black and Latinx students, students with special education needs, and English-language learners have fallen disproportionately far behind (see Gallagher-Mackay, Srivastava, et. al, 2021). Those same groups have also been disproportionately affected by the hardships of the pandemic – a higher burden of illness, household stressors such as unemployment, less access to technology, and so forth.

  More recent large-scale studies with data from spring 2021 – 15 months into the pandemic – have showed that students who experienced more time in remote learning did, on average, worse during the pandemic than those who had more time learning in person (Halloran et al., 2021). Further, students who gained ground with a return to in-person learning lost it again during subsequent closures – even with significant support from synchronous learning (Renaissance/Educational Policy Institute, 2021).

  In Canada, most large-scale assessments – which might allow us to benchmark progress using comparable data – were suspended from 2020 to 2021. One of the few investigations using standardized measures was led by University of Alberta’s George Georgiou, who compared the reading scores of elementary students captured in an annual September assessment. He found that younger students demonstrated greater learning loss than older students, and those in Grades 1–3 who were already struggling before lockdowns were up to six months behind where they should have been by September 2020.

  What should be done to support academic recovery?

  Though there have been investments in safety measures, Canadian commitments to educational recovery have been far lower than other countries (see Gallagher-Mackay et al., 2021). For example, the federal government in the United States has committed $25 billion (of a total $124 billion for K–12) to education recovery, alongside investments by individual states, which have constitutional responsibility for education.

  Where there has been large-scale recovery funding there has also been a profusion of programming, research, and active experimentation into effective ways of helping students catch up. The resources available through Brown University’s Annenberg Institute (https://annenberg.brown.edu/recovery), for example, provide terrific roadmaps to best practices for learning acceleration and to address key challenges faced by educators and school systems. There are a number of specific approaches worth highlighting.

  Tutoring

  Small group tutoring (one tutor with up to five students) is a complement to – not a replacement for – the more complex work of a classroom teacher. Our recent evidence review (Gallagher-Mackay, Mundy, et al., 2021; see also Nickow et al. 2020) highlights evidence that “high dosage tutoring” – at least three times a week – is one of the most effective educational interventions, especially when it is closely linked to in-school curriculum. For example, in rigorous studies, full-time college graduates in a national service program were able to gain two and a half years of learning in math over the course of one year. School-based tutoring has been a key plank of recovery efforts in the U.K., U.S., and Australia.

  Voluntary summer school programs

  There is promising evidence that high-quality voluntary summer programs of at least five weeks duration – programs that include both academic instruction and enrichment activities to promote attendance and pleasure in learning – can boost achievement for participating students (McCombs et al., 2019). Small groups (fewer than 15 students) and specialized supports for students with special education or English language learning needs led to more powerful impacts. This research was conducted on in-person summer schools, and many students – including those with the greatest needs – may not choose to participate.

  Targeted class size reductions

  Large-scale data from France showed a surprising outcome: most of the learning losses found in Grade 1, 2, and 6 tests from 2020 were regained by September 2021. Moreover, achievement gaps based on socio-economic status (SES) initially widened, but by September 2021, the gaps had narrowed (Rosenwald, 2021). One factor that may have played a role in the French case is class size: in 2017, a new policy halved class sizes for Grade 1 and 2 classes in priority (low-SES) areas across the country. During the 2020/2021 school year all priority-area Grade 1 and 2 classrooms served a maximum of 12 (rather than 24) students (OECD, 2020). It is possible that the smaller class sizes in targeted regions across the country helped swiftly mitigate learning losses among particularly vulnerable groups.

  Wraparound services to reconnect families and community

  COVID-19 has fractured or further damaged relationships between schools, family and community. Safety measures have kept families out of schools, while underscoring the need for broader social supports beyond what schools are set up to provide: from settlement services to social work, mental health supports or opportunities for recreation. Unfortunately, current staffing doesn’t make room to build these enriching connections. There is a long history of research on community schools (see Maier et al., 2017). Canadian research shows that even a 0.5-time position dedicated to strengthening community can be transformative – providing a great return on investment in terms of bringing resources into the school (Lamarre et al., 2020).

  More harm than good: not all strategies productive

  There is evidence to suggest certain approaches should be avoided. In particular, having students repeat years of schooling is extremely expensive and has been associated with heightened risk of drop-out in a large volume of studies. Compressed curriculum – without additional supports – has not proved effective (Allensworth & Schwartz, 2021). Narrowing the focus of the curriculum to the purely academic, at the cost of physical activity, social-emotional learning, and opportunities to engage in creativity and citizenship learning would fail to reflect the many aspects of children’s development supported by schools.

  Ongoing need for tracking student outcomes

  Whatever approach we undertake, tracking student outcomes matters. Consistent aggregation of teacher-administered diagnostic assessment data would support this goal, if large-scale assessments aren’t going to be used.

  We need this data to identify gaps, to support an appropriate, targeted strategy for deploying resources, and to better understand the effectiveness of whatever recovery measures we finally undertake.

  There have been significant learning impacts related to the pandemic, but there are also promising educational interventions and supports that can help students thrive and recover academically, support educators facing enormous challenges, and help address some of the system’s long-term inequities. Canada needs to get moving.

  Photo: iStock

  First published in Education Canada, March 2022

  Have you listened to the lively podcast episode featuring Dr. Kelly Gallagher-Mackay, among other researchers? Listen here!

  Join the LIVE conversation connecting researchers and practitioners on May 16th! Sign up.

  Notes

  ¹ While the overwhelming majority of the studies reviewed show significant losses (e.g. Kuhfeld, Tarasawa, et al., 2020), some studies in Germany and the Netherlands found that many students improved in limited subjects through practice in online environments over the pandemic (e.g. Spitzer & Musslick, 2021). Studies based on general tests of knowledge and skills – either national/state assessments or diagnostic, including in the Netherlands – all point to significant losses.

  References

  Allensworth, E., & Schwartz, N. (2020). School practices to address student learning loss.

  EdResearch for Recovery Project. https://annenberg.brown.edu/sites/default/files/EdResearch_for_Recovery_Brief_1.pdf

  Gallagher-Mackay, K., Srivastava, P., et al. (2021). COVID-19 and education disruption in Ontario: Emerging evidence on impacts. Ontario COVID-19 Science Advisory Table. https://covid19-sciencetable.ca/sciencebrief/covid-19-and-education-disruption-in-ontario-emerging-evidence-on-impacts

  Gallagher-Mackay, K., Mundy, K., et al. (2021). The evidence for tutoring to accelerate learning and address educational inequities during canada’s pandemic recovery. Diversity Institute at Ryerson University.

  https://bit.ly/tutoringinthetimeofcovid

  Halloran, C., Jack, R., et al. (2021). Pandemic schooling mode and student test scores: Evidence from US states (No. w29497; p. w29497). National Bureau of Economic Research. doi.org/10.3386/w29497

  Hammerstein, S., König, C., et al. (2021). Effects of COVID-19-related school closures on student achievement – A systematic review. PsyArXiv. doi.org/10.31234/osf.io/mcnvk

  Kuhfeld, M., Tarasawa, B., et al. (2020). Learning during COVID-19: Initial findings on students’ reading and math achievement and growth. NWEA. www.nwea.org/content/uploads/2020/11/Collaborative-brief-Learning-during-COVID-19.NOV2020.pdf

  Lamarre, P., Horrocks, D. & Legault, E. (2020). The community school network in Quebec’s official language minority education sector. Concordia University. https://learnquebec.ca/clc-history

  Maier, A., Daniel, J., & Oakes, J. (2017). Community schools as an effective school improvement strategy: A review of the evidence. Learning Policy Insitute/National Education Planning Centre. https://learningpolicyinstitute.org/sites/default/files/product-files/Community_Schools_Effective_BRIEF.pdf.

  McCombs, J. S., Augustine, C. H., et al. (2019). Investing in successful summer programs: A review of evidence under the Every Student Succeeds Act. RAND Corporation. www.rand.org/pubs/research_reports/RR2836.html

  Nickow, A., Oreopoulos, P., & Quan, V. (2020). The impressive effects of tutoring on PreK-12 learning: A systematic review and meta-analysis of the experimental evidence. (NBER Working Papers, Vol. 1 – Working Paper 27476). National Bureau of Economic Research.

  OECD. (2020). Education policy outlook: France. www.oecd.org/education/policy-outlook/country-profile-France-2020.pdf

  Renaissance Learning, Educational Policy Institute. (2021). Understanding progress in the 2020/21 academic year (p. 42). Department of Education. www.gov.uk/government/publications/pupils-progress-in-the-2020-to-2021-academic-year-interim-report

  Rosenwald, F. (2021, November 29). The 2020 French school lockdown and its impact on education: What do we know so far? [Forum presentation]. OECD-AERA forum: How education fared during the first wave of COVID-19 lockdowns? International evidence, broadcast on Zoom. https://www.aera.net/Events-Meetings/How-Education-Fared-During-the-First-Wave-of-COVID-19-Lockdowns-International-Evidence

  Spitzer, M. W . H., Musslick, S. (2021). Academic performance of K-12 students in an online-learning environment for mathematics increased during the shutdown of schools in wake of the COVID-19 pandemic. PLOS ONE 16(8): e0255629. doi.org/10.1371/journal.pone.0255629

• Making Effective Instructional Videos

  11:49 AM Comments Off on Making Effective Instructional Videos

  Over the past two years, teachers have had to shift and change their teaching practices due to the worldwide pandemic. This has caused us to re-evaluate the traditional teaching methods that we have been using in the classroom. Instead, we have shifted to instructional practices that are more differentiated, and that attempt to meet the needs of all of our students.

  As we shift away from traditional classroom practices, one strategy that has shown a lot of promising results is the use of short, teacher-created instructional videos. When instructional videos are teacher-created and personal, they can also foster digital relationships with our students.

  Why use instructional videos?

  There are many reasons why this practice has shown so much promise. Here is a breakdown of some of the benefits to teachers, as well as students.

  Teacher benefits:

  • More time to support students Videos take time to plan and record, but once you are done, you will have a lot more time to provide feedback and to support students who are struggling. This practice allows you to be responsive to the needs of your students – those who are ready can move forward, while you help those who may need more support either one-on-one or in small groups.
  • No need to catch students up when they are absent Students will have access to videos and tasks that they need to complete, so there is no need to review any lessons. They may need a bit of additional help, but they have everything they need to succeed.
  • Clear and effective focus for planning As an educator, you will have spent a lot of time dissecting the curriculum into smaller pieces, which become your instructional videos. This planning allows teachers to have a very clear understanding of what students need to learn and demonstrate in that course or subject area. It allows educators to feel more confident about their curriculum area, and to see the bigger picture and how to support students to be successful.

  Student benefits:

  • Closed captioning Videos give students the opportunity to use closed captioning so that they can read the text as they are listening to the audio. This helps many of our learners make sense of what they are learning.
  • Speed controls Sometimes native English speakers speak very quickly without realizing it. Videos give students the chance to slow down the audio to a pace that is easier for them to understand, making the lesson more accessible to everyone.
  • Auto translation features in YouTube For newcomer and/or multilingual students, the option of auto translation can be really helpful in helping them to access the lesson and make connections between what they are hearing/learning, and their first language. This will help ensure more effective understanding, and that they don’t miss any important concepts due to language.
  • Control over time, place, and pace of learning Students can control their learning and play, pause, rewind, and re-watch as needed.

  Planning instructional videos

  The first step is to determine your learning goals. Go back to your curriculum, figure out which skills you want to target, and plan backwards from there. You want to make sure that your learning goals are very specific, and will allow you to chunk them out into short videos of approximately five to six minutes. This means that one curriculum expectation might turn out to be a series of several videos and that’s OK!

  In terms of which tools to use, it is completely up to you! If your board or district has rules around the tools you are permitted to use, then be sure to consult that list. If not, then there are a variety of options available – choose one that you are comfortable with, and that fits your purpose. There’s no need to get fancy or to try out a new or complicated program.

  Plan out the structure of your video. Start by deciding if you’ll be doing a presentation, using a whiteboard tool, or demonstrating something in a classroom. For subjects with practical components, such as labs or tech courses, it might make more sense to outline the steps of a procedure instead, so that you can physically demonstrate that skill in the video. Either way, you’ll want to make sure that you have a clear picture of the outline of your video structure before you hit record.

  Once you have an outline in place, you will then want to create the visual component that you will use for that lesson. It can be a PowerPoint or Slides deck, a more complex Prezi presentation, your LMS, or even a physical lab set up with materials. It doesn’t have to be complicated, but whatever you choose, make sure you minimize the amount of text that you are using – too much text can be extremely difficult or cognitively overwhelming for many students. You should also try to find images that pair well with the text you are presenting; this will help students to make more meaningful connections to your lesson.

  If using Slides or PowerPoint, you should also consider using transitions or animations to help chunk out the different steps or concepts that students need to know. This will allow students to focus on one thing at a time, instead of reading ahead and possibly missing out on an important concept.

  Recording tips

  • Make it personal. Show your face, your sense of humour, and your personality! Consider these instructional videos an extension of your classroom – incorporate anything you would do in a traditional classroom to make it more personal for your students.
  • Go for done, not perfect. Try to do it in one take and embrace your mistakes! You make mistakes in the classroom and this just captures your human nature. Plus, as an added bonus, you can use the mistakes as indicators of understanding and learning. If students are not asking about those mistakes, that gives you a warning that there are misconceptions that might need to be addressed.
  • Make liberal use of your speaker’s notes and the pause button during recording. There’s nothing worse than getting partway through your video, making a mistake, and then feeling like you have to start all over again. By creating detailed speakers’ notes, you have a clear outline of all of the important concepts or ideas that you want to mention. Also, know how to quickly pause your video so you can take a breath, refocus your attention, and move forward when you are ready.
  • Do not make specific references to time or location. You want to be able to use this over and over again throughout your career. Keeping your videos neutral in this way allows you to reuse many videos from year to year, even when you vary the projects or themes.
  • Use a tool that you are comfortable with and that fits your purpose. There’s no need to use the latest and greatest tool; use what you are comfortable with, and what will help you to get the job done.
  • Keep it short! Students will struggle to focus if the video is too long. So think of these as small pieces of a traditional lesson, with a short activity in between. In terms of length, videos should be no longer than 6–9 minutes, and even shorter for students in Grades 1–5.
  • Add interactivity! Students can struggle with focus, so adding interactive elements, such as questions or reflection prompts, can help keep students engaged. Consider tools like EdPuzzle, PlayPosit, or Screencastify to add questions throughout your lesson. A good rule of thumb here is to have a question or prompt every minute or so for maximum engagement.

   

  Photo: iStock

  First published in Education Canada, March 2022

   

  Tools of the Trade

  Possible recording tools to use: Video conferencing tools (Meet, Teams, Zoom, etc.) Screencastify Screencastomatic Flipgrid Shorts Explain Everything Loom OBS Studio QuickTime Player WeVideo

  Possible tools to add interactive elements: EdPuzzle PlayPosit Screencastify NearPod Google Forms Canvas Studio

   

  Useful Resources

  • Attwell, K., & Johnson, R. (Hosts). (2021, November 9). Creating effective instructional videos for the classroom – E067 [Audio podcast episode]. In EduGals. https://edugals.com/creating-effective-instructional-videos-for-the-classroom-e067/
  • Farah, K., & Barnett, R. (2019, August 20). A 5-step guide to making your own instructional videos. Edutopia. www.edutopia.org/article/5-step-guide-making-your-own-instructional-videos
  • Modern Classrooms Project. (2021). Tech tutorials. www.modernclassrooms.org/tutorials

• How can Comprehensive School Health support wellbeing in K-12 schools?

  December 17, 2021 1:13 PM Comments Off on How can Comprehensive School Health support wellbeing in K-12 schools?

  The impacts of the COVID-19 pandemic have increasingly shown the critical role schools play in promoting the health and wellbeing of students and staff. Now more than ever, a coordinated approach that takes action at all levels of the education system is essential to addressing mental health, safety, and belonging in schools. An approach that is gaining recognition among school districts across Canada for its value in promoting the wellbeing of students, teachers, and other members of the school community, is Comprehensive School Health (CSH).

  Comprehensive School Health is a system-wide approach that:

  • Teaches health knowledge and skills (e.g. importance of sleep, impact of screen time, social-emotional regulation techniques) both inside and beyond the walls of the classroom
  • Understands that schools can directly influence students’ health and wellbeing
  • Creates healthy policies that encourage safe and caring communities (e.g. bullying policies)
  • Requires participation and support of family and the wider community

  ---

  THE FOUR MAIN COMPONENTS OF COMPREHENSIVE SCHOOL HEALTH INCLUDE

  1. Social and physical environments:

  • A social environment emphasizes the quality of relationships between school staff and students, as well as the emotional wellbeing of students
  • The physical environment considers the physical space and structures in school (e.g. classroom, playground) that are designed to promote student safety and accessibility. For example, having a designated space in the classroom that students can use for conversation, concentration, and calming.

  2. Teaching and Learning

  Increasing knowledge, understanding and skills of the school community through formal and informal learning opportunities:

  • Ensure both curricular and cross-curricular time for health and physical education programs of study
  • Provide students with opportunities to understand and practice healthy relationship skills and self-regulation strategies
  • Provide teachers with professional development to look after their own wellbeing (e.g. work life balance strategies, address stigma around mental health in the workplace)

  3. Policy

  Creating policies, guidelines, and practices that:

  • Support healthy behaviours and relationships (e.g. safe and caring policies, digital safety, active transportation, etc.)
  • Revise school and professional development plans to include a focus on staff and student wellbeing
  • Include wellbeing as a discussion point on agendas at staff and parent meetings

  4. Partnerships and Services

  Collaborating and engaging with:

  • Various community school-based services (e.g. health promotion departments of local health units) that can provide expertise in mental health at low or no cost
  • Parents and caregivers in diversity appreciation (e.g. sharing cultural experiences/identities as part of school projects) and social emotional learning initiatives (e.g. sharing knowledge of, and encouraging use of the ‘Zones of Regulation’ at school and home).

  ---

  When a Comprehensive School Health approach is taken, entire school communities can experience improved wellbeing, healthier educational spaces, and improved student learning outcomes. However, research points to the need for schools to invest time and resources into building a health-promoting environment that supports the wellbeing of students and staff. While this may seem like a daunting task, there are small steps everyone – school leaders, colleagues, parents, and community members – can take to drive change. An important first step is to continue educating ourselves and others about Comprehensive School Health and its benefits.

   

  Additional information and resources

  The Podclass: Conversations on School Health 

  Building Healthy School Communities

  Leveraging Pandemic Lessons to Heal

  Byrne, J., Pickett, K., et al. (2016). A longitudinal study to explore the impact of preservice teacher health training on early career teachers’ roles as health promoters. Pedagogy in Health Promotion, 2(3), 170–183. doi.org/10.1177/2373379916644449

  Byrne, J., Pickett, K., & Rietdijk, W. (2018). Teachers as health promoters: Factors that influence early career teachers to engage with health and wellbeing education. Teaching and Teacher Education, 69(1), 289–299. doi.org/10.1016/j.tate.2017.10.020

  Koenig, A., Rodger, S., & Specht, J. (2018). Educator burnout and compassion fatigue: A pilot study. Canadian Journal of School Psychology, 33(4), 259–278. doi.org/10.1177/0829573516685017

  Kolbe, L. J. (2019). School health as a strategy to improve both public health and education. Annual Review of Public Health, 40(1), 443–463. doi.org/10.1146/annurev-publhealth-040218- 043727

  Langford, R., Bonell, C., et al. (2015). The World Health Organization’s Health Promoting Schools framework: a Cochrane systematic review and meta-analysis. BMC Public Health, 15(1), 130–130. doi.org/10.1186/s12889-015-1360-y

  Russell-Mayhew, S., Ireland, A., et al. (2017). Reflecting and informing a culture of wellness: The development of a comprehensive school health course in a bachelor of education program. Journal of Educational Thought, 50(2&3), 156-181. www.jstor.org/stable/26372402?seq=5#metadata_info_tab_contents

  Squires, V. (2019). The well-being of the early career teacher: A review of the literature on the pivotal role of mentoring. International Journal of Mentoring and Coaching in Education, 8(4), 255-267. doi.org/10.1108/IJMCE-02-2019-0025

  Viner, R. M., Russell, S. J., et al. (2020). School closure and management practices during coronavirus outbreaks including COVID-19: a rapid systematic review. The Lancet Child & Adolescent Health. doi.org/10.1016/S2352-4642(20)30095-X

   

  WITH THE GENEROUS FINANCIAL SUPPORT OF: 

            

• Inclusive Education Supported through Multiliteracies Pedagogy

  October 4, 2021 2:26 PM Comments Off on Inclusive Education Supported through Multiliteracies Pedagogy

  THIS ARTICLE DRAWS on four high school teachers’ experiences to show how a multiliteracies approach can be practised in the classroom. Multiliteracies envisions inclusive education that encompasses:

  • cultural and linguistic plurality
  • a strong commitment to social justice issues
  • technology that enhances pedagogy
  • incorporating multimodalities into teaching that draw upon a variety of modes including visual, linguistic, gestural, oral, and spatial. 

  The examples we discuss are drawn from a national research study, funded by a Social Sciences and Humanities Research Council (SSHRC) Insight Grant. Our research explores multiliteracies in Grades 7–12 classrooms and adult community spaces. 

  Lifelong learning and global citizenship

  Lifelong learning is not just about acquiring workplace skills. It offers a vision for a more just, compassionate, and creative society based on the values of “participatory democracy” (Brookfield & Holst, 2011, p. 5). Ideally, adolescents’ education prepares them to become adults who will engage with passion, intelligence, and integrity in shaping the world. Teachers foster a disposition for lifelong learning in their students by opening up opportunities for students to think deeply and holistically about meaningful contributions they can make to their societies. Many of the students in our research indicated they felt more engaged in courses when teachers allowed them to follow their own interests and included topics or assignments that explored cultural diversity.

  In our study, a Visual Arts teacher provided an interdisciplinary opportunity for her students to collaborate in a multimedia exhibit with the English department’s Indigenous literature course. The teacher noted, “Even through interviews they [students] had conducted with First Nations elders, they wanted to distill it symbolically within a work, and that process alone, coming from an abstraction, and realizing it visually, is a very difficult thing to do.” Shifting from the oral mode to the visual mode, students needed to find ways to visually symbolize their interpretations of the interviews they had conducted with the elders. The teacher observed that students opened up more about their own cultural backgrounds when asked to be a part of this art exhibit. The students’ artwork was shared with a broader audience of teachers, administrators, parents, guardians, and community members. Thus, this exhibit bridged students’ school and home lives.

  The New London Group coined the term “multiliteracies” and called for civic pluralism, involving the “formation of new civic spaces and new notions of citizenship” (New London Group, 2000, p. 15). Our research revealed examples of teachers bringing civic pluralism into their pedagogy. The Civics teacher reflected, 

  “I think it is my job as a teacher to prepare them [students] for life as citizens of the community that they are in, and I try to make sure that whatever I do, whether it be computers or careers or communications technology, it shows them how best to participate in society.”

  This teacher involved students in the community’s Youth and Philanthropy Initiative. Students chose a social justice issue, found a local charity that addressed that social issue, and interviewed someone at the charity. The students then created a presentation to convince the Initiative that this charity deserved their $5,000 grant. Through this assignment, the students had to consider, in philosophical and practical terms, what citizenship meant to them. Initially, the teacher encountered some resistance from students about having to go into the community for this assignment, but ultimately they became enthusiastic, and some students even continued working with the charities afterwards.

  

  Inclusive education and equity

  Teachers in this study modelled inclusive education by reaching out to their students with significant learning disabilities, using multimodalities and differentiated assessment and evaluation tools. As one Special Education teacher reflected, 

  “What’s necessary for some, is good for everyone. And so, ensuring that you are helping every student at the ‘just right’ step of their process of learning, enables them to have the confidence and the tools to show you what they know. And just writing it down on a piece of paper is not the best vehicle for every student.”

  As this teacher recalled, she often had students create “a three-dimensional landscape of where the story takes place. And so, they would tell me why the character starts here doing this… they’re either giving me the plot or they’re focusing on character.” Another example of an alternative assessment involved creating graphic novels that highlighted an important scene or summarized the plot of a literary story through visual means. For example, one student created a graphic novel in English but also translated it into Hebrew. (See photo.) Alternative assessments like these give high-school students the opportunity to demonstrate their knowledge without solely relying on the written mode to express themselves. 

  In another secondary classroom for students with special needs, a Biology teacher similarly engaged in a multimodal teaching strategy. She explained how she worked with her students to build a model of lungs using balloons. She wanted students to physically see how the diaphragm’s contraction makes the lungs expand. The teacher commented that building the model helped the students “concretely grasp” this abstract concept. 

  This teacher’s assessment used multimodalities: tactile (blowing on balloons), spatial (making organs proportionate), visual (getting colours and shapes accurate), gestural (ensuring movement mimics human respiration), and oral (team discussions). To follow up, she consolidated students’ knowledge by having them create an interactive book about the respiratory system. (See photo.) Theorists such as Kalantzis et al. (2016) believe that “knowing how to represent and communicate things in multiple modes is a way to get a multifaceted and, in this sense, a deeper understanding” (p. 234). Teachers in this research promoted student success and a deeper understanding by building multimodalities into their assessment practices.

  

  Cultural diversity as an asset in any classroom

  An Art teacher in the study questioned, “What would life be like without people wondering and making and doing and creating meaning and connecting culture and using our humanity to inform the good work of the future?” She believed in the importance of identity exploration through various artistic forms. One of her students explored religious identity. This teacher recalled that the student created “a portrait of a girl wearing a hijab – or as an Arabic [sic] student would say a ‘hijabi girl’ – and there were colours all over the hijab that revealed she was wearing [it] as a crown.” Later, that same student painted a portrait of Martin Luther King Jr. Her teacher commented on the power of students creating portraits to represent diversity in a positive light. Serafini (2014) makes the point that “visual literacy combines psychological theories of perception with sociocultural and critical aspects of visual design” (p. 29). Through visual literacy, these young student-artists negotiated ways to visually communicate their interpretations of cultural diversity. In an interview, another student said, “I think it’s important to maintain what was brought down from different cultures. And that way we get to see different views on teaching and different styles.” 

  Recognizing the importance of cultural and linguistic diversity on students’ experience, a Civics teacher discussed an assignment she used that encouraged students in a rural, monocultural school to think analytically about their community. She explained, 

  “What I have the students do is create a cultural brochure that introduces immigrant workers to differences that they might face working in Canada as opposed to in their home country. So, it forces the students to actually examine what culture is like here.” 

  This assignment allowed students to reflect critically on their own culture, which they were so fully immersed in that it might have felt invisible to them. This teacher, as a person of colour herself, recognized that it is vital when teaching a homogenous student body to engage in critical thinking about cultural diversity to encourage students to be prepared for their futures in an increasingly globalized, heterogeneous society.

  THE MULTILITERACIES PROJECT web platform (www.multiliteraciesproject.com), founded on this research, is designed for classroom teachers and adult educators to provide them with free resources and ideas for teaching using a multiliteracies approach. The theory of multiliteracies offers a practical way forward for teachers to foster an inclusive classroom that allows students of diverse backgrounds and levels of abilities to thrive in their school classrooms and beyond.

   

  All Photos: courtesy of authors

   

  References

  Brookfield, S. D., & Holst, J. D. (2011). Radicalizing learning: Adult education for a just world. Jossey-Bass.

  Cope, B., & Kalantzis, M. (Eds.). (2000). Multiliteracies: Literacy learning and the design of social futures. Psychology Press. 

  Kalantzis, M., Cope, B., Chan, E. et al. (2016). Literacies. Cambridge University Press.

  New London Group. (2000). A pedagogy of multiliteracies: Designing social futures. In B. Cope & M. Kalantzis (Eds.), Multiliteracies: Literacy learning and the design of social futures (pp. 9–38). Routledge.

  Serafini, F. (2014). Reading the visual: An introduction to teaching multimodal literacy. Teachers College Press.

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