Iyanuoluwa Akinrinola

September 8, 2023 Iyanuoluwa Akinrinola 21st Century Learning, Advocacy for change, Anti-Racism, Assessment and Evaluation, Before School Starts, Building Inclusion, Constant Learning, Differentiated Instruction, Diverse Learning Needs, Inclusion, Inspiring Teachers, Professional Learning and Growth, Social Justice

Culturally Responsive Teaching and the Brain

“Culturally Responsive Teaching and the Brain” by Zaretta Hammond (2015) explores the intersection of culturally responsive teaching practices and brain research. The book delves into how teachers can better engage and support students from diverse cultural backgrounds by understanding how the brain processes information and responds to different instructional methods. It addresses the critical need for educators to acknowledge and embrace students’ cultural identities and backgrounds while fostering optimal learning experiences in the classroom. This book offers valuable insights into how educators can effectively engage diverse learners and create inclusive learning environments.

Cultural Diversity and Educational Equity:
The book begins by highlighting the importance of cultural diversity in the classroom and its direct impact on educational equity. It discusses how students from various cultural backgrounds bring unique perspectives, experiences, and learning styles, which educators can leverage to enrich learning. Hammond emphasizes the significance of understanding the cultural influences that shape students’ cognitive development and the role of educators in acknowledging and respecting these influences.

Neuroscience and Learning:
In the following chapters, the book delves into neuroscience and its implications for teaching practices. Hammond presents research findings that shed light on how the brain processes information differently based on cultural background and experiences. By understanding these neural mechanisms, educators can tailor their instructional methods to match the diverse needs of students, thereby optimizing learning outcomes.

The Cultural Learning Framework:
Hammond introduces the Cultural Learning Framework, a practical and evidence-based model designed to guide educators in implementing culturally responsive teaching strategies. The framework provides insights into understanding cultural norms, community dynamics, and the impact of stereotype threat on student performance. It also emphasizes the role of the teacher as a cultural broker, fostering trust and building strong relationships with students and their families.

Culturally Responsive Pedagogy in Practice:
The book explores various culturally responsive pedagogical practices educators can integrate into their classrooms. Examples include incorporating culturally relevant texts, integrating students’ cultural practices into the curriculum, and promoting collaborative learning to encourage cultural exchange among students. Hammond emphasizes the significance of teaching students metacognitive strategies to develop self-regulation and critical thinking skills. Hammond provides practical examples and case studies throughout the book to illustrate how culturally responsive teaching and brain-based strategies can be implemented in various educational settings. The author emphasizes teachers’ continuous growth and development in their journey toward becoming culturally responsive practitioners.

Implicit Bias and Stereotype Threat:
Addressing the prevalent issue of implicit bias and stereotype threat, Hammond highlights these factors’ negative impact on student’s academic performance and self-esteem. The book offers practical guidance on how educators can identify and mitigate their biases and create an inclusive and supportive learning environment that fosters student success.

Professional Development and Teacher Training:
The book underscores the need for ongoing professional development and teacher training to equip educators with the knowledge and skills necessary to implement culturally responsive teaching practices effectively. It advocates for school-wide efforts to promote culturally responsive education and create a collaborative and supportive learning community for teachers and students.

Culturally Responsive Teaching and the Brain by Zaretta Hammond is an indispensable resource for educators and educational stakeholders seeking to create inclusive learning environments and improve academic outcomes for diverse student populations. By bridging the gap between neuroscience and culturally responsive teaching, Hammond offers practical and evidence-based strategies to nurture all students’ cognitive, emotional, and social development, regardless of their cultural backgrounds. Embracing cultural diversity in education empowers students and contributes to a more equitable and socially just society.

August 10, 2023 Iyanuoluwa Akinrinola Before School Starts, General, Great Gifts for Teachers, Inspiring Teachers, Mindfulness, Wellbeing, Wellness, wellness, Year End Reflection

Summer

In the summer’s warm embrace, we find reprieve,
Teachers, once tireless souls, now stand at ease,
Amidst the sun-kissed days and skies of blue,
A tranquil haven for hearts and minds anew.

A well-deserved respite from the classroom’s heave.
Beneath the warm sun’s glow, they shed their weight,
And embark on journeys to rejuvenate
Seeking inspiration as time flies.

In gardens, teachers tend to bloom with care,
Nurturing life, compassion, they will share.
As flowers bloom, so do their hearts renew,
With gratitude for all the children’s crew.

Amongst the pages of a favourite book,
They lose themselves in tales that kindly hook.
Imagination soars on wings unfurled,
As wisdom from each word begins to swirl.

For even in repose, they still impart,
The wisdom sown within each student’s heart,
For teachers’ nurturing never truly ends,
Their love of learning, like a river, wends.

As the sun sets low, painting skies aglow,
Teachers breathe in summer’s tranquil flow.
For in these moments, they find the grace,
To prepare their hearts for the next school’s embrace.

So, let us savour this summer’s delight,
Relaxing, unwinding, and taking flight.
For when autumn arrives, we’ll shine anew,
Our souls invigorated, ready to inspire once again.

May 15, 2023May 15, 2023 Iyanuoluwa Akinrinola General, Health & Safety, Mental Health, Mindfulness, wellness, Wellness

Pause as Motion

Have you ever thought of that? Pause as motion. Take a break, a breath, a moment to gather momentum and run well-oiled instead of fumes.

Rest is an essential practice for teachers for several reasons:

Self-care: Teaching is a demanding profession requiring much mental, emotional, and physical energy. Rest is crucial for educators to take care of their well-being. Like any other professional, educators must prioritize their health and well-being to be effective. Rest allows educators to recharge, rejuvenate, and replenish their energy levels, which can help prevent burnout and promote overall well-being.
Mental and emotional well-being: Teaching can be emotionally challenging, as educators often deal with various stressors such as managing classrooms, navigating student behaviour, meeting deadlines, and dealing with parent concerns. Rest allows educators to relax and de-stress, which can help them manage their mental and emotional well-being. It will enable educators to take a step back, reflect, and process their thoughts and emotions, which can improve their ability to handle challenges and make sound decisions.
Cognitive functioning: Rest is essential for cognitive functioning, including memory consolidation, problem-solving, and creativity. Educators must be mentally sharp and alert to effectively plan and deliver lessons, assess student performance, and adapt their instruction to meet diverse student needs. Sufficient rest can enhance cognitive functioning, including attention, concentration, and critical thinking skills, essential for effective teaching.
Work-life balance: Rest is crucial for maintaining a healthy work-life balance. Teaching can be a demanding profession requiring long work hours, including lesson planning, grading, and voluntary extracurricular activities. Educators may become overwhelmed with work-related responsibilities without adequate rest, negatively impacting their personal life, relationships, and overall well-being. Rest allows educators to establish boundaries between their personal and professional lives and promotes a healthy work-life balance, which can lead to increased job satisfaction and overall life satisfaction.
Role modelling for students: Rest also serves as a positive role model. Educators are responsible for imparting academic knowledge and modelling healthy behaviours and habits. By practicing rest, we can show students the importance of self-care, well-being, and overall balance, which can positively influence their behaviours and attitudes toward their health and well-being.

Take a moment. Give it some thought. Pause as motion. Educators must maintain physical, mental, and emotional well-being, enhance cognitive functioning, establish a healthy work-life balance, and model positive student behaviours. Prioritizing rest can lead to more effective and fulfilling teaching and learning practices.

April 20, 2023 Iyanuoluwa Akinrinola Climate Change, General, Global Warming, Wellness

Our Beloved Earth

O Earth!
A marvel of nature’s wonders.
A cradle of life, a treasure so rare,
Teeming with beauty beyond compare.

From verdant forests to deserts so dry,
Mountains majestic that reach the sky,
Rivers that meander in a graceful flow,
Oceans vast, where mysteries lay below.

Home to creatures, both great and small,
From soaring eagles to creatures that crawl,
From buzzing bees to the mighty blue whale,
Each part of a delicate, interconnected tale.

The seasons dance in perfect rhythm,
With nature’s cycles, a thrilling symphony.
A symphony of colours, a sensory delight,
Nature’s artwork a captivating sight.

Spring’s blossoms burst with vibrant hues,
Summer’s warmth brings adventure anew.
Autumn’s leaves paint a fiery scene,
Winter’s frost creates a wonderland as you’ve never seen.

O Earth!

So pure and true,
Threatened by our actions, it’s sadly true.
Pollution, deforestation, and climate change,
A legacy, so harsh, so strange.

Let’s heal the wounds we’ve caused thus far,
Embrace restorative ways and let them grow.
Reduce, reuse, recycle with care,
And show our Earth the love we swear.

For here is our only home in the vast expanse,
A treasure to treasure, a gift so divine,
To live in harmony with nature’s grace,
And ensure a sustainable, thriving place.

Photos by Iyanuoluwa Akinrinola

April 20, 2023 Iyanuoluwa Akinrinola General, Literacy, Outdoor Education, Outdoor Learning

The Streets Belong to Us: Seeing One’s self in their Environment.

Teaching kids to see themselves in their environment is crucial for holistic development. Author, Karleen Pendleton-Jimenez takes readers on a journey of the importance of this (the environment, self-awareness, and community) in her book, ‘The Streets Belongs to Us.’

“I don’t recognize our street anymore. It’s turned into a big mess of piles of brown dirt and deep holes. It’s like a garden right before you plant the seeds. Everything is torn up and ready for new life to grow. It’s the summer of 1984 in Los Angeles. Twelve-year-old Alex Richardson-Salazar is a mixed-race, Mexican American tomboy who would rather wear her hair short and her older brother’s hand-me-downs. And Wolf is a troubled kid who’s been wearing the same soldier’s uniform since his mom died. But when the city’s digging machines tear up their street to build sidewalks, the best friends seize the opportunity to turn Muscatel Avenue into a muddy wonderland” (Pendleton-Jimenez, 2021).

Navigating difficult and exciting changes is essential to a child’s growth and development. These experiences help children develop important life skills, build resilience, and learn how to adapt to new situations. As educators, we have unique gifts, tools, and resources to guide and encourage students in this meaningful development.

When kids are able to see themselves in their environment, it helps them develop a sense of self-identity and self-awareness. They begin to understand who they are, what makes them unique, and how they fit into the world around them. This self-identity and self-awareness are fundamental aspects of healthy psychological development and can contribute to positive self-esteem and confidence.

How is this evident in this book? Encouraging kids to see themselves in their environment promotes cultural and social awareness. It helps them understand their culture, heritage, and background and appreciate and respect the diversity of cultures and communities around them. This can foster empathy, tolerance, and inclusivity and contribute to the development of socially responsible individuals who can thrive in a multicultural world.

By seeing themselves in their environment (being a part of their environment), kids can develop a connection and appreciation for the natural world. They can learn to value and respect nature, understand their role in protecting the environment, and develop a sense of environmental consciousness. This can foster a sense of stewardship towards the planet, leading to responsible environmental behaviours and actions.

When kids learn to see themselves in their environment, they develop critical thinking and problem-solving skills. They learn to observe, analyze, and interpret their surroundings, which promotes cognitive development and nurtures their ability to think critically and solve problems. This skill can benefit them in various aspects of life, from academics to personal and professional relationships.

Emotional and Mental Well-Being is developed richly and deeply rooted when children see themselves and can be themselves in their environment. It helps them develop a sense of belonging and connectedness, which is crucial for healthy emotional development. When kids feel like they belong in their environment, they are more likely to have positive emotional experiences, develop resilience, and have better mental health outcomes.

Teaching kids to see themselves in their environment is vital for their overall development, including self-identity, cultural and social awareness, environmental consciousness, critical thinking and problem-solving skills, and emotional and mental well-being. It nurtures their sense of self and connection with the world around them, preparing them to thrive as responsible and engaged individuals in their communities and beyond.

Karleen invites us as educators to explore what our classrooms and communities could sound like, look like, and feel like when we foster spaces for students to see (inquire) and to be seen (explore). Or, as she said in her own words, “Bursting with life and feeling, both the people and the land come alive… The Street Belongs to Us is a story of family, friendship, and unconditional acceptance, even when it breaks your heart.” (Pendleton-Jimenez, 2021).

References:

Pendleton-Jimenez, K. (2021). The Streets Belong to Us. Vancouver, BC: Arsenal Pulp Press.

March 19, 2023 Iyanuoluwa Akinrinola Advocacy for change, Anti-Racism, Black Lives Matter, General

Black Education Matters: Combat Null Curriculum

“The null curriculum refers to the things students do not have the chance and opportunity to learn. In this regard, learners learn something based on the absence of certain classroom experiences, interactions and discourses” (Kazemi, et. al, 2020).

The lack of representation of Black culture, history, and accomplishments across all subject areas from K-12 exemplifies the null curriculum. Think about the absence of information about Black Canadians and the histories of Black Canadians in your curriculum. The erasure of Blackness to students devalues and depreciates the validity of the lived experiences of Black people.

For many Black students, school is not an accepting place. It’s where they come face-to-face with the stereotypes and prejudices they face in the larger society. Students have shared their feelings of neglect, heightened surveillance, and arbitrary and often unmerited punishment for any perceived disobedience.

How can you actively address Anti-Black Racism, combating Null curriculum by integrating Black Education into your teaching practice?

It is crucial that there are educators in the classrooms who are intentional about challenging the status quo. It is crucial that there are educators who are willing to better understand cultures they are unfamiliar with to meaningfully connect with their students. Adopt a culturally relevant pedagogical lens – “Culturally relevant pedagogy rests on three criteria or propositions: (a) Students must experience academic success; (b) students must develop and/or maintain cultural competence; and (c) students must develop a critical consciousness through which they challenge the status quo of the current social” (Ladson-Billings, 1995. p. 160)

Ask yourself:

What areas in my teaching & learning styles foster anti-racist teaching?
What areas in my teaching & learning styles require change?
How can I integrate the ten principles of Anti-Racism Education in my learning environment (classroom) to foster equitable learning?

References

Ontario Black History Society. 2020. Blacked Out History. Retrieved from https://www.youtube.com/watch?v=GKm7wQjpuac&ab_channel=OntarioBlackHistorySociety

Kazemi, S., Hamid, A., Motallebzadeh, K., & Zeraatpishe, M. | Jody S. Piro (Reviewing editor) (2020) Development and validation of a null curriculum questionnaire focusing on 21st-century skills using the Rasch model, Cogent Education, 7:1, DOI: 10.1080/2331186X.2020.1736849

March 1, 2023 Iyanuoluwa Akinrinola General, social emotional learning, Social Justice, Student wellbeing

The Picture

Photo by Fine 3d

You show me a picture and ask me how I feel.
What picture is this, I ask, uncertain.
A picture of you, of course, what do you mean?
A good picture at that, for look at all there is.

Of me? I say, but I still don’t understand.
Who took it? For what purpose? What is it meant to show?
I see faces and images that bear very little resemblance to mine.
But an image of me, my face, I do not see.

I recognize the subjects and am familiar with the names.
I hear them discussed in the hallways, the classroom, the office.
I search and search, and my silence prolongs.
You get frustrated because I haven’t answered your probe.

You tell me that this picture is the best ever taken.
A picture of human prowess and innovation.
You tell me that many others love this picture.
But I simply cannot see me in the picture you give.

My silence is not one meant to irk you, please believe.
I am not him or her or they or them.
I am me with nuanced experiences that shape my being.
So my silence prolongs because I know me.

I live me on the daily, with those who reflect me.
I know of the richness and depth of experiences in the spaces I occupy.
I know that my history is one that begins with human existence.
I know myself, my worth, my abilities, and my propensity for excellence.

So I keep quiet, I disengage, I walk away.
For I cannot give you the answer that you so crave.
For I don’t see me in the picture you give.

Yes, there are aspects I can identify with, aspects I applaud.
Overall it is a beautiful picture, one that belongs on a wall.
You chose this picture because you wanted it seen.
I appreciate your effort in sharing it with me.

But if seeing myself in a picture is what you seek, please know this.
The picture is one that should be about me.
Showcase my being, my culture, my experience.
Most importantly, center me as your subject, and learn the best framing for me.

Then I will be able to give you the answer you desire.
Because then, we will both be looking at a picture of me.

February 8, 2023February 25, 2023 Iyanuoluwa Akinrinola Advocacy for change, Black Lives Matter, Building Inclusion, Curriculum Planning, Equity, General, Inspiring Students, Inspiring Teachers, Learning About Your Students, Making a Difference Through Education

Black History: Black Education Matters.

Photo By: Pavel Danilyuk

Ponder This:
What did you learn about Black Canadian history in elementary and secondary school?
What was the narrative you were told regarding Black people in Canada? Did it begin pre-colonization?

“The adoption of multiculturalism helped stabilize white supremacy by transforming its mode of articulation in a decolonizing era” (Maynard, 2017; Thobani, 2007: n.p., p. 50).

A Very Brief Canadian History

The prevailing myth in the United States is that Americans have overcome their racist past and are no longer racist, and the prevailing myth in Canada is that we are a country without a history of racism.

July 1784: “the first race riot in North America.” The confrontation ignited a wave of
violence in Shelburne County that lasted approximately ten days. The majority of the
attacks targeted the county’s free Black population.
Contrary to popular belief, Slavery was practiced in Canada until 1834.
Black families have petitioned the government and school boards for fair access and equity in education since the early 1800s.
Ontario was one of two provinces that legislated Black segregated schools.
The doors of Ontario’s last segregated school closed in 1965, while the last segregated school in Canada, located in Nova Scotia, closed in 1985.

Black Resilience over generations paved the way for the Black Lives Matter movement, which is recentering the narrative of Black Lives in Canada today. Unfortunately, systems of Anti-Black Racism are still part of the fabric of Canadian society and are still evident in our education system today. A big part of the change that needs to occur to combat Anti-Black Racism is the intentional education of students on the whole history of Canada instead of some of the highlighted parts.

One of the structural ways Black people continue to be discriminated against today is in education.

Far too often, contributions, innovations, and the ingenuity of Black people are not discussed within schools and learning environments until February, when there is a hyper-focus on Black History. During this month (February), there is a great focus on retelling the stories of oppression Black people have faced, which are presented as the only stories of triumph and fortitude attributed to Black people. In this guise, there is also a hyper-focus on American society and American issues, painting a false narrative of Canada’s racist past and present.

There needs to be a change in how we educate about the history of Black people in Canada. “It has to be changed in policies, practices, and it has to be systems change” (Hogarth, 2020). I boldly say that the change must begin in education.

“Racism is a learned behaviour that can be mitigated through the education of Ontario’s youngest learners. While there are topics in Ontario’s curriculum related to anti-racism and anti-discrimination and options for more in-depth teaching, explicit learning expectations related to Black history and issues must be built into the curriculum. A key issue that must be addressed is integrating discrimination and racism into teaching through a critical race lens. The instruction and learning must be ongoing. One-off lessons are insufficient to raise awareness and knowledge of the impacts of anti-Black racism and Black contributions to Canadian society” (Building Better Schools, 2023).

ETFO’s 365 Calendar provides ” educators and students with a visual touchstone to embed the voices of those who have been marginalized or silenced.” This resource highlights and celebrates many of the contributions and innovations of Black Canadians that have shaped Canada into the vibrant nation that it is today. Though it is by no means an exhaustive list, it provides Elementary educators with the tools necessary to ’embed Black Canadian history in classrooms throughout the school year.”

A Call to Action

Deepen your understanding of the effects and impact of Anti-Black racism in education.
Find, read, and become familiar with your school board’s Dismantling Anti-Black Racism Strategy (if your board does not yet have one, advocate for intentional work in implementing one).
Conduct an audit of your unit plans, lesson plans, and teaching resources.
- Ask yourself:
  - Do they provide windows of learning that represent the diversity of cultures, achievements, innovations, and impact of Black people in Canada and worldwide?
  - Are Black students mirrored in engaging and uplifting ways in the resources used, conversations had, and lessons learned?
Recognize how your own social positionality (e.g., race, class, gender, sexuality, ability) informs your perspectives, reactions, and responses as you engage with Black students and colleagues.
Remember that learning is ongoing. There is no one-and-done approach to systemic reformation.
Step out of your comfort zone and dare to engage in teaching and learning that intentionally amplifies the too often missing and omitted voices of everyday Black change-makers.
Join the fight in Addressing Anti-Black Racism in Education.

“ETFO supports calls by the Ontario Black History Society, Black families and others for the Ontario government to make Black studies a greater part of the public elementary curriculum” (Building Better Schools, 2023).

Black Canadian

References:

Aylward, C. (1999). Canadian critical race theory: Racism and the law. Fernwood Publishing.

Building Better Schools. (n.d.). Retrieved January 8, 2023, from https://www.buildingbetterschools.ca/addressing_anti_black_racism

CBC News. (2021). Being Black in Canada. CBC News: Special Presentation. YouTube Video. Retrieved from https://www.youtube.com/watch?app=desktop&v=Ntn0Nz8OT44&t=12s&ab_channel=CBCNews

Elementary Teacher’s Federation of Ontario. (n.d.). Retrieved February 1, 2023, from https://www.etfo.ca/classroom-resources/365-black-canadian-curriculum/365-black-canadian-curriculum-34d475930fc96a7121246be5c24e8be2

Gibson, D.O. (2018). Black Canadian. Hype B for Prosound Studios. YouTube video. Retrieved from https://www.youtube.com/watch?app=desktop&v=HSiQrXANexA&ab_channel=D.O.Gibson

Ladson‐Billings, G. (1995). But that’s just good teaching! the case for culturally relevant pedagogy. Theory Into Practice, 34(3), 159–165. https://doi.org/10.1080/00405849509543675

Lemert, C. (2021). Social Theory: The Multicultural, Global, and Classic Readings. 7th Edition. Routledge (Taylor & Francis). (Original work published 1993).

January 20, 2023 Iyanuoluwa Akinrinola Advocacy for change, Advocacy for public education, Building Inclusion, General, Inclusion

Building Better Schools: The Plan

“ETFO represents approximately 83,000 members, including public elementary teachers, occasional teachers, education support personnel, professional support personnel and designated early childhood educators. ETFO provides protective and professional services for members and promotes equity and social justice within the education system and the broader society. ETFO is a social justice and equity-seeking organization” (ETFO, 2023).

Did I need to introduce ETFO to you? I don’t think so, but I wanted to ensure I shared that with you in case you did not know. ETFO advocates for equitable educational practices and equitable justice for all public elementary educators to position these educators as the changemakers we need in the education system.

Conferring on July 1, 1998, “ETFO continued the work of two federations that had worked to promote and protect the interests of public school educators for 80 years. ETFO’s two predecessors were the Federation of Women Teachers’ Associations of Ontario (FWTAO) and the Ontario Public School Teachers’ Federation (OPSTF).” There was much in the works, and much at stake during the time of this transition, but “elementary teachers proved once again they were up to the challenge” (Ritcher, 2006).

I urge you to take some time to get to know ETFO’s history, mainly to understand the consistency of ETFO as a social justice advocate and equity-seeking organization that has remained steadfast through the ages. Becoming familiar with ETFO’s history will provide a deeper understanding of ‘The Plan’ that ETFO has launched as a guide for revitalizing public elementary education.

As stated in It’s Elementary (2018), the following are five frames by which you can understand the position in the fight for social justice and equity for public elementary school educators.
1) Federations work steadfastly to promote and protect the interests of their members.
2) Federations were, and continue to be, leaders in advocating for the rights of teachers and the broader society.
3) Funding for elementary education has been an issue since the 1800s.
4) Legal or collective agreement rights are never entirely secure; the union and its members have had to be vigilant in keeping elementary education issues in the public eye and on the government agenda.
5) The union’s strength depends on its ability to build member trust and solidarity for its work” (ETFO, 2018).

These have been ETFO’s guiding principles since its inception. This is the work ETFO continues to do, Building Better Schools by creating and fostering opportunities for culturally responsive growth and development within the Elementary Public school system for educators and learners.

Let us take the time to look closely at the 9-pronged plan for building better schools.

Addressing Anti-Black Racism
A funding formula that works for kids
A single secular school system for Ontario
A stronger voice for your educators and their union
Enriching student learning
Inclusive classrooms
Smaller classes for everyone
Support for students with special needs
Testing rooted in learning

As educators who desire equitable learning environments for all students, let us all take the time to ‘Join the Campaign’ and “protect our public education system so we can build better schools for everyone.”

Take a moment to reflect:

How does this challenge you to get involved with your union?
What attitudes, beliefs, or ideas do you need to change or adopt to bolster this needed plan?
What challenges do you think might arise as this plan unfolds?
How can you support ETFO (your union) in surmounting these challenges?
What skills/attributes can you contribute to your local or provincial office?

As Sharon O’Halloran (Deputy General Secretary, ETFO) said in the ETFO Voice, winter 2022 edition, “Our Victories Prove We Are Stronger When We Work Together.”

“Join one of ETFO’s provincial Standing Committees and provide your perspective and expertise in developing provincial policies, positions, programs, and initiatives. Vacancies for the 2023-2025 term are listed on the website. The deadline to apply is March 1. Apply online at members.etfo.ca/etfo/standing-committees.”

Reference:

Building Better Schools. (n.d.). Retrieved January 8, 2023, from https://www.buildingbetterschools.ca/