Rashmee Karnad-Jani 21st Century Learning, Before School Starts, Celebrating Success, Curriculum Planning, Flexible Classroom, General, Inspiring Teachers, Learning in a Real Life Context, Mentorship, Professional Learning and Growth, self reflection

The Joys of Co-Teaching: Part 2

Hello Fellow Travellers,

In response to Part 1 of this conversation, a collaborative thought partner asked me some key questions. From those questions, I have synthesized the gist for us to think through and respond here:

  • As some of our members have not had the chance to have co-teaching opportunities, what would you say to those who wonder how realistic these opportunities are for them?
  • How can we support early career teachers who may not know about how they can do this?
  • What if an instructional coach or consultant does not offer? How can they look into this?

One Size Does Not Fit All

I do understand that everyone is not ready to reach out to someone within the school or outside the school. Some members may be unaware of the possibilities and promise in this practical strategy–and the many benefits of a co-modelled pedagogical partnership.

Look around you and take small steps.

Follow someone’s work on social media if you prefer that path.

First Things First

For new teachers, it is important to think about planning or examining curriculum expectations as well as assessment practices. For that ETFO has many easily accessible resources on the Members site. Register and login to access them.

Sometimes, it is a matter of reaching out to colleagues you meet at professional learning workshops in your school district or those you may attend with ETFO – ask to partner because these collaborations do not always germinate in one work site as well when they thrive across different locations the learning is richer because we can learn from one another.

Please reach out, as I like hearing from you.

With You, In Solidarity.

Rashmee Karnad-Jani

Rashmee Karnad-Jani Advocacy for change, Anti-bullying, Anti-Racism, Celebrating Success, Challenging Topics, Diverse Learning Needs, English Language Learners (ELLs), Gender stereotypes, Learning About Your Students, Learning in a Real Life Context, Teacher Appreciation, Women at Work

The Joys of Co-Teaching: A Grade 7 Experience (Part 1)

What Do You Value Most?

In the work that we do as ETFO members, many of us know and speak about the things we value most. Collaborative colleagueship, connections with families and time spent with students on a daily basis are the three things that matter a lot to me.  There are others but I shall speak about them at another time.

Collaborative Colleagueship

I have listed this aspect at the beginning because without this key ingredient, the other two do not quite work out the way one would like. Although we may be identically credentialed as Ontario Certified Teachers, we may have more in common with some colleagues in terms of beliefs, interests, advocacy practices and so on.  It is important, therefore, to listen and be present because even when people may have very different interests, our professional standpoints may align and lead to a long and productive working relationship. Therefore, an open mind and a learning stance are key. 

Connections With Families

Even though right now,  I am not in direct contact with families the same way as I was when I was a school-based teacher, I am always delighted when I attend school events, awards ceremonies, graduation or meetings with families because there are multiple opportunities to learn from people who know our students well.  That said, I am delighted that in September, I am going back to a school-based assignment as a Special Education Resource Teacher or SERT. 

Time Spent with Students

This is the heartbeat of the work that you and I do, isn’t it?

In the May-June period, I was invited to co-teach with a colleague and it was a Grade 7 classroom, the same spot where I started my career over two decades ago. I was excited and curious whether things have changed a lot in the teacher-student relationship since 2015, because that was the year I moved to teach Kindergarten to Grade 3 and then moved on to teach Grades 3-4.

Joining A Conversation 

Co-teaching is like joining a conversation. It is not about going in with “here’s what I know” but asking “what are you working on and how can I walk with you?” In collaborating with my colleague at this school, I learned that the students had been engaged in rich learning experiences and were at the stage of their learning where they were working on products such as videos and other presentation forms to showcase their understanding.  They were writing biographies. Their guiding question was “Who Deserves a Biography?”

Who Are You? 

 It is amazing how all students may have questions but whether they ask them directly or not is largely based on their age-grade-comfort level as well as other factors. 

In younger grades, there is never any qualm about asking who I am and what my favorite colour or ice cream flavour is.

Two scoops of ice cream with red plastic spoons stuck in each are sandwiched in a candy encrusted cookie set against the backdrop of a red table.
My not-quite-favourite ice cream flavours (when I was trying something new)

 In Grade 7, there is a distance, smiles and nods but no direct questions yet. So what do I do?

I Invite Questions

I say to students, “I am a visitor in your classroom and while your teacher has introduced me by name, I am sure you have other things you are wondering about. Please ask me one question per table group and we will go around one more time if you want to ask more.” I also let them know that I shall answer the questions the next time I visit the class so as not to take up too much of their class time that day. After some consultation, the students come up with questions.

Neither my colleague nor I  had to re-direct any questions because the students in all the classes where I have done this work keep their norms of engagement in mind it appears. 

The Questions 

  1. What challenges did you face in your life?
  2. What are some other jobs, study and career that you have done?
  3. What was your early life and household environment like?
  4. What made you want to be an author?
  5. What impact have you made on the lives of others?
  6. What is your current life like at home and outside?
  7. What were your life goals as a child?
  8. What are some of your achievements and accomplishments?
  9. Why did you immigrate to Canada?
  10. Where were you born?

These last two questions were greeted by sharp intake of breath by some students.  My colleague and I discussed later that in our next co-teaching visit, I would begin there. 

Reading Together

Remember this book I had spoken about in an earlier conversation with you? This copy was available in the classroom although I had brought my own.

I read it to the Grade 7 class and promised to come back when their teacher and I coordinate time to co-teach.  I thanked them for welcoming me. 

Heartfelt Thanks 

I am aware that everyone does not get such opportunities.

I am therefore deeply grateful when colleagues make room, pull up a chair, share their vision for their students’ learning. When we collaborate this way, it lets me see that these realities are very much present and possible in the brick and mortar buildings in which we do our work and if the conditions do not allow for this to happen yet, there are partnership possibilities across work sites. 

We do find our people. We just have to show up and tune in. 

With You, In Solidarity

Rashmee Karnad-Jani

Rashmee Karnad-Jani Mindfulness, self reflection, Wellness, Why unions matter

Leave Your Shoes At The Door

Hello Fellow Travellers,
It is June already!
The days are long and the thoughts – many.
This is a quick conversation.
Shoes and Shared Knowledge
From all the language we know as educators, the notion of indoor shoes and outdoor shoes is unique, shared knowledge.  People even in our families may find it rather odd that this is a shared practice and we know how to do it and we remind students to learn this also.
The mud, the slush and the snow from outside do not need to come inside. This we know.
The Uncertainty of These Times
As we approach the summer break, many of us are unsure of what our September is going to look like in terms of employment and where we will be, there doesn’t appear to be much possibility of rest for all of us in identical ways.
Every life has its own burden to carry.
These past weeks have been filled with heavy thoughts and many questions for colleagues. One finds oneself unable to help beyond listening and hoping perhaps that is enough for now.
Some colleagues with whom I have been connected with in these times have exuded more grace than the circumstances (and people) around them deserve, and I am in awe of their steady footsteps.
Sometimes I get an email or message with good news and I am thankful for that.
In the midst of it all, I think one small choice can make a big difference: try try try to leave the burdens at the door so you can find some pockets of rest calm and peace.
Leave the shoes outside the door so the dust and grime of the day doesn’t follow you inside.
I wish you rest and positive possibilities in the months ahead.
May the summer be safe and restful.
Two large freshly bloomed magenta clematis flowers with curled petal tips on a vine against an old fence.
Magenta Clematis, June 2026
May September be strong.
With You, In Solidarity.
Rashmee Karnad-Jani
P.S: Attend All Member Meetings and call your local to learn more. More information is shared on https://www.etfo.ca
Rashmee Karnad-Jani General

“She’s Peering Again”: Planting, Pedagogy and Professional Judgement

Hello Fellow Travellers,

I am writing this in the last week of the school year and perhaps when you read it, it will be the last day of school or later.

A quiet walk down memory lane: I’m thinking of my two children and how they’d mark the coming of Spring when they were younger.

They’d stand by the door as I wandered in thawing spaces after a long winter and then they’d say to each other:

“Mamma’s outside. She’s peering again.”  More about the peering later.

I am in a space right now where a bumble bee is buzzing amidst small fragrant flowers of the privet hedge and I am thinking of planting, pedagogy and professional judgement.  

Beginners’ Mindset

Everyday is a new beginning if we think about it, though it doesn’t feel like that when one day just blends into the next. 

It does not feel like a fresh start, especially in times like these when educational workers, students and families are experiencing unprecedented and unimaginable precarities in our lives and work spaces.

That’s the ground we’re planting in, wherever we are. 

Some Are Moving, Some Have Left

Some colleagues are moving on, some are moving away. Students and families too may move away due to social problems like affordability and belonging as these play a big part in where we live or from why we chose to leave.

But these changes do not stop us from working towards new beginnings.

I’m one of the lucky ones who has a job and I know where I’ll be in September.

I am very mindful of this reality. 

Planting

I think back to my early days in Ontario, this place which was new to me in January 2002. I’d look at hedges and front yards in my neighbour hood and other places on the way to the library, grocery stores and job interviews.

I always wondered when I saw plants growing:

  • What’s that?
  • Was it planted?
  • Did it come by on the wind?
  • How does one take care of that?
  • How does one help it thrive?

I wondered, I asked, I referred to books (long before smartphones, which is a single compound noun) and I tried to grow things.

I peered before, during and after the planting.

I made changes as I went along based on what the plants needed. 

Pedagogy

Amma, whom I have mentioned before, would say “Rashmee, always ask yourself if you’re breaking stones or building a temple”

Therefore: PEDAGOGY Definition & Meaning – Merriam-Webster

A big word and a meaningful one and I delight in the definition as well as the doing, because it makes my work bigger and more complex than the everyday tasks I see in front of me. 

At My New School: I am moving to a school-based assignment from a centrally assigned role after 6 years. So here’s where I’ll begin.

  • I will speak to students and their families. 
  • I shall consult the Ontario Student Record as this gives me  a starting point of other robust informational pieces to help me in planning. I will interact with students’ strengths and learning needs in their repositories.
  • I will learn about my students and not just from the narratives about them. 
  • I shall continue to notice the school culture and collaborate with colleagues to influence how the ground is prepared for learning to unfold – for all system partners, not just students.

Professional Judgement

Professional Judgement is the common page on which we meet, you and I.

  • As  ETFO members, when you and I bring up the term “professional judgement”, we need to be clear, confident and reassured that we are both speaking of the same concept. 
  • To ensure that we have a shared understanding, I always go to ETFO’s website and I’m sharing a link with you so that we can walk together in this work.
  • I have posted the definition below in my new classroom  to support my practice and facilitate collaborative conversations. I am looking forward to this compass that will guide well. 

“Professional judgement is defined, in part, as “judgement that is informed by professional knowledge of curriculum expectations, context, evidence of learning, methods of instruction and assessment, and the criteria and standards that indicate success in student learning.” The definition recognizes our members’ professionalism and makes professional judgement the cornerstone of assessment and evaluation. ETFO is working to ensure the new collective bargaining language is broadly understood and supported by everyone”

ETFO Voice Article: Exercising Your Professional Judgement

Also, please check this link while planning your work: Reporting and Evaluation – ETFO Members Sharing in Assessment

She’s Peering Again

So back to the peering. Why do I peer? 

  • I do so to look closely and observe the gifts that are in front of me in the form of students and the aspirations of their families. 
  • I peer to understand the soil in which I am planting and how to enrich it.
  • When I don’t know the plants that spring up, ones that are brought there as gifts, I strive to gently learn about them.
  • In taking care of how they grow and what they need, I learn about myself as well. What do I need to work on? What do I need to un/learn?
  • I peer because it’s important for me to know and understand whether I need to go back, learn more and return to dig deep and do something differently.

I see my peering as the first step that guides how the garden grows. 

Let’s walk gently, fellow travellers.  Let’s peer often.  Let’s get our hands in the soil and let’s plant something strong and sustainable. 

Parting Thoughts: What is Our Work?

At the June 4th, 2026 All Members’ Meeting in our Local, President Mastin reminded us that as ETFO members, our work is to teach our students to be lifelong learners and critical thinkers.

We are not “just fuelling the job market” as it is made out to be.

I take courage from that statement as it guides me to  align my pedagogy and professional judgement in the service of student learning and well being to strengthen communities through educator collaboration.

 

Whatever September brings, let’s always treat one another with respect and kindness. 

 

Rest up. 

With You, In Solidarity

Rashmee Karnad-Jani

Rashmee Karnad-Jani Advocacy for change, Advocacy for public education, Inspiring Teachers, Learning in a Real Life Context, Making a Difference Through Education, Media Literacy, Social Justice, teacher efficacy, Teacher Working Conditions, Teachers Classroom Spending, Why unions matter, Women at Work

Of Lawn Signs and Talking to People

Big Words, Real Actions

Years ago in graduate school, specifically in my MEd programme at York University, I had taken a course on Gender, Race and Social Class especially because the last concept was important to me.

I’ve always known that class is the secret ingredient of oppression in addition to and intertwined with the BIG ones.

Social class always worsens the other oppressions that people experience.  

One of our assignments was observing public pedagogy how do you spread a message in society and connect with people about what matters most? At the heart of my learning, this was my takeaway. We can have plaques and posters, hashtags and bumper stickers.

Public Pedagogy is just a big word for “talking to people” and talking to people is an excellent and sustainable way of influencing ongoing action for social justice in education.

How I Was Raised Informs How I Show Up
At the All Members Meeting at our local on June 4th, President Mastin reminded us that the complexities of communities is a key factor.  We know this based on how our working conditions are impacted by the needs and strengths of the communities whose children are in our classrooms.
  • Some children have less.
  • Some children need more.
A gift card of 750/- does not make this reality go away.
  • I know about social class from living in a monochromatic demographic in all the cities I’ve lived in and travelled to in India. So I know what I’m talking about.
  • This knowing comes from being taught to notice and name. It comes from being invited to feel the discomfort of observing social inequities.
  • It mainly and above all comes from being raised by parents who reminded me: “Rashmee, look around you. What do you see and who has less than you do? What can you do to change this?”

A Sunny Breezy Saturday Morning

So here’s what happened this Saturday morning.

A neighbour is getting some work done in their backyard and the contractor pulled in to the street. I don’t usually see them as I’m at work long before this time.
Is That Your Sign?
A rectangular purple and maroon sign with the words "Together For Publicly Funded Education" written in white capitalized font. Names and logos of Ontario's publicly funded unions are on the white border at the bottom.
Lawn Sign That I Picked Up at Our Local’s All Members’ Meeting.
The gentleman pointed to this sign and asked what’s now the subheading above.
“Yes”, I replied.
“That’s very important to speak about and stand up for”, he commended.
I moved the conversation further, or what’s a weekend for? (A little Robert Browning inspiration there).
“Do you see here”, I asked… “It’s all the unions who represent who work in publicly funded in education.”
“Oh, I didn’t know that”, he responded. “My wife is a retired teacher. All of us need to talk about this.”
Deepening The Dialogue
Then I offered, “Would you like a lawn sign? I have some in my car”
“Let me check at home. I’ll knock on your door if I’d like one”, he said.
“I’m at work on Monday. I’ll leave one for you on the porch before I leave.” I offered.
I also mentioned that I also have a button if that’s preferred.
Theory to Action
My public pedagogy course was in 2011.  It is the doing of it that matters in the everyday work.
Whether with an ETFO YR banner at the Markham Cricket Academy ground thanks to the initiative that came to fruition through our Political Action Committee, or this conversation as I was outside, I continue to convert the theory into action and I am inviting you to join me.
Why Should I Care?
… people may ask us if you like me, walk through your spaces wearing your red shirt on weekends.
This Is What I say
  1. I understand your question.
  2. My children aren’t in school anymore.
  3. Not everyone in our communities is a parent.
  4. But we all know children, we know of children.

I say this because James Baldwin reminds us of this:

“The children are always ours, every single one of them, all over the globe; and I am beginning to suspect that whoever is incapable of recognizing this may be incapable of morality.”

Walk With Me, Fellow Traveller
Take one small step with me.
Talk to just one person.
Then one more.
Then one more.
Because…
Talking to people matters.
Making this work a human connection matters.
Reaching out with a “would you like a button” matters.
Publicly funded matters because children matter, families matter, educators matter.
The political is personal.
With You, In Solidarity.
Rashmee Karnad-Jani
Rashmee Karnad-Jani Advocacy for change, Inspiring Teachers, Making a Difference Through Education, Special Education

Supporting Special Education Needs: Part 3

Special Education Needs In The Regular Classroom – Supporting Students with Autism Spectrum Disorder

Hello Fellow Travellers,

This conversation builds on previous ones that colleagues have had through ETFO and ones that I have also engaged in with you. I am going to share what stands out for me in the resource highlighted below

:

Beginning with the front matter, the following aspects are important signposts.

The Equity Statement reminds members of the goal of the Elementary Teachers’ Federation of Ontario which is “to work with others to create schools, communities, and a society free from all forms of individual and systemic discrimination” (p. 2).  These system partners would be families, educators, paraprofessionals, external service providers etc.

Page 4 highlights the importance of Universal Design for Learning by emphasizing that while this resource supports the inclusion of students with autism spectrum disorder in the regular classroom, the information and tools highlighted here are useful for all students.  The strategies and practices we apply from this resource are geared towards supporting all students.

That said, if some students need individualized support, educators can reach out to families, to Special Education Resource Teachers, centrally assigned instructional coaches, consultants etc.

I always find that when I ask families which strategies work for them at home and in social spaces, this strengthens my practice, wherever it is possible to adapt these strategies to a classroom environment.

The section on Autism Culture and Community highlights some key aspects as below:

The Resource Says This Some Considerations
Use of the term autism, as we know it, began in 1943 (it had been associated with schizophrenia prior to this, starting in 1911). A lot has changed since then. The results of research, clinical work, educational policies, and listening to the voices of the autistic community have helped educators learn more about autism.  As all families and communities in Ontario may not have had access to the professional learning that educators have received, they may be at a different point in their understanding around autism.

It is therefore important to see these differences as opportunities to strengthen  community engagement with Autism Ontario’s local chapters and school board resources in multilingual and culturally responsive ways.

Different is not deficient. Different is different.
The current shift toward identity-first language is being led by the autism community itself due to its affirming quality and alignment with validating an individual’s identity and sense of self.

Referring to a person as autistic, then, is a gesture of acceptance and recognition that the identity has value. When in doubt and when possible, ask the person with autism how they would like to be described.

 Given their age and trajectories, students may not yet be able to determine how they would like to be described.

Also, families and students who have been caught in intersectional oppressions may see these well intentioned attempts at naming and questions about how the naming should be, as one more layer of being marginalized based on their experiences before or their apprehensions of what can happen.

Going by Universal Design for Learning, if good for all practices are implemented, then all students will benefit.
Many autistic people prefer the terms “high or low support needs” to “high or low functioning,” as the latter implies underlying judgment about an individual’s capacity and potential. Here, it is important to pay attention to the fact that when we say high and low support needs, it is also important to embed instructional approaches into our daily practice that provides opportunities for the student to achieve their fullest potential.

What does that look like during integration into other subject areas?

 What does member to member professional collaboration need to look like for student outcomes to be equitable and for ongoing growth and independence?

Severity Assessment of Autism Spectrum Disorder

In my school district when we, as centrally assigned consultants present professional learning, we address this matter in this way:

Although diagnostic documents state that a student is at a Level 3, 2 or 1, students’ strengths, independence and need for support can be fluid from day to day also and can change over time.  So a student who is deemed Level 1 may need more support than what their diagnosis indicates if they are in an unstructured setting such as an annual athletic event on a field trip or if they are experiencing a change in their home or school environment with a parent being away on a trip or an educator or preferred adult at school is away for the week.

Human systems are fluid as are our students’ needs.

This is important to note because otherwise the paperwork can flatten and overshadow the student and their humanity.

Access Is Important 

At some of the schools with whom I am partnered, members have printed a copy of this resource for their work room. Easy access means that they can refer to this resource to support instructional planning, to guide professional conversations within educator teams, as well as for reference during In School Team Meetings or School Support Meetings etc.

Consider printing out this quote so that even when you are away, other educators who work with your students can take up your equitable outcomes mindset with them.

Read Part 1 of this blog here

Read Part 2 of this blog here.

Note: This resource is available at ShopETFO and also digitally on the ETFO member site. Click here.

In Conclusion

ETFO Voice articles and other documents explain that  “Professional judgement is defined, in part, as “judgement that is informed by professional knowledge of curriculum expectations, context, evidence of learning, methods of instruction and assessment, and the criteria and standards that indicate success in student learning.”

These resources will continue to strengthen members’ Professional Judgement so that all students can experience positive opportunities for learning and well-being from year-to-year irrespective of their socio-economic status and the advocacy skills of their parents and caregivers.

With You, In Solidarity

Rashmee Karnad-Jani

Rashmee Karnad-Jani Advocacy for change, Building Inclusion, Inspiring Students, Inspiring Teachers, Learning About Your Students, Learning in a Real Life Context, Learning to learn, Play-Based Learning, Science, self reflection, Teacher Wellness, wellness

Pebbles In My Pocket

I grew up by the seaside, in 2 beautiful cities on the West Coast of India.

I am telling you this because I think this spatial-geographical context is important to our conversation today. I am always soothed by the sound of waves, and I like to pick up shells and pebbles. 

Although these days one can buy anything with the click of a button, the pebbles I have carried with me from place to place are my constant companions. 

I take care of the pebbles. The pebbles take care of me.

I sometimes gift a pebble to a friend or colleague so you may already know this story.

An index finger of a right hand pointing to Mumbai on the West Coast of India. The arm is in a black sleeve on which there is a silver bracelet.
My Roots in Mumbai and Goa on the West Coast of India

 

Being Seen and Remembered

At one of the schools I am partnered with, I was outside at recess, and some students came up to me. One of them said “I know you from somewhere a long time ago.” I smiled inwardly as educators tend to do while listening intently: a 12-year-old perhaps does have a long-ago sense of life. I welcomed that sentiment.

Then he asked me, “Did you used to carry pebbles in your pocket?”  His friends shifted uncomfortably, some chuckled at the question as it seemed odd to them perhaps. 

“Yes, I did.” I said, “I still do.”

And I held out my hand in which were pebbles, some glass ones – bought, and some collected.

Three natural and 3 glass pebbles in the open palm of a left hand. The person is wearing a silver ring in the shape of a lotus.
Natural and Glass Pebbles From My Pocket

“I knew it was you!” the student said, though he didn’t remember my name.  I am okay with that.

I remembered then, that when I was at another school supporting Kindergarten to Grade 4, students had heard of the pebbles and when we would be outside at recess, some would come by to explore the contents of my pockets.

The Pebbles Have a Job

I carry the pebbles for two reasons.

  1.     When I am in busy spaces such as grocery stores or in a bustling hallway, I reach into my pocket and the smooth, cold, pebbles ground me.
  2.     When I am with students in unstructured times, on a field trip or at recess supervision, the pebbles are a great conversation starter when accompanied with “look what I found the other day,” even if that other day was decades away.

Benefits of Pebbles in My Pocket

  • Students connect with these little pieces of nature’s wonder or coloured glass (which I keep in my hand the whole time –so there is no mouthing of unsafe items).
  •  Literacy connections with pebbles are many: the describing words flow – smooth, bumpy, big, small, cold etc.
  • Some students are adventurous and have more words in their vocabulary – I have been informed that one rock “has capillaries and looks like a kidney shaped eyeball”. 
  • It is lovely that they wait for my reaction at such times. Imagination is wonderful especially when the adult isn’t squeamish!

Self-Regulation, Co-Regulation and Troublemakers

I delight in reading the work of others who share their thoughts in this space. My ardent wish is that someday we can meet in person. Until then, I would like to share the writing of colleagues in this space whose thoughts enter this conversation.

Brenda MacNaughton’s writing  in 2025, invites the reader to think about the circumstances in which our students’ and families’ lives unfold everyday and calls us to consider what you and I need to consciously do when we engage with people in front of us.  

This got me thinking: How might I demonstrate and open up space for students when they are in my sphere of influence so that their burdens become lighter for some time? What do I need to do to reach out to social and community based support provided by the school district for the family to receive support while they deal with the ups and downs?

Preeti Deokharan recently wrote and this is exciting because this book is also referenced in the ETFO resource Special Education Needs In The Regular Classroom: Supporting Students with Behaviour Needs. Here, the writer highlights the importance of making small shifts in our approach that will make a difference.

The Pebbles Aren’t Just Pebbles.

  • They are a reminder of my humanity and what makes me who I am.
  •  They are also reminders that I can take care of myself in times when I feel wobbly.
  • Above all, they are a time to pause and be grateful for the tiny gifts of our workday. I continue to feel grateful for the wonder that children give me daily. This ability to see life as I did when I was a child is returned to me daily by the young people who use their imagination in miraculous ways to make sense of the world around them.
  • This realization gives me hope that the work you and I do is much more than pouring water on sand, especially on days when it feels like just that.

With You, In Solidarity,

Rashmee Karnad-Jani

 

 

Rashmee Karnad-Jani Advocacy for change, Advocacy for public education, Education Funding, Equity, Inspiring Teachers, Making a Difference Through Education, Professional Learning and Growth, Social Justice, Special Education, Why unions matter

Why Do We Organize for Public Education? 

Hello Fellow Travellers,

It is May and things are getting busier. Spring is being elusive. Dawn is dark and a bright day may end with a dull dusk. 

At this time, more than ever, when the waves of “What Just Happened in Ontario’s Education?” dash over me, I need something to look forward to and hope for. As do you, I am sure. 

 On my long commutes, I listen to podcasts and I recently turned to Elementary: A Podcast from ETFO once again. 

What always makes me smile on this podcast is listening to the voices of students because that is how each episode begins. This makes me sit up straighter and realign my purpose with the possibilities I can catalyze with students, colleagues and families, directly or indirectly.

 A Recent Podcast

One such episode that is extremely important especially as we move through May and June is the conversation on why we (must) organize for public education. It features the keynote speaker from ETFO’s Political Action Conference Dr. Lana Parker who speaks about protecting and defending public education. The title is “Why We Organize for Public Education

Key Points of This Podcast

  • Dr. Lana Parker holds a PhD from York University in Language, Culture and Teaching. Her research and writing focus on ethically informed pedagogy. 
  • The podcast highlights the reality that the underfunding of public education in Ontario did not happen suddenly and has “accumulated and accelerated over time”.
  • Beginning from Mike Harris’ government in the mid-1990s when Board funding models were changed there has been, Dr.Parker says, “a slow erosion of the education funding envelope”. 
  •  The podcast also highlights some effects of under-funding such as staff shortages, the nudge towards fundraising that school communities experience to make up the shortfall, the backlog of professionals such as support educators educational psychologists and other registered health professionals, as well as a decline in experiential learning and the arts. 
  • A demand for fees for extra curricular activities that make such important opportunities inaccessible for students based on their families’ means which widens the gap for their well rounded schooling. 
  • Educator burnout (we know this)

What stood out for me was the introduction of a critical idea of responsibilization → where beyond what you are responsible for, educators are made responsible for things that are out of our control due to underfunding.

Responsibility        →→ →→→→→→→→→→ →→ →→       Responsibilization                                (In this gap lie emotion, fatigue etc.)

The fatigue comes from being pulled between what one can do and what one is tasked to do due to underfunding.

 Why Does This Matter?

The website for Building Better Schools website has an Education Cuts Tracker. 

While there is talk out there in general about education cuts it is not until you type in the name of a neighbourhood school and see the numbers, does this harsh reality connect differently.

Although my children are no longer in school, I entered the names of schools in my neighbourhood.

I sat and looked at the screen for a long time. 

These are my neighbours’ children and grandchildren, these are the students who ride their bikes and wave to me as I walk in the park, these children are the future.

What Can You and I Do?

We can show up. We can participate. We can invite others to join us.

 You do not have to wait long because All Member Meetings are happening.

All Member Meetings

Find Your Meetings here, register to attend as needed, do tell your colleagues and friends from across the province, share on socials.

If you are a member of my ETFO local, I will see you there. 

Some Related Resources:

Class Action: How Ontario’s Elementary Teachers Became a Political Force

Labour Movement

Connect to your Labour Community 

Educator Organizations

Labour Organization Solidarity with Education Workers

ETFO and the Labour Movement

Let’s talk.

With You, In Solidarity.

Rashmee Karnad-Jani

Rashmee Karnad-Jani Advocacy for change, Advocacy for public education, agency, Anti-bullying, Anti-Racism, Building Inclusion, Challenging Topics, Constant Learning, Diverse Learning Needs, First Week Reflections, Indigenous Perspectives, Indigneous Ways of Knowing, Learning in a Real Life Context, Literacy, Making a Difference Through Education, Student wellbeing, Truth and Reconciliation

What Happened?

Where Are We?

The world is a strange place right now, more than ever. And educators want to help. We try and find ways to support students and their families through the difficulties they may be experiencing.  We need to be mindful of many things before, during and after our interactions in these endeavours.

Important…

This is the word that came to mind when I saw this video shared on social media. Scrolling through a screen I discovered “Communicating with Families Through a Trauma-Informed Lens” at https://etfopley.ca/pley-chats. 

“Educator Christine Galvin shares important elements of her approach to building meaningful partnerships with parents through a trauma-informed lens” the post said. I found the explanation accompanying the link to be very thoughtful as it invites educators to think through a variety of aspects while engaging with the material.

Let Us Examine Both Intention and Impact 

Sometimes the best intentions can have unintended impacts.  So it is with trauma informed work, and it becomes important to develop a mindset that allows me and you to step away from taking things personally and asking “What did I miss here? What do I still need to learn?”

I weighed out the pros and cons of consuming content in our busy, under-resourced work lives if we do so without critical self reflection.

My Stories Are My Stories

When reaching out to families, students and even colleagues whose experiences we think will help us understand others’ better, it is important to be mindful of intention and impact.

It is also very important to remember and understand that no one owes us their stories.

  • To those of us who have been through difficult times, while we value our experiences we don’t have to re-traumatize ourselves by over sharing to become believable when others question our trauma informed practice as can happen.
  • I always think when asked “So what happened?” … My life isn’t a story for you to consume is what I may think but I don’t say that.
  • Instead, I say “Thank you for your interest in my experiences.  However as this is my personal experience, I’m choosing not to speak about it.
  • While I am not always able to say this exactly as I have typed it here, due to power relations in the space I am in, I do my best to place boundaries when people get more curious than they need to.
  • I am mindful of the impact this has on me although I understand their well intentioned questions.
  • Also, we  don’t have to ask people to recount their experiences  by asking probing questions.
  • Especially with children and young people, as well as families who are socialized and trained by life experiences to answer all questions directed to them due to power relations, it’s important to not ask questions that I/you wouldn’t be comfortable answering if they were directed to us.

Some Tips

  1. Examine your biases.
  2. Listen with empathy.
  3. Keep the conversation confidential always.
  4. Keep your meeting notes in secure spaces as per the guidelines of your school board.
  5. Speak to people within the school and school board who has the institutional responsibility to support the next steps needed to support the family and student or staff members.
  6. Remember that people’s stories shared in confidence aren’t for public consumption –> staff rooms, workrooms, hallways or social media are all public spaces. 
  7. As educators, our role is to support and to find support. Never judge.
  8. Acknowledge that our talk becomes the official text when we write meeting summaries so read and revise language so that it pertains to students’ learning and well being, nothing else.
  9. Please read, share and implement ETFO’s Managing Current Events and Sensitive Issues: Tips for Members (Feb 2026).
  10. This is a very important resource for early career and experienced members alike. If colleagues in your schools have not seen this, do share.

 

Above all, Let Us Consider This…

Acknowledging humanity and the understanding that people have lived lives in other places before coming “here” is key.

Those who have ties to this land since times immemorial do not owe us their stories either. It is upto us to learn and demonstrate respect.

It is up to me/us to learn the history and look around right now to see what is unfolding.

Kindly reach out to the Mental Health Department in your school district for further support to engage with and strengthen Trauma Informed Practices.

Doing this work with others as a community based school-wide approach is very helpful as one is not alone and the learning is deeper and across all workspaces that provides a wrap around support.

With You, In Solidarity

Rashmee Karnad-Jani

Rashmee Karnad-Jani Advocacy for change, Advocacy for public education, Behaviour Management, Building Inclusion, Communication with Parents and Guardians, Constant Learning, Curriculum Planning, Differentiated Instruction, Diverse Learning Needs, Health & Safety, Integration, Professional Judgement, Social Justice, Special Education

Supporting Special Education Needs: Part 2

Hello Fellow Travellers,

In continuing our conversations around supporting special education needs, I am delighted to foreground the ETFO resource Special Education Needs In The Regular Classroom: Supporting Students with Behaviour Needs.

 

Firstly, this resource is an important one because it is written by ETFO members for ETFO members.

Also, it aligns with the work that we do in our classrooms and it honours ETFO’s definition of  professional judgement stated as “judgement that is informed by professional knowledge of curriculum expectations, context, evidence of learning, methods of instruction and assessment, and the criteria and standards that indicate success in student learning.”

1st Section

This resource begins with the Equity Statement and outlines ETFO’s Equity Initiative as well as highlights the definition of an Anti-Oppressive Framework. The “Why’ of the contents become visible right at the outset and prepare the reader to engage.

Table of Contents

The table of contents is outlined as follows:

  • Who Receives a Behaviour Exceptionality?
  • Building a Trauma-Informed Practice
  • Special Education in Ontario which highlights two key policies Policy/Program Memorandum 156 and Policy/Program Memorandum 145.
  • Addressing Student Needs
  • De-Escalation Strategies
  • References & Resources

Key Aspects

A quote from Carla Shalaby’s book “Troublemakers: Lessons in Freedom from Young Children at School” calls to the change maker in all of us. I especially pay attention to “the patterns of their experiences, especially those of older children, are well documented in what we know about the school-to-prison pipeline.”

The simple question “Who Receives A Behaviour Exceptionality?” invites reader to step outside the everyday busy-ness of our work and think deeply.

What did you think about?

Who came to mind?

 

Diagnoses and Details

The resource also highlights the different diagnoses that students receive through the Diagnostic and Statistical Manual of Mental Disorders and discusses some with links to websites that invite educators to learn more.

Mental Illnesses  

In this section, the resource discusses the following:

  • Anxiety Disorders
  • Mood Disorders
  • Eating Disorders
  • Personality Disorders
  • Disruptive Behaviour Disorders

Applying an Anti-Oppressive Lens to Behaviour Needs

This section, placed right after  the different categories of mental illness, brings the reader face-to-face with the human aspect of our work. It invites educators to think intentionally and deeply about why it is important to apply an anti-oppressive lens to behaviour needs in this way:

“A behaviour exceptionality and the diagnoses related to it may require ongoing observation and report. However, the language used by society to describe behaviour is value-laden and soaked in judgment. As educators, we must utilize an anti-oppressive framework to guide our observations so that we can be as objective as possible.”

This resource reminds us that anti-oppressive practices are not theoretical terms, book clubs  or hashtags. They are actions that we need to do.

You and I have to do the work of anti-oppression.

These are important reminders.

Reflection Section

There is space in this resource for each one of us to turn our gaze inwards and to ask questions such as “what strategies can I use as an educator to stay calm and regulated when a student in my care is escalated and or demonstrating behaviours that are challenging?”

I liked this one as it brought me to a moment of calm which I use when working with students in classrooms or when I am in less structured spaces such as outside at recess or in the hallway.

 

 At The Heart

What resonated for me at the heart of this document are these words:

“Our goal with this resource is to support educators in exploring and redefining discipline protocols from a place of opportunity, with the initial perceptual shift on adult well-being as a cornerstone. Recent research emphasizes that true discipline for our students begins with an adult whose brain feels safe, calm, and still.”

Please read, implement, talk about and share this ETFO resource with colleagues in your professional learning network.

I for one, am delighted that in my school district, on the January 30th PA Day, all of us got to engage with this resource and that it has been showing up in collaborative conversations in many school teams with whom I am partnered.

Much appreciation to the contributions of ETFO members, Lisa Dunbar and Joshua Dickson who have been acknowledged on the page 2.

With You, In Solidarity

Rashmee Karnad-Jani

Read Part 1 of this blog here.

Note: This resource is available at ShopETFO and also digitally on the ETFO member site. Click here.