Blog – Page 109

October 22, 2017July 6, 2018 Deb Weston General

Qualified to Teach Math?

During a professional development session in math, I recently heard a person note that there is no link between good math instruction and teacher university qualifications in math. My BSD detector went up … not what you are thinking BTW … banal statement detector (BSD).

The statement de-linking math knowledge with good math instruction makes no sense to me. What I do know is that many of my colleagues have not taken math since grade 10 and dropped math because they lacked confidence in the subject. These teachers were assigned to teach math at the junior and intermediate level. To further add to the challenges of instructing math, in the recent inquiry approach to math, teachers now cannot simply hand out worksheets and mark tests … they have to check for students’ understanding of what a math concept means. Understanding math concepts involves understanding relationships and interconnections among and between math strands.

An example of concepts in number sense is that multiplication is a form of repeated addition and that subtraction is an opposite function of addition. e.g. 12 = 3+3+3+3 or 12 = 3 groups of 4 or has the factors of 3 x 2 x 2 or 12 = 24 – 3-3-3-3.
An example of a concept in fractions is that common fractions are related to decimals and percentages. e.g. ¾ = 75/100 = 0.75 = 75% which can be shown using discrete models, number line models, area models, and volume models. I once knew a teacher who always made her math tests out of 100 as she had trouble calculating percentages.
An example of an algebraic concept is that “x” represents real numbers and that subsets of real numbers can be natural numbers, whole numbers, integers, rational numbers, and irrational numbers. Confusion occurs between the concept of a constant like 4 is always 4 and a variable x can represent any number.

I did a quick literature review on the subject of math teacher qualifications. Researchers found that “teacher experience, education, and licensure test scores have positive effects … These effects are large for math” (Buddin & Zamorro, 2009). University of Toronto researchers found that teacher candidates in the Master of Teaching degree lacked basic math competencies to be considered literate (Reid & Reid, 2017).

Other researchers emphasized that “content knowledge in math is an important construct that can either support or hinder progress toward exemplary classroom instruction” (Philipp et al., 2007 cited in Reid & Reid, 2017).

Ball, Thames, and Phelps (2008) suggest that the absence of improved math instruction is resultant from teachers’ lack of content knowledge within this subject area. “Teachers who do not themselves know a subject well are not likely to have the knowledge they need to help students learn this content” (p. 404).

Reid and Reid (2017) highlighted that 50% of Canadian high school students drop math as soon as they can only taking compulsory courses in grade 10 or 11 (Amgen Canada Inc, 2013). This information was reinforced by a quote from a research participant in the elementary stream explaining math anxiety and dropping high school math as soon as possible … “And then when math became an option, like enough … I’m done with math!”

Reid and Reid (2017) recommended that teacher education programs establish a minimum of math competency standards, enhance coherence between Master of Teaching math courses and practicum placements, and provide additional support for teacher candidates with low math proficiency (with scores of 75% or below on the Math pre-test).

So where does the information state that math teachers do not have to have a math background. According to Sean Cavanagh, an associate editor for Education Week, math majors or test scores are not a good indicator of quality math instruction (Cavanagh, 2009). But teachers who have math-based majors such as science, computers, and engineering, did provide quality instruction in math (Wu et. al., 2017). Betty Ray, edutopia’s senior editor at large, wrote that “It seems there’s no strong evidence that teachers who have college math degrees get better results with students than teachers who don’t, at least in elementary and middle school.”

Or maybe there’s a lack of qualified math teachers? I could continue with my investigation but I’ll stop here.

Things I know:
I am a better science teacher because I learned about science in my science degree. I am a better math teacher because I took many grade 12 math courses with a qualified math teacher. My understanding of math continued to grow with a math related business degree. But because I have an ancillary understanding of French does not mean I should be teaching French.

Your turn to be heard. What do you think?

Collaboratively Yours,

Deb Weston

Teachers Need to be Taught Math

Teachers Shortage in Math

Should Math Teachers have Math Degrees

For Many Math Teachers, Math Just Doesn’t Add Up

Amgen Canada Inc., & Let’s Talk Science. (2013). Spotlight on science learning: The high cost of dropping science and math. Retrieved from http://www.letstalkscience.ca/images/SpotlightOnScienceLearning-2013.pdf

Cavanagh, S. (2017). Majoring in Math Not Always a Classroom Plus downloaded at https://www.edweek.org/ew/articles/2009/11/25/13mathteach.h29.html?qs=majoring+in+math+not+always+a+classroom+plus

Resources from Peer Reviewed Journals

Ball, D. L., Thames, M. H., & Phelps, G. (2008). Content knowledge for teaching: What makes it special? Journal for Teacher Education, 59(5), 389-407. doi:10.1177/0022487108324554

Buddin, R., & Zamarro, G. (2009). Teacher qualifications and student achievement in urban elementary schools. Journal of Urban Economics, 66(2), 103-115.

Desimone, L., Hochberg, E. D., & McMaken, J. (2016). Teacher Knowledge and Instructional Quality of Beginning Teachers: Growth and Linkages. Teachers College Record, 118(5), n5.

Philipp, R., Ambrose, R., Lamb, L., Sowder, J., Schappelle, B., Sowder, L., . . . Chauvot, J. (2007). Effects of early field experiences on the mathematical content knowledge and beliefs of prospective elementary school teachers: An experimental study. Journal for Research in Mathematics Education, 38(5), 438-476.

Reid, M., & Reid, S. (2017). Learning to be a math teacher: What knowledge is essential?. International Electronic Journal of Elementary Education, 9(4), 851-872.

Wu, L. C., Chao, L. L., Cheng, P. Y., Tuan, H. L., & Guo, C. J. (2017). Elementary Teachers’ Perceptions of Their Professional Teaching Competencies: Differences Between Teachers of Math/Science Majors and Non-math/Science Majors in Taiwan. International Journal of Science and Mathematics Education, 1-14.

October 15, 2017 Deb Weston Report Cards

Reports Cards: Then (1939) & Now (2017)

While going through my mother-in-law’s belongings, I came across her Grade 5 report card from 1939. So given report card writing is pending, I have decided to deconstruct how much report cards have changed in 78 years!

Beside the addition of subject and learning skill comments, report cards have not changed that much over this time. In both report cards, students still get a letter grade or percentage. The big difference is that the students are ranked by placement in their class or school – this meant that evaluations could vary based on the academic level of the students’ cohort. Students’ evaluations were very similar and yes, students get an “I” for incomplete work in both 1939 and 2017!

The subjects have changed moderately. The subjects listed are reflective of societal needs of worker skills. Reading and writing is still listed in 1939 and 2017; students did not get a communication or a media mark in 1939 … because the Internet was not invented yet. Communications meant writing a letter to your grandparents or sending a telegraph. Phones were still pretty expensive. Even in the early 1970s, my great aunt, living in Markdale, Ontario, still shared a party line. The students in 1939 needed a overall understanding of mathematics which probably focused on number facts and calculating – because they were not carrying around computers in their pockets! In 1939, social studies dealt with geography and British History, no Canadian history. When I went to school in the 1970s, we studied American and world history … no Canadian history either. In 1939, the arts meant drawing and science was nature studies. There was no assessment for physical education, only health. Both girls and boys studied manual arts – home economics for girls and trades for boys.

Learning skills and work habits are a little more sophisticated in 2017 compared to 1939 but we could still apply the categories used in 1939 for “General Conduct” and “Attitude to Work”. Both report cards keep track of lates and absences as this is where school funding originates.

In 1939, Teachers reported to parents more often with monthly Lates, Days Absent, General Conduct, and Attitude to Work. Standings in Subjects, Rank in Grade, and Number of Pupils were reported every two months. Class size has not changed that much in 78 years. KHO’s class had class sizes between 32 to 37 students. When I taught grade 5, my classes varied between 23 to 33 students. With recent changes in class size, the cap of 25 students is more of a suggestion than a limit as students inevitably show up after schools’ reorganization day.

Overall, in 78 years, I know we’ve improved our reporting to parents. The 2017 report cards are more specific for learning skills and work habits and what is being covered in subject areas. Even though it takes a great deal of time to complete these report cards, the format is an improvement. Using my professional judgment, I work very hard to capture my students’ progress … and I’ll say it again … it’s a lot of work!

But I personally believe that if we can give parents and students a good snapshot of their progress, it’s worth it.

Report Cards Then and Now Chart

October 12, 2017October 12, 2017 Kelly.McLaughlin Curriculum Planning, Professional Learning and Growth, self reflection, Start of the year, The Arts

A new year…three new assignments

Hello all,

It has been a busy start to this new year of teaching! I am now a permanent teacher after 3 years of amazing LTO placements at my school in Ancaster. I have moved on now to teach a new subject, instrumental music. This involved numerous music lessons over the summer, making sure I knew the ins and outs of each instrument. I was very excited to receive this job as I have such a huge passion for music, even though I have never explored the instrumental side of it.

Starting the year up was not as bad as I had thought because the LTO in the class before me had done an incredible job of organizing the room and making sure the school has all the necessary instruments and equipment. Getting the room decorated and organized was so exciting because for the first time, the room was mine and not someone’s that I was taking care of for them! The thrill of your first permanent placement is more than I could have ever hoped for.

The first few classes of music were interesting because although I would have loved to get right into letting the kids choose their instruments, I know I had to start with the basics. Having a mentor would have been helpful during this time because I had little to no clue where to start. I had to recall things previous teachers had done that I had worked with in the past as well as I had asked people at Long and McQuade for some helpful hints.

Now that October has come, my students have now selected their instruments and yesterday was our first day actually playing them! How cool it is to have purposeful noise in a classroom. All those years where I was so focused on students working quietly have now come to an end. The noise was incredible. Even some squeaks that I heard that were a little hard on the ears were exciting to hear because for someone, that was their first official squeak on the first instrument they have ever played. It will be such an exciting journey and I am so thankful it has just begun.

I was also offered a second permanent job as a librarian so now I have that to juggle into my weekly schedule. I am also teaching a 4/5 split this year. The planning has not been too hard so far but it is hard to think about the one job when you are in the one school without having your mind wander off to thinking about the other school.

I know this is the year where having a 0.4 permanent is necessary to make the next step into a 1.0 permanent world, so I am grateful for the opportunity. Some days my head is swimming with ideas for a wide variety of things but having a Staples day planner has been essential to keeping all my thoughts down on a page somewhere.

That is all I have to share for now! I am so excited for this year and it has already gone by so fast. I just hope I have time to do everything the kids and I want to accomplish this year.

October 7, 2017 Michelle Fenn General

Having Math Anxiety May Make Me a Better Math Teacher

Growing up I had many terrible experiences with math, which started when I moved schools mid-way through the year in grade three. At my old school we hadn’t learned about multiplication yet. In my new school, they were already on division. Skipping that step in my math learning haunted me through high school. My parents even hired tutors along the way and I still struggled. I have vivid memories of feeling my mind shutting down, having sweaty palms, a racing pulse and my eyes glazing over. Even as an adult, I refuse to keep score in a card game in social situations. Math is not something that comes easily to me. However, I do believe that having this experience gives me an understanding of how my students feel when they find math tough. Math anxiety is real and it is horrible but I think it may make me a better teacher.

After twenty years of teaching in the early primary grades (mostly because I was afraid to teach junior math), I have made the jump to grades 4 and 5. I admit when I first started my long range planning this year, I was more than a little intimidated. However, I am pleased to say that I have a fabulous group of helpful and understanding colleagues, have discovered some informative professional web sites such as http://www.youcubed.org and have had access to professional learning through my school board. I’m starting to gain some confidence. I also believe that the hands-on math teaching that I did with my primary students has given me insight into how to make math more accessible. Knowing how children develop their math skills at an early age helps me to see where gaps might be in the learning of the junior students.

My passsions and teaching strengths have always been language and the arts. When I first began teaching it was actually called “Language Arts”. This week I had a student say to me, “You must really love math. It seems like we are always doing it.” I laughed out loud and said, “I’ve been called a lot of things, but a “math” teacher isn’t one of them!” I’ve shared my personal story about math anxiety with my students. I have assured my students that there will be no competitive math facts games in my classroom and no timed tests. Being good at math doesn’t mean being fast at math. Actually, I don’t have math tests at all in my classroom. I call them assessments and they aren’t always paper and pencil tasks. Recently, my students showed their learning of growing patterns using manipulatives in the photos below. This was only one part of the assessment but it provides an example of how we can still use those visible learning hands-on opportunities in the junior grades. It was also uploaded to their digital portfolios and communicated to families immediately.

I am committed to developing a growth mindset about teaching and learning math. I’ve learned about the myth of the “math person”. I’ve learned that our brains continue to grow and change with math challenges and not with answers that come easily. I am not afraid to admit that there are times when I ask colleagues for help to ensure that I am solving problems correctly myself so that I can then teach my students. There are times when my students have found a different way to solve a problem and there are times when they have pointed out mistakes in my calculations. We encourage owning our mistakes in our classroom and being ok about it. We learn more deeply when we make and then correct our errors. Our classroom is changing our vocabulary to have a growth mindset about math. When they encounter a difficult problem in our classroom the students say, “I don’t get this…yet.” I may not see myself as a mathematician “yet” but I will continue to demonstrate empathy to those who struggle and model a growth mindset to my students. Each lesson that I teach will help to silence the words of my grade 12 math teacher as he handed back my mid-term exam and said, “Guess your parents wasted good money on that tutor.”

October 1, 2017April 15, 2018 Deb Weston Assessment, Celebrating Success, Making a Difference Through Education, Math

Why our public education system is awesome!

$PISA 2015 results by country Math$

Recently, during a discussion in an AQ course @ed_rego, we started talking about math scores and the effectiveness of Ontario’s public education system. Ed Rego mentioned Ontario and Canada’s success on the international front. Not only do Canadian students rank high on the international front, its public education system also makes a difference in students’ lives. Let’s look at some reveling data first.

1. Canada ranks high in international testing.

In my studies on education, I discovered how well Canada does on international test scores, especially in relation to the United States. The Organization for Economic Co-operation or OECD conducts yearly tests to rank countries based on performance in science, reading, mathematics (Program for International Student Assessment or PISA) and trends in international mathematics and science study (TIMSS) in both French and English. Students are randomly selected by age (15 year olds for PISA) or by grade level (Grades 4 and 8 for TIMSS).

In 2015, Canadian 15 year olds ranked 4th in science , reading, and mathematics among the PISA results tied with Finland. Singapore, Japan, and Estonia were the only countries to surpass us (Chinese countries include Taipei, Macao, Hong Kong, and B-S-J-G China) . The United Kingdom came in 10th place and the United States came in 20th place. The trends show Canada varies only slightly between testing years. Also note, in Canada, all 15 year old students, of all abilities, participate in our education system and thus would be possible participants in the PISA testing. Also note that Canada does not have weekend “Cram School” as part of our educational landscape. Cram School focuses on rote learning and not critical thinking. In addition, some countries stream students with learning challenges away from formal education. A breakdown of PISA 2015 results for specific provinces can be accessed below.

In 2015, Canadian students ranked 8th in grade 8 mathematics surpassed by Singapore, Korea, China Taipei, Hong Kong, Japan, Russia, and Kazakhstan. England ranked 10th and the United States ranked 11th. Norway students ranked 14th in mathematics. Finland scores were not listed. In science, Canadian students ranked 13th in grade 8 surpassed by Singapore, Japan, China Taipei, Korea, Slovenia, Hong Kong, Russia, England, Kazakhstan, Ireland, United States, and Hungary. Norway students ranked 18th in science. A breakdown of TIMSS 2015 results for specific provinces can be accessed below.

These PISA and TIMSS scores show strong results for both Canada and Ontario, particularly in light of the latest decrease in mathematics EQAO scores in 2017. From these results, I can conclude that Canada’s public education system does a very good job educating our students, even on an international level.

Note: I did not analyse the breakdown of grade 4 test scores as the introduction of specific Canadian curriculum differs in mathematics from other countries.

Canada’s 15-year-old students among best global performers in science, math

Breakdown of Canada’s PISA scores for 2015.

2015 mathematics TIMSS results

2015 science TIMSS results

TIMSS 2015 Ontario result breakdown

2. Canada teaches students how to critically think and engage in rational discourse.

As Heather Mallick of the Toronto Star stated, our public education system teaches “to value thought over feeling, reason over passion” (Mallick, Toronto Star, November 12, 2016). Canadian teaches do not accept writing with statements without supporting details that come from credible sources. Teachers teach the difference between real news and false news.

3. Canadian public education socializes students.

All students, from all backgrounds (i.e. age, gender, cultural background, socio-economic status, or ability) participate in Canada’s public education system. Students are not segregated based on background, culture, or socio-economic status. Students all learn together. Teachers teach values of inclusion for all and education for all. Students learn to get along with others from many different backgrounds and many different places in the world. And this level of national inclusion, is one thing that makes me proud to be a Canadian citizen and a Canadian teacher.

Ontario’s Equity and Inclusive Education Strategy

4. Canada’s public education is equitable and democratic.

Canada’s public education system (almost) compensates for disadvantages that impact student learning. Canada’s public education system gives students from all background (due to age, gender, cultural background, socio-economic status, or ability), an opportunity to succeed in school. Newly-arrived immigrant students rapidly integrate enough to perform the same as their Canadian classmates. Dr. John Jerrim (UCL Institute of Education in London) stated that Canada’s high league table ranking reflects the narrow socio-economic gap in school results. The outcome is that Canada’s score show a very high average, with relatively little difference between advantaged and disadvantaged students. The OECD states that Canada supports social equity as “Schools should provide a good education for all students, regardless of their parents’ education or career. PISA assesses to what extent differences in education outcomes are associated with the social status of parents as well as the performance gap between advantaged and disadvantaged students. It also identifies the share of students who perform well, despite coming from disadvantaged backgrounds, known as resilient students.” (OECD, 2015)

PISA 2015 Key Findings for Canada

How Canada became an education superpower

I end this blog with the words of John Dewey …

It is no accident that all democracies have put a high estimate upon education; that schooling has been their first care and enduring charge. Only through education can equality of opportunity be anything more than a phrase. Accidental inequalities of birth, wealth, and learning are always tending to restrict the opportunities of some as compared with those of others. Only free and continued education can counteract those forces which are always at work to restore, in however changed a form, feudal oligarchy. Democracy has to be born anew every generation, and education is its midwife. (Dewey, 1916, The Need of an Industrial Education in an Industrial Democracy)

Let’s celebrate Canada’s public education system success as a democratic and well educated nation – for I believe this is why we are one of the best places to live in the world.

Collaboratively Yours,

Deb Weston

This blog was inspired by an article written by Heather Mallick, Toronto Star, November 12, 2016.

September 30, 2017December 30, 2020 Will Gourley Challenging Topics, Classroom Management, General

Why then? What now?

Friendships, extra-curricular activities, and field trips are all amazing parts of the school experience. Ask anyone to recall their most memorable moments across the years, and they usually make mention of one or all of the above. Reflecting on my own time in the classroom these memories are the remnants of many happy times if I ignore the minor conflicts, the bullying, or being scolded/hit/screamed at by teachers.

Perhaps, it’s a function of time, appreciation, and experience, but the good does outweigh the residual frustration. This is not the case for all learners. There are some who barely survived their educations to consider alongside those who have gone on to thrive beyond them. The emotional wounds remain unhealed.

Imagine, being set apart from your friends, losing your privilege to participate in extra-curriculars, or frequent trips to see the principal instead? Imagine being hit for not having your homework completed, for misbehaving, or for being different?

It reminds me of George Orwell’s striking essay Such, such were the Joys. This text reveals as much about education as do the happier parts I mentioned in my opening paragraph. Orwell’s work centred on a British boarding school in the past, complete with constant humiliation and corporal punishment. It is descriptive and dark reminder that education was not be perfect in the “good old days”. Fast forward, it is still not perfect, but it is now getting a G for initiative.

Here’s a more recent story that did not involve the extremes outlined by Orwell;

I was taking part in some Math PD at a sister school in 2015. During lunch break, I wandered into the office and happened upon a student who was sitting at a desk writing lines. When I first saw him, he was trying the multiple pencil method where you try to hold as many pencils as possible to write as many lines at the same time. FLASHBACK to 1978 and it’s me at that desk writing line after line. I suggested he try writing the first word all the way down the page and then the second and so on. He laughed. I laughed, but on the inside I wondered what was being accomplished here?

So, I asked. “What are you in for?” The student replied, “I wasn’t listening during lunch.” I knew that, because it was all across his paper, but thought it good to ask anyway. “How many I asked?” “Two pages,” he replied “both sides.” Ouch. I wished him luck and returned to my session a bit confounded by it all.

During that brief interaction I felt sorry for this student. Somewhere in that building was someone who felt that writing lines was the answer. Yes, he had made a poor choice by disrespecting the lunch supervisor, and by not listening, but I sided with this student. It was as if someone was trying to extinguish a flame that was trying to burn brightly in this child through the exercise of power and authority. That was what troubled me. Was the act of writing lines really going to accomplish something monumental or was it merely a controlled burn?

What would you have done with this articulate, bright eyed student wearing out pencils in a pointless exercise? How could this be turned around so all parties would be satisfied and the pencils spared? Was I wrong to empathise with this kid? After our conversation, I didn’t think so.

Whether it’s 2 or 200 years ago, there are still many issues around discipline in our schools. Isn’t it time to approach it from a different angle?

In my next post I will share about Discipline being a noun and verb. Please share and comment. Thanks for reading. It keeps me going knowing you’re out there along the journey of education. Will

September 29, 2017September 29, 2017 Laura Bottrell General, Math, Professional Learning and Growth

A Week of Inspirational Math

To begin the year of math instruction, most of the junior division teachers in my school decided to try Jo Boaler’s “Week of Inspirational Math” on YouCubed. Jo Boaler is one of the leading researchers in mathematics education and focuses largely on developing mathematical mindsets. On the website www.youcubed.org, there are many high quality resources for teachers and parents based off her research. I am quite familiar with some of the resources, having explored it during staff professional development days. I was quite excited to get into the classroom and try it out for myself.

The Week of Inspirational Math, actually expanded to three weeks, provides student videos and lesson plans that include rich, open ended math tasks. They are described as low floor, high ceiling tasks, meaning that they have many access points for all levels of learners and allow for multiple solutions and higher level thinking. The tasks, sorted by grade level, touch upon different strands of math as the days progress. Each lesson is accommodated by a video for students, usually of Jo Boaler herself, creating and framing mindsets for math.

I loved using this as my programming for the first few weeks of school. First, because it set the tone of positive mathematical mindsets in my classroom. One of the very first activities has students discussing what makes a good problem solving group member. They are invited to discuss what things they might like their classmates to say and do while consolidating math experiences. What a great way to establish classroom norms!

What I really loved about the Week of Inspirational Math was that it acted as a great diagnostic tool for me. By touching upon many strands, offering a large window of access points and relying heavily on math conversations, the program provided me with a great opportunity to get to know my students as mathematicians fairly early in the year.

Jo Boaler’s approach to teaching mathematics is based off of these seven positive classroom norms:

1. Everyone can learn math to the highest levels

2. Mistakes are valuable

3. Questions are really important

4. Math is about creativity and making sense

5. Math is about connections and communication

6. Math class is about learning not performing

7. Depth is more important than speed

The Week of Inspirational Math isn’t the only excellent resource available at YouCubed. I have been spending some time exploring the tasks, videos for students, parent resources and research articles available. YouCubed offers professional development courses both online and in-person. The website also lists a variety of texts and resources for teachers to use in the classroom. If you’re interested in learning more, head over to www.youcubed.org or check out Jo Boaler’s latest book, Mathematical Mindsets.

I am looking forward to continuing to use these resources with my grade 5/6 class in addition to many other wonderful resources out there! As a teacher, I sometimes feel that there is an overwhelming amount of resources, new research and ideas available. It can be quite time consuming to sort through and find what is meaningful to you and your students’ needs. There will never be a “perfect” or “right” way of teaching math, but I thought I’d share with you this resource that has worked well for me!

September 28, 2017September 29, 2017 Laura Bottrell Building Inclusion, General, Inspiring Students, Literacy, Mental Health, Start of the year

A Wonder-Ful Start to the Year

This year I am teaching a grade 5/6 class. I’m learning a lot as I transition from teaching a grade 2/3 class last year. I have always had a heart for the younger grades but as I am getting to know my new group of grade fives and sixes, I feel my heart growing.

I have a class of 24 wonderfully bright, inquisitive and compassionate kids. Every day I am blown away by their ability to share ideas, challenge norms and push their learning to new limits. My favourite thing about teaching this class are the spontaneous, unplanned conversations that arise during the day and the powerful learning that comes from them.

I wanted to find a way to break down barriers and set an inclusive tone for their year. There had been a lot of buzz around the book Wonder, by R.J Palacio, so I decided to use it as our first read aloud. I cannot recommend this book enough. If you haven’t heard of it, Wonder follows the story of a fifth-grade boy named August Pullman, who has a severe facial deformity, as he makes his way through attending school for the first time. The book is written through his point of view, but also through the point of view of other characters in his life. The story touches upon countless valuable topics, themes and discussion points. Ranging from bullying, social groups, peer pressure, self esteem, growing up, parent divorce and grief to love – the interweaving storylines of Wonder’s characters offer a wide range of access points for teachers and students.

Since the first day of school, we have started every morning sitting under the big tree in our playground reading Wonder together – my students gathered around me reading, completely immersed in the story, always asking to read on to the next chapter. It is my favourite part of the day. Not only does this create a calm transition into the school day for my students, but it sets the tone with powerful messages and mindful discussion.

With Wonder as our mentor text, my students have engaged in many literacy, drama, visual arts and health learning experiences. Our classroom has been taken over by Wonder and it’s message – choose kind. The curriculum connections are plenty but they aren’t why this book is so powerful. It is powerful because of its ability to resonate with every student in the room. It is powerful because of the thinking it sparks.

Last week, I had one of my top teaching moments. After nutrition break, I thought my students needed a few minutes of quiet to transition them into our math block. I called them over to our carpet, sat down there with them, and thought I would read just a few pages of our book. We didn’t get to that math lesson. Instead, we happened to read a fairly impactful chapter about the idea that everyone is fighting a battle though we may not know it. I noticed a few tears in the eyes of some students. When I stopped reading, the chapter sparked a very powerful conversation. Without invitation, several of my students chose to share their own experiences of struggle in their own lives. A few of them were brought to tears in doing so, immediately comforted by their peers. Other students commented on how brave they were to openly share that with others. They talked about empathy, compassion and shared some very profound thoughts. The bravery, maturity and vulnerability they displayed amazed me. It was a beautiful experience to share with them.

All this to say, the author of Wonder has done an outstanding job at addressing real issues in a way that is engaging and accessible for kids. I highly recommend this book for your class and I believe every child in school should have the opportunity to read it.

September 28, 2017 Deb Weston Learning in a Real Life Context, Making a Difference Through Education, Mentorship, Occasional Teachers, Occasional Teaching, Professional Learning and Growth

Always a Mentee, Always a Mentor

This year, I‘m in a new school, in a new role. This September, every school day, I’m trying to figure out where my class is suppose to be and what and how I need to teach my students with special education needs. I am gradually learning the names of my colleagues but it seems like I can only get either their first name or the last name – I cannot put the person’s whole name together. My role in this special education classroom involves using a very prescribed program to support struggling readers and I’m still figuring it out.

And our school went through re-org (reorganization). This meant redoing class lists and changing rooms. The first week of school, my room 204 was organized and I had my bulletin boards decorated. After spending two and half weeks setting it up, I had to change rooms. Really? I moved all my stuff to room 102, redoing the bulletin boards and redoing the schedule so my students and I know where and when we are suppose to be.

You’d think this would not be a challenge for me as I am in my 18th year of teaching. But every time I take on a new role, I start all over again. Why do I do this? Because every time I take on a new role, I learn, a lot.

This year, my colleague and mentor, DHS, has been wonderful in supporting me through my transition into the school and into my program. Her contemplative stance has helped me work out various decisions and challenges. She also helped me set up my newly located classroom.

Over the past 18 years, I have been a mentee and mentor. I am a big believer in “Paying it Forward”.

My first teaching mentor was AT. She was my first practicum teacher and I was very fortunate to work with her as a grade level teaching partner. AT welcomed me into teaching with an open heart and a guiding hand. She showed me how to teach and I still use what she taught me today. I’ve had other mentors who were not teachers. My Vice Principal, AMW, walked me through a new program that I started in our school. The best part of AMW was that she was straightforward with me and challenged me in areas where I needed to grow. AMW was and is a great listener and guide.

At about my 7th year of developing my teaching practice, I became a mentor to other teachers. As a mentor to another teacher, I quickly realized that this mentoring process was not about me and my success but about my mentee and their success. I’ve mentored many teachers formally and informally.

My first “official” NTIP (New Teacher Induction Program) mentee was BT. He was a grade 8 Math and Science teacher, like me. After a couple of weeks of teaching grade 8, he was going to quit teaching. He told me (his words) “I did not give up going into the tech sector to deal with this stuff” – he actually used another word. I still remember him pulling up a chair directly in front of my desk and putting his head in his hands. I listened to him talk about the challenges of teaching grade 8 – which can be many and very disconcerting to a grade 8 teacher. BT was ready to jump off the teaching wall in this first month of teaching. I talked him off the wall. We spent time planning and working together – he got through the year without having to take a leave of absence or worse, quitting teaching. I knew he was going to be a great teacher because he was upset and cared about his work. Today, BT is a great teacher. When I saw him recently, I was so proud for his success.

I’ve also informally mentored Long-term Occasional teachers. HK was teaching grade 8 Math and Science. My Vice Principal asked me to help her as she needed collegial support. Unfortunately, at that time, occasional teachers did not have access to NTIP support. HK was dealing with similar challenges I had faced (and BT had faced) as a grade 8 teacher. HK was a highly skilled and dedicated new teacher that was driven to make a difference in her students’ lives. We spoke often and met every week at a well known coffee location. There were tears and many stories. It was a tough cohort year of grade 8s in our school. She made it through and has gone on to be a very strong and dedicated teacher. I am very proud of how well she has done in her career.

I’ve mentored other teachers too. One teacher came from South Africa and was looking for Canadian experience. She spent time in my grade 7 classes, learning how we teach in Ontario. I directed her towards many resources she used for courses she needed to upgrade her credentials. To my delight, she ended up getting a full time teaching position a year later.

More recently, I mentored a newly graduated teacher, who helped out in my contained special education class. SM was keen, very well qualified (i.e. she had French) and working two jobs. She was a natural when working with my academically challenged students. She ended up volunteering in a French class at our school and then landed a full time teaching position.

After many positive and fulfilling experiences, I continue my career as a mentee and as a mentor. It’s part of our teaching practice and it’s part of our career path. We are teachers for our students and our colleagues.

And even as an 18 year plus teacher, I thank my colleagues for all the mentorship, collaboration, and support they continue to give me, every day.

I believe that when working collaboratively, teachers are better together.

Collaboratively Yours,

Deb Weston

Partnering for Success Getting the most from Ontario’s New Teacher Induction Program: A Resource Handbook for Mentors

Ontario Teacher Federation: Survive & Thrive

September 28, 2017September 28, 2017 Deb Weston agency, Assessment, Challenging Topics, Communication Tools, Diverse Learning Needs, English As Second Language (ESL), English Language Learners (ELLs), General, Mentorship, Professional Judgement, Professional Learning and Growth, Report Cards

Report Cards Are Coming: Professional Reporting

Elementary Report Cards … the mere mention of report cards can send some teachers into anxious ridden days and sleepless nights. Even after 17 years of writing elementary report cards, I anticipated that my levels of anxiety would be non-existent but, no, for me, the thought of report card writing still stresses me out. I know of some colleagues who are so anxious about report card writing, that they had to seek medical support.

The source of this anxiety is embedded in inconsistencies in how report card policy is implemented. And the source of the inconsistencies is rooted in the process of educational policy implementation. With each level of educational policy implementation gatekeepers, such as boards of education, superintendents, schools, administrators, and classroom teachers, all interpret and change the policy based on their own context and their own perspectives (Ball, Maguire, & Braun, 2012).

As report card policy initiatives are translated into real life, the policy stakeholders, like administrators and teachers, adapt and reinvent their interpretation of the policy into school contexts. Since the education policy guidelines tend to be abstract and non specific, confusion and disjointedness results (Ball, 1993), and teachers end up decoding and recoding the policy text such as the reporting policy, Growing Success (Ontario Ministry of Education, 2010). Even with the well written Growing Success document (Ontario Ministry of Education, 2010), the process of understanding and translating report card policy can result in various degrees of intentional and unintentional interpretations (Fuhrman, Clune, & Elmore, 1991). Or, in other words, there are inconsistencies in report card policy implementation. Competing theories between policy authors (i.e., governments and school boards) and report card implementers (i.e., principals and teachers) can cause conflicts between the vision of policy and the practice of policy (Timperley & Parr, 2005). This can result in gatekeepers’ experiencing “most carefully planned” initiatives unfolding in a “non-linear manner” (Timperley & Robinson, 2000, p. 47).

This policy implementation process results in the practice of report card writing that look different from the vision of the report card policy writers. Therefore, because of this flux, report card formats and content can change from school board to school board, school to school, year to year, administrator to administrator, and sometimes even term to term (Note: this is strictly based on my own experience over 17 years). As noted earlier, at every level of implementation, each person put their own spin on the policy. The result is that teachers have to deal with changing report card writing expectations. Inconsistencies directly result in teachers having to spend a great deal of time trying to meet the expectations of different stakeholders. Teachers then have to use their professional judgement to interpret these expectations.

The document Growing Success (Ontario Ministry of Education, 2010, p. 152) states “ 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. In professional practice, judgement involves a purposeful and systematic thinking process that evolves in terms of accuracy and insight with ongoing reflection and self-correction.”

Further, Growing Success states that “successful implementation of policy depends on the professional judgement of educators at all levels, as well as on educators’ ability to work together” (Ontario Ministry of Education, 2010, p. 2). It is through educators’ collaboration that educational change becomes reality; it is how policy becomes practice. “Teachers’ professional judgements are at the heart of effective assessment, evaluation, and reporting of student achievement.” (Ontario Ministry of Education, 2010, p. 8). So teachers, working with other stakeholders, using their professional judgement need “to clarify and share their understanding of policy and to develop and share effective implementation practices” (Ontario Ministry of Education, 2010, p. 2).

Below is a breakdown of the Growing Success policy based on areas I have needed information on while writing report cards. This is not an exhaustive list. Please refer to the documents noted below for further information.

Ontario Report Card Policy Breakdown with reference to report card writing

The Growing Success document notes the following “It is important that teachers have the opportunity to compose and use personalized comments on report cards as an alternative to selecting from a prepared set of standard comments. School boards should not enact policies that prevent teachers from providing personalized comments on report cards. It is expected that principals will support best practice and encourage teachers to generate their own comments.” (Ontario Ministry of Education, 2010, p. 64)

Given the focus of encouraging “teachers to generate their own comments”, having a bank of pre-approved board-wide report card comments available to elementary teachers may or may not be forthcoming.

After the above analysis and reflection regarding report card writing and professional judgement, I ask myself “What has helped me the most in report card writing?”

My answer is collaborating with other teachers. It is in the discussion, co-creating, and sharing of report card comments that I have been supported the most in my writing of the Progress, Term 1, and Term 2 report cards. For me, sharing report card comments does not mean that I simply “cut and paste” my colleagues’ work. This does not happen because I write comments through the lens of my own teaching practice. My colleagues’ shared learning skill comments often inspire me to write comments especially for challenging students.

In writing report cards, I use my professional experience and knowledge that has resulted in the development of my professional judgement. So my advice to any teacher who is being challenge in report card writing is to reach out to your colleague … for advice, support, or debate.

I believe that when working collaboratively, teachers are better together … especially when writing report cards.

Collaboratively Yours,

Deb Weston

References

Ball, S. (1993). What is policy? Texts, trajectories, and toolboxes. Discourse, 13(2), 10-17.

Ball, S. J., Maguire, M., & Braun, A. (2012). How schools do policy: Policy enactments in secondary schools. New York, NY: Routledge.

Elementary Teachers Federation of Ontario. (ETFO). (2016). The elementary provincial report card continued implementation update – Grades 1 to 8, Professional Relations Services, PRS, Volume #66, January 2016. Retrieved from http://www.etfo.ca/SupportingMembers/Employees/PDF%20Versions/The%20Elementary%20Provincial%20Report%20Card%20Continued%20Implementation%20Update%20-%20Grades%201%20to%208.pdf

Fuhrman, S., Clune, W., & Elmore, R. (1991). Research on education reform: Lessons on the implementation of policy (pp. 197-218). AR Odden, Education Policy Implementation. Albany, NY: State University of New York Press.

Ontario Ministry of Education. (2000). The Ontario Student Record (OSR) Guideline, Retrieved from http://www.edu.gov.on.ca/eng/document/curricul/osr/osr.pdf

Ontario Ministry of Education. (2010). Growing success: Assessment, evaluation, and reporting in Ontario schools, First Edition, Covering Grades 1 to 12 Retrieved from http://www.edu.gov.on.ca/eng/policyfunding/growSuccess.pdf

Timperley, H. S., & Parr, J. M. (2005). Theory competition and the process of change. Journal of Educational Change, 6(3), 227-251.

Timperley, H., & Robinson, V. (2000). Workload and the professional culture of teachers. Educational Management & Administration, 28(1), p. 47-62.

Wiliam, D. (2011). Embedded formative assessment. Solution Tree Press.