Blog

Devon Clarke General

How The Land Acknowledgement Compels Me to Take Action

Prior to the start of any professional learning session that I’m leading, I play a pre-recorded land acknowledgement. The land acknowledgement recommended by my school board was created by our Indigenous Education Department and a Treaty Partner from the Mississaugas of the Credit First Nations. The land acknowledgement that I and other educators in my school board use is:

The land upon which we work, live and sustain ourselves is the ancestral and treaty lands of the Miichizaagiig Annishinaabek also known today as the Mississaugas of the Credit, the rightful caretakers and title holders of this land.

We also recognize the rich pre-contact history and relationships which include the Anishinaabek and the Onkwehonwe. Since European Contact, this land continues to be home to Indigenous and non-Indigenous peoples. As responsible community members, we value the diversity, dignity and worth of all people.

Colonialism displaced and dispossessed Indigenous peoples of their ancestral lands and continues to deny their basic human rights, dignities and freedoms. We are committed to learning true history to reconcile, make reparations and fulfill our treaty obligations to the Original Peoples and our collective responsibilities to the land, water, animals, and each other for future generations.

At the end of the recording, the creators pose the question, how does this land acknowledgment compel you to take action? Since I began using it, I’ve shared with colleagues that my personal call to action has been to learn more about the histories, cultures, and experiences of Indigenous People from across Turtle Island then find meaningful ways to infuse that knowledge in my work with teachers and students. To support this objective, I’ve committed to reading books by Indigenous authors and official documents focused on Indigenous People. Some of the books and documents that I’ve read include:

  • Indigenous Relations: Insights and Tips to Make Reconciliation a Reality by Bob Joseph and Cynthia F. Joseph
  • 21 Things You May Not Know About the Indian Act: Helping Canadians Make Reconciliation with Indigenous Peoples a Reality by Bob Joseph
  • Seven Fallen Feathers: Racism, Death, and Hard Truths in a Northern City by Tanya Talaga
  • An Inconvenient Indian: A Curious Account of Native People in North America by Thomas King
  • The Truth About Stories by Thomas King
  • If I Go Missing by Brianna Jonnie, Art by Neal Shannacappo
  • Fatty Legs by Margaret Pokiak-Fenton and Christy Jordan-Fenton Illustrated by Liz Amini-Holmes
  • The United Nations Declaration of the Rights of Indigenous Peoples
  • Truth and Reconciliation Commission of Canada: Calls to Action
  • Parts of Honouring the Truth, Reconciling for the Future Executive Summary

My call to action emerges from thinking critically about the part of the land acknowledgement that resonates most with me which is, “We are committed to learning true history to reconcile, make reparations and fulfill our treaty obligations to the Original Peoples”. For me, this quote provides clear guidance for identifying a call to action that works to support Indigenous People in one of ways they have asked such as learning a more fulsome account of Canadian history then explicitly teaching that history to others to avoid making similar mistakes in the present and future as a token of reparations.

Earlier this year, at a professional learning session I facilitated for educators working with students in grades 6, 7, 8, I shared my call to action following the land acknowledgment. Then during the session focused on explicit instruction in literacy, I modeled how educators working with students in grades 7 and 8 could use the book, Indigenous Relations: Insights and Tips to Make Reconciliation a Reality, as a tool to help them teach some specific expectations found in the revised Language curriculum and the revised Social Studies, History and Geography curriculum. The expectations I identified included:

Gr. 7 & 8 Language Foundations for Reading and Writing

B2.2 demonstrate an understanding of a wide variety of words, acquire and use explicitly taught vocabulary flexibly in various contexts, including other subject areas, and use generalized morphological knowledge to analyze and understand new words in context

Gr. 7 & 8 Language – Comprehension: Understanding and Responding to Texts

C1.1 read and comprehend various complex texts, using knowledge of words, grammar, cohesive ties, sentence structures, and background knowledge

Gr. 7 History – New France and British North America 1713-1800

A3.2: identify a few key treaties of relevance to Indigenous people during this period […] and explain the significance of some of these agreements for different people and communities in Canada

Gr. 8 History – Canada 1890-1914

B1.2: analyse some ways in which challenges affected First Nations, Métis, and Inuit individuals, families, and communities during this period, with specific reference to treaties, the Indian Act, the reserve system, and the residential school system

I then read the following passage from the book.

“Treaties are negotiated government-to-government contracts or agreements, used to define rights and powers and to formalize relations between governments […] Indigenous leaders negotiated in good faith for the survival of their people as they transitioned from their formerly expansive self-determining, self-governing, and self-reliant world to subsistence and dependence, living on small reserves. The treaty articles they negotiated included education, economic assistance, health care, livestock, agriculture tools, and agricultural training. The other signatory, the Crown, had a different intent. Under John A. Macdonald, Canada’s first prime minister, the Crown planned to use the treaties to remove Indigenous Peoples from their lands, gain access to natural resources, open up the country for settlers, and construct a railway from Upper Canada to the Pacific Ocean” (Joseph and Joseph, 2019, p. 45-47).

Following the reading I shared the insight that educators could use this book to help students build their background knowledge on the importance of treaties in Canada which could support their reading comprehension of this, and other passages found in the book. As a direct result, it could also help educators explicitly teach parts of specific expectation C1.1, found in the revised Language curriculum. I also shared that use of this passage could help educators clarify the meaning of the word treaty for students who may have a vague understanding of it. This would support building their vocabulary knowledge that could again support their comprehension of the text while also providing explicit instruction in parts of specific expectations C1.1 and B2.2 found in the revised Language curriculum. Further, I shared that use of this passage could help educators teach students about the historical importance of treaties in Canada which could help students understand why they remain such a central part of public discourses. By doing so they could also work towards meeting grade 7 History specific expectation A3.2 and grade 8 History specific expectation B1.2.

I concluded this portion of the session by reminding educators of how I strive to find meaningful ways to align my call to action with my work to ensure I honour my commitment to supporting reconciliation and making reparations to Indigenous Peoples. I encouraged them to find meaningful ways to do the same.

Colleen Elep English As Second Language (ESL), English Language Learners (ELLs)

Language Acquisition and Language Arts: What’s the Difference?

It is not always easy to distinguish which types of teaching resources and strategies are best for English Language Learners (ELLs), or Multilingual Language Learners (MLLs).

I think part of the confusion – at least for elementary teachers in Ontario – stems from the fact that ELLs join mainstream classrooms and acquire English from program adaptations (accommodations and modifications) and immersion rather than from a separate ESL curriculum.

As an educator with a background in teaching English abroad, it was a new concept for me to teach literacy and numeracy to ELLs through a core curriculum designed for non-ELLs. It took me a long time to figure out how to best support the newcomer ELLs in the grade 7 homeroom I was assigned.

As someone who has worked in ESL and ELD support in schools for many years, I still get a lot of questions from homeroom teachers about how they can best teach the ELLs in their classes. Which resources are appropriate for ELLs? How are they supposed to teach English as an additional language while also teaching literacy? What’s the difference?

Language Arts vs. Language Acquisition

Understanding the difference language arts and language acquisition is key to knowing which resources to use, and how to use them.

Language Arts curriculum and resources are typically designed for students that already have a foundation of English language skills. They assume that students can draw from an existing repertoire of words and vocabulary to make meaning from texts and communicate ideas.

Language acquisition resources, or those that fall under the “ESL” (English as a Second Language) or “EAL” (English as an additional language) umbrella, are designed for students with emergent vocabularies in English (or whatever the target language is). They are designed to help students build practical communication skills, learn different verb tenses, and build vocabulary in familiar and academic contexts.

Language Arts and English language acquisition resources may often intersect in terms of content, though they cannot wholly be substituted for one another. For example, levelled texts for ELLs are designed for beginner readers in English so that they are more likely to encounter familiar or simpler verb tenses and new vocabulary at a rate that is appropriate for a student at a particular levels of English language proficiency. While these texts may be readable and enjoyable for non-ELLs, they may not contain the kind of figurative language and vocabulary that will help a non-ELL to develop skills of literary and text analysis.

Literary texts, including many stories for young children, are not designed with the ELL in mind. They may contain complex verb tenses and constructions, even when written for younger kids. ELLs can certainly read and enjoy such texts, but they may need additional support and context to understand the usage of verbs and references.

What About Literacy Resources to Support Decoding and Phonological Awareness?

As we are increasingly immersed in foundational literacy resources designed to teach decoding through phonological awareness in the language arts classroom, I think it can be tempting to use them as language acquisition resources – which they can be – but with adaptation and tweaking.

Foundational literacy resources that focus on phonemic and phonological awareness are largely designed for non-ELLs. They assume that students are already familiar with the sounds of English. And yes, these resources will be beneficial to ELLs, but much of the resources do not focus on teaching meaning. So when using these resources with ELLs, it is important to provide ELLs with opportunities to learn the meanings of the words they are decoding.

Final Thoughts

Knowing the difference between English Language Arts and English Language Acquisition resources is important, especially in teaching contexts where the differences can be blurred. Understanding which resources will serve your purpose best, or how to use both types of resources flexibly in your classroom, will help you to plan literacy and language programs effectively.

Preeti Deokharan General

Self-Regulation Part 1: Daily Affirmations

Throughout the school year, I often find myself reflecting on how I can help my students to navigate their emotions and prepare them for success. I believe that teaching them to self-regulate isn’t just about managing their behaviour—it’s about giving students the tools to feel confident and in control, no matter what challenges they face.

In my classroom, I’ve learned that building these skills throughout the year is important to creating an environment where students feel safe, supported, and empowered to take ownership of their feelings.


One fun and powerful way I found to support self-regulation is through positive affirmations. Positive affirmations can serve as reminding students that they have control over their thoughts and emotions. This practice can help transform how students approach their day.

At its core, positive affirmations are short, uplifting statements that students repeat to themselves. These phrases support self-regulation by helping students develop emotional awareness, confidence, and calmness. When students practice affirmations, they become more attuned to their emotions, learning to acknowledge and accept how they feel. This awareness helps them recognize when they need to take action to manage their emotions. Repeating positive statements also reinforces students’ belief in their abilities, giving them the confidence to handle challenges and maintain self-control, even during difficult times.

Incorporating positive affirmations into the classroom can be done in several meaningful ways. One effective method I’ve found is using affirmation cards to engage students. Creating a set of cards with affirmations like “I can stay calm,” “I am in control of my emotions,” or “I can handle challenges” allows students to pick one that resonates with them at the start of each day. These cards can be selected by individual students or even by an “affirmation coach” who rotates each week, encouraging a shared sense of responsibility. After choosing a card, students can reflect on the affirmation, either as a class or individually, making connections on how they plan to use it throughout their day. For example, if a student chooses “I can stay calm,” they might write down, “I will take deep breaths when I feel frustrated,” helping them visualize how the affirmation applies to real-life situations. This approach helps students internalize the positive statements and consider real-life ways to bring them into practice.

As students become more comfortable with this practice, I encourage you to empower them to create their own personalized affirmations.

Brenda MacNaughton General

The Benefits of Listening

“You have no books that I want to read!”

This quote is from a five year old boy who was being shown around the school library. He had just been playing hide and seek during the book exchange time. I had only just begun my role as teacher-librarian and I didn’t know the collection all that well at the time. I tried books on dinosaurs and cars but he wasn’t interested. He could only tell me about a video game he played.

Shortly after that experience I surveyed staff and students on what books they wanted in the library. I started holding comic book fairs and building the collection to meet everyone’s needs. I advocated for funds from the school council and the school budget. I was determined to improve the collection so that every student could find something they loved to read.

Graphic novels became a hot commodity; especially ones with characters and story lines from movies, video games and card games. Non-fiction books relating to popular sports, video games, animated features, and pets started flying off the shelves. We couldn’t keep up with the shelving and we started a reading club.

It all started by listening to a student whose needs weren’t being met.

Our students have such diverse learning needs and special interests but it’s not always easy to get the right resource or learning tool. Sometimes there will be obstacles like money, lack of knowledge or understanding. I’ve written before about advocacy and how important it is for teachers to be a strong voice for their students.

One of the most important things we can do to reassure students that we have their interests at heart is to listen without judgement. Listening builds trust and creates a safe learning environment. Besides using surveys and other written tasks, we can listen to students through discussions, group work, audio and video.

I’m happy to say that we eventually got the right book into that student’s hands but he still liked playing hide and seek when he got the chance.

 

Rashmee Karnad-Jani Advocacy for change, agency, Building Inclusion, Feedback, Why unions matter, Women at Work

How Is Everything?

Keeping Pace with the Calendar

The school calendar marches on. As I write this post, progress reports are being read, revised and will be shared soon. Interviews with families will be coming up in a few weeks. Even as I remember those days and the rich discussions of those times, now I find joy by walking alongside colleagues.

I see how busy it right now in the work spaces where we spend our days. Hallways, classrooms, school yards… everywhere. Sometimes it feels as if Friday to Friday is one chunk of time and it’s as if on the last day of the work week, I am able to exhale when I hadn’t even realized I was holding my breath.

This Friday, after work, I checked my phone before putting it away for the night. A friend was checking in.  This special person is a kind human being who in addition being a passionate and caring educator diligently shares spider plants with me regularly which in spite of my green thumb haven’t lived past the six month mark. I value this friendship greatly!

A blue text message bubble with the words "How is everything?"
A Friday-evening check-in from a friend

How Does One Respond?

We often ask each other this question, don’t we? “How is everything?” We ask because we care but is there time to share all the ups and downs of the day when you and I know the person who’s asked has their own load to carry?

Perhaps you’re thinking “Rashmee, three posts ago you’d said if you get wobbly reach out to someone.” Yes, I had and that’s possible but there’s a time to share and a time to say “all is well”. Also, in that moment at the end of the week, we need to set down the day and rest. Imagine if one truly took up the question “how’s everything?” and poured ones heart out to people who ask. What would one say?

So here’s something I do: I remember that everything is what I make of it really. Everyday a goal I set for myself is to leave each space just a little better than I found it, even if it’s through a five minute interaction or a one hour consult.  Then I let it go. This is a skill that I practice everyday, because without that I’d be less efficient and empathetic in my work.

Learning Together 

Especially when the school year goes from week to week, the importance of staying well informed cannot be stressed enough. More so, when it’s time for decision making, voting for important matters to move forward,  it is important that we as members know what has been going on around us even as we focus on what is going on within us and between us.

Whether you’re just getting started or have been working for a long time, please check Elementary Teachers’ Federation of Ontario – Home regularly.

Did you know about Elementary Teachers’ Federation of Ontario – Publications ?

Have you listened to  Elementary Teachers’ Federation of Ontario – Elementary: A podcast from ETFO where each podcast episode is introduced by students?

Elementary Teachers’ Federation of Ontario – ETFO eNewsletters also have  lot of important information that is shared again by my local, so I get to notice it twice. This is how I signed up for The 2024 ETFO Listening Tour and am looking forward to attending on November 19th with colleagues at my local.

Elementary Teachers’ Federation of Ontario – Labour Movement has a rich history and there is a book called “Class Action: How Ontario’s Elementary Teachers Became a Political Force”. I enjoyed reading it and wrote a review about it in ETFO’s Voice. Check it out. Who came before us? What did they fight for? What are we working towards for those who walk alongside now and what do we leave behind for those who come after us? These are key questions that I invite you to think about.

Another exciting resource I’ve discovered is Elementary Teachers’ Federation of Ontario – Welcome to ETFO Booklet and as a member of the New Members Committee at our local, I am looking forward to the conversations that ripple out from here.

Holding The Door Open

Many years ago, I think in 2011, I went looking for support from a released officer at our local, through a phone call after a long and heavy day. I recognize that moment as the turning point because since then, my participation in ETFO’s activities through reading, sharing, writing and volunteering increased exponentially. I also do something I call “holding the door open”: I invite others to connect with elected members within our local and build relationships so that they are not alone.

So, this week, while leaving many thoughts and wonderings behind on a Friday evening, I decided to do something as it was my pre-Winter commitment:  I connected four friends to the released officer of our local via email – with permission of course. They may not need anything right now but when they do, they know whom to contact. Small steps matter.

The Social Organization of Knowledge

The social organization of knowledge (how we share information through informal networks and make it relatable to our contexts) is critical because it strengthens us as individuals and as a collective.

When we are connected with one another in times of calm, it strengthens how we stay on the path of solidarity  in challenging times.

There is a saying in in Konkani, my mother-tongue “ One doesn’t dig a well when one gets thirsty”. So, let us dig a well before we need to.  Do check out the resources I have shared and let us find one another.

What next?

This is my fourth conversation with you. Thank you to all who have responded to the writings with your connections, memories, a single sentence – all of which are precious for me.

I’d love to hear from you about topics that interest you.

What are you thinking about?  What do you want to write about when you decide to step into this space? What do you want me to write about?

And above all: How is everything?

With You, In Solidarity,

Rashmee Karnad-Jani

Preeti Deokharan General

Leading the Conversation: A Glimpse into Student-Led Conferences


Every year, when parent-teacher interviews approach, I get excited about meeting families and sharing all the wonderful things about their children—what they’ve accomplished and how they’re adjusting to the classroom. I used to prepare a little sheet with notes on what I wanted to discuss, neatly organizing my thoughts for each student. But one year, I decided to try something different. I figured, why not? I was ready to mix things up and see how empowering students to take charge of their own conferences would change the dynamic.

Here’s what I discovered:

Running a successful student-led conference is all about preparation and providing students with the tools they need to feel confident. In the weeks leading up to the conference, it’s important to give students time to reflect on their work. You can help them select key pieces from different subjects—like literacy, numeracy, or art—that show their growth. For younger students, offering reflection prompts like “I’m proud of this because…” can make this process easier.

Encourage students to think about their learning in a guided way. Ask questions that push them to consider their progress, such as “What was a challenge for you in this project?” or “What strategies did you use to solve this problem?” These moments of reflection help build self-awareness and confidence, which are important to owning their learning journey.

Once students have gathered their work, they can put together a portfolio, either in a digital format or a simple folder. This portfolio will be the foundation for their presentation during the conference. To make students feel more comfortable, you can practice with them ahead of time. A little role-playing can go a long way in helping them feel prepared. You could even provide a simple script, an outline, or sticky notes for younger students to jot down what they’re most proud of, helping guide them through what they want to say. Another option could also be to record their audio and attach it to a QR code for parents to scan and listen to it during their visit.

During student-led conferences, it’s key to strike a fine balance between student ownership and teacher input. Allow students enough time to present their work, reflect on their progress, and showcase their achievements. At the same time, keep in mind that parents look forward to hearing from you as the educator, so after the student’s presentation, take a moment to provide your professional insights, addressing areas of strength and opportunities for growth. Be sure to leave time for parents to ask questions or share their observations. This approach ensures that the conference is collaborative, informative, and engaging for everyone involved.

On the day of the conference, create a welcoming environment where students can comfortably lead the discussion. Whether it’s at their desk or a special conference table, they’ll guide their parents through the portfolio and talk about their experiences.

Timing is crucial when organizing student-led conferences. As you experiment with different approaches, you’ll discover what works best for you and your students. Hosting one interview at a time might lead to running out of time quickly, but if you value that one-on-one connection, you may find it worthwhile and manageable with careful planning. Alternatively, you might try running two or three conferences simultaneously, allowing you to rotate between students and maximize efficiency without sacrificing the quality of the interactions. Finding the right balance is key—it’s about what feels most impactful for you and your students.

Wrapping up the conference with a goal-setting activity, where students identify what they want to work on next, is a great way to keep parents involved in their child’s learning. Don’t forget to celebrate their efforts with a smile, a high-five, or words of praise.

Geeta Kumar AQ-rofessional development, Challenging Topics, Equity, First Nations, General, Indigenous Perspectives, Indigneous Ways of Knowing

Amplifying Voices: A Reflection (Part One)

I had the opportunity to participate in professional development focused on amplifying First Nations, Metis and Indigenous (FNMI) voices in the classroom. This professional development was timely, considering the revised Ontario language curriculum is now focused on approaching learning through a CRRP (Culturally Responsive and Relevant Pedagogy) lens. Strand A, ‘Applications, connections and contributions’ highlights that:

Students apply language and literacy skills in various contexts, and make connections to the contributions of a diversity of voices, experiences and perspectives, including those of First Nations, Métis and Inuit individuals, communities, groups and nations. (Ontario Language Curriculum, 2023)

As a racialized educator and settler, I really appreciate this change as it recognizes the vast diversity in the students and a clear response in regards to working towards Truth and Reconciliation (TRC). It pushes teachers to provide learning opportunities that continue to build on and learn about other student identities and experiences (i.e., windows, mirrors and sliding glass doors). In this learning series, we explored the Footbridge Framework (from Resurgence) as an approach to explore Indigenous texts and use them authentically. 

The Footbridge Framework: A means to become ‘story ready’

Firstly, it is important to note that the Footbridge Framework was authored by Christine M’Lot (Anishinaabe educator) and Katya Ferguson (early years teacher) both of whom reside in Manitoba. They both worked with other Indigenous contributors to construct this framework. The Footbridge Framework was formed to guide us to consider context, authenticity, representation and educator learning or reflections. Although it appears as a step-like process, the framework is actually represented in a thread-like structure; every story learning will branch out to different thinking and connections. The five stages of the Footbridge Framework allows you and your students to engage with Indigenous voices and texts with purpose and meaning. M’lot and Ferguson provided questions within each step to help educators work through the framework. 

Preparing to Set Out (p. 12): In this step, time is encouraged to be spent on researching the author’s narrative, identity, other contributions and their relationship to place and their work. During this research, educators are encouraged to self-reflect and form personal connections and consider their own engagement with Indigenous texts and content (e.g., How do I bring Indigenous voices in the classroom? What learning do I need to do to support students?).

Leaving Shore and Cross the Bridge (p. 14-15): Educators decide the learning focus, and share the text with students. Educators move from initial engagement to deeper understanding of the theme by encouraging students to first form connections to self, community and then an inquiry. The authors shared that this will allow them to engage in critical thinking with relation to issues of power, and agency (p. 17). By asking students “What is the Author talking back against? What forms of oppression is the author talking back against?” it will allow students to explore the deeper meaning of Indigenous texts. Students can then explore specific tensions between Indigenous peoples and settlers using the various inquiry prompts outlined in the Resurgence text, thus determining what they want to inquire about further.

Reaching the Shore and Beginning a New Journey (p. 17): As educators and students reach the shore, M’Lot and Ferguson share that introducing other Indigenous resources will help guide students to return to the text with a new lens. It can also include reading a different Indigenous text to start a new journey. 

In part two, I will share my experiences, and reflections for next time.

 

M’lot, C., & Adamov Ferguson, K. (2022). Resurgence: Indigenous narratives and expressions in the classroom. Portage & Main Press.

Colleen Elep Assessment, English As Second Language (ESL), English Language Learners (ELLs)

Assessment Tools and Multilingual Language Learners: Which one should I choose?

A question I get frequently as an ESL/ELD resource teacher in my board is: what assessments are appropriate for Multilingual Language Learners (MLLs) of English (also known as English Language Learners, or ELLs)?

In response, I often say: “what exactly is it that you want to assess?”

This blog is all about understanding the importance of knowing your “why” when you are assessing language and literacy. Let’s take a look at some of the most typical things teachers of MLLs might choose to assess.

Assessing English Language Proficiency

Quite possibly the most essential assessment of MLLs is their level of proficiency in English. This assessment is probably most useful to educators when a newcomer student has arrived in a school, and their teaching team wants to find out what literacy skills the student has.

English language proficiency encompasses a wide range of skills and abilities that can be broadly understood as basic interpersonal communication skills (conversation, practical language) to cognitive academic language skills (use of academic vocabulary and writing skills).

Beginner users of English will be in the process of acquiring essential English words and phrases to interact in practical situations, while intermediate and advanced users will be focused on learning the skills to participate in contexts like class discussion and formal writing for school.

In Ontario, educators are expected to use the initial assessment guidelines provided by the Ministry of Education. It is important to note that the assessment is not a “package” or “kit” that will churn out a score or proficiency level.

A better way to understand the initial assessment process is to consider it as a formative assessment for teaching and learning. Teachers can use the guidelines to choose questions, activities, and resources of their choice to get a “snapshot” of the student’s oral, reading, and writing skills in English.

The information gathered can be summarized on the Initial STEP Continua, which is a useful tool for providing an initial overview of what their level of English proficiency is. After an initial assessment, use the regular STEP Continua to monitor language acquisition on an ongoing basis.

Phonological Awareness Assessment

With structured or foundational literacy at the forefront of so many teachers’ minds, many teachers wonder if a screener like Acadience or DIBELs is appropriate for ELLs.

The answer is yes, with a few considerations to keep in mind.

First of all, students in the very emergent phases of learning English and who are just starting to learn the English may have a difficult time with the test, because they may not understand what is being asked of them or may just be encountering English “code” or script for the first time. These students are not “at risk”, but may simply need more time to build their knowledge of English language vocabulary and script.

Early literacy screeners will be more useful for assessing the phonological awareness of MLLs that have spent more time in Ontario schools and have had more exposure to the sounds of English and English texts. For ELLs it is important to consider the result of the screener as just one piece of evidence among other pieces of assessment and output, including the student’s growth on the steps to English proficiency continua (STEP).

ETFO has released an excellent document to support educators who are using early literacy screeners on MLLs. Take a look at this article to inform your own practice. ETFO members can access MLLs and Early Reading Screeners on the member site.

Reading Comprehension Assessments

Reading comprehension assessment tools have come under a lot of scrutiny in recent years largely because they do not address skills like phonemic and phonological awareness.

However, the ability of students to comprehend texts of different genres and complexities is still important for educators to understand, especially when students already have decoding skills.

When assessing the comprehension of MLLs, it is important to ensure that the texts you are using fall within the student’s zone of proximal development (not too easy, not too difficult), so you can determine what skills the student should work on. You will also want to use texts that are culturally relevant and interesting to the student.This is where using STEP tools is important, such as the guide for selecting texts for initial assessment.

Depending on the student’s STEP, you may want to base the assessment on verbal answers, or have students illustrate a level-appropriate text they have read.

Assessing First Language Literacy Skills

First language literacy skills are an important area to look at, especially for older ELLs that have spent time in schools outside of Canada. Getting a sense of their first language skills can be a good indicator of their literacy level, which will give you a good sense of what they will be able to do once they have built their vocabulary and oral comprehension skills in English.

But how do you assess first language skills when you don’t know the language yourself?

Personally, I have always found it helpful to provide students with a simple prompt, such as:

“What is your family like?”

“What was your last school like?”

I might use a translator to share the prompt with the student. In most cases, they will happily write away, knowing that they can use a language they are familiar and confident in.

When the student is finished, I might also ask that they try reading to me in a language they know. Sites like Global Storybooks have stories in many languages, or if I have a dual language text nearby I might try that. This is not the type of assessment I would score: it’s really just to get a sense of what multilingual skills they are bringing to their new school.

Other Assessments, Screeners, and Diagnostics

Of course, there are dozens of assessment tools out there that have been developed for different purposes. When you are using any tool on an MLL, you will really want to examine it critically to see whether or not they will actually capture any information beyond how much English the student knows.

This is not to say that assessment tools are not useful for MLLs – they will certainly give educators a “snapshot” of a student’s skills or growth in a certain area. Check the guidelines for assessment to see if there are any special considerations for students acquiring English, or if there are any recommended adaptations.

Diagnostics, screeners, and assessments all have a unique place in our classrooms. When we think about assessing MLLs, it is important to remember to consider learner variability (is the student a beginner, intermediate, or advanced user of English), and that you will want to consider the results of any assessment alongside other triangulated evidence in reading, writing, speaking, and listening.

Rashmee Karnad-Jani Professional Judgement, Professional Learning and Growth

You Deserve The Best of Me

My photograph of the sunrise in Markham, Ontario from 2015 Winter

Sunrise Thoughts

It is still early Fall in Ontario. Recently, my day was spent in a Grade 1 classroom at an early start school from 7:30 where I set down my bag and took a deep breath as I got out of the car.  I especially love working at early-start schools because I started my career at one in 2004 in Markham, Ontario. A new building, then in its second year that still had its new-building aroma and shiny science lab that became my classroom for some years as I taught Grade 7 and 8 science before I moved on to other assignments. I worked there for 14 years and carry this place in my heart. 

This school has a protected forest tract behind it towards the east and because I would reach early, I always stayed a while and enjoyed the view, Fall to Summer. The sunrise always showed up and the view was always beautiful. I often refer to this special space as “the school with the beautiful sunrise” and write or speak of it this way. 

Back in 2004, this school was set amidst new houses and some construction spaces. There were no other built structures there. No park yet, as that came much later.  Now, years later, there is a cricket field with a well planned walking track, cement risers with a beautiful red roof over them and batting nets for cricketers to practise. In the summer when I walk there, some evenings the stands are full with community members watching the practice and jubilant cries of “Howzzat!!!” bring a smile to my face. 

Keeping Time 

We keep time in many ways and cricket nets can also be one. Every Fall, the tall poles that hold up the nets around the cricket pitch (a cricket ball is hard, no kidding) are attended to by the City of Markham, the nets folded up and tied back neatly. Every Spring, they unfurl, bringing the promise of warm weather and the familiar thwack. A dear colleague who works in this classroom that we set up together with two other colleagues messages me and sends a picture: “The nets are going up”.  

I know that for all of us who remain deeply connected to colleagues and spaces and fond memories it is possible for heartstrings to stretch across time and space. We become fellow travellers.

Learning Together

When there is authentic mutual respect, a shared goal to support learning outcomes of all students, and we strive to work together towards student well-being, we can support one another in our everyday work in meaningful, respectful and sustainable ways.  

I am currently in the role of centrally assigned teacher in my school district. In this role I work in schools alongside colleagues to provide professional guidance to support their students by co-planning, co-teaching, co-debriefing and co-reflecting.

In this capacity, I remind myself that colleagues in the classrooms I visit deserve the best of me. So how do I ensure that?

ETFO defines Professional Judgement as highlighted below.

“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.”

This definition is what I hold up before me as I enter the spaces where colleagues and their students spend their school day. I ask myself daily: Is my judgement in this interaction informed by the following?

  • Professional knowledge of curriculum expectations
  • Context (school, classroom and communities)
  • Evidence of learning
  • Methods of instruction 
  • Methods of assessment
  • Criteria and standards that indicate success in student learning

I also regularly check these ETFO Guidelines for Professional Judgement to understand what my strengths are in the outlined areas and what are my professional learning needs. And I seek support so I can support you and through you, your students. That is the path.

Like you, I do not use the term Professional Judgement lightly. When I speak with my colleagues and administrators who have invited me to work alongside in schools, I want you to be able to trust that I have the professional knowledge and skills from which my recommendations come.

I understand deeply that this word is not intended to hinder professional dialogue or to protect my privilege.  When my professional judgement meets the criteria that ETFO continues to share regularly, I am confident that you  have the collaborative partnership you deserve through which you can in turn support your students.  I am sharing an article “Exercising Your Professional Judgement” featured in ETFO Voice

So when I meet you or see you again, please trust that I bring with me my Professional Judgement to the spaces where you welcome your special sunrise.

I continue to add to my knowledge and practice my skills because you, your students, your families and communities deserve the best of me. 

With you, in solidarity.

Rashmee Karnad-Jani

 

 

 

Devon Clarke Wellbeing

Re-Prioritize a Healthy Work-Life Balance

By the end of the last school year, I was totally burned out. My burnout emerged from failing to strike a work-life balance. Like many dedicated teachers, during the school year I often allow work to consume a significant amount of my private time. Meaning that even if I’m not working on something related to my teaching assignment, I’m thinking about work related to it. Last year was no different. What made the year particularly busy was the release of the revised Grades 1 – 8 Language curriculum. This curriculum re-defined the foundational literacy skills Ontario students need to read and write, and by direct extension mandated teachers shift the pedagogical and instructional approaches they use to teach.

I saw the release of the revised curriculum as an exciting opportunity to potentially better ensure students develop the language and literacy skills they need to be proficient readers, writers, and critical thinkers. Yet, I also heard many teachers share their apprehension related to teaching concepts, skills, and strategies using instructional approaches excluded from their pre-service and in-service teacher training courses.

As one of three centrally assigned instructional resource teachers in the literacy department tasked to support the teachers in my school board with actioning the revised curriculum, I felt the high expectations and clear demands from colleagues. During the year, I worked with classroom teachers to re-think and re-design their language programs by sharing evidence-based practices and practical resources. I also read research on evidence-based practices and coupled them with culturally relevant pedagogy to support planning and facilitating large scale professional learning sessions for classroom teachers, support staff, and administrators. Additionally, I hosted monthly literacy networks for classroom teachers and attended as many school staff meetings as possible to support colleagues so they could better support students’ language and literacy learning.  By the end of the year, the expectations and demands, coupled with the tight timelines, rapid pace, and long hours had taken their toll. By June, my work-life balance was non-existent. As a result, I sensed a diminished capacity and joy for the work that I found professionally meaningful and personally rewarding.

As the school year ended, I began thinking about strategies and practices to help me experience better work-life balance to avoid ending another school year feeling burned out. What I like other teachers may not realize is that work-life imbalance affects our ability to teach in ways that positively impact student learning. In a 2014 survey of elementary and secondary teachers on issues related to work-life balance, the Canadian Teacher’s Federation (CTF) found that 85% of teachers surveyed reported that work-life imbalance affected their ability to teach in ways they want, i.e. support student learning. Of that 85%, 35% indicated that it had a significant impact on their ability to teach. While the CTF survey was conducted 10 years ago, I believe the findings remain relevant from personal experiences and conversations with colleagues.

Further, what we also may not realize is that burnout stemming from work-life imbalance is a real hazard of the teaching profession. In the CTF’s full report titled, Work-Life Balance and the Canadian Teaching Profession, they found that burnout is prevalent issue in the Canadian teaching profession due to the demands associated with working extensively with other human beings, particularly when they are in need. The CTF cite a study by the Alberta Teachers’ Association that shares reasons that teachers experience greater burnout compared to other professions. Some of those reasons include our work is highly performative, extremely structured, and intensely demanding of our human capacities for meeting the needs of others. As a result, teaching is consistently ranked as one of the most stressful occupations.

What the report excludes and cannot remain unsaid is that despite the stress and potential for burnout due to work-life imbalance, teaching is an incredibly rewarding profession. Teachers who know how to impact student learning through positive relationships, an informed knowledge of curriculum, assessment, and pedagogy, particularly when pedagogy is rooted in anti-racism and anti-oppression, can witness students go from not knowing to knowing and dependent learner to independent learner as a direct result of their work. Last year, and over the course of my teaching career, I have been fortunate to witness student growth and development from great teachers countless times. To ensure that we as teachers can continue doing our incredible and important work, re-prioritizing a healthy work-life balance is something all educators may want to explore.

This year, I’m committing to re-prioritizing a healthy work-life balance to ensure I can continue supporting my colleagues who directly work with students. For me this means organizing my time and weekly schedule in ways that ensures I can disconnect from work. In response to concerns around burnout, particularly during the pandemic when working from home meant lines between work and home blurred, on December 2, 2021, the Ontario government added a disconnecting from work requirement to the Employment Standard Act, 2000. This requirement outlined that beginning in 2023, all employers with 25 or more employees must have written policy in place on disconnecting from work. The term disconnecting from work as defined in the Employment Standard Act means not engaging in work related communication including emails, telephone calls, video calls, sending or reviewing other messages, and to be free from work performance. These are some of the things I intend to do when I disconnect from work in addition to focusing my attention on loved ones, personal interests, and rest.