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Gary Stewart 2SLGBTQ+, Advocacy for change, Curriculum Documents, Education Funding, Gender Equity, Inclusion

Supporting 2SLGBTQ+ Students and Families

In today’s current climate, most would agree that there has been a significant increase in the number of incidents being reported that are motivated by hate over the past few years. Our classrooms and school communities have not been spared. Many schools across the province have reported a rise in hate-based incidents. Many school boards are addressing these issues by  implementing action plans to combat anti-racism within their school communities. In the many schools that I have worked in, I seldom see strategies that specifically address 2SLGBTQ+ issues in our school community. I wonder why that is so?  What barriers might exist that impede the opportunity for students to learn about the 2SLGBTQ+ community? How can schools equitably teach and support 2SLGBTQ+ students and their families so that they too feel safe and welcomed in our schools? 

From my understanding, it seems that 2SLGBTQ+ families are one of the fastest, if not the fastest, growing type of family structure in Canada, especially in our major cities across the province. These families are looking to us, as educators, to ensure that our classrooms and schools are welcoming spaces for their children. As such, I think that it’s important that 2SLGBTQ+ students see themselves reflected in the school environment and the curriculum.

In fact, teachers don’t need to wait for explicit curriculum expectations to teach about 2SLGBTQ+ realities in their classrooms. As educators, we have a moral and ethical obligation to do so.  Many school boards across the province are implementing strategies to support 2SLGBTQ+ students and families. However, more needs to be done to ensure consistency, accountability and equitable access to support, services and resources across the province. I feel it would be helpful to have clearer expectations embedded in the curriculum that address 2SLGBTQ+ issues and the lived realities that individuals who identify as 2SLGBTQ face in the community. With funding to support this, there would greater equity across the province when it comes to having access to resources and support for teachers, students and families. This is a matter of accountability and responsibility in providing quality, inclusive education for all students. I think 2SLGBTQ+ students and families deserve better from their education system, and better must come.

ETFO has put together 2SLGBTQ+ learning materials and resources for all grades to support teachers in the classroom. These materials and resources are geared towards helping teachers address issues of homophobia, transphobia and biphobia and create a safe and inclusive learning environment for all. 

ETFO 2SLGBTQ+ resources

ETFO has also created a brochure to support members that includes curriculum links, resources, useful language, and communication tips.

2SLGBTQ+ families brochure

The Ontario Human Rights Commission (OHRC) has a statement on the Ontario’s Health and Physical Education Curriculum that connects strongly with my post. Here is the link for your reference:

OHRC Statement: 2019 Health and Physical Education Curriculum | Ontario Human Rights Commission

Melissa Turnbull 21st Century Learning, Building Inclusion, Inclusion, Kindergarten, Literacy, Occasional Teachers, Occasional Teaching

E is for Equity (part 1)

I’m a new teacher.

I’m always looking for books to add to my library that support the inclusive, equitable and culturally responsive environment I strive to achieve in my classroom. This school year, I have been investing in books that celebrate diversity to ensure that all students see themselves reflected within the Kindergarten program. I have been in search of stories by BIPOC authors, stories that celebrate differences, and stories that share messages of inclusion to add to my collection. I decided to create an A-Z list of stories that I love. This list is far from exhaustive and there are MANY amazing books I could have added. The stories below from A-M are stories that were appropriate for my Kindergarten class, but could definitely be read to students beyond Kindergarten as well.

If you are a new teacher looking to begin your picture book collection, this one’s for you!

A – Alma and How She Got Her Name

By: Juana Martinez-Neal 

B – Black is a Rainbow Colour

By: Angela Joy

Illustrated by: Ekua Holmes

C -Bilal Cooks Daal

By: Aisha Saeed

Illustrated by: Anoosha Syed

D – Don’t Touch My Hair

By: Sharee Miller

E – Eyes That Kiss in the Corners

By: Joanna Ho

Illustrated by: Dung Ho

F – Forty-Seven Strings: Tessa’s Special Code

By: Becky Carey

Illustrated by: Bonnie Leick

G – The Gift of Ramadan

By: Rabiah York Lumbard

Illustrated by: Laura K. Horton

H – Hair Love

By: Matthew A. Cherry

Illustrated by: Vashti Harrison

I – I am Enough

By: Grace Byers

Illustrated by: Keturah A. Bobo

J – Just Ask! Be Different, Be Brave, Be You

By: Sonia Sotomayor

Illustrated by: Rafael Lopez

K -Suki’s Kimono

By: Chieri Uegaki

Illustrated by: Stéphane Jorisch

L – Love Makes a Family

By: Sophie Beer

M – My Heart Fills with Happiness

By: Monique Gray Smith

Illustrated by: Julie Flett

Melissa Turnbull 21st Century Learning, Constant Learning, Curriculum Planning, Engaging students with online learning, Inclusion, Inquiry, Inspiring Students, Inspiring Teachers, Kindergarten, Learning in a Real Life Context, Play-Based Learning, Students as Teachers

Students as Teachers: a Culture of Inquiry and Learning

“I am just going to check in on everyone and see how they’re doing” – one of my Kindergarten students said as she led her peers through a step-by-step challenge where they created a DIY ‘marble run’ out of paper tubes and tape. 

My DECE partner and I were blown away by her kindness, patience and commitment to the success of her classmates during this process. 

We have been trying to keep an open invite for all students in our class to have the opportunity to be the “teacher” or the expert on a topic of their choice. Through online learning, fewer natural moments of teaching happen from student to student like they would in a physical classroom. Hands on collaboration between students virtually can be tricky, as they lack the opportunity to share space and materials. We decided it would be more equitable to schedule these student-led activities ahead of time, in order to allow all students time to prepare the proper materials. As I move to in person learning in the fall, it is my goal to continue this practice as a means of supporting students belonging and contributing in respect to the Kindergarten program. It is my hope to further explore the benefits of fostering students confidence as teachers in the classroom as I continue to learn from my competent and capable young learners. Here are my initial thoughts:

The classroom community

  • Inviting students as teachers creates a culture of learning, respect and curiosity
  • Students teaching their peers builds community and invites students to be vulnerable and make mistakes

Through the lens of a child

  • When our students stepped into the role of educators, it provided my DECE partner and I a unique opportunity: to see the world through their eyes. Through their ideas, descriptions and step-by-step processes we were able to develop a deep understanding of the way they view the world, the way they solve problems and the way they persevere through challenges. 
  • Many children enrolled in Kindergarten programs are immersed in their first experiences of formal schooling. For some of my students, my DECE partner and I are their very first examples of educators. The way that children go about giving instructions, gaining the attention of others and providing words of encouragement can be reflective of what they see. It can be very powerful to listen to a student recite an encouraging phrase verbatim, such as “You are a problem solver!”.

Benefits for students

  • Teaching their peers provides students with the space to take risks while gaining confidence in their own ideas and abilities 
  • For the students involved in this practice as the learner, it allows them to explore new ideas or approach learned concepts from a different perspective than my own or that of my DECE partner. 

Inviting students to perform a new role as a teacher is inclusionary, culturally responsive, relevant and meaningful – which is the basis of everything I hope to cultivate in Kindergarten. 

Melissa Turnbull 21st Century Learning, Curriculum Documents, Curriculum Planning, Kindergarten, Learning in a Real Life Context

The Kindergarten/Grade 1 Dichotomy

“Control + F” on my keyboard allows me to search the word “play” with The Kindergarten Program (2016) document. This magic word comes up 566 times. 

Five HUNDRED and sixty-six times. 

Play is referenced over and over again throughout the document as a vehicle for learning. Examples of play and the power it holds are woven through the Kindergarten document with references to past and present research from literature around the world that supports play. Play is highlighted as being the highest form of learning for young children and the best way for students to take ownership and responsibility over their own ideas. 

The Grade 1 curriculum gives no such importance to play. These two programs lie at completely polar opposite ends of the spectrum in regard to the varying discourse used surrounding the view of the child.

If you have followed my posts, you know I have a passion for Kindergarten (Celebrating Kindergarten;  Everything I need to know, I learn in Kindergarten) and that I am an advocate for keeping the current model of Kindergarten in Ontario intact (Protect Full-Day Kindergarten). So, what’s the problem?

Bridging the gap

Naturally, those who teach Grade 1 work tirelessly to ensure students continue to have a positive and hands on experience that results in growth and learning. However, the transition between Kindergarten to Grade 1 shouldn’t have to be such a gigantic leap for students, families and educators alike.

The value of wonder

Though we are beginning to see the introduction of social and emotional learning (e.g. the new math curriculum), the Grade 1 curriculum can feel rigid in the sense that students wonder, interests and inquiries are not prioritized within the documents. Educators create this space of wonder for students within their classrooms, but wonder itself is not reflected within the curriculum documents, assessments, or the evaluation of students overall learning (e.g. the report card).

I dream of a world where the Kindergarten and Grade 1 curricula compliment each other rather than repel each other.

Wouldn’t it be wonderful if….

  • Play and the benefits of play-based learning were prioritized beyond Kindergarten?
  • Report cards beyond Kindergarten were designed to allow educators space to reflect on the whole child and their development as learners within a classroom community?
Arianna Lambert Equity, self reflection, Year End Activities, Year End Reflection

Graduation – Perhaps Something New?

Graduation time is fast approaching! I know that it’s still early, but I’m certain that conversations are happening in schools and communities. Within the blink of an eye, we’ll be at the end of June and students will be leaving one school and heading off to new adventures. Let’s face it, the pandemic is still very much a real part of our lives. I fear that in a rush of excitement about “going back to normal”, we will miss an opportunity to do something new. While many will be looking forward to going back to “what we have always done”, I wonder what we have learned about equity of access from the last 2 years and how we might celebrate differently this year.

Equity of Access

Celebrating memorable moments with family and friends is exciting. Over the last 2 years, for many, our celebrations have looked different, whether with our friends or families and/or in school. We’ve learned that in-person celebrations are prohibitive for many, for a variety of reasons. We have made adjustments and have proven that when we consider the needs of the most marginalized, we come up with solutions that are effective for all. For this year’s graduation ceremonies, I hope that we keep this in mind. Whether due to disability or school not being a safe space, we really need to consider how we might make access more equitable. How do we ensure access to graduation celebrations for these students and their families? 

Think Outside the Box

I remember the big push a couple of years ago to “reimagine”. We were reimagining attendance and school entry and recess. All of which were great and timely, and I wonder how many of these practices have now gone to the wayside with the “reopening”? 

On a deeper scale, when it comes to issues impacting those most marginalized, I have yet to tangibly see what this reimagining actually means. Where are those conversations now?  Could we have them about graduation? Here are some questions that I have:

  • Could we start from scratch and design a ceremony that is inclusive to all and reflective of the members of our school communities? 
  • Do we have to have awards? Could they be changed in some way? Could students be involved in the selection of the awards if they must be given? Could students know ahead of time what the awards are all about so that they can have an opportunity to work towards them?
  • Speeches – Who are they for and why do they matter? 

I have to say that not much has changed during the life of my teaching career when it comes to graduations. I’ve been teaching for over a decade. Isn’t it time we think outside the box a little?

Celebration of Students

Graduation should be a time to celebrate students. Sometimes, there are other voices that seem to be louder in stating what the experience of students should be. I wonder if we asked students what they might like, what they would say? How might we gather student voice and have students share their input in a way that allows them to share authentically and freely their thoughts and ideas? We often expect students to disclose without creating the space or environment in order for that to be accomplished, without fear of how others may respond to those thoughts and ideas. How might we really center students and their needs during this year’s celebrations?

In conversations about graduation planning, please remember to include students and their families. They are the best at knowing what they have experienced over the last couple of years and may have key insights into making this celebration of the achievement of students, a success for all. Think outside the box as to what might and can be done. While I’m certain that school boards may share guidelines as to what they expect, there may be opportunities to highlight some specific considerations that should be made for your school community.

Stephanie C Building Inclusion, Media Literacy

Pop Culture in the Classroom

The first week of May has two important pop culture events: May the Fourth and Free Comic Book Day.  These fan celebrations are great ways to connect to student learning and camaraderie both in and out of the classroom.  More and more, students are interacting actively with media in terms of their interest in characters and immersive communities.

When I was growing up, the May 4th “Star Wars Day” existed only as a pun and has exploded over social media the past 10 years.  Most of my colleagues knew of my fondness for this space franchise and when the day began to be celebrated with fun tie-ins for kids both young and old, I naturally incorporated it into my classroom.  I was particularly excited for this year’s being the first in person occasion in three years and the first since arriving to my new school two years ago.  I was pleasantly surprised when colleagues showed up in some Star Wars hair and shirts with stuffies of various characters, and since our principal encouraged us to be inclusive and call it “Space Day”, there were many star and moon ensembles as well.

Students enthusiastically showed up at nutrition break to my room wearing various outfits, including some in costumes.  They participated in word searches, Mad Libs, and fun poses against a galactic backdrop.  What pleased me the most was that many years ago, mostly only boys would have these shirts and plushies on hand.  The fan culture has catered more and more to all genders with various characters and positive representation that appeals to a wider variety of fans.

Free Comic Book Day is a wonderful opportunity to check out the local comic book store and begin the journey to learning about superheroes and villains in graphic novel form.  Students enjoyed drawing using step by step videos of characters from their favourite cartoon shows and were encouraged to check out events at their local library.  Once again, more inclusivity in terms of characters’ backgrounds and ethnicities leads to more children seeing themselves represented on the big and small screen and in the pages of books that are a great resource for a variety of reading styles.

The terms ‘geek’ and ‘nerd’ can be used to negatively stereotype both neuro-divergent and neural typical children with interests and personalities that don’t ‘fit’ into society norms.  It’s empowering to see students embrace ideas that being a fan, whether comics or sports, is something that can introduce lifelong friends and talents.

Will Gourley Advocacy for public education, Challenging Topics, COVID19, General, Making a Difference Through Education, Mental Health, Mindfulness, self reflection, Teacher Wellness, Teacher Working Conditions, Wellbeing, wellness

the eyes tell our stories

Trigger warning: This post may be triggering to some folx as it discusses the emotional and physical toll happening on our students and our profession. I hope you read on.

A student asked to speak with me the other day. They said things weren’t going so well. They didn’t have to say a word. Their eyes told the story of someone who had been going through a lot lately. They shared and I listened while resisting every urge to cry along with them. How has it come to this I thought? How have so many of life’s weights been placed on a student who deserves to enjoy these years without worry, fear, or doubt?

While they spoke, it became known that these feelings of sadness and dread have been building up for a couple of years already. It struck me a bit odd as this student comes across as one of the most well liked, bright, and optimistic persons. If they were struggling, then how many more have not found the courage to come forward? My mind raced around how best to support them in the moment, but then moved to thoughts of what needs to happen on the macro level of our classrooms.

Despite some training, my mental health first aid kit is still only partially stocked, and unless additional social workers can be added to our school, I fear things will only be getting worse.  If it is happening in one school, then it is probably happening in many others. Notwithstanding the already existing immense work loads placed on centralized caregivers in school boards, it does not appear that supply will meet demand any time soon.

I guess that my best move for this particular person will be to check in with them a little more frequently, contact family to construct a cohesive support plan, and to recommend seeking some help from a social worker if at all possible. I am also going to build in some wins for them throughout the week. These could be a few more affirmations or intentional opportunities to have fun in their day.  Maybe this approach could help in supporting staff as well? Read on.

They didn’t have to say a word. The eyes told a story of someone who has been crying a lot lately. What happened before coming to school? How were they going to make it through another day when the sound of fast paced walks toward their door meant another part of the day, intended to plan and organize, was going to be co-opted again. How can this continue to happen when things are supposed to be safer, better, and back to normaler? Cue the tears. Cue the sadness. Cue the confusion. It’s hard to hide the stress or frustration. With all of that to manage, anger is never far behind. So when someone asks what is causing the tears specifically, the answer is nothing and everything at the same time.

Nothing because there is nothing we can do about what is happening other than mask up, make sure the kleenex box is full, and brave out the current chaos of each day. Everything because the number of issues provide more than enough straws to collapse every camel’s back. Mixed messages, inaction, anti-vaxxers, non-maskers, insane rates of infection, lost preps, fatigue, and having to complete the same system work with less time due to time that has been ‘liberated’ from one’s daily schedule.

Image
via https://twitter.com/MikeJToronto/status/1520175065333219329?s=20&t=NLlivpQQu-yLApHE3_iEUA

I looked into the mirror. My eyes were dull, glassy, and dry. Thankful that another week has passed where I did not have to be out of the classroom. Thankful that I did not have to isolate. Relieved that time outside of school meant a chance to disconnect and recharge.

Although there is no single thing to attribute this current state. It could be because of the daily dread built up from what is happening in schools right now. It has gone far beyond any occasional days when OT jobs went unfilled to a sadly predicatable and unprecedented time in our profession. When was the last time you ever heard of 9 unfilled OTs at one school? Last week comes to mind.

If it hasn’t been mentioned before, the folx caring for this province’s most precious resources are having a tough time and are being pushed to the brink of exhaustion and anxiety. It seems that once again, pontificating politicians have put their heads in the sand when it comes to equipping educators to meet the realities of the day with the resources they need.

Let’s start by having more teachers available to cover the amounts of educators having to take time to quarantine due to illness/exposure to COVID19 or to care for an infected family member in the same home. As we enter the final months of the school year I am not feeling super confident that things will change and that has me worried about my own energy and emotional levels.

Despite every educator’s individual efforts, ‘things ain’t goin’ so good’. No amounts of extra time or out of pocket expenses are going to fix what is happening. We need personal supports for students and staff more than ever not affirmative memos and lipservice from elected/board leaders. Help.

Stephanie C General

Music Monday and encouraging arts in the classroom

May 2 will be the first Music Monday I will be celebrating live in three years and the first in my new school. Music Monday is an initiative organized by the Coalition for Music Education to promote the importance of music education in schools. You can find information at https://coalitioncanada.ca, and schools are invited to sign up internationally as well.

At the same time on the first Monday in May, schools are encouraged to virtually sing along to a song commissioned by Canadian artists. This is Music Monday’s 30th anniversary, and during the past 10 years I have participated I have sang with the students I.S.S. (Is Someone Singing), co-written by astronaut Chris Hatfield, Music is Our Medicine, and other contributions by a variety of diverse artists. We always encourage students to play along if they are shy about performing using a variety of instruments.

A book that I like to read in connection to this topic is “The Man With the Violin”, by Kathy Stinson. The author based the story on a real experiment where master musician Joshua Bell disguised himself and played for one hour in a subway station to see if passersby would pay attention to classical pieces in a non-concert setting. The beautiful illustrations convey to spirit of the children who were the most moved by the music. My students quickly recognized the importance of not judging a book by its cover and how important it is to have music occurring in everyday life from a young age.

The past few years have taught us the importance of the arts in our entertainment as well as our mental health. This year, I am video recording some of our students of various physical and neurologically divergent needs for a special slideshow on how music can be enjoyed by everyone, no matter their background and age. There are many ways to integrate music education into a variety of subjects and I hope that the choirs convey the importance of music on students’ learning and emotional well-being.

Will Gourley Additional Qualifications, General, Making a Difference Through Education

always good things on Isabella

Long before becoming an educator, I used to spend my free time checking out cool places around Toronto. My time in the city was usually spent on Yonge Street between Bloor St and Queen St. On other days, I sat in on court cases at Old City Hall or was exploring other neighbourhoods (Queen W, Spadina, Kensington Market) within walking distance to the subway. There are so many good memories from those days. I felt so independent while getting to see a side of the city that my parents and friends from the boroughs did not.

Food, fashion, and music filled most Saturdays – mostly music. It was fun way for a dorky kid from the suburbs to check out the latest, weirdest, and rarest vinyl from around the world while exploring the city. Whether it was blues, punk, jazz, rock, or worldbeat, there was always something new to add to my collection. Such were the joys of a teenager with some disposable income and parents who let him visit the city unaccompanied.

In between the record shops, l managed to discover a number of other cool spots along the way. Some by luck and others via ads on the radio(usually CFNY). For a while, the ads seemed as interesting as the music.*

Hearing those ads made each destination sound cooler than the next, and represented a departure from the boredom that was suburban retail in my corner of the city. The ad copy and the music made a huge impression on me, and there was one place I will never forget because of it. It was located at the corner of Yonge and Isabella. It was The House of Lords Hair Design.

For over 50 years, this legendary address was known for its avant garde hair stylists and punk rock ethos. They catered to clients of all ages and tastes. David Bowie got his hair cut at the House of Lords: that’s right, Ziggy Stardust. My father was also the barber for my first 13 years of haircuts. As such, I was resolved to end the cycle of home barbery and go where the cool people paid other cool people to cut their hair. In hindsight, I need to thank my dad for the motivation to get out there and earn some dollars at an early age and pay for my own before my social life really kicked into gear.

Okay story time is over. The House of Lords closed in 2017, but even after those last locks fell and were swept away, there is still lots good on Isabella. Only a brisk walk eastward now leads us to ETFO HQ.

If you have ever had an opportunity to visit this modern building you would remember it much like that happening salon just down the street from days gone by – a hive of activity. Other than the joys of finding street parking, ETFO headquarters has everything: Advocacy, administration, AQs, and activism are all happening inside of an open and light filled steel and glass structure located at 136 Isabella St. That includes the family of staff who work on our behalf.

I’ll never forget my first visit as a guest speaker for a summertime AQ course. The memories of meeting teachers from across the province who had gathered for the sessions made me feel closer to my colleagues despite our usual geographical differences.

And then COVID-19 hit. Opportunities to visit and learn on Isabella morphed into virtual gatherings for most of the past 2 years, yet the spirit to connect, share, and grow never went away. Now as we emerge from various levels of isolation, it is great to know that there are so many opportunities waiting for us to learn, connect, share, and grow.

Writing that last sentence just gave me a mini-crisis of conscience. What else have we all been doing in the last 2 years but learning, connecting, sharing, and growing? Sheesh!!

Crisis over, I did want to share some resources with you all that would be great opportunities for the constant learner, connecter, sharer, and grower in all of us.

Start by visiting https://www.etfo.ca/resources. Here you’ll find info on Equity, Women in Action, Project Overseas (hopefully returning in 2023), and much more. After you have browsed and bookmarked it is time to click on Upcoming Professional Learning Events, where there is something happening every week in areas of intersectionality, identity, gender sexuality alliance, leadership, communication, collective bargaining, and social justice. But wait there’s more! Would you like to add another AQ to your already impressive OCT transcript?

Did I mention I used to write ad copy? Some habits die hard because ETFO offers AQs too. Having taken several over the years, I must confess that the most relevant and supportive instruction came from ETFO colleagues turned AQ instructors. Check out this year’s course offering via https://etfo-aq.ca/catalogue/. Looking through the catalog shows that the instruction is evolving to meet the needs of educators with courses in Integrated Arts, Inclusion, and Teaching 2SLGBTQ+ students.

With so many to choose from, most educators could take two courses per year and never run out of options over the length of their careers. Luckily, courses are scheduled throughout the year and can be taken remotely to ensure that travel and distance do not become barriers to opportunities. In fact, registration for summer AQs is now open. Hint hint.

There are always good things on Isabella. As teachers, we have a home there; a space to call our own. A place that supports educators and wants to see us succeed by providing the best learning possible. Suddenly, I feel the need to take another course. Any suggestions?

*Maybe that is what contributed to me becoming a DJ, ad copy writer, and newscaster long before ever becoming an educator.

Gary Stewart Before School Starts, Education Funding, Music, The Arts

Engaging Students Through The Arts

I love The Arts! The arts nourish the imagination and develop a sense of creativity and appreciation of the natural beauty of the world around us. Music was that for me. I played tenor saxophone in elementary and secondary school, and I still do today. I first fell in love with music when I was a young boy growing up in rural Jamaica. Every Sunday morning we would hear the musicians from our church band, particularly the bass guitar and drums, playing with such energy and joy. That was our call to get ready for Sunday morning service. The entire community would be humming and moving to the beat of the music, as we gathered and walked to church. For me, seeing all the musicians playing with such pleasure and delight brought joy to my soul. Today, I play the tenor saxophone in a concert band and I am practising playing bass guitar. Music has turned into a beautiful part of my adult life and has opened many doors to new experiences throughout the years.

Through music, I discovered my own creativity, learned about my own identity and musical culture, and I developed a strong sense of well-being. In fact, music (and sports) kept me in school. The arts worked well with my learning styles and offered me the type of self-motivation and incentive I needed to keep me focused on my academics and to get me through elementary and secondary school. Having an appreciation for the arts has also helped me in my teaching career. I have been able to draw upon my knowledge and creativity acquired through the arts to use in my teaching practices and counselling skills. The arts have empowered me to take risks, to think critically, to be opened to many possibilities and to be resourceful. So why are the arts the first things/subjects on the chopping block when addressing budget shortfalls or when schools have to go through reorganization?

Every year, millions of dollars are cut from school budgets due to education funding cuts by the provincial government. The school boards say the cuts are necessary as a result of decreased provincial funding. However, these cuts are affecting the growth and development, as well as the  learning environment, for many students and even teachers. Funding cuts have created unequal access to arts programs across Ontario for many of our students. In some cases, the arts programs continue to thrive due to parent/community efforts and financial support. While, in other cases, the arts programs suffer due to lack of space in schools, fewer specialist teachers and school boards prioritizing their budget to meet other needs. Students in small and rural schools, schools with higher levels of poverty, and schools with lower levels of parental engagement, might be less likely to have access to equitable arts programs in the classroom.

How do we make sure that all students, no matter the income of their parents/families, are able to have equitable access to quality arts programs, have the opportunity to play in a band or even go see a performance?

We need to put all students first by putting money back into education. We need to address staffing shortages, so that we can get more specialized teachers back into the arts. We need to do better at engaging all students, especially those who are often underserved and those with special educational needs. Not only will an investment in the arts demonstrate a commitment to an investment in students, it will also help close the learning gap, the poverty gap and keep students from dropping out of school prematurely.  

ETFO has launched a new professional learning resource for teachers designed to support the arts as a core part of the curriculum in Ontario primary classrooms. According to ETFO, “Primary ETFO Arts has been created for classroom teachers to counter-balance the lack of arts funding in schools, and the over-emphasis on literacy and math being driven by standardized EQAO testing. It recognizes that the arts are critical in fostering student engagement in learning, along with unique and critical thinking.”

Check out the following ETFO websites for additional information:

First Nations, Métis and Inuit Growth Chart

The Primary ETFO Arts book offers engaging, integrated arts activities with literacy links.

Primary ETFO Arts book