AQ-rofessional development

June 2, 2025 Rashmee Karnad-Jani AQ-rofessional development, Before School Starts, Celebrating Success, Classroom Layouts, Combined Grade Classes, Curriculum Planning, Differentiated Instruction, Inspiring Teachers, Language Learning, Learning About Your Students, Learning to learn, Math, Student teachers, The Daily 5

The Corner Cafe: Part 1

Remember When?

Times flies, doesn’t it?

It is 5 years this June since I was hired for a centrally assigned position that I started that September. Fortunately, as my role in this school district is designed in a way that I can co-plan, co-teach, co-debrief and co-reflect with my colleagues, I am not distanced from students. Yet, I feel a twinge on my heartstrings when I pick up a picture book or find something exciting to share as I do not always have a classroom to take this back to right away, the next day.

So I rely on a quiet activity called “Remember When?” to keep alive the fond memories that keep the 21 years in this work as a teacher well irrigated so that they can continue to bring me joy. I am sharing one such memory below, deeply rooted in intentional planning and pedagogy.

The Corner Cafe

I have taught in 2 schools in my 21 year career.

At the school with the gorgeous sunrise, I was a Grade 7-8 science teacher then a Special Education Resource Teacher in an Intermediate Student Support Centre. Our core focus was literacy and mathematics, social skills and advocacy skills among others.

With the deep commitment to support my students, I had planned and intentionally set up the CAFE Bulletin Board based on the the skills development focus on Comprehension, Accuracy, Fluency and Expand Vocabulary outlined in the CAFE Book.

What Does CAFE Mean ?

In the book mentioned above and in the pedagogical process planned around it, CAFE means

Comprehension
Accuracy
Fluency
Expand Vocabulary

It Is Not “Just A SERT Thing”

Some colleagues with whom I partnered and co-taught also used this template to set up similar CAFE boards in their classrooms. Students, when integrated in subject areas saw the same skill building supports. They did not see this board as “Just something we do in the SSC”. My colleagues and I participated in authentic partnerships incorporating Tier 1 practices for the benefit of all students (and occasional teachers who worked alongside when we were away as the classroom was the 3rd teacher). Such partnerships are possible and work well when it is acknowledged that SERTs also have subject specialities.

It was not “Just A SERT thing” or something some students needed. We all used it. As a cricket and basketball fan, I would ask my students to recommend readings for me to demonstrate my understanding. We would use this space to document my wonderings around hockey and baseball, two sports with which I am not as familiar and students saw me as a comprehension constructor and fluency builder as well. They could give me feedback about what they saw me doing and bridged over to what they would like to try. Deconstructing my comprehension challenges and examining how I made meaning opened up space for students’ learning journeys.

And Then I Moved…

After 2004-2018, I decided to move to another school, after much thought and soul searching. When I got there, my 3-4 SSC was in a much smaller space. Students at this school did not know me and their previous teacher had left the school so they were not comfortable with change, I learned.

To support them as much as me, I set up another CAFE space at my 2nd school.

Here with the added emphasis on critical thinking but with younger students and a smaller space, I also incorporated individualized Q Charts where students could ask questions from their everyday lives. We moved to other topics through the year that aligned with their science and social studies classes so the pre-teaching of content vocabulary and comprehension access happened before and side by side with their subject classes. We CAFE’d everything.

A student placing sticky notes on a Question Matrix

Students Remember

The Corner Cafe became a beloved and effective Literacy Hub at 2 schools in The East in a large publicly funded school board in Ontario. You did not need an IEP to work in the CAFE. We worked together so that students felt stronger to transfer their literacy and mathematics skills in other settings. Our walls were rich and instructionally strategies were intentionally planned and implemented.

I attended the Grade 8 graduation ceremony last year at School 1 and 2 and plan to go again this year as my then-Grade 3s are graduating.

Soon after I left School 2 to take up my centrally assigned work, I would get emails from The Cafe Students. They set up their own “Cafe Classroom” and emailed me to invite. So, we organized a virtual visit through their teacher and I got to hear all the wonderful things they were learning and doing.

“We remember The Corner Cafe”, they said. Then after some “tell her, tell her” whispers, they added “And we practice CAFE”. That was a warm cuppa joy for me.

Some Guiding Questions

How am I using the CAFE framework to strengthen student learning?
How am I using resources connected to Culturally Responsive and Relevant Pedagogy to support my learning and professional judgement?
How am I supporting content areas in leveraging CAFE in subject-based comprehension for all students?
How am I using ETFO resources to support my work?
Any others you may come up with as you continue your work through your career.

If you decide to or have already set up a CAFE in your school, please take a peek at the instructional areas highlighted above.

Things Change: Please Engage Professionally and Responsibly

Although research and practice have changed in Ontario and elsewhere over the years, when I did this work, some things were different. Now, there are new resources and conversations that guide our work as ETFO members and different school districts will likely have their own supported initiatives.

I therefore invite readers to see this writing and sharing as a window into that classroom where students and I strengthened our practices. We used this board and this mindset to strengthen content literacy as well because as a J/I teacher first and foremost, I was also mindful of the importance of being able to read and comprehend subject areas like science, social studies, history, geography and mathematics.

The concept of CAFE is not my creation.
I applied it to my classroom programme and students ad have shared the sources I used to develop this learning space in two schools.
If you choose to set up a CAFE in your school, do reach out.
If you have already set up a CAFE at your school, and want to discuss ideas, please connect.

With You, In Solidarity

Rashmee Karnad-Jani

October 23, 2024 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.

October 30, 2021 Will Gourley Additional Qualifications, AQ-rofessional development, Constant Learning, Differentiated Instruction, Flexible Classroom, General, Professional Learning and Growth, self reflection, Special Education

SERT= (joy + journey) x job

Fall 2021 marks the start of my 5th year as a co-SERT (Special Education Resource Teacher). Please, no gifts. Although, you can read on if you’re feeling generous?

2021 is also the first year that I finally feel comfortable in the position. Up until now, I’ve felt competent, somewhat confident, but never comfortable. If your school is like mine, there is a lot going on in SERTLandia as I fondly call it, and a lot at stake. Thankfully, I have been really blessed to have a patient and savvy mentor to work with throughout this time. There haven’t been many days when I didn’t need her wisdom, experience, and support to keep me on track while growing in the role.

First, some background info

I never wanted to be a SERT. I initially took the course so I could be more adept in my work with students in the classroom. After completing Level 1, I figured a little more wouldn’t hurt so I enrolled in Pt 2. Did you know that many school boards offer their own AQ courses, and as luck would have it, my board provided an affordable option for staff. ETFO does too. The learning, although difficult to keep up with while teaching fulltime was worth it in resources, stories, and deeper understandings about how to truly support students whether they were identified or not in my classroom. Once Pt 1 and 2 were done, I retreated back to my comfort zone and began to apply ‘the learning‘. Or so I thought.

“I will quit if I ever have to be a SERT.”

I actually said that to a superintendent during a conversation over needing her signature on an application for my SERT Specialist(pt 3). I know, as well, that the role of SERT looked different from school to school and board to board based on a number of things such as allocation of resources (human and financial). I know that many schools have 1 SERT lifting the weight for an entire community as well. So I count myself lucky to work in a team environment.

My ‘never’ was now a yes, but what I didn’t factor into that impetuously made statement was how the experience and knowledge gained from parts 1 and 2 began to take hold in such tangible ways in my classroom. My classroom management improved along with my ability to differentiate more for students who struggled but were otherwise not identified. I learned the value of growth plans and asking for help. Suddenly, it made perfect sense to go for my specialist to finish the learning I had started. It was nothing short of an incredible experience. Yet, I still did not have my heart or mind set on becoming a SERT. I did have some fun writing my own IEP with accommodations though. I think every teacher should do this at least once in their career.

SERT certification in hand, I retreated to the safety and comfort of my classroom once again. With new knowledge and perspectives in the tool box, things seemed to click even more. Throughout the entirety of the 3 AQ courses for Special Education Specialist I developed an even deeper respect for the SERT team in my schools. I witnessed the wonders that they worked everyday and the students who they supported. They made it look so easy, but I saw how much work they put in each day. I struggled to see myself in their shoes.

Qualified, but terrified

I was so terrified of the responsibilities, the paperwork, and the meetings that seemed endemic to the job. I love being in the classroom. I also feared making mistakes and letting students slip through the cracks. I was convinced that being an ally was a great way to support the awesome SERTs in my schools. However, the more I learned, the more I was able to apply outside of the classroom to help student teachers and fellow educators. Then the call came with an offer to be a co-SERT.

New school. New Role. What was I thinking?

As I have shared in past posts, I am a huge proponent of educators switching schools to explore new teaching opportunities and to stretch outside of their comfort zones. I believe that moves to new schools open educators up to new learning experiences and provide excellent ways to learn from others. This can lead to discomfort as well, but that is usually where the best growth happens for you personally and professionally. As a result, in 2017 I started teaching at the 4th school of my 12 year career – so far. In each case, I did not have a single reason to leave such wonderful colleagues and students behind, but for no other reason than to learn more.

I can clearly recall the disorientation that came at the pace of SERT life and trying to balance out my instructional obligations those first weeks. I questioned whether my decision to join a new school was going to coming back to bite me. Thankfully, a supportive admin, co-SERT, and staff alleviated most of that stress. I wanted to do a good job, but I wasn’t even sure what that looked like. That was how new it all felt to me. That meant a lot of silent observation followed by a lot of questions. By October that first year, things seemed much clearer. Clearer, yet not clear.

Fastforward to 2021

100s of IEPs, growth plans, IPRCs, SEA claims, academic tests, in-school meetings, student support sessions, teacher consultations, CPI calls, and parent convos later have all contributed to a very incredible set of insights into the needs of learners. I am not sure whether I will be a SERT in the future or not, but I will never regret taking the AQs or this job. They have been incredible tools in my growth and practice as an educator. My experiences as a SERT have been transformational and I wouldn’t go back in time and talk myself out of this opportunity even if I could. *

So whether you dip your toe in the water and do SpEd Pt 1 or dive in for a 5 year swim, I encourage you all to take join me. The water is fine.

If you would like to share your own journey about becoming a SERT or if you want to chat more about becoming a SERT please add a comment below and I’ll pass it on to my mentor. She still has all of the answers.

* Well I might go back and buy some shares in Tesla, but that is a story for another dimension.