lost and found

I am not sure why the title of the thought stream to follow sprung forth to wrap this month, but I will roll with it just to see where it will flow.

We have had one heck of a March at the speed of learning. With 70% of the seeds of this instructional year plan already planted, it looks to be an exciting and busy 3 months of tending, nurturing, and harvesting ahead.

It’s Spring. It’s new years and reflection and remembrance for some. It’s resurrection time and Ramadan for others. It’s also the annual rebirth of nature and reflection that we have all been waiting since the first snows of winter blanketed our outdoor spaces.

lost and found

I have been thinking a lot about what is mine and what is not. I can pinpoint the most recent moment that precipitated the throughline of this piece too.

In our school caretaker’s work room there was a dolly full of about 8 large plastic bags and a number of boxes. Curious, I took a closer look and happened to see that the bags were full of clothes that had accumulated between the Winter to Spring breaks. 8 bags. This got me wondering about a couple of things beyond the obvious: How could a kid lose boots or a winter coat and not know they were missing?

Perhaps I have gotten used to this scene playing out over the past years in schools, and have become comfortable in knowing that the thrift shops in our community always benefit from receiving the goods. Hence why they were on the dolly ready to be delivered. However, a few thoughts still linger.

I started to wonder about how much we have to lose before we realize/recognize/know it’s gone? Is it too late once we do? Have you ever found something that had been lost and forgotten about? This seems to happen each time I organize my materials, especially for science, for a new unit and when I move classrooms/schools.

In those moments I am hit with multiple memories of past lessons and classes. These times have also come with my own version of a Marie Kondo intervention. Was this item useful? Did it bring my students knowledge and understanding? Does it bring me joy when I used it? Will it still be able to serve its purpose going forward?

Many times, the answers have been no, not really, and result in a new home in the recycling bin. This has been hard for me as I have horder tendencies when viewed through the educational lens. I am guilty of keeping things even when they no longer serve or survive their purpose. It has only been recently that I have worked through this challenge.

Happy to say that my own personal dolly loads have decreased as the years go on. To this day, I do not regret recycling or giving away any of my resources although I have retained some digital versions of a few on USB.

So what about losing someone?

Spring is also the time when many educators seek new schools, get surplused, or retire. I know this very well being on my 5th school in 15 years. The necessity/choice to make a move can be exhilarating, nervewracking or both. In each of my cases, it meant losing one community and then finding it again but in a new ecosystem.

Along the way, I have tried to maintain some connection with staff from each place, but it also comes with the need to accept that absence makes you irrelevant when you are not sharing the same spaces. The pandemic really amplified this fact as we used to be able to catch up at PD or larger conferences, but those opportunities/reunions have yet to return. Whenever it does happen though, reminds me of the positive experiences gained from those times together. Despite the distances, some strong friendships have remained regardless of the bricks we work within now. Even though there are few guarantees when making a move, the opportunity for growth will be there for you.

I guess my point here is that it is worth the effort to keep in touch even if it is only once a year. Yes it can be time consuming, but it can also be a breath of fresh air, like Spring, to hear from someone you used to work with when they reach out. I also know that it can be equally joyous not to hear from others. Thankfully that is not the majority of my experience, but I won’t speak for former colleagues.

Sometimes you have to get lost to get found and whether it is in reinventing your classroom approach, moving schools, or seeking out connections with past and present Spring offers us a perfect time to weigh what is important and not so important, what brings us joy and what can be appreciated when looking back.

I wish all of this for you whether you move, move on, or stay put for another year. May yours be the joy that fills those spaces.

on paper

On paper, there are all sorts of things to see.
On paper, the letters are arranged to convey information, strengths, and next steps. 

On paper, there are always messages to read in between the lines. Although unseen, they are still there even when they between the letters on paper. Let’s face it, when it comes to reporting, most readers are not looking for messages or next steps on paper, but rather for some numbers between 80 and 100 or for a couple of individual letters and math operators between A- to A+.

It’s important that things look good. On paper. 

Is something missing?  

We have all seen this in our classrooms whenever assessments are returned. For me, any output that requires evaluation, where a mark gets entered of learning, has already gone through several iterations accompanied by  constructive feedback along the way. Whether this was done in one on one conferences or as a whole class activity, students are receiving several chances along the way to control what is going to go on paper.

After considerable planning, consistently paced instruction, clearly mapped out expectations/learning goals/success criteria, scaffolding, mid-unit course corrections, carefully curated choices to demonstrate understanding, and an easy to follow rubric Carefully outline the expectations, co-construct success criteria, instruct, provide access to resources to revisit, check-in to ensure understanding along the way, provide effective descriptive feedback, extend due dates, and then hope to receive a clear artefact that shows evidence of understanding from learners to assess. 

Cue the rubrics and tests. It’s marking time, or is it?

As I have discovered over these past 14+ years, assessment can be exhausting on occasion. I usually try to do this earlier in the day whenever possible as the caffeine has not reached its half-life in my system. It has also been beneficial to dwell longer in the ‘assessment as learning‘ spaces than those ‘of learning’. This has allowed my students to see overall better results along with a more applicable set of skills to bring forward to other tasks and future grades.

For every educator, regardless of years of experience, assessment as learning, formerly known as, formative assessment needs to be acknowledged and implemented with the greatest frequency in every classroom. I have found it to be the biggest lever in helping learners progress during their time in class. 

It has also allowed me a means to manage my assessment workload more effectively along with helping students develop more positive attitudes towards feedback beyond what is printed on paper. 

Rubrics…meh or more please?

With a class of 25 grade 6 students this year, I have figured out it takes 2.5 hours to read a single journal assignment, 2 hours to grade a reading response or Math check-in, and 2 to 3+ hours for projects. Keep in mind that learning skills are also being factored in daily to provide our students the next steps for their next days. This is largely due to two things: Clearer expectations and a rubric to remind students about what they are working towards. I wasn’t always this efficient. 

When I was a new teacher, assessment took considerably longer. I have also come to my senses and have sought help from some reliable sources such as our ETFO Members Sharing in Assessment portal and by working with my grade team on moderated marking tasks. As a newbie, working alongside a more experienced educator to assess was a very eye opening and important experience. It helped me see how to look at student outputs through the lens of curriculum expectations and success criteria. It is now something I do with each teacher candidate. 

It is here where we can get the information we put on paper right when it comes to assessing students. Knowing how much work goes into it all and in providing the feedback with next steps has me thinking about the most recent batch of report cards.

The buildup and aftermath from Term 1 reports has come and gone, but I am left wondering, again this year, whether if, how, and when what was printed on paper will be used that will be reflected when it happens all over again in June? How can we get our students to see themselves beyond the few letters and math operators, but as works in process and progress? 

I am not sure there is an answer in the current way we do this at a systemic level. Is there a way to lessen the addiction that students develop to marks and leverage that desire into something more edifying to their long term happiness and development of their uniquely gifted abilities even if they are not seen on paper?

Micro Presses: Unveiling Literary Treasures from Unconventional Sources

In the vast publishing landscape, micro presses stand out as literary diversity and innovation beacons. While mainstream publishing houses dominate the industry, micro presses offer a unique avenue for discovering lesser-known voices and unconventional literary works. This article delves into the world of micro presses, exploring how they unearth hidden literary resources in less-seen places and enrich literary culture.

In recent years, micro presses, indie or small presses, have gained momentum as alternatives to traditional publishing models. These intimate operations often specialize in niche genres, experimental writing, and works by emerging authors who need help finding footing in mainstream publishing. Unlike their larger counterparts, micro presses prioritize artistic integrity, literary merit, and community engagement over commercial viability. Consequently, they play a pivotal role in diversifying literary landscapes and amplifying voices that may otherwise remain unheard.

One of the most compelling aspects of micro presses is their commitment to exploring literary resources in less-seen places. While major publishing hubs like Toronto, Vancouver, New York City and London receive considerable attention, micro presses actively seek out voices and stories from overlooked regions, marginalized communities, and underrepresented cultures. By tapping into these diverse perspectives, micro presses enrich the literary canon and challenge dominant narratives, offering readers fresh insights into the human experience and the world.

Micro presses are steadfast champions of diversity and inclusion, showcasing works that reflect the multifaceted realities of contemporary society. Voices from racialized, marginalized and underrepresented communities and backgrounds are highlighted meaningfully, providing a platform for diverse voices to resonate authentically with readers. In doing so, micro presses foster an inclusive literary landscape where all voices are celebrated and valued.

In addition to promoting diversity and inclusivity, micro presses are incubators of literary innovation and experimentation. Not constrained by high sales pressures, these independent publishers embrace risk-taking, boundary-pushing, and unconventional storytelling techniques. From hybrid genres to multimedia formats, micro presses encourage writers to explore new creative possibilities and challenge traditional notions of what constitutes literature. As a result, they contribute to the evolution of literary art forms and inspire readers to engage with literature in fresh and exciting ways.

In an age dominated by mainstream publishing big houses, micro presses offer a breath of fresh air in the literary landscape. By illuminating hidden literary treasures from unconventional sources, these indie publishers enrich our literary experience with diverse voices, innovative storytelling, and inclusive perspectives. As readers, writers, and literary enthusiasts, we stand to gain immeasurably from exploring the offerings of micro presses and supporting their mission to amplify marginalized voices and expand the boundaries of literary expression. In doing so, we nurture a vibrant and resilient literary culture that continues to inspire, challenge, and unite us all.

 

Micro presses to explore:

A Different Booklist

Annick Press

Another Story Bookshop

House of Anansi Press and Groundwood Books

Knowledge Bookstore

Unique and independent bookstores in Ontario

 

Elementary – Podcasts as a resource to broaden and deepen teaching practice.

Elementary is a podcast for teachers, education workers, and anyone who wants to know more about public education in Ontario. This podcast will take on some of the big issues in education, outline opportunities available to ETFO members, and bring together educators, activists, teachers, and students to share ideas and information about education” (ETFO, 2023).

In the ever-evolving realm of education, continuous professional development remains vital for educators to fine-tune their teaching practice and deepen their grasp of pedagogy and subject matter. Enter podcasts – the dynamic, accessible, and conversational tool transforming how educators broaden their horizons and refine these skills.

Picture this: educators like you and me tuning in to podcasts during our daily routines – be it commuting, exercising, or catching a breather between classes. Podcasts offer a variety of content, from insightful discussions on pedagogy to practical classroom strategies, all at our fingertips.

One of the primary benefits of podcasts is their ability to broaden understanding by providing access to expert insights and diverse perspectives. We can explore topics ranging from innovative teaching methodologies to discussions on equity and inclusion in education. By tuning into podcast interviews, discussions, and expert analyses, we gain exposure to new ideas, approaches, and best practices that enrich our professional repertoire.

But wait, there’s more. Podcasts don’t just scratch the surface; they invite us to dive deep into complex educational issues and theories. Through thought-provoking analyses and real-world examples, we’re encouraged to critically engage with content, challenge assumptions, and explore new avenues for teaching and learning. It’s like having a fireside chat with fellow educators, sparking ideas and igniting our passion for education.

From implementing innovative strategies to fostering student engagement, podcasts inspire us to infuse our classrooms with creativity and purpose. They’re our go-to resource for staying ahead of the curve and keeping our teaching practice fresh and dynamic.

Podcasts are more than just audio recordings; they catalyze growth, inspiration, and community among educators. As we embrace the conversational nature of podcasts, we embark on a journey of exploration and discovery, enriching our practice and empowering our students to thrive.

So, fellow educators, let’s plug in, tune in, and elevate our professional growth – It’s Elementary. Together, let’s spark meaningful conversations, ignite change, and shape the future of education, one episode at a time.

“You can listen to Elementary here or find it on most podcast apps.”

 

Reference:

Elementary Teachers’ Federation of Ontario. 2023. Elementary: A podcast from ETFO. Retrieved from https://www.etfo.ca/news-publications/publications/podcast-elementary

logo of the International Decade for People of African Descent

Empowering the Future: The Significance of the International Decade of People of African Descent in Elementary Education

Picture: UN Promotional Materials

The International Decade for People of African Descent (IDPAD) emerged as a pivotal force in pursuing a more inclusive and equitable education system. Focused on championing the rights and contributions of individuals of African descent, this global initiative carries significant implications for elementary education, where foundational values of respect, understanding, and embracing diversity are imparted to young minds.

This decade was positioned to act as a catalyst for promoting cultural diversity within elementary schools. By integrating the history, heritage, and achievements of people of African descent into the curriculum, we cultivate a learning environment that authentically mirrors the world’s diversity. This enhances the cultural awareness of all students and fosters a sense of inclusion for those of African descent.

In the formative years of elementary education, children are shaping their perceptions of race and ethnicity. The IDPAD represents an opportunity to disrupt stereotypes by presenting a more accurate portrayal of people of African descent. The use of diverse educational materials and narratives enables students to gain a comprehensive understanding of the contributions and achievements of African communities.

Incorporating the principles of IDPAD into elementary education is crucial for creating an inclusive and fair learning environment. By celebrating the diversity of cultures, traditions, and perspectives within the African diaspora, schools contribute to breaking down barriers and fostering a sense of unity among students of all backgrounds.

Moreover, educators must recognize the importance of showcasing the achievements of individuals of African descent to inspire their students. By highlighting diverse leaders, scientists, artists, and historical figures through the lens of IDPAD, elementary education offers a broader range of role models for young minds to emulate.

IDPAD goes beyond fostering a global perspective; it emphasizes collaboration and understanding on an international scale. Lessons exploring the experiences of people of African descent contribute to global awareness and nurture a sense of solidarity with diverse communities worldwide.

Educators play a pivotal role in shaping the values and attitudes of students during their elementary years. IDPAD equips them with the tools to address racism and discrimination by fostering an understanding of the challenges faced by people of African descent. Educators nurture a generation committed to justice and equality by engaging in open and honest discussions.

Now, more than ever, educators must incorporate IDPAD principles into their teaching practices. The global call for justice and equality underscores the urgency of instilling these values in young minds. By integrating the lessons of IDPAD, educators contribute to developing socially conscious and empathetic individuals ready to navigate and challenge the complexities of a diverse world.

Beyond symbolism, the International Decade for People of African Descent is a resounding call to action in elementary schools worldwide. By embracing IDPAD principles in education, we empower young minds to embrace diversity, challenge stereotypes, and contribute to a fair and inclusive society. Elementary education becomes the fertile ground where seeds of understanding are sown, cultivating a generation prepared to shape a world where everyone’s story is acknowledged, celebrated, and valued.

 

References:

United Nations. (n.d.). International Decade for people of African descent. United Nations. https://www.un.org/en/observances/decade-people-african-descent/background

The International Decade for People of African Descent: Who have these ten years served? Black Agenda Report. https://blackagendareport.com/international-decade-people-african-descent-who-have-these-10-years-served

Intermediate Reading- Part One

This year, myself as well as the other intermediate teachers in my school will be taking place in a three-part reading school sponsored professional development. We will be looking at phonics and its place in the intermediate classroom. I look forward to blogging about these three sessions.

For these sessions, Kate and Ashley (our consultants) came in to lead us through our reading PD. We had our first session last week with the focus on what everyone’s current literacy block looks like and how much time we are devoting to word studyfocus on the right to read report. To start our PD session, we looked at our different students and what their current needs are. We know that some of our students are starting to read, reading with some understanding or reading with a good knowledge of what they are learning about. We want to focus on assisting each student at where they are at.

We were introduced/re-reminded of what a literacy block should look like:

Literacy Block

  1. Whole group oral language and knowledge building- 30 minutes
  2. Whole group word study- 20 minutes
  3. Small group instruction- 20 minutes
  4. Reading and writing- 20 minutes 

Our focus for our first PD would be whole group word study and how we can incorporate that into our language lessons. Recently, our school support staff helped complete a CORE phonics assessment for our students. The data showed where students were at and what their needs were. Some examples of needs were: reading  multisyllabic words and di & trigraphs. The lessons we use in our class should be based on our core phonics reading data and the gaps displayed in that data. 

Our focus and curriculum expectation for our the lesson we would be co-creating would be:

Grade 7:

B2.1- use generalized knowledge of the meanings of words and morphemes (i.e., bases, prefixes, and suffixes) to read and spell complex words with accuracy and automaticity

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

B2.3- read a variety of complex texts fluently, with accuracy and appropriate pacing, to support comprehension, and when reading aloud, adjust expression and intonation according to the purpose of reading

Grade 8:

B2.1- use consolidated knowledge of the meanings of words and morphemes (i.e., bases, prefixes, and suffixes) to read and spell complex words with accuracy and automaticity

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 consolidated morphological knowledge to analyze and understand new words in context

B2.3- read a variety of complex texts fluently, with accuracy and appropriate pacing, to support comprehension, and when reading aloud, adjust expression and intonation according to the purpose of reading

 

Throughout our PD, we looked at how to teach our students these important skills and how they could be integrated into our other subjects. Some strategies include:

  • Using the vocabulary from our science units 
    • Break up the syllables, read, identify consonants and vowels
  • Using the vocabulary from Nelson literacy texts
    • Break up the syllables, read, identify consonants and vowels

Our school provided us with a book that would help us teach this new learning. The book is:

“Teaching phonics & word study in the intermediate grades” by Wiley Blevins. I have already tried one lesson from this book and my students had a great time. This lesson was designed with Kate & Ashley with other intermediate teachers.

Word Study Lesson

Activity: 

Write the word “fabric” on the board. Have the students count the syllables in the word and divide the syllables with a line. Identify underneath the consonants and vowels in the word. Then, repeat with several other words without saying the word aloud to them. Have students read the word out together after they have broken up the syllables. 

Duration:

We did this for about 20 minutes as a whole class with multiple words. 

Consolidation:

We talked about patterns and how we noticed that the word was broken up in between its consonants. We also talked about what type of words we were reviewing and how they were all closed vowel words.

Other words used:

  • Husband
  • Beverage
  • Jogger
  • Active
  • Package
  • Splendor 

I look forward to trying another lesson from the book during my next language class. 

Building Thinking Classrooms – The Ice Cream Problem

This year, my colleague and I have had the chance to participate in professional development from our Math Department around Building Thinking Classrooms. We’re learning about the 14 teaching practices for enhancing learning and working with teachers at our school on implementing the practices in junior classrooms. My colleague and I shared our learning around the first three practices and as a junior team, we agreed to work on the Ice Cream Problem – found on page 96 of the book – with students. In this post, I’m sharing a little about the first three practices and what I noticed when students worked through this problem. 

Types of Tasks

When it comes to building thinking classrooms, the goal is to give students thinking tasks. Thinking tasks require students to problem-solve. When we consider the Mathematical Processes in the Ontario Math Curriculum, to solve problems, students must: draw on their prior knowledge; try out different strategies; make connections; and reach conclusions. Building Thinking Classrooms suggests that we begin with engaging in non-curricular tasks and move into curricular tasks, as the culture of thinking begins to develop. I struggle a little with the categorization of some tasks being non-curricular because I often see mathematical thinking – particularly in the area of numeracy – in tasks that have been labelled non-curricular.

In the classes that I partner with, I’m absolutely amazed by the way that students are demonstrating their thinking as they have been working on solving the Ice Cream Problem. While the problem asks students to consider the combinations with 10 flavours, we started off with 5 and our first extension was to move into 6 flavours. I’ve seen different strategies used and I have also seen students reflecting on what they have done in the past when given an extension to the problem. I have one class that is particularly excited to come down to the library to solve problems that they see as different. It’s neat to see how excited they are to talk through and work through the problems in their groups. 

Looking for non-curricular tasks? Diana Hong has curated a number. There’s also a spreadsheet of curricular tasks and a site curated by Kyle Webb that you might find of use. 

Randomized Groups

On pages 44 and 45 of Building Thinking Classrooms, we learn about the benefits of randomized groupings based on what was noticed over time:

  • Willingness to collaborate – open to working with anyone they were placed with.
  • Elimination of social barriers – learning from and with other people allowed for the crossing of social boundaries and a greater awareness of others.
  • Increased knowledge mobility – sharing of ideas with others.
  • Increased enthusiasm for Math learning – as social barriers decreased, there was an increase in enthusiasm around Math in this type of way.
  • Reduced social stress – in the selecting of groups both for students who do and who do not have strong social bonds. 

Students know when they are being grouped by readiness or for any other reason. In order for students to believe in the randomness of groups, the groups have to be visibly random.  Using cards, popsicle sticks or Flippity, randomized groups are easy to create. Also, when students know what group they are in and where to meet their group, transitions are more easily facilitated. 

Groups of 3 are ideal in the junior classroom. I created simple emoji cards that I shuffle and hand out to students. Once they have their cards, they find the matching emoji at their workstations and get going on their task. I have been so impressed by how students just find their groups and get to work. Rarely have I had students comment on not wanting to be in a particular group or not wanting to work with someone. This could in part be because they know that groups are always changing and that they will most likely be working with someone else the next time they are given a task. 

Vertical Non-Permanent Surfaces

Off and on, over the years I’ve used Wipebooks and the windows in our classroom as vertical non-permanent surfaces for students to work on. Whether or not I understood the “science” behind it, I noticed that students enjoyed seeing their work or solutions up on the wall and I also noticed that it helped students share their ideas or strategies with others more easily. It was up and visible to all. Also, as a teacher, I could literally see how students were working just by glancing around the classroom.

On pages 58 to 61 of the book we learn a little more about the findings based on using vertical non-permanent surfaces:

  • When students work on whiteboards, they can quickly erase any errors, which, for them, reduces the risk of trying something. 
  • Standing necessitates a better posture, which has been linked to improvements in mood and increases in energy. 
  • Having students work vertically makes their work visible to everyone in the room, thereby increasing the porosity between groups and heightening the possibility that ideas will move between groups.

For our Ice Cream Problem, I saw all three points in action. Students wrote, erased, re-wrote and organized their ideas with confidence. Groups that were stuck glanced around the room and got ideas from others to get them started or help them consider a different way of organizing their solutions. Students have really loved working on the Wipebooks and are often shocked by how quickly time flies when solving problems in their groups. 

This year we are on a journey to support students in their enjoyment of Math. Stay tuned as I’ll continue to share more about what I’m noticing in the coming months.

ETFO’s ICT Conference

This month I had the honour of facilitating a workshop at ETFO’s ICT Conference. This year the conference was offered through ETFO’s Women’s Programs and it was a great couple of days learning from and with teachers across Ontario. This conference has always been near and dear to my heart because it was the first ETFO conference that I presented at years ago. In this post, I’m sharing a little about my session and some ideas you might consider trying with students In this post, I’m sharing a little about my session and some ideas you might consider trying with students.

Creating Art with Google Drawings!

My session was entitled: Creating Art with Google Drawings! The goal was to offer teachers the opportunity to play with Drawings, to share ideas with one another, and to consider what they might take back to their classrooms to try with students. 

I started off the session with an overview of Google Drawings and its features. I shared a cheat sheet that could be used to further familiarize oneself with the tool. From there, we jumped into using Drawings and had some fun with it.

Creating a Picture Using Shapes

Math is all around us and why not learn about shapes while working on art? After all, shape is one of the elements of art. I shared a few books that I have used over the years to help students learn about and identify shapes in the real world:

From there, participants were tasked with using 3 or more shapes to create a picture. They were also asked to label the shapes in their picture. I created a simple landscape but it was really incredible to see how creative participants were and the images they created.

This video shares how you can make a colour block landscape if you are interested in trying out a similar activity with students. 

Creating a Mosaic

Mosaics are found all around the world. From mosques and murals to stairs and fountains, mosaics have served as a means to beautify a space and also to tell stories. I shared a few with participants to get us thinking about mosaics around the world.

  • Vietnam – The Ceramic Mosaic Mural
  • Iran – Shah Cheragh Holy Shrine
  • Switzerland – Mosaik Brunnen
  • Brazil – Selarón Steps 
  • South Africa – Piazza Mosaic

It was no easy feat and yet participants were ready to go and worked towards creating their own mosaics. Some chose birds and flowers while others chose rainbows and butterflies. Zooming in and becoming very familiar with Polyline, participants worked their way to creating incredible masterpieces. Here’s a video that walks you through the process if you are interested in trying it out for yourself or working on mosaics with students. 

Google Drawings is the ultimate blank canvas and an incredible tool for creation. During the conference, I had a great time working with incredible teachers and creating masterpieces using Drawings. If you haven’t attended in the past, please look out for next year’s ICT conference. It’s hands-on, and lots of fun, and hopefully, you walk away with a few things to try with students. Even though I was facilitating this year, our discussions led me to consider other ideas for creation with students.

The Significance of Professional Learning for New Teachers

PL Value

Participating in professional learning (PL) is a valuable and optional supplement to the ongoing job-embedded PL during the school day and the New Teacher Induction Program, to which new teachers are entitled. This additional avenue for growth aims to provide a range of benefits to educators, complementing their existing learning experiences.

New teachers are encouraged to consider the optional opportunities for professional learning to deepen their understanding of teaching strategies, methodologies, and innovative instructional techniques. These programs offer workshops, seminars, and conferences that provide insights into effective teaching practices aligned with the latest educational research and curriculum standards. As teachers become more adept at adapting their methods to different learning styles, students can benefit from more engaging and impactful classroom experiences.

PL Growth

In the dynamic field of education, characterized by a constant evolution in technology, research, and teaching philosophies, engaging in professional learning becomes a choice to stay current with the latest trends. This allows new teachers to integrate cutting-edge tools and pedagogical approaches into their teaching, ensuring students receive the most relevant and up-to-date education possible.

The optional nature of professional learning also allows teachers to refine their teaching techniques and experiment with diverse strategies tailored to meet the individual needs of their students. This enhancement of instructional effectiveness can increase student engagement, academic achievement, and overall satisfaction in the learning process.

Engaging in the reflective aspect of professional learning provides opportunities for personal growth for all teachers. Through workshops and exercises, educators can evaluate their teaching practices, identify areas for improvement, and set goals within the current school year and for the next academic year. This reflective process contributes to increased self-awareness and proactive pursuit of professional excellence.

PL Connect

Professional learning is highlighted as a platform for establishing a supportive professional network. New teachers can connect with experienced educators, administrators, and experts during these events, fostering collaboration, idea exchange, and access to mentorship opportunities—all contributing to ongoing growth and career advancement. Seasoned teachers can also connect with new teachers to gain different perspectives, explore new insights, and often develop and foster a culture of collaboration and cooperation.

Addressing specific challenges that teachers may face in their classrooms is presented as an optional benefit of engaging in professional learning. Workshops or training sessions focusing on classroom management, student engagement, anti-oppression, or addressing the needs of diverse learners become opportunities for new teachers to develop effective strategies to continue to refine the tools that they need to effectively facilitate their student’s learning from a culturally responsive lens, as they create a positive learning environment.

Recognizing the need for more significant support in the early careers of new teachers, engaging in professional learning can be a proactive choice to mitigate challenges, equipping educators with the necessary skills and knowledge to handle classroom complexities effectively. This support system fosters job satisfaction and professional growth, increasing teacher retention rates.

One Learning Journey at a Time

All educators are encouraged to seek out professional learning opportunities. Members are invited to explore the optional conferences and workshops ETFO offers over the school year and in the summer. These opportunities provide benefits such as enhancing teaching skills, staying current, developing specialized expertise, building a professional network, addressing challenges, and fostering reflective practice. By choosing to invest in professional growth, educators have the potential to positively impact their students’ lived and learning experiences and contribute to achieving equitable education for all students, one learning journey at a time.

Register for a professional learning workshop with ETFO today. 

What’s in a name?

Hello, my name is…
I have never heard that name before
… Can you say that one more time?
Is there a shorter form of your name?
That is a hard name… Can I call you…?

In the classroom, where knowledge blooms,
Names are like stories; never assume.
Each kid’s got a name, unique and cool,
A tale in sounds; don’t treat it like a school rule.

Some kids have names that might sound entirely new,
Hold onto them; it’s what makes them true.
It’s on you to get it right,
Say those names like you’re reading the night.

Generations of kids given names with pride,
A cultural mark; don’t let it slide.
In each twist and turn of every name,
There’s history, stories, a deep-rooted claim.

Step up; it’s part of your task,
To honour each name, even if you must ask.
Mispronunciation, that’s a miss,
Say it right, it’s a big part of this.

Empower students, let their names ring,
In each syllable, let understanding cling.
The classroom is where their stories bloom,
In every name, there’s room for room.

In the everyday chatter, let respect be heard,
For names are more than just a word.
It’s on you, make no mistake,
To say each name and raise the stakes.

In classrooms where futures unfold,
Speak each name with clarity, let the story be told.
For the duty is yours, let it be clear,
To honour, to learn, to be challenged, to care.

 

Why Pronouncing Students’ Names Correctly is So Important