Geeta Kumar Equity, Literacy, Professional Learning and Growth

Teaching Reading is Equity Work!

For the past several years, my annual learning goals have centered around deepening my understanding of Structured Literacy—an approach rooted in the Science of Reading and grounded in decades of research into how children’s brains acquire and process written language.

As educators, we know that teaching reading is not just an academic goal—it is a matter of equity. Ensuring that all students receive access to high-quality, evidence-based literacy instruction means we are actively dismantling barriers to learning. We are building a culture of belonging, wellbeing, and opportunity.

Structured Literacy prioritizes clear, intentional, and research-informed instruction. Here are the core principles that define this approach:

  • Sequential
    • Skills are introduced in a logical, developmentally appropriate order, with careful scaffolding to ensure mastery before moving forward.
  • Explicit
    • Instruction is direct, intentional, and interactive. The gradual release model—“I do, We do, You do”—supports learners through modelling and guided practice.
  • Systematic & Cumulative
    • A structured scope and sequence ensures instruction builds progressively, helping students connect new learning to prior knowledge.
  • Diagnostic
    • Assessment is ongoing and timely. It drives instruction and allows educators to respond to students’ evolving needs with precision.

If you are beginning your journey understanding the Science of Reading and Structured Literacy, it is encouraged you to explore the resources listed below. The Margaret Wilson Library is a great place to check out books !

  • Supporting classroom practice: Lessons language curriculum 2023 (ETFO)
  • Shifting the Balance by Katie Egan Cunningham, Jan Burkins, Kari Yates
  • 7 Mighty Moves: Research-Backed, Classroom-Tested Strategies to Ensure K-to-3 Reading Success, by Lindsay Kemeny
  • Know Better, Do Better: Comprehension: Fueling the Reading Brain With Knowledge, Vocabulary, and Rich Language by David Liben, Meredith Liben
Rashmee Karnad-Jani Advocacy for change, Anti-bullying, Before School Starts, Building Inclusion, Equity, General, Inclusion, Mentorship, Professional Learning and Growth

The Importance of Questions (Part 2)

Noticing The Questions

As I  composed this piece in the last weeks of December, I was aware that it has the potential of being more than a 2 part piece. I continue to notice questions in everyday professional spaces. Questions asked around me stand out because the language that goes from seemingly innocuous talk to formal texts that in turn guide trajectories of educational work and the outcomes for students.

If those outcomes unfold on paths of equity and social justice, I always look deeper for the driving gear: who is the person – parent, family friend, educational worker or combination of all three or more who have made it their mission to ensure that that student achieves their fullest potential. 

Also, sometimes the topics I write about invite readers to take a deep and honest look around so that we can be authentically inclusive in our professional practice towards all with whom we interact. A twinge here and there is therefore okay, it helps us sharpen out growth mindset as ETFO members.

Some Spaces Are Special

A black metal park bench beside a walking track with three red-leafed trees behind it. The grass around it glows in the sunshine
A Special Park Bench (Karnad-Jani, 2024)

Notice this beautiful bench situated along the walking track around the cricket pitch beside the school with the gorgeous sunrise where I worked for 14 years. In 2018, after considering many factors, mostly around breathing room and well being, I had decided to move to another school. But I still walk here every season as long as the paths are ice-free. So it was that one late summer in the last week of August, shall we say, I met up with a former student now an educator who wanted to talk through some career decisions.

Such walks are mutually supportive as I can give back to the communities of practice that steady me and another educator can have an unconditional space to air their ideas and possibilities. We walked a few laps and sat down to take in the view. A warm breeze was blowing and I was thinking of 6 students in my last three years at this school with whom our team used to walk this track daily for our observation skills, social skills, and conversational and communication goals with our flip and talk books etc. One student had clearly described this very bench as “A park bench is like a chair that’s outside. It is longer than the chair inside our class and you can’t pick it up.” How delighted we were at this description! It is one of the special memories of that time

 

What are YOU doing here?

Just then, someone I knew from years ago stopped in front of me and demanded, “What are you doing here?” and without waiting for a response, walked on.  My walking companion was as startled as I was at this interaction if one could call it that. “What was that, Ms. Karnad-Jani? They did not even wait for a response.”

My heart beat quickened from past memories of having faced this question in various spaces. 

Deep breath in. Look around. Exhale. I was glad I was in a beautiful space outside that helped me compose myself. We walked some more and that was that.

I have thought about this question often as it appears in our lives in many ways.

When one is asked “What are YOU doing here?”  we can claim space individually and collectively to support one another when this question comes up  that may challenge our very presence in some, many, any spaces.  

I am sharing Claiming Space: Self-Identifying With My Union from 2018 which is always relevant. Also please read the Letter from the Editor highlighting the writing from the issue in which this article was published.

Also, always consult and implement the guidelines outlined in ETFO’s Terms of Use when using any published materials in professional learning and elsewhere because all of us who write academically and professionally work very diligently to think about the ideas we share with you. 

 

"I am ETFO" button with the word "also" added in reads " I am also ETFO"
I wear my “I am ETFO ” button proudly.

With You, In Solidarity,

Rashmee Karnad-Jani

Rashmee Karnad-Jani Advocacy for change, Assessment, Assessment and Evaluation, Constant Learning, Making a Difference Through Education, Professional Judgement, Professional Learning and Growth, Report Cards, Reporting

How did I do?

This is a busy time for ETFO members. It is also an important time of the year for students and their families.

The first term report cards have been written , reviewed, revised and are being prepared to be distributed. In addition, there are IEP updates to complete for Term 2. What we had planned to teach, that which was taught and assessed, now moves on the next stage of communication with our partners in education – students and their caregivers.

The Importance of Report Cards
Report cards are institutional texts that contain important information because they determine a student’s trajectory through the K-8 panel and from there, to and through high school.
These texts also greatly impact what families do with the time and material means that they have at their disposal after they receive report cards.
I remember a mother who participated in my research in April 2019, an Occasional Teacher in the GTA at that time, who had said that she bought practice books for her children from garage sales before she started working and bought them in shops after she had a job. Affordability of resources is a key factor.
Whether families have experienced challenges to access education in their lives or have had many equitable opportunities, all families and caregivers want positive educational outcomes for their children.  We may not all speak the same language, have identical accents, worldliness or insider language of education, but all  caregivers do their best with the material means that are available to them. This we know.
Sometimes, that which is seen as reluctance or reticence can be the result of huge burdens that some families carry as well as broken trust due to the experiences families have had. But that is another thought for another time.
A and E Professional Learning: What do I do?
I read the ETFO bulletin board regularly when I am in the physical work space, and I also read ETFO emails promptly.
As a centrally assigned special education consultant, I work in classrooms alongside teachers and students. On colleagues’ invitation, I support IEP writing. I also co-plan and co-teach.
Sometimes, I am invited to work with colleagues when they write report cards. They may ask me look over student work with them and we engage in rich conversations.
I believe that engaging deeply in ongoing learning strengthens my professional judgement.  Our local offers professional learning workshops on a variety of topics and one that recently caught my attention was on assessment and evaluation.  It was very valuable learning delivered by one member from our local and one member who was from another local.
By Us, For Us, With Us
Professional learning designed by members for members based on the areas that we want to focus on, is a great way to strengthen one’s practice. The PL committee at our local spends time thinking through these aspects. After the committee sends out surveys asking about our PL needs, the gathered data are used to curate meaningful PL offerings. This is much appreciated by me and many. The sessions fill up quickly.
Especially with new curricula guiding our work, thanks to this Assessment and Evaluation PL, I feel a sense of shared purpose with my colleagues.
All of us, as ETFO members can access this learning and have a common platform and language related to A and E. I am therefore sharing ETFO’s Assessment and Evaluation page.
I use it often and I add it to the list of resources I curate for colleagues when they ask for specific A and E related strategies. I invite you to review the resources here. Please use them and share them with others. Whether you are an early career member and an experienced member, we all benefit from ongoing learning.
An orange rectangle with the words "ETFO Members Sharing in Assessment. ETFO's logo is in the top left corner.
ETFO’s Assessment and Evaluation Page

The tabs at the top of the page lead us to important information such as:

  1. Assessment For Learning (AFL) Cycle
  2. Tools
  3. Tools by Division
  4. The ABOUT link consists of a webinar on the main topic of A & E followed by sections on Assessment For Learning, Assessment As Learning and Assessment of Learning.
Please check out the PL offerings from your local. Visit the ETFO bulletin board in your worksite.
Just like students, I also wonder sometimes “How did I do?” So, thank you to all who are leaving comments in response to my writing and are engaging in conversations when we meet in schools and work spaces as well.
With You, In Solidarity.
Rashmee Karnad-Jani
Geeta Kumar Assessment, Equity, Feedback, Inclusion, Professional Learning and Growth

Shifting to an Asset-Based Lens to Support Student Identities

Shifting to an Asset-Based Lens to Support Student Identities

January is a busy time of the year for many educators: collecting various forms of data, reviewing grade books, collaborating with families and colleagues to write Term 1 report cards and goals for Term 2 IEPs (Individual Education Plans). During this time, it is important to reflect on how we communicate about learning. Language plays a pivotal role in this process, and adopting an asset-based approach is key to maintaining high expectations and supporting students’ identities.

The Ontario Ministry of Education’s Growing Success document encourages educators to adopt an asset-based approach when describing student strengths and areas for growth. This practice shifts the focus to potential, emphasizing the learning and progress.

Examples of shifting language

Instead of saying… 

  • This student is weak in identifying numbers to 20
  • This is a Level 1 math student
  • This is a Spec Ed student
  • This student cannot speak English

Shift to say … 

  • The student’s learning of identifying numbers to 20 is emerging.
  • This student is currently demonstrating a level 1 in number sense
  • This student has an IEP
  • The student is building their English proficiency 

The Impact of Language on Identity

Notice how what we say can also indirectly impact a student’s identity? 

What we say about students—to families, colleagues, and the students themselves—shapes their identity as learners. Asset-based language communicates that we believe in their potential and growth. Having brave, critical conversations with colleagues about this shift is challenging. However, this shift in practice helps ensure that all students can achieve, regardless of their starting point or identity. 

What are your thoughts on this?

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

 

 

 

Will Gourley Celebrating Success, Challenging Topics, Constant Learning, General, Making a Difference Through Education, Professional Learning and Growth, self reflection

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.

Will Gourley Advocacy for public education, Assessment and Evaluation, Challenging Topics, Communication with Parents and Guardians, Constant Learning, General, Professional Learning and Growth, Report Cards, self reflection

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?

Iyanuoluwa Akinrinola alternative curriculum, Building Inclusion, Equity, General, Great Gifts for Teachers, Inspiring Students, Inspiring Teachers, Professional Learning and Growth

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

 

Iyanuoluwa Akinrinola 21st Century Learning, General, Inspiring Teachers, Professional Learning and Growth

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
Iyanuoluwa Akinrinola alternative curriculum, Anti-Racism, Black History Month, Black Lives Matter, Building Inclusion, Curriculum Planning, Equity, Inclusion, Inspiring Students, Inspiring Teachers, Making a Difference Through Education, Professional Learning and Growth, Social Justice

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