Teaching as a public profession

August 29, 2024 Iyanuoluwa Akinrinola Advocacy for public education, Local Involvment, Making a Difference Through Education, Social Justice, solidarity, Teaching as a public profession, Why unions matter

Your Voice: Shaping Ontario’s Education System

Unionism, labour, and advocacy have long been pillars of social progress, particularly in the education sector in Ontario. These elements are crucial in ensuring fair working conditions, equitable access to education, and protecting educators and students. Through the years, significant changes and social movements have demonstrated the power of collective action in shaping Ontario’s education system.

The Elementary Teachers’ Federation of Ontario (ETFO) is at the forefront of unionism and advocacy within Ontario’s education system. Since 1998, ETFO has been instrumental in championing educators’ rights, advocating for equitable education, and ensuring that Ontario’s public education system remains robust and accessible. Through its persistent efforts, ETFO has become a cornerstone of progress, demonstrating the power of collective action in creating a better future for educators and students alike.

ETFO was formed by amalgamating two former teacher unions. This unification marked a significant moment in Ontario’s education history, creating a single, powerful voice for elementary educators across the province. ETFO quickly established itself as a leading advocate for teachers’ rights, negotiating contracts that secured better wages, improved working conditions, and greater job security for its members.

One of ETFO’s early successes was challenging the educational reforms introduced by Premier Mike Harris in the late 1990s. These reforms, which included funding cuts, larger class sizes, and standardized testing, were met with strong opposition from ETFO. The union organized protests and strikes, rallying educators and the public against policies that threatened the quality of education. ETFO’s resistance was crucial in raising public awareness and influencing policy changes that benefited teachers and students.

ETFO’s commitment to equity and social justice is central to its mission. The union has been a vocal advocate for inclusive education, ensuring that all students, regardless of their background, have access to high-quality education. ETFO has championed integrating anti-racism and anti-oppression training in schools, recognizing the importance of addressing systemic inequalities within the education system. For example, ETFO has been instrumental in promoting Indigenous education and supporting the implementation of the Truth and Reconciliation Commission’s Calls to Action within Ontario’s schools. The union has also been at the forefront of pushing for increased resources and support to ensure that every student with disabilities has the resources and support needed to succeed.

ETFO has always focused on educators’ well-being. With over 83,000 members, the union has launched campaigns to address teachers’ mental health challenges, recognizing that a healthy, supported workforce is essential for providing quality education. ETFO’s advocacy in this area has led to the introduction of mental health resources and support for educators across the province.

In recent years, ETFO has continued to lead the fight against austerity measures and funding cuts that threaten Ontario’s public education system. The union’s ability to mobilize its members and build alliances with other stakeholders demonstrated the enduring power of collective action in achieving positive outcomes for educators and their students.

ETFO’s history and achievements underscore the critical importance of unionism and advocacy in Ontario’s education system. As challenges continue to arise, from funding cuts to the push for greater inclusivity, ETFO’s work is far from finished. The union’s success in defending the rights of educators and advocating for a just and equitable education system serves as a powerful reminder of what can be accomplished through collective action.

For all educators in Ontario, the call to action is clear: being a part of the union labour movement is not just about securing better working conditions; it’s about being part of a larger effort to protect and enhance the quality of public education for future generations. By standing together with ETFO, educators can continue to advocate for the resources, policies, and support necessary to ensure that every educator and student in Ontario has the opportunity to succeed.

Add your voice to a powerful movement dedicated to fairness, equity, and excellence in Ontario’s schools. The union’s strength lies in its members, and with every active and engaged member, ETFO becomes an even more formidable force to defend the rights of educators and the well-being of students across the province.

[Video: Get Involved Featuring Amanda]

[Video: Get Involved Featuring Mark]

[Video: Get Involved Featuring Fionn]

[Video: Get Involved Featuring Jeishan]

[Video: The power of solidarity: Two perspectives on building labour power]

January 18, 2024 Will Gourley Celebrating Success, Challenging Topics, Constant Learning, General, Making a Difference Through Education, Mental Health, self reflection, Teaching as a public profession, Year End Reflection

daring pt 2023

Saying goodbye to another year can stir up a lot of emotions. I found myself reflecting about a farewell post to share with you knowing it will be one more that brings me closer to the end of my time here on this platform.

This in itself is not yet a goodbye, as there are still 6 plus months of writing to come. It is, however, a great chance to look back and look forward from the precipice of one year’s end and towards a new year ahead. Maybe this is a function of age or some other memory related trope, but I will prattle on nevertheless.

As a result of this melancholic thinking I find myself asking, “what did I do in the past year that was daring as an educator, and what will I do in 2024 that will be daring as well”? I guess I need to consider what counts as daring because this can be construed as mere subjectivity if it does not mesh well with the minds of others as it is intended. Dare I go on?

Daring can conjure up a lot of imaginary thinking from one to the next so before you conflate ‘daring’ with dangerous please read on.

Looking back on 2023

From an outsider’s point of view, 2023 couldn’t have been more normal considering the turmoil of the lockdown, online, and hybrid models we taught through in the years prior. The joy of not having to prepare and deliver lessons for two different grades of in-class and online learners while not having to worry so much about social distancing, masking, or illness was cause for much rejoicing. As 2023 started, it felt like we were really coming out of the pandemic and I was able to really focus on my students.

This meant taking time to reimagine what learning needed to look like for students who experienced learning in a manner that had never been delivered to them before. Daring to go back to old(er) ways didn’t seem right with my students. They needed something else, and that came in the form of social emotional learning more than academics.

So 2023 started off with more team oriented and collaborative projects that asked students to recapture their abilities to listen to one another to accomplish a goal with just as much importance as succeeding at learning the curriculum infused within it. My goal was to put the individual learner back into the spaces that were stolen from them by COVID19.

Admittedly, there was a lot of work to do when it came to assessment, but that in itself was also a chance to be a bit daring too. Before you dial 911, please remember that we were all given a new hand of cards to play with during the pandemic. What we knew beforehand was only going to serve as a starting point and not a return destination.

It was, to forgive the pun, like the beginning of new year. It was full of promise and without any mistakes in it. Assessment became a chance to have students see themselves reflected in how they wanted to show their learning. We took time to democratize rubrics and methods to demonstrate understanding. For us that meant fewer pencil and paper tests, more conversations and check-ins, more feedback, and many more chances to revisit learning. Instead of teaching, testing, and moving on we learned, lingered on what needed more time, unlearned, and relearned as often as needed.

Yes, we still managed to get the whole curriculum and it was a government mandated standardized testing year as well.

I think that 2023 also allowed me to dare a little more boldly into my lessons when it came to social justice focused on BIPOC excellence and culturally responsive and relevant learning opportunities that went beyond the heroes and holidays. Instead of a single day or month, these conversations became part of our class logos, pathos, and ethos. Ultimately, it allowed my students to feel seen, heard, and empowered with greater understanding of one another which also led back to the social learning I set out to teach to start the year.

Being able to work with my class to start 2023 carried over nicely from January to December even with my new, much quieter, cohort of students and I am seeing the fruits from taking those chances earlier in the year even though the delivery is definitely different for this group, the goal to teach to their social emotional needs first remained.

On a personal level we sold our house, moved, and continue to unpack. In between all of that were 3 weeks of summer school teaching, and a quick trip to bury an uncle. Life did not skip a beat when it meted out the highs and lows of 2023. For all of them, I am thankful to be working in a wonderfully led and staffed school filled with caring and curious learners each daring to take the steps towards discovering and developing their talents.

My next post will look at how I might be daring in my classroom in 2024. I ask you all to consider that too and share your thoughts in the comments below.

November 17, 2023 Iyanuoluwa Akinrinola Advocacy for change, agency, General, Mindfulness, social emotional learning, teacher efficacy, Teacher Wellness, Teacher Working Conditions, Teaching as a public profession, Wellbeing, wellness, wellness

Avoiding Burnout: A Vital Pursuit for Educators

Burnout is a pervasive problem affecting educators worldwide, leading to decreased job satisfaction, compromised well-being, and diminished classroom effectiveness. Addressing this issue is paramount to maintaining a high-quality education system. The demands of teaching can be overwhelming, leading to physical, emotional, and psychological exhaustion. To maintain a high standard of education and foster a healthy learning environment, educators need to prioritize their well-being and avoid burnout.

The first step in avoiding burnout is recognizing its signs and symptoms. Burnout is characterized by emotional exhaustion, depersonalization, and reduced personal accomplishment. Educators may feel emotionally drained, detached from their students, and experiencing a diminished sense of personal competence. Identifying these signs early on can help educators take proactive steps to prevent burnout. Understanding the root causes of burnout is essential for developing effective prevention strategies.

One of the primary causes of burnout is an imbalance between work and personal life. Educators often dedicate long hours to lesson planning, grading, and extracurricular activities, leaving little time for themselves and their families. Educators must be intentional about self-care and establish clear boundaries between work and personal life to address this issue. Setting aside time for relaxation, hobbies, and spending quality time with loved ones can help alleviate the stress associated with teaching.

Educators should not hesitate to seek professional support when experiencing burnout symptoms. This may involve consulting with a counsellor or therapist specializing in educator well-being, and sharing challenges and concerns with a trusted mentor and/or professional can provide educators with valuable insights, coping strategies, and emotional support to navigate the demands of their profession effectively.

Mindfulness and stress reduction techniques can be valuable tools for preventing burnout. Practices such as meditation, deep breathing exercises, movement activities, nature explorations or yoga can help educators manage stress and stay grounded in the present moment. Integrating these techniques into daily routines can improve emotional resilience and well-being.

Creating/immersing in a supportive community within the school environment can also contribute to educator well-being. Participating in professional development opportunities, such as workshops, conferences, and ETFO local union events (socials) and peer support groups, can provide a network of like-minded individuals who understand the profession’s challenges.

Burnout is a significant concern in education, as it affects educators’ lives and the quality of education provided to students. Prioritizing your well-being and implementing strategies that enable work-life balance, will ensure that you have a fulfilling and sustainable career as an educator while providing the best possible learning experience for your students. Ultimately, the prevention of burnout is not only essential for us as individual educators but also for the betterment of the entire education system.

ETFO members who feel that they are experiencing mental health challenges should discuss their concerns with their family doctor. Mental health support may be available to ETFO members through Employee Assistance Programs (EAP), accessed via their district school board.
Additional support may be found through Starling Minds, which offers a variety of digital programs free of charge for ETFO members. Read this PDF about Starling Minds and learn how to register.

October 5, 2023January 4, 2024 Iyanuoluwa Akinrinola Advocacy for change, Advocacy for public education, General, Professional Learning and Growth, solidarity, Teacher Working Conditions, Teaching as a public profession, Why unions matter

My Union and Me

Five ETFO members share their perspectives about the union and their engagement within it in an interview. Here is what they had to say.

Question 1: What would you say to new teachers about ETFO?

ETFO is the union for elementary teachers that advocates and protects our teachers’ rights. Get to know your union. Get involved early! You are your union and so many opportunities are available for new teachers. Grab a friend and show up to something local or provincial. Make sure ETFO has your contact information and stay connected to your Local. ETFO sends out lots of valuable information, but your Local should be your first call for clarification and support. Know your union and get involved.

Question 2: What benefits or advantages do you feel you have gained from being a member of ETFO? The collective strength of the union. Access to information and resources to help inform my practice as an educator.

Deep learning, meaningful connections with educators all across Ontario. Collective Bargaining is so important, especially when faced with systems that don’t show value for teachers and education. The government can talk about how they promote education, but their actions and budgets do not reflect this. Support and knowing my rights are protected as an educator is a crucial benefit of being a member of ETFO. ETFO fights for my rights as an educator and for the rights of my students in the classroom.

Question 3: How do you perceive the role of your union in advocating for your rights and interests as a worker?

I feel that we receive support from our union as required. The union represents you and your interests as an educator. Overall, I feel the union advocates for the rights of teachers, however, the issues are so complex and a proactive attempt to initiate change in the education system is underway. I believe the union is doing what it can with what it can when it comes to advocating for the rights and interests of its 83000 workers. I believe the union’s role is upholding the collective agreement and advocating for better working conditions for their workers. It is the most important of its jobs.

Question 4: What ETFO activities/programs do you most look forward to yearly?
ETFO workshops are very educational and supportive of teachers’ needs even when we don’t know what our needs are. The Annual Meeting in Toronto and the Professional Learning offered create space to meet meaningfully with fellow teachers across the province. I also look forward to the events and workshops provided by my Local. Learning from/with racialized and marginalized educators wherever the opportunity presents itself in ETFO’s programming challenges my thinking and enables me to refine my teaching practice each year.

Question 5: If you could describe ETFO in one word, what word would you choose and why?

Supportive. Layered. Evolving. Responsive. ETFO is there to help educators through each ebb and flow.

Get to know your union today, and be a part of “safeguarding public education in Ontario and ensuring all students have access to high-quality public education, as we address inequities in all parts of society, ETFO takes action” (ETFO Action, 2023).

December 27, 2022 Will Gourley Christmas, Constant Learning, General, Math, Mental Health, self reflection, Teacher Wellness, Teaching as a public profession

time off time

I received a very encouraging email today while working from home as a result of an imprecisely unplanned present from Mother Nature in the form of a pause prior our previously planned end of school for our winter break. The message could not have come at a more perfect time either. It read;

“I hope you can log off, unplug, relax and enjoy starting asap. You have all worked so hard under ever-changing and difficult circumstances but the common thread is that you put our students at the forefront of everything you do.”

Perhaps serendipitously as I was adding the quote above, another message arrived in my still open board email inbox. It read;

“thank you for the work that you do each and every day to support the learning, well-being and achievement of our students. What you do matters. It matters to our students; it matters to our families; it matters to your colleagues and it matters to our community.”

These two messages may not give you the feels as you read them on the first pass. In fact, the version of myself from December 2021, would have been the first skeptic in line however this year, I could not help feeling the sincerity in them both knowing who sent them. I am very fortunate that messages from these senders are not uncommon either. I thought it a good idea to add my own sentiments as well, hence the idea for this post.

It’s time off time folx. As of 3:45 pm on Dec 23, 2022 you have led your classroom of learners for the year. You can also take some satisfaction in knowing that 4 tenths of the school year are now in the books or 2 fifths if you’re in my class and have to reduce your fractions. With all those numbers bouncing around in you minds it is truly time off time.

Time off time to…

rest
relax
reach out to help
reach out for help
rejuvenate your mind
reflect on all of your hard work
reconnect with friends and family
remain still for as long as you choose
remember those who are no longer with you
re-establish personal boundaries and respect them

Whether you are a new teacher or pulling a decade plus teaching experience with a long rope, it is important for each of us to recharge our mental and physical batteries. This job is demanding and as I have shared in the minutes in between and survival tips, self care is crucial to being able to burn brightly without burning out each day. That’s it. That’s the message. Wishing you all a restful, relaxing, and restorative winter break. It’s time out time for this teacher.

October 12, 2022 Iyanuoluwa Akinrinola Advocacy for change, Anti-Racism, Building Inclusion, Curriculum Planning, Equity, General, Inclusion, Inspiring Students, Inspiring Teachers, Social Justice, Teaching as a public profession

Schooling or Learning?

For many, when presented with both, schooling is the same as learning, and learning seems to be something that only occurs in schools. Is this the case, however?

At ETFO’s Public Symposium titled ‘Generation Black: You’re Next!’, Dr. Carl James highlighted why educators must pause and reflect on the similarities and differences between these two concepts.

What is schooling? According to Oxford Learner’s Dictionary (2022), schooling is defined as “the education you receive at school”. When cross-referenced with various dictionaries (Marriam-Webster, Collins, and Cambridge dictionaries), they all provide the same definition – education received at an institution, whether at a primary, secondary, or tertiary level.

Learning, however, is not as straightforward in its definition. Going back to Oxford Learner’s Dictionary, learning is given different definitions within various contexts. According to all the dictionaries mentioned above, learning is a process that occurs in multi-settings in multiple ways, beginning when an individual is born.

“For educators, the ability to teach is a privilege, but in a broader sense, it is a privilege that runs parallel to the responsibility of teaching relative to the complete history of ideas and events that have shaped and continue to shape human growth and development” (Dei, Karumanchery, & Karumanchery-Luikb, 2004).

Since learning is a continuous process, and schooling is one of the environments in which learning occurs, how can we, as educators, ensure that learning is facilitated meaningfully within the school environment?

Planning Matters:

In 2020, the Ontario Black History Society examined a Grade 8 history textbook and ‘blacked out‘ any information that did not mention or acknowledge Black people in Canada. Of the 255 pages of information, only 13 pages remained. Indigenous sovereignty, economics, and culture are rarely explored in the K-12 curriculum. Thus, students absorb this information, effectively being erased within their learning, and are expected to repeat this narrative in everyday Canadian contexts as acceptable discourse within society. The impact and contributions of people within the 2SLGBTQ+ community and other cultural communities are erased from ‘settler’ rhetoric and in curriculum/resources used to direct learning. Thus, students absorb this information, effectively being erased within their learning, and are expected to repeat this narrative in everyday Canadian contexts as acceptable discourse within society.

Breaking the cycle of erasure and omission within the classroom is linked to the planning stage. Before planning, take the time to know your learners. Become familiar with the communities in which they live. Foster a classroom environment wherein their experiences inside and outside of the classroom are valued and can be welcomed in their learning space. Cultivate incorporating student input, perspectives, ideas, and resources into Unit and Lesson planning. Develop connections with community members and partners inside and outside the school that can broaden your familiarity with resources that reflect the society in which we live. Approach your planning intentionally, using an anti-racist, anti-oppressive lens, which creates a window for your students to engage with often omitted members of their society and a mirror whereby they see themselves reflected in their learning.

Representation Matters:

“Dialogue is the encounter between men, mediated by the world, in order to name the world. Hence, dialogue cannot occur between those who want to name the world and those who do not wish this naming—between those who deny others the right to speak their word and those whose right to speak has been denied them. Those who have been denied their primordial right to speak their word must first reclaim this right and prevent the continuation of this dehumanizing aggression” (Friere, 2005. p. 88).

In short, representation matters. Recentering multi-representation in learning is one of the vehicles for transformative change that can begin to shine a light on learning our whole in constructive ways.

Think about the resources you use and share with your class. Who is reflected? Who is erased? Who is tokenized? Who is omitted?
Reflect on your interactions with parents, guardians and members of your school community? Who is made to feel welcome? Who is kept at arm’s length? Whose experiences are valued? Whose experiences are often invalidated?
Conduct an inventory of your learning and resource plans. Are you ensuring that your plans reflect the learners in your classroom? How have you challenged yourself to plan and facilitate learning from a social justice, equity, and inclusive lens? Have you included your learners’ interests, backgrounds, and experiences as integral to planning and lesson facilitation?

Assessment Matters:

As stated in the Growing Success policy document put forth by the Ontario Ministry of Education regarding authentic assessment, “Our challenge is that every student is unique, and each must have opportunities to achieve success according to his or her own interests, abilities, and goals” (Ontario Ministry of Education Growing Success, 2010).

Assessment and Evaluation practices in Growing Success (2010) state that “the seven fundamental principles lay the foundation for rich and challenging practice. When these principles are accepted, implemented, utilized, and observed by all teachers, assessment becomes a tool for collecting meaningful information that will help inform instructional decisions, promote student engagement, foster meaningful demonstration of student understanding, and improve student learning overall.

References:

Dei, G. J. S., Karumanchery, L. L., & Karumanchery-Luikb, N. (2004). Chapter Seven: Weaving the Tapestry: Anti-Racism Theory and Practice. Counterpoints,244, 147–164. http://www.jstor.org/stable/42979563

Freire, P. (2005). Pedagogy of the Oppressed: 30th Edition (M. B. Ramos, Trans.). The Continuum International Publishing Group Inc. (Original work published 1921).

Ontario Ministry of Education. (2010). Growing Success: Assessment, Evaluation, and Reporting in Ontario Schools. Retrieved from https://www.edu.gov.on.ca/eng/policyfunding/growSuccess.pdf

Oxford Learner’s Dictionaries. (2022). Learning. Oxford Learner’s Dictionaries.
Retrieved from https://www.oxfordlearnersdictionaries.com/.

Oxford Learner’s Dictionaries. (2022). Schooling. Oxford Learner’s Dictionaries.
Retrieved from https://www.oxfordlearnersdictionaries.com/.

August 29, 2022 Gary Stewart Advocacy for change, Advocacy for public education, Constant Learning, Inspiring Teachers, Making a Difference Through Education, Professional Learning and Growth, Social Justice, solidarity, Teaching as a public profession

My Experience with Project Overseas

If you are a life-long learner who believes in equity, inclusion and public education then volunteering your time and skill-sets with the Canadian Teachers’ Federation (CTF) Project Overseas (PO) might just be the right experience for you. I myself have volunteered for PO for three years (2017, 2018 and 2019) and I can honestly say that it was one of the best experiences in my professional career. Overseas projects have not run in 2020, 2021 or 2022 due to the pandemic. You might be asking yourself, what is Project Overseas and how can I get involved? I will share a few things with you to get you started and also connect you with some websites for additional information.

What is the Canadian Teachers’ Federation (CTF)?

CTF is a national alliance of provincial and territorial member organizations across Canada (including ETFO). Its head office is located in Ottawa. The goal for CTF is to demonstrate a commitment to advancing education and building teacher solidarity worldwide.

Here are some ways that CTF supports teachers:

Increased influence with government
Support for better working conditions
Research and professional development
Educational resources and services
International volunteering opportunities (i.e. Project Overseas)

For more information on CTF, please visit www.ctf-fce.ca

What is Project Overseas?

PO is a collaborative learning opportunity for participating provincial and territorial teacher organizations with other progressive countries throughout Africa and the Caribbean. As a selected member from your union, you and your team of Canadian teachers/members will travel to the host country (usually for the month of July) and work in partnership directly with other facilitators from the host country to co-plan and co-deliver professional development strategies to their lead teachers and administrators in a series of workshops and presentations. In most situations, the experience will be similar to a train-the-trainer model. This is a shared approach to teaching and learning, as you will learn as much from the host nation as they will learn from you. The goal for PO is to improve teaching and learning around the world, to ensure equitable access to higher education for young girls, and to promote equitable, high quality, publicly funded public education for all.

What was my experience like with Project Overseas?

My experiences in Sierra Leone and Uganda have been one of the best learning experiences in my professional career. I met amazing educators who were doing amazing things with very little resources, with no, or next to no access to technology and with limited opportunities for professional development. Educators were using tree bark to create soccer balls for physical education. They were using pebbles, bottle caps and seeds from fruits to support students’ learning in numeracy. They were using flattened out empty cardboard boxes as anchor charts to teach concepts in literacy, science and social studies. These amazing educators were so enthusiastic about learning new ideas and sharing their own teaching strategies with us. One of my learning highlights was understanding and appreciating their use of music in teaching new concepts and as a tool for reviewing big ideas. In fact, singing, clapping and movement were used in all aspects and subject areas throughout the learning process. Music was used to welcome people into a space, to bring the group together, to teach a new concept and to review what was taught. Music was used as an holistic and inclusive way of learning. You would certainly be moved, in more ways than one, by your shared experiences and new learning opportunities with PO. You would be certain to learn new ideas that you could bring back to your school community and incorporate into the classroom.

With PO, we also had opportunities for cultural exchange. There was usually a cultural event where we shared aspects of our Canadian culture. This might have included a taste of certain food like maple syrup, a Canadian geography game or two, a game of hockey or lacrosse and of course the singing/playing of the national anthem. The host country in return would present a special event which usually included the wearing of traditional outfits, dancing, food and games/plays. In some cases, we were able to visit a cultural museum, a zoo or a school/classroom that might still be in session.

Regardless of which host country you attend, you will make an impact on their access to quality education and you’re certain to return with a new outlook on what it means to be an effective educator, an advocate for change.

Tips on Applying for Project Overseas

Get involved with your local/territorial and/or provincial union (volunteer to be a member of a committee, attend local meetings, participate in/lead a workshop or conference, volunteer to be a union steward, or volunteer as an alternate or delegate at ETFO’s AGM)
Check ETFO’s website for information and updates about Project Overseas.
Begin working on your resume (including references), as you will need to demonstrate your work experiences and leadership skills
If you also speak French or another language, it would be helpful
Consider volunteering with a non-profit organization locally and/or internationally, to gain international and intercultural experiences
Reflect on your willingness/readiness to be away from home (your family) for a long period of time, with limited access to technology on a daily basis, sharing accommodations with others, working in partnership with others from diverse backgrounds and cultures, and experiencing food choices that may be new to you
Check out CTF/FCE Project Overseas website to see a list of the various partner organizations in which they participate and begin to do your own research on the culture, costumes and educational challenges of those countries

For more information on how to apply for PO, visit CTF/FCE Project Overseas

May 30, 2022May 29, 2022 Gary Stewart Advocacy for change, Teaching as a public profession

Bring Back Specialist Teachers

Back in the day (I always feel so old whenever I say that) I remember we used to have a full-time librarian, an in-school nurse, a guidance counsellor, as well as design/technology and family study teachers. Nowadays, some of these teachers are so rare to see in elementary schools; there seems to be a huge decline in specialist teachers across the province. Instead of eliminating these specialist teachers in elementary schools, students should be having access to more of these specialist educators. By this, I also mean specialists in various subject areas such as the arts (music, visual art, drama, dance) and in core subjects (literacy, numeracy, science and social studies). Under the current provincial funding formula, the majority of Ontario schools don’t have access to these specialist educators and, to me, that is a huge detriment to the education system in our province.

What are specialist teachers?

While there is a formal definition by the Ontario College of Teachers, the day-to-day definition of a specialist teacher might change depending on one’s professional perspective and philosophy. Specialist teachers bring a wide range of both formal qualifications as well as informal learning and experiences to their classrooms. They are specifically trained (often through additional qualification courses) in the subject matter to which they teach. Funding for schools also plays a role in the way schools and school boards access and utilise specialist teachers. There continues to be a disparity between urban and rural schools in relation to the availability of, and access to, specialist teachers in a variety of settings and subjects. As the number of specialist teachers continues to decline across the province, it will affect the administration and organization of the education system and the allocation of resources. This will undoubtedly have a huge impact on student choices, student mental health and student success.

What does the literature say about specialist teachers?

The literature seems to say that as the curriculum goes through revisions, year after year, and students move into higher grades, the subject matter increases in complexity and therefore the skills, content and expertise required by educators also increase. Specialist teachers are additionally trained to understand, interpret and deliver curriculum to students with more effective pedagogical strategies to reach all learners with diverse needs and to improve student overall success and achievement. These teachers themselves report feeling more confident in their understanding of the curriculum and more prepared to teach in their specialist field compared to other teachers. However, it is important to note that the magnitude of a well prepared, effective and confident teacher in the classroom cannot always be measured in a tangible way. The focus here is really on the overall success, achievement and wellbeing of students.

What does the literature say about the relationship between specialist teachers and student achievement?

Bring back specialist teachers to elementary education! Specialist teachers are able to deliver a high quality and rigorous program for all students. However, the evidence on whether such instruction leads directly to improved student achievement remains inconclusive. More research is needed in this area to make any substantive claims on the effectiveness of specialist teachers. I think that more specialist teachers in elementary schools, however, would likely serve to support students positively and contribute to their social, emotional and intellectual development. I think that specialist teachers are an important aspect to ensuring high quality education for all students and therefore should be a consideration for any successful education system.

ETFO completed a literature review of research that examines the effectiveness of specialist teachers to the quality of education in elementary schools. The 2015 review reveals that, “Overall, the literature surrounding specialist teachers in a range of content areas appears to support the claim that specialist teachers can positively impact student achievement and contribute to student success at the elementary level.” You can find more information on the following ETFO website:

The Importance of Specialist Teachers

March 1, 2022 Will Gourley Constant Learning, General, Learning to learn, Making a Difference Through Education, Modern Learning, Professional Learning and Growth, Teacher Wellness, Teaching as a public profession

if you are not learning…

Fill in the blank.
As an educator there is always something to______________:

do
feel
learn
repeat
unlearn
lean into
chase after
reflect upon
run away from
learn more from
do better next time
experience differently

Each of the above resonate with me as a reflective practioner/teacher and as I look back, my thoughts keep returning to whether I see myself learning alongside my students or not?

It isn’t the first time I’ve tossed this thought around. Believing I was on the verge of an intellectual breakthrough to explain it all, this time I wrote, “If you are not learning, then you are not teaching” in an earlier draft of this post. A rhetorical call to action if you will.

Knowing that there is nothing new under the sun (Proverbs), I wanted to check if this brilliant quote was mine or would it be attributed to someone else unbeknownst to me? Enter American economist Vernon L Smith*. Well it was fun while it lasted, but that did not take away from the quote’s truth in my mind. If I wasn’t learning then I was not teaching. So I asked myself,
“Self?”
“Yes.”
“Are you learning?”
“Yup.”
“How do you know?”
“I’ll get back to you.”

It is within this meditative metacognitive space where I frequently find myself dwelling this year. Maybe it’s because the season we’re enduring makes things seem bleak. Or maybe the extended time indoors during global pandemic allows time to make some sense out of things that exist within and beyond our control. Cue the next quote from Smith.

“I believe that all learning is ultimately a form of self-education. That formal schooling is simply a way of introducing you to how to learn. And I think, at some point in my own education, I realized that the most important thing I was learning was that I was learning to learn. It became a lifelong endeavor.” Vernon L. Smith

After ruminating on this quote, I started wondering whether the conditions created in my class each day genuinely allowed learning to learn to occur? Was it possible to continue being “the guide on the side”(Garfield Gini-Newman) or did I need to model learning how to learn more for them? Were the resources I was curating and creating providing a rigourous, but not spirit crushing challenge or was I underestimating their abilities as learners? Did my students have time to develop their own curiosities rather than those prescribed in the curriculum, and if so were they inspired and empowered to do so?

I wish there was an absolutely definite yes here, but it is not that simple. At least not yet.

Here’s the tricky part, I think that this is happening in some ways in my classroom, but now find myself with a new challenge to learn how to really know it. Suddenly, I feel that some of the pressure around this has been removed. Maybe the reflection had to happen in order to organize my perspective here? As the lead learner in the classroom there is always more to learn. As the guide on the side, I can always “bend, blend, or break” (David Eagleman) what we are learning to help students go further than in days before.

Like most classrooms, what worked before is not guaranteed to work again or like it did. This in itself has been an incredible thing to learn. Perhaps acceptance is a more apt term? How often do teachers find themselves holding on to something that worked in the past, but is not working now yet hoping it will miraculously work again in the future? Teachers need to accept that everything we do is done at the speed of education. Whether a day lags on the tarmac waiting for takeoff or jets off at the speed of sound each can lead us to discover and develop some profoundly creative skills if we approach it as pilots and not as passengers.

One final thought.

Remember earlier when I asked myself “are you learning?” I asked again. This time the reply came back as, “As I learn so will I teach.” Thank you for reading. Feel free to share this post and to leave a comment to continue the conversation.

*There is comfort in the knowledge that the quote above is attributed to a Nobel Prize winning thinker because before checking, I thought the words above were mined straight out of my mind. Needless to say, I am happy to share a common thought in esteemed company. Searching out the source of the quote also allowed me to discover some of Smith’s other vast body of work in economics.