PM

A # 40064493

bulletins a s k a t c h e w a n

Since 1934 October 11, 2017 Volume 84 • Number 2

Presenters warn against ‘fake readers’ .......... 2 Chief Whitecap School partnership ................ 6School and community create magic ............. 4

Local association leaders express worry for most vulnerable studentsThere was no shortage of

topics up for discussion at this year’s Presidents’ Forum as local association leaders contemplated how the initial fallout from last spring’s provincial budget cuts have started to directly impact classrooms across the province.

“We’ve all been impacted in our classrooms. I use the analogy of the elastic band being stretched and that effect is being felt not just today, but down the road as well,” was the observation of Laura Skrumeda Sawby, president of the Chinook Teachers’ Association.

Carolyn Vis, vice-president of the Prince Albert and Area Teachers’ Association, noted that it’s not just the impact so much as it is the segment of the student population that is feeling this most acutely.

“It’s meant that the students who need extra help or support are the ones who suffer the greatest, because those supports are often no longer there as the result of cutting support staff. This specifically impacts First Nations and Métis students and those who are most vulnerable.”

James Siemens, president of the Sun West Teachers’ Association, has seen a similar scenario. He added that due to staff reductions in some schools, teachers are required to take on additional classes without the educational assistants and the supports they were able to previously call upon.

David Rogers, president of the North East Teachers’ Association, said the reality is that schools are still in the position of fulfilling their traditional roles in that they take all students who enter through their doors even if there are fewer teachers there to share the

Those attending Presidents’ Forum had plenty of items to discuss.

Representatives from the various education stakeholder groups got together to grapple with the issue of how to help create greater momentum in terms of realizing the province’s graduation rates goal.

Improving graduation rates might mean blowing up the current formula

workload. He agreed with his colleagues that the reduction or removal of those important supports affects the vulnerable students first and foremost. Rogers added while traditionally the buck stops at the doors of the classroom and teachers have been left to teach, that luxury does not always presently exist.

Skrumeda Sawby pointed out that it’s not only teachers who are affected, but clearly there is also a trickle-down effect to the students. Sometimes these repercussions are also not necessarily seen by the public. As an example, she pointed to the change in busing routes. In the name of cost-saving measures and given the same amount of students, this means a longer time is spent on the bus.

Skrumeda Saway also mentioned that while the majority of students in the so-called middle range will manage, there’s also been a

direct effect on the students who excel, because teachers don’t have the time to spend with them that they did previously.

There was a consensus among the group that teachers are the ones who will need to be advocates not only for themselves, but also for their students. This is due to the fact that parents and members of the community aren’t always aware of the reality, as teachers continue to make the system work.

“We’ve had conversations with parents about the effects of these cuts and how it’s important to be advocates for their child. There’s no doubt that teachers do such a good job of maintaining the system that it functions, but you never want to see these things affect the students. Right now what we’re only able to do is apply a Band-Aid to the problems,” Siemens said.

Despite the worrisome challenges faced by the PreK-12 education sector, Siemens is trying to stay upbeat. He insists he loves events such as the Presidents’ Forum because it offers other perspectives that he finds helpful, and he always walks away feeling good and more connected with colleagues.

Rogers said there is doubtlessly a strong sense of

resilience among teachers, but he welcomes the opportunity to talk about these critical issues as a collective.

“This forum is a way to do that and we need to do more of these because it can be very beneficial.”

According to Skrumeda Sawby, who was involved in the planning of this forum, there was a conscious decision to create opportunities for local leaders to share the good things that are happening as well in order to help foster a positive climate.

“We wanted to have people leave with some strategic and powerful messages that they could share with our members in terms of engagement,” she said.

“I thought there was a hopeful vibe coming out of today. As we get ready for the year, and even with the uncertainty out there, you

come away feeling like we can cope and we’ll eventually come out the other side,” Siemens noted.

As one who has seen cycles come and go during his 16 years, Rogers is pragmatic about the current situation, but simultaneously he is worried this might be different.

“It’s easy to say this too shall pass but I’m not sure that applies anymore. I think the difference now is that it’s really moved into accountability and then on to assessment, and that just makes it feel different. It’s not a matter of being able to close your door and teach like before.”

Siemens, in his colourful manner, offered that it is no longer like a pendulum but rather like the ball dropping on New Year’s Eve, “and I think people are waiting for the hammer.” n

MOOSE JAW–Ever since the provincial government announced its ambitious goals for graduation rates by 2020, there has been a heightened sense of importance affixed to what has for the most part seen overall rates remain flat.

As a result of the time frame drawing ever closer, the Provincial Leadership Team, which is comprised of directors of education in Saskatchewan; First Nations and Métis education authority leaders; and the Ministry of Education, has targeted this as a cornerstone of the Education Sector Strategic Plan.

So with that in mind, a group of education stakeholders, including a relatively small delegation

from the Saskatchewan Teachers’ Federation, attended this two-day Bending the Line symposium.

According to co-organizers Tony Baldwin and Todd Robinson, directors of Prairie South and Lloydminster Public respectively, this symposium was purposely intended to bring a heightened sense of urgency to the graduation issue. Both have grown frustrated at the lack of tangible improvement and so they were seeking to create some momentum.

This was the second such event, and according to both, there’s a shared sense of urgency to make inroads in what is a long-standing and complex issue affected by numerous factors.

“Right now what we’re only able to do is apply a Band-Aid

to the problems.” James Siemens

This year’s event drew 170 participants from 27 school divisions and another eight First Nations agencies, which exceeded the 120 who attended the inaugural event last year. Both organizers were all smiles as they saw the level of engagement at the various tables, even if not everyone was necessarily singing off the same song sheet.

“This is a place we have to go, and collectively we need to absolutely disrupt what we’re doing. We’re not looking at being satisfied with maybe a half or one percent jump. Let’s go to maybe four percent so we can see the kind of progress we’re looking for. I’m proud of the people in this room. Even though they come from all different sectors of the education community, there’s a commitment and they are working hard on this. I sense a feeling that they are okay with shaking things up,” Baldwin offered.

“I’ve seen a commitment to blowing this up and we have to do this for our kids. What we’re doing right now isn’t working and we’re determined not to be chasing our tails or try to recreate the wheel, but we have to find a new approach that’s going to work,” he added.

Robinson acknowledged that tackling this issue is a big job. “It requires collaboration from everyone involved, and an acknowledgment that we have to do things differently in order to move this forward. Today speaks to that. I think it’s fair to say we’re all trying to get to the same end because everyone has skin in the game, and so there’s a strong sense of accountability.”

Baldwin insisted that “we’re far down the road in looking for change and providing solutions. It’s very different from last year because then we just had our foot in the door, but we didn’t know the road. Now I would say we have a clear game plan and we can start to see progress.

“It’s a reality for all of us in the sector. If we’re going to make the improvements we all want, we can’t worry so much about whose job it is because our kids are depending on us to get this right.”

Robinson said this symposium left him feeling inspired about the possibilities. “I’m very optimistic for the opportunities and what the future holds. I feel we have a road map and by working together, things are possible and we can make great gains.” n

2 Saskatchewan Bulletin October 11, 2017

Spotlight on Superannuates

Presenters warn against ‘fake readers’ Bulletin gets faceliftIn the opening

introductions, Penny Kittle and Kelly Gallagher were referred to as the rock stars of the literacy world.

While people might roll their eyes at such hyperbole and hardly put these earnest souls in the realm of pop stars or big-name professional athletes, their stature within the literacy world was apparent. So much so that the three-day Summer Literacy Institute drew close to 200 educators from as far away as Thailand, the United States and from across Canada.

If you needed further corroboration, you couldn’t help but notice the jam-packed hotel ballroom vacillated between excitable chatter among tablemates to absolute silence when it was time to concentrate and participate in terms of the participants writing their own stories.

During the three days, Kittle and Gallagher, who are still actual classroom teachers in addition to their exhaustive international touring schedule, basically used many of the same very interactive approaches they utilize on a daily basis in their respective classrooms on opposite ends of the USA – Gallagher in California and Kittle in New Hampshire.

While they might have some differences in approach, the two have collaborated previously and fervently share the notion of making literacy and reading engaging for students. All too often students fall victim to “fake reading,” which they have both witnessed as students successfully manoeuvre their way through the school system despite undetected deficiencies in literacy and reading.

“The fact is we’re losing writers and readers. The primary reason is the approach is too task-oriented and there isn’t the sort of excitement and emotion that you need to develop empathy and sharing,” Gallagher stated. He added that, for example, poetry has been short-changed and deserves a place at the (literacy) table.

As he shared his concern of “fake reading,” there were many hands that went up in unison when he asked those in the audience if they had similar experiences.

“We’re drowning in an era of standardization. There’s too much of that as opposed to teaching the students in front of you. If their volume of reading and writing and the enjoyment of it doesn’t increase, we’re off track. The system is set up to show teachers achieving standards that aren’t the

STS keeps retired teachers involved in profession

The Superannuated Teachers of Saskatchewan is a voluntary organization of retired teachers with over 11,300 members in 42 chapters across Saskatchewan and British Columbia.

Although retired, we continue to support teachers in their endeavours to provide a first-class, publicly funded education system for the students of the province. We promote the interests of our members and advocate for improvements in services that pertain to their welfare. The STS also provides an opportunity for our members to socialize with other retired teachers.

Provincial recreation activities include curling, golf, stitch & quilt, Mahjongg, bridge, bowling, fishing, and Kaiser. The STS also has an Extended Health and Dental Plan that is optional for its members and provides excellent coverage. Owned by the members, the STS administers the Plan and has a contract with Saskatchewan Blue Cross to adjudicate claims. Our benefit plan includes health, drug, travel and dental coverage. Membership is available without medical evidence if purchased within 60 days of date eligible to receive a superannuation allowance or date of leaving a group plan.

As a local association of the STF, we have eight councillors who attend meetings of Council and provide some history and background to the issues addressed there. Our President is invited to attend all STF activities that are open to the Presidents of other local associations and communications continue to improve between the STF and our local association. An STS member is also a representative on the McDowell Foundation Board of Directors. We appreciate all of the STF support.

An STS Executive member attends the STF Planning for Retirement Seminars and presents information about the STS as well as its benefits plan, and an invitation to those teachers considering retirement to join the STS and become an active member at both the local and provincial levels.

The boundaries of our chapters coincide roughly with those of the school divisions prior to amalgamation. Retirement Lifestyles Planning is a program designed by the STS, with support of the STF, to help teachers transition to retired life. It is a two-hour program that provides a venue for participants to interact with others who are at the same place in their career path, promotes retirement as a positive life transition and explains the STS Extended Health and Dental Plan.

Although both programs provide important information for those wishing to retire, they are quite different. Any interested group of teachers is invited to call the STS office at 306-373-3879 and make arrangements to host a Retirement Lifestyles Planning session.

On behalf of the Superannuated Teachers of Saskatchewan, I would like to welcome all the teachers back to their classrooms and wish you a successful 2017-18 school year. We would particularly like to welcome those who are new to the profession and wish you a long and rewarding career. We also welcome newly retired teachers and hope that you will join our organization if you haven’t already done so. For more information about our organization and our Extended Health and Dental Plan, please visit our website, www.sts.sk.ca.

true reflection of what the kids are learning,” and Gallagher made it clear that the earlier movement in the United States, No Child Left Behind, only exacerbated the problem and that he was never comfortable with it, while bemoaning its lingering negative influence.

Kittle echoed those thoughts, noting that this approach too often creates a drought for kids and consequently, they tend to only read what is assigned by the teachers.

“The classroom is where students discover their passion and it’s where you discover a sense of who you are. So how do we ensure kids remain in love with reading? As teachers, that’s really the purpose of what it is we do.”

Allowing for the fact that the approach for which they advocate will be more time-consuming, Gallagher suggested it will mean leaving some things behind in terms of addressing what is essential.

“Sometimes that might seem somewhat painful, but accepted practice is not

necessarily aligned with best practice,” he suggested.

“The day you figure you have it down and don’t need to change, you should probably get out of teaching,” he maintained one afternoon during a session break. “If you’re still teaching the same way you were five years ago, you are not evolving as a professional and you’re doing a disservice to your students.”

Kittle stressed the importance of prioritizing, noting that “time is the currency of education and maybe sometimes you have to make adjustments on the fly in order to motivate your students.”

Meanwhile, both agreed that still being in the classroom when not on the road has been invaluable in terms of them keeping in touch with the profession.

“It’s probably the thing I hear most often is that because you’re still in the classroom, it resonates with those in the audience. It’s still something we experience regularly,” Gallagher said.

“Teaching today can be very complex in terms of the kids that are coming through that door, and those experiences that we share as educators can’t be replicated,” Kittle said.

Contemplating what teachers would hopefully gain as they left the conference, Kittle said that it’s reassuring to see so many willingly give up three days of their summer vacation, which she said can only help spread the message.

“It can definitely mean needing to change certain aspects of your approach in the classroom in order to not have these “fake readers” who can go right through the system. By allowing them to do that is malpractice in my view,” she said. n

STF offers retirement seminars this fallThe Saskatchewan

Teachers’ Federation offers Planning for Retirement Seminars every fall for members who are thinking about retiring in the next three years. These seminars provide support and information to assist members with the retirement process. The Superannuated Teachers of Saskatchewan

You may have noticed the Saskatchewan Bulletin has somewhat of a fresh look. In addition to the paper version, articles are available online at www.stf.sk.ca > About the STF > News or via the e-Bulletin, a monthly e-newsletter you can subscribe to on our website as well. By all means we welcome your feedback and any suggestions you would like to share. n

will also be presenting on the benefits of becoming a member of their organization.

For information regarding seminar dates and locations and to register online, please visit the STF Events Calendar. Preregistration is required due to space limitations.

Note: Personal pension estimates are not provided at these seminars. If you’re a

“The fact is we’re losing writers

and readers. The primary reason is the approach is too task-oriented

and there isn’t the sort of excitement and emotion that

you need...” Kelly Gallagher

member of the Saskatchewan Teachers’ Retirement Plan, you can get an estimate of your pension at different dates using the STRP Pension Estimator. If you require a formal pension estimate, please contact your teacher pension plan. n

Penny Kittle and fellow presenter Kelly Gallagher relied heavily on an interactive approach in engaging the audience in literary discussion.

October 11, 2017 Saskatchewan Bulletin 3

Eyre prepared to meet sector challenges in new role as Education MinisterChances are if you asked

Bronwyn Eyre what day it was, she would be inclined to tell you which new school opening she was attending as opposed to what the actual day on the calendar might be.

That’s been the focal point of her whirlwind first few weeks as the province’s newest Education Minister following the recent cabinet shuffle in which she succeeded Don Morgan, who has gone on to assume the Justice portfolio among a host of other responsibilities.

Eyre, who has been the MLA for Saskatoon Stonebridge-Dakota since the 2016 election, has switched from Advanced Education to the PreK-12 sector that she now oversees. This is in addition to her duties as Minister Responsible for the Status of Women.

She characterized her initial time in her new role as extremely exciting as a result of having attended a flurry of openings of nine joint-use schools in the province. Eyre predictably pointed to the precedent-setting spending on infrastructure by the Saskatchewan Party as evidence of its commitment to making education a priority.

While some have decried the P3 Funding Model used for the building of the new schools, Eyre doesn’t share that view. “I really don’t see the downside. It has worked really well and I consider it to be an accepted model of growth.”

While sitting in her constituency office before heading out to the official opening of St. Kateri Tekakwitha Catholic School, she offered that “when you

look at new ridings like this and consider the number of young families living here, these schools are an acknowledgment of the growth we have experienced in this province.”

Eyre sees the recent population growth in the province as a challenge, but insisted that when looking back on her own experiences a decade ago, “this is the

proverbial good problem to have”.

According to Eyre, the transition has been made at least somewhat easier due to the time she spent in the Ministry of Advanced Education and also the three-plus years she spent as a trustee with Saskatoon Public Schools before entering provincial politics.

“To some degree at least, there are similar stakeholders and the challenges are also not dissimilar so that has been helpful. From the time I spent as a trustee, I gained valuable insight into the sector and the challenges as well,” she said. In addition, during her previous experience as a journalist and broadcaster, she frequently would cover the education sector.

At this point her priorities are quite clear in that she is an ardent supporter of the STEM agenda, with emphasis on science, mathematics and technology. The latter of which she is hoping to see an increased focus on coding and students being adept at writing computer programs as part of their future. Ideally this would include increasing the number of girls involved.

“Naturally it has to be curriculum based, but I guess what I would like to see is the practical application so that we can have our students prepared for their future,” Eyre said.

Recently named Education Minister Bronwyn Eyre has had a busy schedule in terms of attending numerous joint-use school openings during the first few weeks on the job.

Jenn Chan (left) and Lori Meyer were heavily involved in the new elective course, Gender and Sexual Diversity Studies 20L, which is to be launched in the Prairie South School Division.

Prairie South to launch sexual diversity courseMOOSE JAW–At the very

minimum, officials at Prairie South School Division are embarking on a ground-breaking new initiative. The division is offering a new elective course, Gender and Sexual Diversity Studies 20L, that will be the first of its kind in the province (and as far as anyone knows, it could be the first of its kind in the country).

As a locally developed course, it has been a year in the making. Plans are for it to be offered in the second semester to students in grades 10, 11 and 12 who wish to enrol, and it will be offered as an elective credit for graduation.

Since its origins, the school board passed a motion to adopt the Respect for Human Diversity policy. It also gained the blessing of the Ministry of Education in July as part of its commitment to ensuring schools are safe and provide inclusive environments where student success is a priority, and everyone feels included, protected and respected.

Lori Meyer, superintendent of learning for Prairie South, has been one of those who helped develop the policy with the input of various community groups, the Board of Education, school community councils and not the least of which, parents and students.

There was also extensive consultation with Moose Jaw Pride.

Another person who has been closely involved in the development of the course is Learning Consultant Jenn Chan, who said that in talking to students in the Gay Straight Alliance, the feeling was that there was a strong need for education around diversity in today’s schools.

As Meyer said, “this makes a clear statement about what Prairie South believes about the value of every human being. It was important to ensure that our students felt safe, and that they had something to back them up as far as expressing their gender and sexual diversity.”

She added that in offering this course, it is ideally meant for all students as a way to help the important alliances that all students need.

“The thing we’re really hoping for through this transition is that it has relevance and it is attractive for every student. In writing it, we were looking to make it for everyone. Even though it was definitely a dance at times, we wanted to be proactive. We had great support from parents, teachers and the community,” Meyer said.

Chan explained, “we had some foundational ideas

we tried to build the course around, and we did a lot of research on the subject. Right from the start we were committed to it being inclusive and stressed the importance of building allies. Because even though many people out there don’t necessarily understand the issues, the students embrace this and so we’re excited to see how it will evolve.

“From conversations I’ve had, students are excited about this and we would like to see where it can go. Students are going to be the key because they will be the allies who support their peers, and this has got to be about the students.”

Student safety is one of the main themes identified, along with school culture, student physical and emotional health, student engagement and academic success, and diversity and equity.

Another aim of this program is to improve retention rates of students in the gender and sexual diversity community by reducing stigma within the school and community.

Foreshadowing the course, Chan said it is intended to help people make informed decisions and fully understand the human rights component while being agents for change. She also noted

the importance of having listened to the personal narratives, including those of the First Nations and Métis community. Ultimately, she said the aim is to work with the community to advocate for the values espoused in the course.

“Education is the most important tool we have, and it can make a difference. This is part of society and it’s not going away. So it’s important for our students as well as for society to build greater understanding.”

Meyer agreed that education is the only way to include other perspectives in the conversation. She hastened to add that the course is being presented not just as an add-on for teachers, but will be its own

entity and slotted into the timetable.

“We started from scratch with this and it’s been a fun process. We pushed each other’s boundaries and hopefully the same will happen in schools. I know from my involvement, my understanding of the issues has broadened considerably. Again, we hope that it will be replicated by students and teachers.”

Chan concurred that this has been a learning experience for her as well. “I consider myself open and accepting. I want to be an advocate for all students and I feel like a cheerleader, at least at the surface level. I came out of this learning a lot, and I’m excited to see what the future will bring.” n

The other areas where she would like to see greater collaboration is in recruiting and retaining teachers in the area of French immersion, which she recalls having experienced in her youth and cites as invaluable.

As a matter of fact, it’s her own years in school that continue to heavily influence her thinking.

“When I look back at my Aden Bowman graduating class, we had two Rhodes Scholars come out of there. We also had people who went on to teach at Harvard. So that is why philosophically, I feel very strongly about the strength of the public education system,” she said, mindful of having seen numerous private schools while living in the United Kingdom.

There’s also the influence of her parents, both of whom were teachers. Recalling her own experience, she seriously considered entering the teaching profession before enrolling in law.

“A big part of my identity is because of my parents having both been teachers. I love teaching and I realize what amazing work teachers do. We have a lot to be proud of in our education system.”

Eyre noted that Morgan also gave her a lot of great advice before moving on. She also credited the construction of these new schools in particular to his passion and commitment.

“I would say this is my dream job. I understand there are challenges, but let’s give it a whirl,” she said. n

“So that is why philosophically, I feel very strongly

about the strength of the public

education system.”Bronwyn Eyre

4 Saskatchewan Bulletin October 11, 2017

School and community create magic together

DUNDURN–A quartet of teachers at Dundurn Elementary School, aided by colleagues and community members, encapsulate all that is good in small- town Saskatchewan.

Despite a population of less than a thousand, the moral of this story is not to underestimate what passion, co-operation and a whole lot of old-fashioned sweat equity can achieve.

Don’t take my word for it, because the proof is right there in front of you in the Dundurn Outdoor Space which has become known as the Timber Lodge. With all due respect to the numerous outdoor spaces at other schools, this isn’t merely a neatly arranged garden space with some trees and garden boxes.

For sure this includes garden and wilderness space, but also a playground and an ambitious, impressively solid gazebo that was the centrepiece of the grand opening in September.

The real story of how this project began is best told by teaching colleagues Rochelle Fiedelleck, Cindy Krueger, Bridget Shannon-Wobeser and Lynne Peters. The trick here for the reporter is to listen carefully and try to write quickly because their enthusiasm for the project is such that it’s hard for them not to want to talk simultaneously. It is because all of them have something they want to add to the conversation, and it’s not about personal ego, but rather their enduring gratitude in how the school and community came together.

According to Shannon-Wobeser, what started as a bit of a generic space soon became much more once word got out to the community and colleagues. People were only too eager to help create and develop the outdoor learning space, which is intended to provide sustainable education by linking nature, community and culture in the perfect trifecta.

Fiedelleck has spent hours nurturing this from only a thought in her mind to what is now tangible evidence. She spoke of her desire to have students connect to the space and experience authentic learning as part of the process that ticked all the boxes when it came to curricular connection.

As any teacher will tell you, these sorts of programs often start with successful applications for funding grants, which the aforementioned teachers painstakingly spearheaded.

Then there was the fortuitous contributions of parents who had both the expertise and equipment to take this to another level entirely, including the centrepiece timber gazebo structure which highlighted phase one. By Fiedelleck’s estimation, this alone would have cost approximately $70,000 but costs were dropped to less than half as the result of labour and equipment being donated so zealously.

After 10 months of diligently researching the project, things got serious in May before the anticipated fall completion.

“Our teaching is centred on place-based learning. We wanted to promote learning at the local level to gain a deeper understanding. We believe in learning which roots students in their surroundings, so they can connect to the world around them. This type of learning is the building block of our future–character, community, nature, curiosity and critical thinking skills are developed to pave the way for our best future,” Fiedelleck offered.

“People–both teachers and community members–had the inspiration to make this a reality, and that included the students from grades 3 to 6,” Fiedelleck said. She added that the common bond for adults and children alike was the beaming sense of pride in the accomplishment.

“Just to watch how people came together was remarkable to witness and to see how it just snowballed,” Peters said. “We started by dreaming big and without a lot of dollars in our pockets. But that didn’t limit us and people were there to help in any way they could. This just turned out to be something above and beyond and you just have to say ‘wow.’”

The teachers recalled that the project was a combination of one dad with a landscape business, another with engineering expertise, and one with the requisite construction equipment. It was a matter of “shaking the tree a bit, and it’s just how life is in small-town Saskatchewan,” according to Fiedelleck.

Shannon-Wobeser, who grew up in Saskatoon, saw first-hand how this spirit came to the fore. She admits to having been amazed at what she witnessed to the point where she found herself being quite teary to see the combined efforts of parents and their children. “You could just see the pride in their faces as the project proceeded,” she noted in her appreciation of this slice of small-town determination.

Peters, who is both the daughter and wife of a farmer in the area and is the prekindergarten teacher, joked that this project has been close to her heart.

“I told the kids that they would make great farmers, and from the world I come from, that’s a major compliment. When I look at this and what it can provide for our students, it’s everything that I love and hold dear.”

Fiedelleck and her colleagues stressed that even when the students are outside the classroom, it should by no means be construed as a prolonged recess.

“You can just see the ownership the students have and for sure they love being outside, but they are learning so much. They are like little sponges. It’s not just an outdoor classroom, but a learning space where they learn about community and see it in action.”

Krueger concurred, adding that students were involved in every step along the way and that included not just the learning aspect, but also some hands-on assistance in assembling and staining, for example.

Peters, whose students were the youngest ones taking part, said it was very important for them to see this take shape. It is hoped that this process raises their awareness of nature and the change of seasons.

“We talked about recognizing a meadowlark as just part of becoming more aware of the big outside world. To see things grow from a seed. It puts things in perspective and slows things down. It’s very calming for everyone.”

Another valuable teaching opportunity through this has been the linkage to First Nations teepee pedagogy while learning and developing a deeper

Editorial

Don’t get hung up on numbersOn the surface at least, this looks very much like a

good news scenario. Yet in the grand scheme of things, you’ll pardon me for raising an eyebrow at least.

The most recent provincial graduation rates showed a modest upswing from 75.6 percent to 76.5 percent–the highest it has been in two decades. For First Nations, Métis and Inuit students, there was a bump from 41.9 percent to 43.2 percent.

This is most assuredly positive news. But any time these things become so focused on numbers, it raises some red flags because the stakes become that much higher. We can all agree that it’s in everyone’s best interest to have improved graduation rates. Ever since the Education Sector Strategic Plan established the goal of increasing the on-time graduation rate to 85 percent by 2020, as you might expect, things have been ramped up. Nobody wants to look bad in this scenario.

Having recently dropped into the Bending the Line symposium in Moose Jaw, you couldn’t fail to recognize the engagement of the participants as they wrestle with this issue.

However, if we’re going to pay attention to the numbers, it makes it rather worrisome that against the backdrop of a one percent hike this year, that still leaves 10 percent in the next three years. Having goals is fine and maybe necessary. Too often numbers can get in the way of real success, and sometimes arguably obscure the bigger picture.

Take for example the My Student First Classroom model that is focusing specifically on Grade 10 throughout the province in order to have the hoped-for improvement so that everyone looks good in terms of reaching the targets.

Again very laudable, but in looking briefly at the impressive documents that have been produced by the Provincial Leadership Team, you are confronted with the harsh reality that could undermine these lofty goals.

Particularly when you look at the role of students and notice the commitment to taking ownership of their learning and to attend school regularly, as just two examples. I can tell you from personal experience that in some cases these aren’t factors that the teacher or the rest of the education stakeholders have a great deal of control over. There are out-of-school factors that can seriously derail those seemingly straightforward statements.

I recall a visit to Meadow Lake last year where I was impressed by the work being done by a graduation coach whose fundamental purpose was to make the students’ education–and graduation–more real to them. It seems to me that’s a model that can work and, as nice as it might be to affix numbers to it, that’s not the real issue here. Celebrating every success is what this has to be about. In terms of showing tangible progress in the future, the whole emphasis has to start a whole lot earlier than Grade 10. Being transfixed on numbers can lead one down the same road as the lamentable No Child Left Behind initiative that was tried in the United States.

This quartet of enthusiastic teachers at Dundurn Elementary School, (from left) Lynne Peters, Cindy Krueger, Bridget Shannon-Wobeser and Rochelle Fiedelleck, expressed their joy at how the community came together in creating this outdoor learning area.

bulletins a s k a t c h e w a n

The Saskatchewan Bulletin is published 10 times during the school year by the Saskatchewan Teachers’ Federation. Contributions to the Bulletin are welcome and will be used when possible. All material is subject to editing. Requests for coverage by Bulletin staff should be received at least three weeks before the event.

Editor: Jens Nielsen

Publications Mail Agreement No. 40064493Return Undeliverable Canadian Addresses To:

Editorial Office 2317 Arlington Avenue Saskatoon SK S7J 2H8T: 306-373-1660/1-800-667-7762F: 306-374-1122bulletin@stf.sk.ca

©2017. For permission to reprint, please contact the editorial office. Indexed in the Canadian Education Index ISSN 0036-4886Member of the Canadian Educational Press Association and the Educational Press Association of AmericaReturn postage guaranteed.

“We started by dreaming big

and without a lot of dollars in our

pockets. This just turned out to be something above and beyond and

you just have to say ‘wow.’”

Lynne Peters

understanding of First Nations and Métis cultures.

According to Shannon-Wobeser, this has also provided a rich learning experience for teachers.

“I’ve learned so much through this myself. To see how the students have grown has been amazing and has absolutely been the best part of all this in my view.”

Fiedelleck, an avid outdoor enthusiast, said this was a perfect vehicle to channel her energy and passion.

“When you look at what we’ve been able to accomplish as a school, and equally importantly as a community in terms

of sustainability and educational opportunities, this has elevated the vision I had.”

Krueger spoke of the value of teamwork, adding that the teachers are mindful of the importance of their influence as role models.

“I think that’s probably the part I’m most proud of, that we just never said no and believed we could make this happen and didn’t give up. The kids see that and I believe it’s an inspiration to them as well as to us. Now we have this wonderful space to utilize in the future.” n

October 11, 2017 Saskatchewan Bulletin 5

Colleen Weimer and Bob King have a rich history of creating magic together at Weyburn Comprehensive School.

WEYBURN–Compared to the colleague she is sitting beside, Colleen Weimer is a relative neophyte in the teaching profession.

Admittedly, under normal circumstances you would think having spent 35 years as a music and drama teacher would place you in the upper echelon in terms of longevity. Except for the fact that her longtime colleague and friend Bob King has spent 50 years in the game.

Spend a morning with these two evergreen educators and you come away feeling not only inspired but also invigorated. It’s also one of those stories that you might think is fiction except it’s not. Rather, this is an intertwined tale of incredible ironies that have shaped their respective teaching journeys.

One of the shared traits you might suggest is that neither of them is particularly good at saying no, especially when it comes to extracurricular activities as well as their regular teaching assignments.

King, 73, who actually retired in 1997, reckons he’s still roaming the halls of Weyburn Comprehensive more than 300 days a year (occasionally to his wife’s chagrin). He is the school’s activities co-ordinator and organizes athletic tournaments, awards banquets, the band trip, as well as being a substitute teacher in just about every subject area.

In his own words, the past 50 years have passed very quickly and his continued involvement with students has kept him young and busy.

Weimer, whose influence has been such that at both the school and community levels, the commons area in the Cugnet Centre in Weyburn is named after her. Her humility is readily evident, as she credits “everyone who has put time into making a musical or a concert happen has played a huge part in this.” Weimer also acknowledged her family who has been integrally involved in her work whether at the Comprehensive, or Haig and Assiniboia Park elementary schools where she spends her mornings. There’s also the leadership role she plays with Grace United choir.

At this point, King interjects so as to trumpet Weimer’s unselfish and motivational involvement, which she said includes

Pair of venerable Weyburn educators share common links, admiration

second-last in a race “and that was just because the guy who finished behind me had lost his shoe.”

Many of his summers were spent touring with a carnival that his father originally owned. It’s a life he has embraced with considerable zeal, having been to every state in the United States except Alaska. That’s about to change, however, when he and his wife Brenda will be heading there to watch a play put on by their daughter Liz, who is a much-travelled stage manager (the apple doesn’t fall far from the tree, you see). Did I mention his wife is a retired English teacher after having spent 30 years in the school system? Yes, she’s also still a substitute teacher, while their son Rob works for Canada Post.

King’s wanderlust has also extended to taking a year off from school in 1983 to travel around the world to visit 28 countries. There’s also the

annual trip to New York City for he and Brenda to attend the latest musicals.

Weimer shares a similar passion for travel, although many of her treks have focused on taking her students on band trips near and far throughout North America. She is a big believer in including everyone who is interested, even though she’s not exactly a pushover.

“Everyone can sing, some better than others, but we can work with that and as the teacher, it’s my job to pull that out of them. It’s about relationships and making every one of them feel important. We don’t have auditions for our musicals, but to be the lead they have to earn their way and our kids know that,” she said.

According to King, the success of Weimer’s productions is such that the numbers have exploded since she arrived at the

school – this includes many boys culled from the various sports teams.

Both are big believers in the whole extracurricular aspect of the students’ education. “I’ve seen first-hand on so many occasions what it does for a students’ self-esteem, and I think you miss out if you don’t have that involvement,” Weimer offered.

King’s philosophy mirrors hers, while adding that he’s troubled by sports teams, in particular, becoming too specialized in many cases.

“School is about creating citizenship and it’s not about a diploma. It’s about preparing kids to be able to do whatever they want when they are done high school.”

Not surprisingly, their respective passion for what it is they have devoted a lifetime to has been passed on to the next generation as well. In the case of Weimer, daughters Kaila and Kendra are both teachers. Kendra resides in Weyburn and often helps mom with the costumes. Oldest son Blaine is an accountant, but all kids played piano growing up and he was also in the pit band when a student. Husband Doug is the sound man so he can see his family.

As he actually sounds serious about retirement, King acknowledges having some trepidation about it. He then added, “but there’s always going to be something to organize and that’s just part of my world.”

Weimer, meanwhile, is considering it quite seriously, although she similarly is wondering what that might entail, adding that, “my biggest worry is I like to be busy.”

No kidding, times two. n

having had several special-needs children in the musicals and that it’s not uncommon for them to come back to visit.

“Those are all my kids and I love every one of them,” Weimer said as King echoed in “and they love her, believe me.”

Theirs is a relationship that dates back to when Weimer was a student and King was a teacher. Back then her involvement was already taking shape as a member of the student council. Reflecting back on those days, Weimer cited King as a great role model, and that’s been a common thread as she credits a host of folks who have had a major influence on her teaching career.

Along the way, the two have been involved in countless dramas and musicals. By Weimer’s own reckoning, “Bob has helped keep me organized for decades. I’m pretty spontaneous, but I procrastinate and he likes to move things along. I don’t know what I would have done without him all these years,” she smiled.

When you consider King has helped organize every provincial Summer Games since the 1970s (15 by his count), it would be safe to assume he’s a committed athlete. Well, not so much except for a series of circumstances where he was often a convenient fill-in to complement a particular roster.

“I was a biology teacher, but the one year I taught in Dinsmore I wound up doing half phys-ed and half biology,” he mused, recalling how his aptitude test in school had him earmarked to be a mathematical oceanographer.

Since moving to Weyburn in 1969, he has taught primarily science, social studies and history but also has done all sorts of extracurricular including coaching several sports teams.

“I was never a big participant but I coached for 14 years and loved it and became pretty knowledgeable about it,” he said. King also joked that his cross-country career at the University of Regina included finishing

Math conference adds up to a rich overall experienceIf you are talking math

circles, the upcoming Leading Together: Saskatchewan Understands Math 2017 conference is presenting an equation that adds up to a multi-beneficial experience for math educators and all levels of educational leadership who support curriculum.

In other words, this is a really big deal. That’s very much how Michelle Naidu, president of the Saskatchewan Mathematics Teachers’ Society, sees it. Naidu is anticipating as many as 300 delegates at the conference, which is scheduled for October 23-24 in Saskatoon.

It’s not only the attendance of such luminaries as Lisa Lunney Borden and Steve Leinwand as keynote presenters, but in addition, those attending will have the opportunity to spend as much as four hours of work time with these folks, as well as a number of scheduled breakout sessions.

In this ninth annual version of the conference, Naidu is particularly keen on the culturally responsive teaching aspect, which she said is an integral part

of making this a cutting edge event.

The partnership created by the involvement of the Saskatchewan Professional Development Unit, the Saskatchewan Teachers’ Federation and the Saskatchewan Educational Leadership Unit at the University of Saskatchewan is also instrumental in widening the scope.

“We’re looking at this as the role math plays in a variety of areas. This includes the truth and reconciliation focus and differentiated instruction, while also looking at how we’re incorporating technology,” Naidu said.

There will also be a math fair for teachers as an example of what teachers can provide for their students to increase engagement in their respective classrooms and bring the subject to life.

“We’re trying to give teachers an opportunity to experience the conference and reflect on their own practices, and thereby support teachers in their instruction.”

According to Naidu, ideally she would like teachers to walk away from

the conference armed with a better understanding of what a culturally responsive classroom looks like.

“It’s a new model, and what this does is hopefully makes it all the more real for teachers. By having the opportunity to experience this personally, it will mean more than just reading it from a book.”

Naidu stressed that as much as new math concepts will be the order of the day, organizers are mindful of traditional math teaching as well. Blending traditional math teaching with the incorporation of new methodology is, after all, meant to be introduced into their practice gradually.

“Ultimately this will provide an opportunity for teachers to experience math in a way that is accessible and makes them think ‘I can do this,’” while suggesting that this is not just for “math gurus.”

As Naidu says, the better prepared teachers are, the greater the student experience, which adds up to be a benefit for all involved. n

“I’m pretty spontaneous, but I procrastinate and he likes to move things along. I

don’t know what I would have done without him all

these years.”Colleen Weimer

6 Saskatchewan Bulletin October 11, 2017

Supporting beginning teachers –a worthwhile investmentBy Jane Macleod, Senior Manager, Research & Records, Saskatchewan Teachers’ Federation

Who doesn’t remember the excitement and the anxiety felt while preparing for their first teaching experience? Such a mingling of emotions is typical of new teachers. Some say that optimism is probably the most prominent characteristic of beginning teachers around the world as they watch the newest members of the profession welcome groups of students with enthusiasm, with energy and with high expectations during those first few weeks of the school year.

A 2016 pan-Canadian study of the experiences of beginning teachers, by Keith Walker, Benjamin Kutsyuruba, Maha Al Makhamreh and Rebecca Stroud Stasel, found that this intrinsic passion and desire to teach both motivated and fuelled new teachers, even during those days after September when the bloom falls away from the rose, so to speak.

After four or five years of study and endless hours of observing teachers in action, Linda Darling-Hammond (1988) tells us that it is through the processes of socialization and enculturation that teachers really develop their identity as teachers and their sense of professionalism. Most new teachers admit that there is still much to learn about motivating and engaging students on a day-to-day basis. For this reason, it is in the classroom and the wider school environment (be it in the staff room or on the playground)where new teachers actively develop and hone their skills as a teacher. As Richard Ingersoll tells us in his 2012 editorial for Phi Delta Kappan, the school’s responsibility is to provide an environment where new teachers learn to teach, to survive and to succeed.

Not surprisingly, what the principal does or does not do plays a key role in the overall success of new teachers. The importance of a warm welcome, a daily smile, and expressions of encouragement mean a lot to teachers. Common sense and research both tell us that new teachers especially benefit from these basic collegial gestures.

However, what may be surprising is that participants in the research study cited above spoke of principals who accepted and appreciated the fact that their beginning teachers were essentially beginning learners. The principals took the time to ensure their new teachers started off with the necessary tools and resources for their teaching assignment. As school leaders, they ensured that their new teachers were not overloaded with classroom and extracurricular responsibilities. They underscored the importance of a healthy work-life balance.

Where principals arranged for an experienced colleague or mentor to work closely with the new teacher, the principals continued to inquire and attend to the teacher’s well-being and success. Regular and non-judgmental classroom walk-throughs, hallway chats, and open doors were each valued by the new teachers. Being recognized and appreciated as a valuable member of the staff was seen as important to the novice teachers.

Principals know that most, if not all, beginning teachers will encounter their share of difficulties and challenges. What research tells us is the importance of acting quickly when problems surface. Participants in the study by Walker et al. (2016) spoke fondly of principals who supported them through what they felt to be “tricky” situations. In instances where teachers felt isolated and vulnerable, their principals provided guidance and encouragement, and subsequently worked with the teacher to reflect upon and learn from the experience.

Fundamentally, time and effort spent during the early stages of a beginning teacher’s career is a good investment. Again, research tells us that teachers who are left to struggle and fend for themselves, or do the hard yards, will fail and will likely leave the profession altogether angry and disillusioned. Sadly, beyond the loss of a trained and initially enthusiastic teacher, children’s learning and success is a casualty.

However, authors Tschannen-Moran and Hoy (2007) cite research that overwhelmingly supports the value of creating a supportive and positive environment for teachers during the first few years. Teachers who feel valued and capable put more effort into their teaching. They set higher goals for themselves and their students, and demonstrate greater openness to learning. In short, both teacher and student succeed.

The actions of an understanding and supportive principal can be the spark that ignites and nourishes a new teacher’s excitement and energy as a dedicated professional. Just as with our students, being part of and witnessing a new teacher’s success over time is a good feeling, and is most certainly worth the effort. n

Education Minister Bronwyn Eyre is among the dignitaries and students who participated in the ribbon cutting of the Chief Whitecap School. Photo by Rob Kunz, Saskatoon Public Schools.

Chief Whitecap School is latest example of unique partnership that is flourishing

Speaking to the students gathered in the gymnasium, Saskatoon Public School Board Chairperson Ray Morrison told them their new school–Chief Whitecap School–had been talked about since before they were born.

The school, which can accommodate 850 K-8 students at full capacity, was another in the long line of official openings around the province as nine joint-use schools have opened for the new school year.

Probably no other school has a model quite like Chief Whitecap. This endeavour is the latest example of a unique partnership that exists between Whitecap Dakota First Nation, Saskatoon Public Schools, and the federal and provincial governments.

Morrison has been involved in the partnership since its inception two decades ago. He said that this school, which will house students from grades 5-8 from Whitecap Dakota First Nation, is the embodiment of community and couldn’t have taken place without the spirit of co-operation that exists.

The partners entered into an Alliance Agreement in 2014 which meant that teachers at the Charles Red Hawk Elementary School, located on the Whitecap Dakota First Nation, are members of Saskatoon Public Schools and enjoy the

SAEA donates $17,000 for researchVisual art teachers see the

importance of supporting and promoting quality arts education in the province.

The Saskatchewan Art Educators Association, a professional growth network of the Saskatchewan Teachers’ Federation, has donated $17,000 to the Dr. Stirling McDowell Foundation to support visual art education research in Saskatchewan. This directed gift will provide resources for exploring classroom-based research examining the

importance of visual art in PreK-12 classrooms.

The SAEA executive voted unanimously to direct the gift to visual art education research in the province. As teachers, who are also artists, the importance of ensuring all children have access to a quality arts education is reflected in this generous donation.

As part of this year’s Notice of Intent process, a special call for research projects in visual art education will occur.

benefits of belonging to the Saskatchewan Teachers’ Federation.

“This honours our educational partnership with Whitecap Dakota First Nation–a relationship built carefully like the bricks and mortar of this school. We look forward to the possibilities and achievements this unique school can bring,” Morrison added.

Whitecap Dakota First Nation Chief Darcy Bear, who was unable to attend the official opening due to illness, sees this as the culmination of a long-held vision.

“Most importantly, as our children transition into Saskatoon for the rest of their schooling, Chief Whitecap School gives them

a home base to continue to achieve and succeed.”

Those sentiments were echoed by Minister of Education Bronwyn Eyre, who said “the co-operation and teamwork from our partners has given us a school that has transformed this community. It is a welcoming space for our children and families in Stonebridge and Whitecap Dakota First Nation.”

School principal Harold Robertson added that “the focus on community and relationships will help us support every student in our school to be successful.”

The school features the well-appointed Dakota Cultural Room, which serves as a learning space for students from across Saskatoon to gain a greater understanding of Dakota First Nation culture and history. This is seen as part of a Canada 150 reconciliation initiative that seeks to educate students on Indigenous perspectives in history, culture and language. The school also includes interpretive walls located in the entrance that depict a timeline of historically significant moments for the Dakota First Nation and other Indigenous peoples.

The school shares space with St. Kateri Tekakwitha Catholic School as well as a 90-space child-care centre and community space. n

“This honours our educational

partnership with Whitecap Dakota

First Nation –a relationship built carefully like the

bricks and mortar of this school.”

Ray Morrison

Teachers and other educators interested in pursuing a research project should contact the Foundation for more information and clearly state in their Notice of Intent that their project will focus on visual art education.

The Foundation accepts directed gifts from individuals or organizations to fund research in target areas that fit within the mission and mandate of the Foundation and enhance teaching and learning in the province. n

Instructional Leadership

The Saskatchewan Bulletin accepts paid advertising believed to be of specific interest to Saskatchewan teachers. While all reasonable efforts are made to ensure that all advertisements are accurate, the publishers are not responsible for the content of any advertisement appearing in this publication.

GrowthOPPORTUNITIES

Professional

Formoreinformationaboutthesesessionsortoregister,visitourwebsiteatwww.stf.sk.ca.

October

24 Parent and Family Engagement: Inviting Families and Parents to Share in Our Learning – Saskatoon

27 Differentiation: Supporting Students Without Individual Lesson Plans – Saskatoon

30 Instructional Leadership for Principals: Visionary Leadership – Saskatoon

November

2 Responding to Children’s Interests – Saskatoon

3 Inquiry: What Does it Mean in My Primary Classroom? – Saskatoon

8 Supporting Students Who Have Experienced Trauma – Saskatoon

8 Literacy Series: Cracking the Code: Building Skills for Literacy Success – Saskatoon

9 Physical Literacy: How Movement Improves Learning – Saskatoon

15 Skills and Stance for Learning-Focused Conversations – Prince Albert

17 Instructional Leadership for Principals: Measuring With Meaning – Regina

17 Thinking Like an Artist in Arts Education – Saskatoon

20 Using Tasks in High School Mathematics – Saskatoon

20 Planning Intensive for Science – Saskatoon

23 Technology in Middle Years: ELA Teachers Transform – Saskatoon

24 Facilitator Series: Embedding Formative Assessment Into Professional Learning – Saskatoon

24 Early Learning With Block Play: Numeracy, Science, Literacy and So Much More! – Saskatoon

27 Differentiating for the High-Ability Learner – Saskatoon

28 Structures for Differentiating Middle Years Mathematics Part 1 and 2 – Tisdale

NEW

NEW

SaskatchewanBulletin7October 11, 2017

@SaskTeachersFed

-16

-21

DECEMBER 11-14, 2017School-wide improvements in student learning accrue in schools whose work cultures are collaborative. In such cultures, professionals learn to talk about the hard-to-talk-about details of learning, teaching, assessment and the cumulative effects of their work with students. Productive teams are developed, not born.

Cost: $570 (includes GST and resource material.)

ADAPTIVE

S E M I N A R

SCHOOLSFOUNDATION

For more information and to register visit the STF website at www.stf.sk.ca.Registration deadline: November 23, 2017

Thinking About Retirement?The Saskatchewan Teachers’ Federation offers Planning for Retirement seminars for members who are thinking of retiring in the next three years. These seminars provide key information about the retirement process and the benefits available through the Superannuated Teachers of Saskatchewan.

Members must register for a seminar using the online Events Calendar at www.stf.sk.ca.

Planning for Retirement Seminars

2017 Seminar Locations and Dates:Moose Jaw ............................................. November 2Prince Albert ........................................... November 6Regina .................................................... November 7 Rosetown ............................................... November 9Saskatoon (ALEF) ..................................... October 17Saskatoon .............................................. October 17Weyburn ................................................. November 15Yorkton ................................................... November 14

Seminars run from 6:30 to 8:30 p.m., with the exception of Saskatoon (ALEF) running from 5:00 to 6:15 p.m.

Note: Personal pension estimates are not provided at the seminars. To request an estimate, please contact your teacher pension plan. STRP members can get pension estimates online using the STRP Pension Estimator available on the Federation website.

8SaskatchewanBulletin October 11, 2017

Spring SessionsReginaRenewal/Second – Friday, March 9 and Friday, April 13, 2018Registration Deadline: 5 p.m., Friday, March 2 Location: Regina Catholic School Division Office – Education CentreSessions run from 9 a.m. to 5 p.m.

SaskatoonInitial – Thursday - Friday, March 8-9 and Thursday - Friday, April 12 -13, 2018 (4 days inclusive)Registration Deadline: 5 p.m., Friday, March 2Sessions run from 9 a.m. to 5 p.m.Fees:Initial – $550 (GST included)Renewal/Second – $350 (GST included)

For more information, or to register for any of the Accreditation Seminars, we invite you to visit the STF website, www.stf.sk.ca.

Accreditation 2018

Call for Research Grant Applications Notice of Intent 2018-19

EN

RIC

HIN

G T

EA

CH

ING

AN

D L

EA

RN

ING

B

Y S

UP

PO

RT

ING

PR

OF

ES

SIO

NA

LL

Y L

ED

RE

SE

AR

CH

The McDowell Foundation is inviting PreK-12 teachers and other educators to submit a Notice of Intent by November 14, 2017, to begin the grant application process for research projects funded in the 2018-19 school year. Foundation grants provide funding, guidance and release time to support recipients’ project goals and activities.

Prior research experience is not necessary. The Notice of Intent and overall application process assists applicants in developing a meaningful and achievable research project which supports professional development through reflective practice. Grants totaling $85,000 are available.

Photo Credit: Michela Carriere

Formoreinformation,visitourwebsite,www.mcdowellfoundation.ca.

Volunteer Overseas with CTF!

Are you ready for something more in your professional life?Are you looking for a larger, more global view of education?As a teacher, do you feel you have more to offer and more to learn?Are you ready for a personal and professional adventure?

If yes, Project Overseas might be for you!Together, we seek English- and French-speaking Canadian teachers at the primary, elementary and secondary levels who are interested in volunteering to offer in-service in a wide range of subjects in countries throughout Africa and the Caribbean.Almost 60 Canadian teachers are chosen annually to volunteer on CTF’s Project Overseas. When on Project Overseas, Canadian teachers give their time and skills to offer professional development in-service programs in partnership with teacher organizations in developing countries. Teams of Canadian teachers are formed in January and sent overseas during July and August.Application forms as well as information on CTF requirements and STF selection criteria can be found on STF’s website, www.stf.sk.ca > Professional Resources > International Opportunities.

CTF’s International Programs – Teachers’ Action for Learning

The deadline for applications is 5 p.m., Friday, November 3, 2017. Interviews will be held later in November.

Developing the collective identity and capacity of organization members as collaborators, inquirers and leaders.