8
PMA # 40064493 BULLETIN s a s k a t c h e w a n HUMBOLDT–Unless your mailing address is in Mars, the name itself is seared into the thoughts of people around the globe as a result of “the accident.” Moreover, if the city name of Humboldt and its junior hockey team–that would be the Broncos–topped Google searches, then the name of former President Kevin Garinger would have been equally as familiar. He was, after all, the face that would ubiquitously be in front of the media or quoted in yet another dispatch of the horrific Friday, April 6 bus crash that claimed 16 lives and injured 13 more. For days and weeks there were two oft-repeated images: Garinger’s calm, eloquent updates and far more jarring, the team’s bus strewn across the prairie field after having been struck by a semi-trailer that had allegedly failed to yield at the intersection of highways 35 and 335 encounter. Regardless of whatever happens in the future, the man who offered the phrases: “Humboldt Strong” and “We’re All Humboldt Broncos,” will forever be linked to what is not only the story of the year, but also arguably of all time in this province. It has been well- documented how this event garnered worldwide attention. Garinger experienced it first-hand when recently in Virginia. He was stopped by a police officer for a routine check and when he saw his licence indicating a Humboldt address, he wanted to know “How y’all are doing up there?” You get the idea. Moving on is necessary, and equally, pretty much impossible. In Garinger’s case, there is also the small matter of his day job as director of the Horizon School Division. “This is my real gig,” Garinger offered, although inevitably sharing space in his office were piles of blankets Since 1934 December 12, 2018 Volume 85 • Number 4 Dogniez wins national award.................................. 3 Re-Imagine Education online survey ............... 7 International teachers inspirational .................. 5 Former Humboldt Broncos President Kevin Garinger is also director of Horizon School Division. Garinger can’t wait for 2018 to be over the ‘Horizon’ that were destined for many of those people who had been so supportive during the entire process. This included many of those who work alongside Garinger on a daily basis in the division office, particularly Deputy Director Randy MacLean. It is not just the aforementioned intersection that comes to mind when delving into Garinger’s life, whether that’s how family, sports and education frequently intersect. As much as Garinger is zealous about education and his role in the sector, he is intuitively aware that the conversation, even for an education-based publication, would make it inevitable that reliving the whole ordeal was going to be part of talking to the visitor sitting in his office on this autumn afternoon. Listening to his recounting of the night in question and the immediate aftermath was not easy, but his detailed account made it seem almost somehow cathartic, if doubtlessly anguishing and painful to retell. Garinger was in Edmonton when he first heard rumblings that there had been an accident. Following a series of unsuccessful attempts to contact, among others, Darcy Haugan, coach and general manager, and close family friend and Assistant Coach Mark Cross, Garinger’s worst fears were to come true. “I’ll never forget when we started to piece it together, and I heard that it was bad–real bad–and that there were fatalities,” he said in a hushed tone. Then the agonizing priority became notifying parents and making plans for the sort of media circus nobody could have envisioned. There was also the critical matter of working with Greater Saskatoon Catholic Schools Director Greg Chatlain to cancel school at Humboldt Collegiate Institute on the Monday, while also arranging for counselling services for students who had lost classmates and friends in such dramatic fashion. “I can’t say enough about the support we had from everyone–from Horizon and from other school divisions and our teachers. Their support was critical as we started to deal with how we were going to respond,” Garinger recalled, while also commending Deputy Education Minister Rob Currie, who offered whatever help he could muster from the provincial level. “We knew we had to support each other and to be strong because the children in our schools were going to need us. It was such an unprecedented trauma on every level.” Asked why he thought the story became such a global firestorm, Garinger suggested that “I think perhaps because it was about a group of youth doing what they loved [playing junior hockey] and they had aspirations. They were such a special group and that became evident once the stories came out and things like how they had all dyed their hair yellow. This is such a tragic loss that it impacts the entire community and so far beyond,” Garinger noted. Back to the link between his role as director and previously as teacher and principal, he recalls how one trustee from the Horizon board had said students, whom Garinger had talked to personally, indicated that the education connection had helped them stay grounded. “That was a powerful statement,” Garinger said, still clearly moved by that observation. “For sure I had conversations with quite a few kids and parents who were struggling, and that included those who were dealing with getting on a bus again after that night,” the director said. He also freely admitted he has daily anxiety when he thinks about the number of school buses and kids on them within the Horizon School Division. From the outset, there was universal admiration for the eloquent, stoic way in which Garinger provided the latest updates on a story that was spiralling out of control. That was hardly the entire story though. “I understood the role, but I never wanted it to be about me, and I hit the wall a few times,” he acknowledged. He vividly shared one of his most difficult times when one of those who perished was Conner Lukan, a billet living in the Garinger basement. It took him a full three weeks before he could venture into the basement, and only then because a sensor was beeping. There were also frequent times when he would go into a room by himself to gather his thoughts. “But then think about the parents and the families who had to endure having these young people die, or for those who survived and whose lives will never be the same. And then you think about the first responders..., ” he said, his voice trailing off somewhat. There was also the not insignificant effect on Garinger’s family, including wife Katherine and grown sons–Kehlin, Dylan and Chase–all of whom live in Alberta. In the case of the two oldest (Kehlin and Dylan), they were also longtime close friends of Assistant Coach Cross and would regularly get together for a weekend, including one they were able to squeeze in shortly before the accident. Garinger himself, a native of Creighton, had spent seven years in Alberta as a superintendent before taking his current job five years ago. One of his ports of call as an administrator had been in Strasbourg, which is in the Horizon division. “I was humbled by the opportunity to come back and have a chance to make a difference and to work with great people where I had strong relationships from before. So that was nice. This is my home province–I bleed Rider green and all that,” he said, while poignantly aware that there is still a need for laughter, which he said is a great exercise for coping. Some have suggested Garinger can be quite a taskmaster, but he points with pride at the fact there is an almost unprecedented local agreement in place, which he said makes him proud of the relationships he has with the Horizon Teachers’ Association, including President Gerard Frison. “Sometimes we might disagree on things. I definitely set targets, and it’s important to have data that you can measure. Whatever decisions are made, I want to be involved, and I’m going to own those decisions. I believe in building leadership capacity in a lot of different ways,” Garinger offered. He has been involved in education for 25 years and sports since an early age. It is another example of those connections that goes back to his father and brother, both of whom were accomplished in each field. The two siblings were curlers and softball players, who competed at an elite level. Interestingly though, Garinger’s sporting passion is rivalled, and perhaps even surpassed, by his love of theatre. An active participant himself, it was not uncommon for him as a teacher to coach and head up the school drama production the same day. “I’ve always been a big believer that we need those sorts of activities in our schools, and you can’t put it just on the teachers.” Garinger said that while he and his wife have been to New York City on numerous occasions, he reckons he has seen three times as many theatre productions there as sporting events. Contemplating once again the bus crash, Garinger recalled with similar regret and sadness that there had also been the deaths of students, a teacher and a bus driver, all in Horizon, in recent months. “I can’t wait for 2018 to be gone. You can’t not be changed by what has happened in this past year, and it shapes your paradigm for sure. It makes you more aware than ever that we all need to do the very best we can for our kids’ safety each and every day.” More recently, since the unprecedented GoFundMe page that has raised in excess of $15 million, there have been some unkind innuendos in the community as to its fate, and it weighs on Garinger’s mind. Equally so with the book published by Barry Heath–against the strongest protestations of the victims’ families. “I have put away certain things because I don’t want to live in anger. That takes too much of your energy. I need to surround myself with love and care, and in this profession, you need it. This experience, and this year, has taught me how valuable and precious life and family is. “Education is one of the most powerful and noble professions in this world, and to be a small part of what is happening in our classrooms is all I ever wanted to do.” n “I’ll never forget when we started to piece it together, and I heard that it was bad–real bad–and that there were fatalities.” Kevin Garinger

BULLETIN - Saskatchewan Teachers' FederationPMA 40064493 BULLETIN SiSnice 19i3 HUMBOLDT–Unless your mailing address is in Mars, the name itself is seared into the thoughts of people

  • Upload
    others

  • View
    1

  • Download
    0

Embed Size (px)

Citation preview

Page 1: BULLETIN - Saskatchewan Teachers' FederationPMA 40064493 BULLETIN SiSnice 19i3 HUMBOLDT–Unless your mailing address is in Mars, the name itself is seared into the thoughts of people

PM

A # 40064493

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

HUMBOLDT–Unless your mailing address is in Mars, the name itself is seared into the thoughts of people around the globe as a result of “the accident.”

Moreover, if the city name of Humboldt and its junior hockey team–that would be the Broncos–topped Google searches, then the name of former President Kevin Garinger would have been equally as familiar. He was, after all, the face that would ubiquitously be in front of the media or quoted in yet another dispatch of the horrific Friday, April 6 bus crash that claimed 16 lives and injured 13 more.

For days and weeks there were two oft-repeated images: Garinger’s calm, eloquent updates and far more jarring, the team’s bus strewn across the prairie field after having been struck by a semi-trailer that had allegedly failed to yield at the intersection of highways 35 and 335 encounter.

Regardless of whatever happens in the future, the man who offered the phrases: “Humboldt Strong” and “We’re All Humboldt Broncos,” will forever be linked to what is not only the story of the year, but also arguably of all time in this province.

It has been well-documented how this event garnered worldwide attention. Garinger experienced it first-hand when recently in Virginia. He was stopped by a police officer for a routine check and when he saw his licence indicating a Humboldt address, he wanted to know “How y’all are doing up there?” You get the idea.

Moving on is necessary, and equally, pretty much impossible. In Garinger’s case, there is also the small matter of his day job as director of the Horizon School Division.

“This is my real gig,” Garinger offered, although inevitably sharing space in his office were piles of blankets

Since 1934 December 12, 2018 Volume 85 • Number 4

Dogniez wins national award .................................. 3 Re-Imagine Education online survey ............... 7International teachers inspirational .................. 5

Former Humboldt Broncos President Kevin Garinger is also director of Horizon School Division.

Garinger can’t wait for 2018 to be over the ‘Horizon’that were destined for many of those people who had been so supportive during the entire process. This included many of those who work alongside Garinger on a daily basis in the division office, particularly Deputy Director Randy MacLean.

It is not just the aforementioned intersection that comes to mind when delving into Garinger’s life, whether that’s how family, sports and education frequently intersect.

As much as Garinger is zealous about education and his role in the sector, he is intuitively aware that the conversation, even for an education-based publication, would make it inevitable that reliving the whole ordeal was going to be part of talking to the visitor sitting in his office on this autumn afternoon.

Listening to his recounting of the night in question and the immediate aftermath was not easy, but his detailed account made it seem almost somehow cathartic, if doubtlessly anguishing and painful to retell.

Garinger was in Edmonton when he first heard rumblings that there had been an accident. Following a series of unsuccessful attempts to contact, among others, Darcy Haugan, coach and general manager, and close family friend and Assistant Coach Mark Cross, Garinger’s worst fears were to come true.

“I’ll never forget when we started to piece it together, and I heard that it was bad–real bad–and that there were fatalities,” he said in a hushed tone.

Then the agonizing priority became notifying parents and making plans for the sort of media circus nobody could have envisioned.

There was also the critical matter of working with Greater Saskatoon Catholic Schools Director Greg Chatlain to cancel school at Humboldt Collegiate Institute on the Monday, while also arranging for counselling services for students who had lost classmates and friends in such dramatic fashion.

“I can’t say enough about the support we had from everyone–from Horizon and from other school divisions and our teachers. Their support was critical as we started to deal with how we were going to respond,” Garinger recalled, while also commending Deputy

Education Minister Rob Currie, who offered whatever help he could muster from the provincial level.

“We knew we had to support each other and to be strong because the children in our schools were going to need us. It was such an unprecedented trauma on every level.”

Asked why he thought the story became such a global firestorm, Garinger suggested that “I think perhaps because it was about a group of youth doing what they loved [playing junior hockey] and they had aspirations. They were such a special group and that became evident once the stories came out and things like how they had all dyed their hair yellow. This is such a tragic loss that it impacts the entire community and so far beyond,” Garinger noted.

Back to the link between his role as director and previously as teacher and principal, he recalls how one trustee from the Horizon board had said students, whom Garinger had talked to personally, indicated that the education connection had helped them stay grounded.

“That was a powerful statement,” Garinger said, still clearly moved by that observation. “For sure I had conversations with quite a few kids and parents who were struggling, and that included those who were dealing with getting on a bus again after that night,” the director said. He also freely admitted he has daily anxiety when he thinks about the number of school buses and kids on them within the Horizon School Division.

From the outset, there was universal admiration for the eloquent, stoic way in which Garinger provided the latest updates on a story that was spiralling out of control.

That was hardly the entire story though. “I understood the role, but I never wanted it to be about me, and I hit the wall a few times,” he acknowledged.

He vividly shared one of his most difficult times when one of those who perished was Conner Lukan, a billet living in the Garinger basement. It took him a full three weeks before he could venture into the basement, and only then because a sensor was beeping. There were also frequent times when he would go into a room by himself to gather his thoughts.

“But then think about the parents and the families who had to endure having these young people die, or for those who survived and whose lives will never be the same. And then you think about the first responders...,” he said, his voice trailing off somewhat.

There was also the not insignificant effect on Garinger’s family, including wife Katherine and grown

sons–Kehlin, Dylan and Chase–all of whom live in Alberta. In the case of the two oldest (Kehlin and Dylan), they were also longtime close friends of Assistant Coach Cross and would regularly get together for a weekend, including one they were able to squeeze in shortly before the accident.

Garinger himself, a native of Creighton, had spent seven years in Alberta as a superintendent before taking his current job five years ago. One of his ports of call as an administrator had been in Strasbourg, which is in the Horizon division.

“I was humbled by the opportunity to come back and have a chance to make a difference and to work with great people where I had strong relationships from before. So that was nice. This is my home province–I bleed Rider green and all that,” he said, while poignantly aware that there is still a need for laughter, which he said is a great exercise for coping.

Some have suggested Garinger can be quite a taskmaster, but he points with pride at the fact there is an almost unprecedented local agreement in place, which he said makes him proud of the relationships he has with the Horizon Teachers’ Association, including President Gerard Frison.

“Sometimes we might disagree on things. I definitely set targets, and it’s important to have data that you can measure. Whatever decisions are made, I want to be involved, and I’m going to own those decisions. I believe in building leadership capacity in a lot of different ways,” Garinger offered.

He has been involved in education for 25 years and sports since an early age. It is another example of those connections that goes back to his father and brother, both of whom were accomplished in each field. The two siblings were curlers and softball players, who competed at an elite level.

Interestingly though, Garinger’s sporting passion is rivalled, and perhaps even surpassed, by his love of theatre. An active participant himself, it was not uncommon for him as a teacher to coach and head up the school drama production the same day.

“I’ve always been a big believer that we need those sorts of activities in our schools, and you can’t put it just on the teachers.”

Garinger said that while he and his wife have been to New York City on numerous occasions, he reckons he has seen three times as many theatre productions there as sporting events.

Contemplating once again the bus crash, Garinger recalled with similar regret and sadness that there had also been the deaths of students, a teacher and a bus driver, all in Horizon, in recent months.

“I can’t wait for 2018 to be gone. You can’t not be changed by what has happened in this past year, and it shapes your paradigm for sure. It makes you more aware than ever that we all need to do the very best we can for our kids’ safety each and every day.”

More recently, since the unprecedented GoFundMe page that has raised in excess of $15 million, there have been some unkind innuendos in the community as to its fate, and it weighs on Garinger’s mind. Equally so with the book published by Barry Heath–against the strongest protestations of the victims’ families.

“I have put away certain things because I don’t want to live in anger. That takes too much of your energy. I need to surround myself with love and care, and in this profession, you need it. This experience, and this year, has taught me how valuable and precious life and family is.

“Education is one of the most powerful and noble professions in this world, and to be a small part of what is happening in our classrooms is all I ever wanted to do.” n

“I’ll never forget when we started to piece it together, and I heard that it was bad–real bad–and that there

were fatalities.” Kevin Garinger

Page 2: BULLETIN - Saskatchewan Teachers' FederationPMA 40064493 BULLETIN SiSnice 19i3 HUMBOLDT–Unless your mailing address is in Mars, the name itself is seared into the thoughts of people

2 Saskatchewan Bulletin December 12, 2018

By Lisa Squires, Communications Officer

NORTH BATTLFORD–When the Light of Christ Roman Catholic School Division challenged teachers at John Paul II Collegiate to improve graduation rates in North Battleford a couple of years ago, staff wondered if technology and flexible learning could help.

“In Saskatchewan, our grad rates are about 80 percent,” said Carlo Hansen, principal of the Grades 8 to 12 Catholic school, which serves close to 700 students. “From that, you can conclude that what we’re doing is working for about 80 percent of students. For those kids that it’s not working for, we need to give them something different. Part of that includes more flexibility.”

Hansen is part of a 12-member research team of teachers, led by Ramona Stillar, who applied for a McDowell Foundation research grant a year ago. The group wanted to explore the impact of developing interactive, online courses that provide students with more control over when, where and how they learn. On November 21, the team shared their research findings at a community Salon Series event entitled Dreaming

Bigger: Personalizing Pace, Place & Time.

“This is kind of like differentiation on steroids,” said Stillar. “Technology allows for alternatives in terms of kids’ pace and where they learn.”

For example, if a child with anxiety wants to be at school and do the work but isn’t able to be in a specific classroom, Stillar said the student can complete their course work in another area of the school where they can continue to access support from their teacher.

Although staff at John Paul II Collegiate had previously dabbled in the world of online content with mixed results, Hansen was curious what would happen if flexible learning became a school-wide priority for an entire year. The only rule–technology was there to support teachers, not replace them.

“We aren’t advocating for students to stay home and do all their classes online,” said Hansen. “We believe in building relationships. Technology can enhance that, but the most important part of education will always be those face-to-face connections with the kids.”

As part of the project, each teacher developed course content based on their subject areas. Content was inputted

into an online learning management system or LMS. The LMS enables teachers to develop interactive, online courses that can be customized and delivered through a blended format. It also supports collaborative instruction. For example, if a teacher is going to be away on parental leave to care for a new child but has their classroom content available on the LMS, it’s easier for the next educator to step in to teach that class.

Even more importantly, flexible learning is especially beneficial for students who need to work or care for children or other family members during the day. These students could be newcomers; students living with physical, emotional or mental health challenges; high-performance athletes who have to travel a lot; and transient students or others struggling to acquire the credits needed to graduate.

When former student Ashaun Pusey, 19, arrived in Canada from Jamaica back in 2016, he started school mid-semester–a challenging time for any student, let alone a newcomer. He attributes his success and ability to complete his studies on time and with his peers to LMS and support from his teachers.

Plenty of literature available on leadershipBy Joan Elliott, Librarian/Manager, Stewart Resources Centre

A wide variety of engaging books on the topic of leadership has crossed my desk in recent weeks with such diverse perspectives as those offered by academics, business and community leaders, school-based leaders and politicians.

In her new book, Dare to Lead: Brave Work. Tough Conversations. Whole Hearts, Brené Brown defines a leader as “anyone who takes responsibility for finding the potential in people and processes, and who has the courage to develop that potential.” Based on extensive research and on interviews with 150 global leaders, Brown’s model of courageous and daring leadership encompasses embracing vulnerability, practising our values and walking the talk, choosing courage over comfort, and learning to rise or to become resilient.

Other books focus on the ways in which teachers are leaders. Leading in Sync: Teacher Leaders and Principals Working Together for Student Learning, by Jill Harrison Berg, includes practical strategies for building a shared vision, strengthening trust, supporting collaboration and fostering a culture of teacher leadership. Minding the Future: Revitalizing Learning Cultures Through Teacher Leadership, by Angeline A. Anderson, Susan K. Borg and Stephanie L. Edgar, is centred on encouraging teacher and student voice to revitalize learning cultures and spark innovation.

The Principal Reader: Narratives of Experience, edited by Darrin Griffiths and Scott Lowrey, presents the stances of 56 Canadian and American practicing school leaders on such topics as leadership theories, confronting the status quo, leading instruction, relationships and reconciliation through education, and leading change. Key Questions for Educational Leaders, edited by Darrin Griffiths and John P. Portelli, is a collection of essays by international educational leadership scholars and practitioners who share a myriad of viewpoints on the purpose of education and describe various models of leadership such as transformational, democratic, distributed, instructional, inclusive, feminist and social justice.

A self-reflective approach to the topic of school leadership is offered by Baruti K. Kafele in his book Is My School a Better School Because I Lead It? Thirty-five thought-provoking questions for principals to consider on subjects such as their leadership identity, presence, impact, mission, purpose, vision and value will support them in assessing the leadership they provide.

Another guide that is focused on leadership for student learning through assisting K-12 school leaders to reflect on their practice is entitled Leading With Intention: 8 Areas for Reflection and Planning in Your PLC at Work. Written by Jeanne Spiller and Karen Power, this volume contains chapters on achieving focus, establishing and maintaining organization, using evidence, making students the priority, leading instruction, fostering communication and developing community and relationships.

Books geared to students illustrate other important forms of leadership. Start Now! You Can Make a Difference, by Chelsea Clinton, features numerous suggestions for youth leaders who want to raise their voices and take action on issues they care about at home, in their schools and communities, and around the world. Ideas for taking care of the environment, protecting endangered animals, keeping healthy and working with allies to stop bullying are discussed with middle years readers in mind.

Go Show the World: A Celebration of Indigenous Heroes, by Wab Kinew, is a children’s book which celebrates Indigenous leaders, both historic and modern-day. Sacagawea, Jim Thorpe, Beatrice Culleton Mosionier, Dr. Evan Adams, Carey Price, Tecumseh, Crazy Horse and Net-No-Kwa are just a few of the leaders highlighted in this book, which was illustrated by Joe Morse. The book concludes with the following verse: “We are people who matter. Yes, it’s true. Now let’s show the world what people who matter can do.”

To borrow these or other materials, please email [email protected]. n

Former John Paul II Collegiate student Ashaun Pusey (second from right) credits his graduation success to technology, flexible learning and support from principal Carlo Hansen (far left) and teachers Lindell Gateley and Jean Fauchon (far right).

Social media in educationBy Dean Vendramin, Teacher, Archbishop M.C. O’Neill Catholic High School Twitter @vendi55

Hi, hope your year is off to a great start.This summer I read the book Social LEADia: Moving

Students from Digital Citizenship to Digital Leadership by Jennifer Casa Todd. This was part of a summer book-talk series with the Regina Catholic School’s Connected Educator initiative. The book, and subsequent Twitter chat, confirmed many of my beliefs, understanding and potential of social media in the classroom.

Social media has met opposition and frustration as there has been some instances of inappropriate use and content. Still, it is not only important to recognize the impact of social media on education and society, but also to embrace the possibilities and opportunities that social media creates.

The book focuses on creating digital leadership not just digital citizenship. Although students are sometimes referred to as “digital natives,” many students have not explored the issues and potential that social media holds. I feel it is becoming important that educators take the lead in understanding and harnessing the power of social media.

There is a wealth of resources, sharing and professional development opportunities available to teachers. Get involved in a Twitter chat, start a blog on educational best practice and promote your classroom or school. These are but a few ways to contribute, grow and learn using social media. Modelling and educating our profession on becoming digital leaders is an area that we need to focus on.

Students need to experience the skills of critical thinking, self-regulation and citizenship that are part of the online world. Not only should we be making students aware of the pitfalls and dangers of social media, but we should also provide opportunities to communicate, collaborate and create in this medium.

Start a movement, contact an author, access an expert, send someone a message of love and acceptance, and share an idea. These are possibilities that are available at the click of a button or a touch on a screen. There are already a growing number of employers checking social media accounts to gain insights into future employees.

There are many youth already making a big difference in the world as they are embracing the opportunity to access an audience from home and around the world. How can we help students make sure that first impression is a good one? How can we help students use social media to make a difference in our world? n

Tech TalkResource Connections

“In Jamaica, you have books, a pencil and a chalkboard,” said Pusey. “That’s all we get. So when I come here and they’re like, ‘You can go online.’ I was like, ‘Technology has advanced.’ I can go online with my phone, go into the LMS and pop open my courses. It’s like I can’t fail. If it wasn’t for the online courses, I wouldn’t have been able to graduate.”

This January, Pusey is set to begin his post-secondary studies at the University of Regina and will be pursuing a major in biology with the Faculty of Science. He’s worried they won’t have an LMS system such as Moodle, but he’s confident his teachers have prepared him for the challenges ahead.

“The biggest skill I picked up is the skill to adapt. I’m already planning on how I’m going to adjust to university and the new system. Being able to adapt quickly has shown me that, without procrastination, I can actually do it.”

And that’s exactly the kind of results Hansen and the team at John Paul II Collegiate were hoping to see.

“People have very different interests and are engaged in different ways,” said Hansen. “Students are challenging us as educators to engage them. This project was about listening to our kids about what they need and want. For us, the cultural shift was around the collaboration. We have a lot of success stories and that’s what this is all about–trying to make a difference for a few more kids.”

To learn more about flexible learning at John Paul II Collegiate, check out Tracie’s Story as part of The Teacher Project (Season 1) on the Saskatchewan Teachers’ Federation YouTube channel.

You can access the team’s research report, entitled Time, Pace, Place: Using Flexible Design and Delivery to Support Learners, on the McDowell Foundation website at www.mcdowellfoundation.ca. n

Dreaming Bigger: Personalizing Pace, Place & Time

Page 3: BULLETIN - Saskatchewan Teachers' FederationPMA 40064493 BULLETIN SiSnice 19i3 HUMBOLDT–Unless your mailing address is in Mars, the name itself is seared into the thoughts of people

December 12, 2018 Saskatchewan Bulletin 3

Dogniez wins national award for work he is passionate aboutAnyone who has attended

one of the workshops or presentations given by Cort Dogniez can attest to the bountiful knowledge he possesses when it comes to the history of Métis education content. Similarly, the enduring impression will be the heartfelt passion he shares with those in the room.

A Métis education consultant with Greater Saskatoon Catholic Schools, Dogniez received a national Indspire Guiding the Journey: Indigenous Educator Award for community service at the annual awards celebration in Edmonton on November 8.

While he has a homeroom at St. Michael Community School in Saskatoon, principal Michael Thorson smiled and conceded the fact that he has a homeroom is hardly a guarantee Dogniez will be there. On this day, he was just a few minutes late from having given a presentation at the nearby Saskatchewan Polytechnic campus.

In the media release accompanying his national award, it was articulated that his singular focus throughout his career has been the students. Dogniez’s vision for Indigenous education has two parts: affirming Indigenous students by providing an environment where they can be proud of their heritage and culture; and enabling non-Indigenous people to know and understand the histories, cultures, contexts and struggles of our country’s Indigenous peoples.

In truth though, he is just as apt to be presenting to adults. Most frequently, it is to teachers who want to know more in an area of study where many will freely admit their shortcomings and to a degree, feel a certain “uncomfortableness” with teaching the content.

According to Dogniez, that is to be expected and he purposely avoids making himself out as the expert at the expense of others in the room.

“I’m passionate about what we learn, and I want to validate the Métis culture. But it’s very important that we create a safe and respectful environment for both and that includes the non-Indigenous people in the room. It is often the biggest challenge, but ultimately it’s a way we can build allies, and I think we have made great strides in recent years,” Dogniez said.

As a long-time member of Central Urban Métis Federation Inc., Dogniez has been instrumental in establishing the Métis Education Alliance Agreement between CUMFI and Greater Saskatoon Catholic Schools. The agreement enhances Métis community participation across the division’s 50 school communities. The most dramatic impact is at St. Michael, home to the division’s Métis cultural program, where aspects of Métis culture like jigging, fiddle music and Michif language have brought a renewed vibrancy to the school community.

For the last 10 years, Dogniez has also been

In celebration of the 10-year anniversary of the treaty resource kit, a new treaty resource is being rolled out for kindergarten to Grade 9 classrooms across the province. The new teacher resource builds upon the success of the original treaty resource kit and was created in collaboration with the Office of the Treaty Commissioner, First Nations Elders and educators.

“We are proud that our government was the first province to make treaty education mandatory for all students,” Deputy Premier and Education Minister Gordon Wyant said. “We are happy to be able to work with our wonderful partners to provide these resources to teachers who are supporting our students.”

“Our inherent and treaty rights are who we are as First Nations, our relationship with the lands and waters is vital to our First Nations,” Federation of Sovereign Indigenous Nations Chief Bobby Cameron said.

The new Kindergarten to Grade 9 Treaty Education Learning Resource is easy to use and includes suggestions for integrating treaty education into a range of subject areas at each grade. It provides sample learning activities and links to related resources and ensures First Nations and Métis content, perspectives and ways of knowing continue to be a priority within Saskatchewan classrooms.

“Creating this resource supports all students in learning the true story of Canada’s history with Indigenous peoples and shares the important perspectives that surround the making of the treaties,” Treaty Commissioner Mary Culbertson said. “We are proud to have worked with our First Nations Elders and educators with the assistance of the Ministry of Education to make these additional treaty resources a reality for use in

the classroom. This resource supports reconciliation and while others may be slow to the call, our team is moving forward. We have a lot of work to do and we look forward to more work with this Ministry on ensuring education in our classrooms will be meaningfully enhanced.”

The release of the supplemental treaty resource supports the Ministry of Education’s overarching vision of ensuring equitable outcomes and improved student achievement for our First Nations and Métis students.

This vision is supported by the Ministry’s policy called Inspiring Success: First Nations and Métis PreK-12 Education Policy Framework. Inspiring Success has also recently been renewed by the Ministry of Education and educational stakeholders, including First Nations and Métis organizations. The policy, that was initiated in 2009, acts as an overarching framework that guides the development of First Nations and Métis education plans provincially and at the school division level.

A gathering was held this fall to celebrate more than two years of collaboration and the contributions of more than a dozen organizations, individuals and Elders who participated in the renewal of this overarching policy that guides the development of curriculum and resources for classrooms, including treaty resources, across the province.

The Kindergarten to Grade 9 Treaty Education Learning Resource is available in both official languages by visiting the K-9 Treaty Education Learning Resource link on the Saskatchewan curriculum website. Inspiring Success can also be viewed online at www.saskatchewan.ca. n

Media ReleaseGovernment of SaskatchewanNovember 2, 2018

working with the Office of the Treaty Commissioner conducting Treaty Catalyst workshops that give teachers the resources and knowledge they need to integrate treaty education into their classrooms. He is also a member of the International Indigenous Speakers Bureau and is trained to provide KAIROS Blanket Exercise workshops that provide an interactive way of learning the history of land use and the roles of Indigenous peoples and settlers.

Prior to his time with GSCS, Dogniez held several teaching and administrative roles at Saskatoon Public Schools, where he became a founding member and driving force behind the

Educational Partnership–a strategic alliance between Saskatoon Public Schools, Central Urban Métis Federation Inc. and Saskatoon Tribal Council–that created culturally responsive learning environments for students and staff.

If that’s not enough, he has now taken on a new role which is to be an integral part of writing curriculum for the core Michif program at St. Michael and other schools who are in the process of incorporating the same program such as Westmount Community School and further afield at Ile-a-la-Crosse School Division.

For one who has ever so slightly dangled his toes in the world of retirement, this is quite a significant task on which to embark.

“It is quite a lot of work in making sure we meet all the criteria that are laid out to make sure we are consistent with other schools, but I’m really excited to be doing this,” he said, while recalling how earlier he had been involved in establishing the Cree bicultural/bilingual program at Confederation Park School.

Cort Dogniez, a Métis education consultant with Greater Saskatoon Catholic Schools, recently received a national Indspire award for his work. He is shown in his kookum’s chair in his homeroom at St. Michael Community School.

“That experience has helped me to get a sense of what needs to happen as we move along. It’s been so much fun, and it keeps me busy,” he joked.

Always the consummate team player, Dogniez recognized in particular Thorson, who he said “just gets it, and so he’s been a big supporter,” along with Gail Hendry, the school’s Aboriginal student achievement coordinator.

“It’s amazing how the stars have aligned here, and there is a real vision of where we need to go. A lot of the teachers here are graduates of the SUNTEP program and all they needed was encouragement. They have just run with it in a very holistic way. The same applies for educational assistants–it’s not just the teachers who have bought in. For me it’s the ideal job, and the fact that I guess I don’t really need to be here, that’s what makes it fun every day,” Dogniez added.

Dogniez can readily relate to his teaching colleagues, since he personally earned his bachelor of education through the College of Education’s Indian Teacher Education Program at the University of Saskatchewan.

Whenever there is a chance to spread the word, Dogniez is likely to be there, including the World Indigenous Peoples Conference on Education that he attended in Toronto, and the aforementioned conference in Edmonton where the honour was bestowed upon him.

“Those have been phenomenal experiences, and it gives you a better national perspective. There are things going on in Alberta, for example, that I had never heard of before and so that’s been great. At the same time, people from the other provinces get to see what we are doing here.”

While he places great importance on relationships, Dogniez is also very much a realist who understands that for some members of society, there is an inherent unwillingness to embrace what he is selling.

“I don’t waste my time on wet wood,” he said matter-of-factly, adding that he is not going to expend his energy if he feels it is being wasted.

“My job is to bring this message to people who are interested in being better at their job of teaching. I always come away hoping that people have a better understanding and as I see it,

they have a responsibility to make that a part of their job in order to do it well in terms of presenting a Métis and First Nations perspective.”

Dogniez insists he has seen considerable progress being made; noting that a decade ago a program such as the one being implemented at St. Michael would not have gotten off the ground.

“I think it’s fair to say that in the current climate you have teachers, administrators and board members who really get it and so that’s been quite a shift. It is reaffirming for me. It never happens quickly enough, but I’m happy with how things are going. We’re going to have a generation of kids graduating from Grade 12 who will all have that perspective, including non-Aboriginal students. That will be phenomenal.”

Dogniez is the third recipient of the Indspire Guiding the Journey: Indigenous Educator Award

from Greater Saskatoon Catholic Schools since the award’s inception in 2013. Superintendent Gordon Martell received the leadership award in 2013, and First Nations, Métis and Inuit education consultant Delvin Kanewiyakiho received the award in the language, culture and traditions category in 2015.

According to the latest recipient, this is a recognition of the work that is happening in Saskatoon and the province.

Sitting in his kookum’s (grandmother’s) chair, it was only fitting that Dogniez credits his family for having had an influential role in his life. “At this moment in time I’m holding the torch. Many have held it before me, and many will hold it after me. I feel pretty blessed that I have my grandma’s stories, her perspective, her history, and that’s what I get to share,” he said. n

“I’m passionate about what we learn, and I want to validate the

Métis culture. But it’s very important that we create a safe and

respectful environment for both and that includes the non-

Indigenous people in the room.”

Cort Dogniez

New treaty resource coming for classrooms

Page 4: BULLETIN - Saskatchewan Teachers' FederationPMA 40064493 BULLETIN SiSnice 19i3 HUMBOLDT–Unless your mailing address is in Mars, the name itself is seared into the thoughts of people

4 Saskatchewan Bulletin December 12, 2018

Editorial

What makes a winner?I would suggest it is a trap that the majority of us

readily fall victim to; our nature is such that we crave there to be winners and losers. It is, after all, the simplest measure one can apply.

Doubtlessly, it is for the most part what sports (certainly at the professional level) comes down to, and it separates those who are dubbed superstars from the plight of the journeymen.

You can make a strong case for the same logic being applied to public education these days since for many (well maybe not always the government) it is a frequent topic of conversation.

It makes for interesting, if somewhat ambiguous, scorekeeping when one takes a moment to contemplate the past year–which often comes with December and the turning of the calendar.

We can all agree the Pick a Premier campaign was a success on many levels and galvanized the teachers of the province. Whether the ambitious Re-Imagine Education push can realize similar results is yet to be determined and will certainly be harder to measure or quantify.

Then, look at last year’s provincial budget when another $30 million was earmarked for education. A victory you might say, except if you contemplate it against the backdrop of $54 million being siphoned off from the previous year; the victory is less conclusive.

Similarly, the arbitration award that garnered a two-year contract for the province’s teachers might only be described as a modest win. But when taken into consideration that the provincial government was insistent on a 3.5 percent wage rollback right until the end of negotiations; well, you’re teachers so you can do the math there. Again, it is a matter of how you want to make the numbers dance.

The whole thing becomes rather indiscernible due to the fact that so much of what falls in the realm of public education doesn’t lend itself to a scoreboard or to a set of goals determined by a third party who has no actual role to play in the classroom experience itself (see on-time graduation rates).

Now, let me tell you where I would see some of the winners after having been afforded a glimpse into a snapshot of classrooms in the province in the past year.

Principals such as Michael Bradford and David Magnusson, who were honoured nationally, are classic examples of modest, dedicated administrators whose diligence and sense of compassion benefit not only their teaching staff but for certain the students. The same goes for a firebrand like Michael Radford in an off-the-beaten-trail location like Dorintosh.

Then there was witnessing how, in impromptu fashion, a pair of Saskatoon educators, Kate Morrison and Anna Thompson completely stole the show–and even the agenda–at the Saskatoon Teachers’ Association Convention.

And for further confirmation, the work being done and the relationship fostered by Denise Desjardins, who makes a daily 130-kilometre commute, along with three teaching colleagues, to give back to her native community of Mistawasis First Nation.

Trust me folks, you don’t need a scoreboard to realize that the students in these schools, and throughout the province, are the absolute winners. n

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: [email protected]

©2018. 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.

Taxes are one helpful way to pay for education

Prairie Spirit School Division receives Premier’s Award

By Ian Hanna, Director of Government and Stakeholder Relations

I want to tell you a story about a faraway land; a land where the sun almost always shines and the people are prosperous.

It’s a land where the only downside of having fruit trees in your backyard is that they block the view of the mountains and the oceans.

This is not a mythical land. It’s California; the world’s fifth largest economy and bigger than all of the United Kingdom.

California now has a $9 billion surplus in their 2018-19 state budget after years of running massive deficits. And it’s a state where, a few years ago, they made a deliberate decision to raise taxes in order to improve public education.

Governor Jerry Brown, who is stepping down in a couple of days, decided he was tired of hearing there was no money for education. In a speech on November 6, 2012, Brown said that without more money for schools, the California dream is over.

“This is about people choosing on or off...money into our schools or money out of our schools. It’s really stark. The California dream is built on great public schools and colleges and universities.”

The mechanism Brown endorsed to fix this problem was California Proposition 30. It called for personal income tax increases over seven years on people earning more than $250,000 per year. There was also a sales tax increase of 0.25 percent.

Proposition 30 passed in the fall of 2012 by over 55 percent. The sales tax increase was allowed to expire in 2016. The higher income tax portions of the plan were extended for another 12 years when another vote was held in 2016.

Since January of 2013,

REGINA–Prairie Spirit School Division has received the 2018 Premier’s Board of Education Award for Innovation and Excellence in Education for its submission of “innovative music programming” in the division.

The Saskatchewan School Boards Association coordinates the Premier’s Award each year. The award was presented on behalf of Premier Scott Moe during the SSBA Annual General Assembly on November 16.

“I want to congratulate Prairie Spirit School Division for winning this year’s award,” Todd Goudy, MLA for Melfort, said on behalf of Premier Moe. “This award honours the great work in Prairie Spirit schools, which includes expanding opportunities through an innovative music program that brings quality music education to rural schools.”

In its application for the award, Prairie Spirit School Division said a new approach to music programming called Resonate (www.resonatelive.ca) was initiated in the division in 2015. Resonate is designed to be an inclusive approach to music programming and

Proposition 30 has generated more than $31 billion for California schools. The impact has been significant.

According to the independent California Budget and Policy Center, per student spending in K-12 classrooms has increased more than $1,300 from 2012/13 to 2016/17 (adjusted for inflation).

The Center also says the number of students per teacher has dropped since Proposition 30 was adopted.

According to the California Federation of Teachers, the thousands of per year layoff notices in education have slowed to a trickle.

In the Los Angeles Unified School District, Proposition 30 provides 12 percent of annual funding. A deliberate decision was made to restore funding to arts programs and programs to support the most-needy students. Statewide, community colleges have been able to restore hundreds of class sections after the cuts were reversed.

Here in Saskatchewan, we’ve seen education funding cuts from politicians committed to reducing the footprint of government and lowering taxes. Education operating funding still has yet to recover from cuts imposed in 2016-17. When you ask if there will be more money to cover enrolment increases in some divisions, the answer you often get is “There’s no money.”

Well, there’s no money because of the deliberate tax decisions that have been made over the years. Look no further than www.saskparty.com/taxes for evidence that our current government believes tax increases are a quick way to get yourself unelected. Education property taxes on agricultural land have been reduced 80 percent. Since 2007, Saskatchewan has seen the largest personal

involves a number of channels and outlets, including a student music conference, teacher professional development, performances and other events.

“We measure success for our school board by whether students and teachers are successful,” said Prairie Spirit Board Chairperson Sam Dyck. “Resonate gives us feedback that tells us the subject matter is relevant and that parents are engaged in the students’ learning–two of the factors we use as key ingredients to achieve student success.”

The $3,000 award is sponsored by Xerox Canada. The award recipient is recommended by a panel that includes representation from education sector partners.

Developed in 1999, the Premier’s Award recognizes educational innovations and improvements focused on student achievement that have been advanced or directed by boards of education. The prize is to be used to support or extend the innovation or project.

“The Premier’s Award

income tax reductions in the history of the province.

And it doesn’t stop at taxes.

Professor and author, Jack Mintz, has written a report that concludes Saskatchewan is losing out on billions because of a potash royalty structure he describes as “complex and inefficient.” An October 2017 report in The Guardian’s International Edition suggests Canadian oil and gas companies pay cut-rate taxes to provinces and municipalities, compared to what they pay abroad. One example is Chevron Canada, which pays three times as much to Nigeria, and seven times as much to Indonesia.

No one wants to pay more taxes. And, if excessive, resource royalties can force investment to other locations. However, the inverse is also true.

No one wants an education system for their children that is starved for operational funds. No one wants education funding cuts that stretch out over several years, particularly when there are more students.

So, if you meet a politician who says there’s no extra money for education, tell them to look in the mirror to find out why this has happened.

Tell them about this place where the most well off were asked to pay a bit more to make schools better for everyone.

Tell them about a place where taxes were raised, the popularity of political leaders rose and the budget is now in surplus.

Tell them about a place where class sizes are smaller and arts and music programs flourish.

It’s not a myth. It’s California.

We’ll get there too if we all can agree that Saskatchewan’s dream is also built on great public education. n

highlights the great work being done by school boards throughout the province,” said SSBA President Shawn Davidson. “While there is only one recipient of the award each year, every submission is worthy of recognition for promoting efforts to help ensure success for all students.”

Two life members of the SSBA were also recognized during the assembly–Connie Bailey, former trustee for Sun West School Division, and Élizabeth Perreault, former trustee of the Conseil des écoles fransaskoises.

The Association also presents its Award of Distinction in recognition of outstanding service and significant contribution to enhancing education in Saskatchewan. Three Award of Distinction recipients were recognized this year–Larry Caswell (Chinook), Bert de Gooijer (Prairie Valley) and Ray Morrison (Saskatoon Public). n

Media Release Saskatchewan School Boards Association

November 18, 2018

This marked the 12th year students from St. Joseph High School led the charge among Greater Saskatoon Catholic high schools in terms of collecting food for the Saskatoon Food Bank and Learning Centre. St. Joseph students had set their goal for 25,000 pounds and they came within striking distance of that figure with 24,362 pounds collected.

Page 5: BULLETIN - Saskatchewan Teachers' FederationPMA 40064493 BULLETIN SiSnice 19i3 HUMBOLDT–Unless your mailing address is in Mars, the name itself is seared into the thoughts of people

December 12, 2018 Saskatchewan Bulletin 5

Stacy Hill has a host of lifetime memories from the two quite different Project Overseas experiences she participated in from Uganda and Grenada. While the challenges might have been starkly different in nature, there was nevertheless the common theme that the Saskatchewan educator came back inspired by the work international teacher colleagues are doing in their respective environments.

By Stacy Hill, Vice-Principal, Medstead Central School

With 20 years of teaching, a master’s degree in curriculum studies and 12 intern teachers under my belt, I confidently called myself a teacher.

In 2014, I went out on a limb and applied for Project Overseas, a program sponsored by the Canadian Teachers’ Federation and our own Saskatchewan Teachers’ Federation. I was thrilled when I was selected to travel to Uganda with a team of three other teachers to provide a summer institute to teachers abroad.

In 2018, I was given the enormous honour of being chosen again. This time I would travel to the country of Grenada in the Caribbean.

Being an experienced, well-educated teacher with a good knowledge of teaching pedagogy, I was excited and couldn’t wait to pass on what I knew about teaching and learning to my overseas colleagues. However, this is not what happened during these two amazing summers. Yes, I taught some curriculum and had some fun trying to engage and share teaching strategies with my overseas colleagues, but the experience and my students taught me what it really meant to be a teacher.

Both experiences started out with three amazing days in Ottawa. During those days, I met my fellow teammates and received invaluable coaching on working with my overseas partners. We had the opportunity to hone our conflict resolution skills and also had the opportunity to dialogue about issues involving tolerance and cooperation. It was an amazing three days of realizing the skills of my teammates and figuring out how my skills fit to make a strong team.

One of the amazing things about this week was the time to network with teachers from other provinces. Sometimes as teachers we feel isolated in our struggles with lack of resources, both human and material, in our classrooms. It was comforting to realize that teachers across our nation face the same struggles. It was so empowering to listen to stories about overcoming those struggles time after time. It was also neat to see how different provinces structure their education system, and how different unions support their teachers. Most of all, it was wonderful to make lifelong friends from across Canada. The week in Ottawa was similarly wonderful for both of my Project Overseas experiences. It set a solid foundation for me to learn and grow as a teacher in ways I didn’t expect.

Reflecting back on my initial experience, we arrived in Uganda late at night and were greeted by members from our host union. We were taken to our hotel. The smell of diesel permeated the air and small fires used for light lined the streets. There were more people than I had ever seen, even in the dark.

The next morning we went directly to the teacher house to begin planning the two-

International teacher colleagues prove inspirationalweek in-service we would be delivering to 80 teachers. Our colleagues were eager to work with us and very receptive to the knowledge we brought. Little did we know that the struggles faced by Ugandan teachers would make much of our planned activities impossible.

Our team of four headed to the village of Hoima after a week of co-planning our in-service. The three-hour drive there stunned me to silence as I witnessed more poverty than I had ever seen in my life. The scenes which I had only seen before on TV were now reality.

People lived in houses made of homemade bricks, tin roof shanties and some shelters made entirely of cloth. Our participants arrived in Hoima, well-dressed and eager to learn. We later learned that many had travelled for days to get to our in-service. We also learned that for many, the outfit they wore was the only one they owned, and they wore it the entire time they were there. Many arrived with their children because they had nowhere to leave them. My description of our participants may leave some filled with pity, as I was that first day. By day two, I realized I would learn more than I ever taught in Uganda.

The teachers came to us with class sizes in the hundreds. They spoke of each of their children by name, as we do when we have 20.

The lessons we planned required chalk, paper and pencils. For many, those were not items they had. Instead of saying they couldn’t teach the lesson, they collaborated with each other. In every instance they found a way to make it happen, even when we thought it was likely undoable. Each day began with a prayer of gratitude and asking God to bestow the blessings they had on others. I later found out that many of the teachers did not yet belong to a union who would care for them, and some had not been paid for six months. Still, they showed up every day.

In Grenada, more recently, the experience was both the same and different. Stepping off the plane in this beautiful Caribbean country we were immediately wafted with warm, salty Caribbean air. We were greeted again by our hosts, this time from the Grenada Union of Teachers. We were taken to our rooms where we found a supper waiting for us with more food than we could ever eat.

We spent our first few days planning with our co-tutors (teachers from Grenada who would teach alongside us). Our co-tutors were very knowledgeable and well-prepared, and in many cases I felt like I was preparing to teach a university course with the benefit of collaboration.

Again, our participants arrived from far away, but in this instance they did not spend the night at the school. They came and left each day with many travelling to the other side of the island, as far as three hours one way.

At first I was confused by the level of knowledge the Grenadian teachers seemed to

possess. It seemed they were as experienced or more than I was. I can say that teaching was a truly collaborative experience and we often shared ideas back and forth. We were a week into our in-service and I was beginning to wonder why they needed the assistance of Canadian teachers when they were so knowledgeable themselves.

It was then I learned that none of them had ever had professional teacher training. Many had graduated Grade 12, and a handful had spent two years at a community college. The skills they had were from trial and error and their own professional learning.

Again, I watched them pair up and collaborate to make an adequate idea great. They took lessons which I had done for years and thought were good and made them great. In many instances the classrooms they taught in were split by a divider on wheels, and there were four grades going on at once in one room. They had more supplies than my Ugandan colleagues, but all had a limited amount of paper and pencils given to them at the beginning of the year. When it was gone, that

was it–unless of course they bought their own. Who am I kidding? They are teachers, of course they bought their own!

Class sizes in Grenada were smaller but ranged from 30 to 60 students. There were no educational assistants and the country was just beginning to integrate students with special needs into regular classes. The teachers had professional learning opportunities in the summer which were compulsory. They came eagerly using money out of their own pocket to get there.

In both countries the Canadian teachers were shown hospitality like we had never known. People with so little offered up all they had to make us feel welcome. Our safety was foremost in the minds of our host teachers’ union, and we always felt very comfortable. We made so many friends and colleagues, which I am still in touch with today.

When I left Canada the first time, I confidently called myself a teacher. After two life-changing experiences with Project Overseas, I now call myself a student. I

learned more than I ever taught. I learned how collaboration with another teacher can make any lesson possible, even without resources. I learned about gratitude and about loving and caring for each of your students individually, even when there is so many it seems impossible. I learned that when it seems you have a lack of resources, rethink the situation; you are the most important resource to your students. I learned that the best teachers will do anything and travel any distance to learn themselves. I learned what dedication to your profession means.

Although we sometimes complain about insufficient pay, we would never have to go six months with no paycheque. Lastly, I learned that I am a very small, but important part of a global teaching family. I have some knowledge to offer others, but I have yet so much to learn.

My goal is to arrive at school every day showing the dedication, ingenuity, care and collaboration that I learned in the two most amazing summers of my life. n

Page 6: BULLETIN - Saskatchewan Teachers' FederationPMA 40064493 BULLETIN SiSnice 19i3 HUMBOLDT–Unless your mailing address is in Mars, the name itself is seared into the thoughts of people

6 Saskatchewan Bulletin December 12, 2018

Naytowhow uses multi-sensory approach in sharing his rich Indigenous culture

Seldom have I seen a person with less discernible effort enthrall a group of hitherto, unknown folks into his orbit for an hour.

Allowing for the fact that using evil spirits was the furthest thing from Joseph Naytowhow’s presentation at the Saskatchewan Music Educators Association, he was very much a sorcerer.

From the outset, he took the group on a journey which included holding hands and participating in the pîcicewin, or round dance, and subsequently having a go at drumming and singing.

It became readily evident that as he wove his spell on those in attendance, they began swaying to the gentle drumbeat, and as if on cue, when he invited someone to take the lead, they were ready to answer the call. It was a melodic, calming infusion of English rhythms with words like “I always get those lovesick blues,” while seamlessly reverting back to Naytowhow’s native language of Cree.

The session was also punctuated by Naytowhow’s frequent use of humour (and self-effacing at times). But at the same time, he would tell very personal stories to add significance to the round dance, for example. All the while he maintained a steady backdrop of the drum, which he also encouraged participants to feel as they passed it around.

The whole time he would also impart examples of Indigenous culture, whether it was explaining the difference between a round dance and a pow wow, or the use of willow sticks and the role they could play in setting the tone.

He also had those in the room participate in breathing exercises, including one where they stuck their tongue out. Literally, before they knew it, they were engaged in singing together.

In an interview afterwards, Naytowhow acknowledged that it was purposeful to have this sort of hands-on, interactive approach in order for those who sought greater knowledge to have a chance to experience it first-hand, albeit within the confines of a one-hour session.

“I wanted to share how to [do it] rather than just the knowledge aspect and talking about it. I wanted to get action into it and then to incorporate stories. That is a far better way if you are trying to affect learning. I want it to be done in a very relaxed, non-threatening manner. This can be an introduction for those who might want to know more, and it’s an easy way to share our culture in a multi-sensory way.

“This is who I am, and it becomes so much more human when you have been involved and move together. It’s awesome when you see people connect like this and feel their passion. I thought based on the questions they asked after, for example, the experience totally validated what I wanted to share.”

Early Learning Intensive Support Pilot prime example of government partnership

Deputy Premier and Education Minister Gordon Wyant was recently at St. Peter School in Regina to visit students who are now attending the Early Learning Intensive Support Pilot. Launched in the spring of 2018, with funding from the Government of Canada, the pilot provides funding for school divisions to create new spaces in existing prekindergarten programs for children with intensive needs.

“We are very excited to see more of our youngest students getting the extra supports they need, which includes hiring additional educational assistants,” Wyant said in a news release issued from the Ministry of Education. “We are grateful for the Government of Canada’s commitment to supporting inclusive early learning environments for Saskatchewan children.”

Nearly 90 preschool-aged children with intensive

needs are now attending prekindergarten programs at 16 schools in Regina and 30 schools in Saskatoon through the pilot.

“The program, while just in its infancy, has meant a lot to our family,” Allyson Minaker, parent of a child attending the program said. “It gives our son, who has autism, a place to learn and grow. He is in a school where he can gain independence while having the support of a wonderful instructional assistant (IA). There will be some growing pains for all involved, but the teacher has been open and helpful, the IA is very experienced, and the school as well as the educational assistant have been very supportive thus far.

“We look forward to watching our son grow and learn in his own special way. The program has given us back some hope. We know that being one of the first

Nothing About Them, Without Them–a local learning coach subscribes to this philosophy when advocating for parent engagement opportunities within her school division. Certainly, research supports the fact that parent engagement in their child’s education matters.

Robert Marzano, well respected for his research on effect sizes and student achievement, concluded “33 per cent of the variance in student achievement could be predicted by factors related to students’ home environment.” Closer to home, Sarath Peiris, a University of Saskatchewan research director, references professor Debbie Pushor who asserts, “we have five decades of research that show students do better academically, socially and behaviorally when parents are engaged in children’s learning.”

Without a doubt, when school leaders invest time and energy enhancing parent and school relationships, this is time well spent. However, a couple of questions arise. Are some kinds of parent involvement more effective than others? If so, what kinds of parent engagement/involvement have the most significant influence on student success and achievement?

Currently, parent engagement takes a variety of forms in schools across Saskatchewan. Parent involvement in classroom or school events such as field trips, theme celebrations or learning exhibitions are valuable in that these events familiarize parents’ understanding of their child’s learning activities. Similarly, many teachers create opportunities for parents to engage in classroom activities (e.g., listening to student reading, helping with art activities).

Ensuring that parents are fully informed of what’s happening in the school and classroom is important and Saskatchewan schools have developed some very creative ways of keeping the lines of communication open with the home. Blogs, websites, conferences (either inside or outside of the school), notes and journals all send the message that the school recognizes parents as part of the students’ learning experience.

However, when looking at the different kinds of parent engagement, William Jeynes’ 2011 research is interesting. Jeynes’ meta-analyses of research on parental involvement identified “parental communication of high expectations” as having the most significant effect on student success and achievement. What is significant here is that this less obvious form of parent influence was found to have a greater influence than any other parent behavior, including supervising homework or participating in school activities.

This is not to say that the many other ways schools engage with parents are not important. The essential elements of open and ongoing respectful communication, and a shared concern for and commitment to student well-being and success, also have a positive effect on student success.

Research also tells us that successful relationships with parents don’t just happen through formal conferences or events. Jeynes’ research invites school leaders and teachers to seek out new ways to engage parents in conversations about how teachers and parents can work together to help students internalize high aspirations for themselves. Such interactions enable teachers and parents to acknowledge the expertise and gifts of both roles and to create a relationship that supports the student and his or her learning success.

The adage, Nothing About Them, Without Them, rings true in the research. Henderson, Mapp and Johnson (2007) tell us that all families want the best for their children and for them to do well in school. Therefore, schools that prioritize efforts on inviting parents to share their expectations, hopes and dreams for their children send an important message–parent engagement matters. n

Instructional Leadership

The importance of the parent and school relationshipBy Jane Macleod, Senior Manager, Research and Records

Joseph Naytowhow used singing and the traditional drum with this group attending the Saskatchewan Music Educators Association conference to share his Cree culture in a way that will resonate with teachers who are bringing Indigenous culture to their classrooms.

According to Naytowhow, he has seen the other side of presentations too often in a way that the connection is missing.

“How else do you understand each other if you don’t dance and sing together? I will never change how I do things, and to me this is how it needs to be. It’s a great opportunity for me to share the beauty of our culture.”

Naytowhow is a Plains/Woodland Cree from Sturgeon Lake First Nation. He is an accomplished performer and actor, having garnered a number of prestigious national awards along the way and this has made him a sought after speaker and performer globally.

Musing about how non-Indigenous educators can approach their craft in their respective classrooms, he emphasized the importance of being adaptable and making the students feel comfortable.

“It’s important that, as a teacher, you want to know more yourself and that can be hard work. But I think it’s important that you earn it and want to share. It’s totally about trust,” he added. n

families through it, we are in a position to make change and help the program adapt for the betterment of all prekindergarten students, especially ones with intensive needs.”

With funding through the Canada-Saskatchewan Early Learning and Child Care Agreement, the Early Learning Intensive Support Pilot can accommodate up to 120 students. The funding allows school divisions to provide additional supports, which may include hiring educational assistants or other resources.

“This new pilot creates greater opportunities for children with intensive needs and their families,” said Jean-Yves Duclos, Minister of Families, Children and Social Development. “This announcement supports more inclusive early learning and child care that will allow more children to get the best possible start in life.”

“We know how important it is for children to have a good start in life so that they can succeed,” said Ralph Goodale, Minister of Public Safety and Emergency Preparedness. “Early learning opportunities play a vital role in the development of a child, and this new pilot will help more children with intensive needs in Regina and Saskatoon reach their full potential.”

Regina Public, Greater Saskatoon Catholic and Saskatoon Public school divisions are currently accepting applications for

three- and four-year-olds who require intensive supports. Regina Catholic Schools spaces are filled for the current year and the division will begin accepting applications for spaces for the 2019-20 school year later next spring. To apply, please go to the applicable school division website.

To find out more about early learning programming provided through the Canada-Saskatchewan Early Learning and Child Care Agreement, visit www.saskatchewan.ca. n

Page 7: BULLETIN - Saskatchewan Teachers' FederationPMA 40064493 BULLETIN SiSnice 19i3 HUMBOLDT–Unless your mailing address is in Mars, the name itself is seared into the thoughts of people

December 12, 2018 Saskatchewan Bulletin 7

Teachers, public urged to complete Re-Imagine Education online surveySince first introducing

the notion of Re-Imagine Education at the Annual Meeting of Council in April, Saskatchewan Teachers’ Federation Executive Director Randy Schmaltz has stressed the need for widespread input from teachers and the public alike.

As he outlined at the inaugural Re-Imagine Education Reference Committee Meeting, Schmaltz underlined the notion that the various organizations who offered their input will ultimately be part of what he envisions as an open-book conversation.

After that initial meeting held in September, the list of those organizations partnering with the Federation has grown to 17. A process has been developed to gather feedback on the future of education in such a way that it will incorporate the ideas garnered from the conversations and written submissions into a report.

The report will then be presented in what is anticipated to be a series of 10 to 12 actionable recommendations presented to the Government of Saskatchewan early next fall to advocate for the changes needed in addressing

the future needs of public education in the province.

Teachers have duly stepped up to the plate in a big way in terms of participating in the process. More than 400 school staff liaisons have participated in an engagement opportunity, with several having then provided that same opportunity for teachers and community members connected to their schools.

At last count, more than 15 community events had been held with more scheduled throughout December. Naturally, it is impossible to reach all the 13,500 teachers in Saskatchewan, but there is an opportunity to participate via the online survey that is available by visiting reimagine.questionpro.ca.

Similarly, Schmaltz reiterated that ideally the general public will also respond by completing the survey so that their voice is authenticated in the deliberations.

Schmaltz indicated he is encouraged by the fact that more than 14,000 people have now visited the Re-Imagine Education website, www.reimagineeducation.ca, while another 3,400 people have viewed the online survey. He also reminded teachers of the option to provide an

online written submission to [email protected].

Schmaltz has cited Re-Imagine Education as a bold initiative that asks people to challenge their views of what education looks like today, and what it could look like in the future.

“This initiative will clarify the issues facing education today, while imagining what the future might look like and plan how to make the vision a reality.”

He indicated five broad themes that have been identified for discussion: the purpose of education, the educated person, school community relationships, education decision making and responsibility for education in Saskatchewan.

While having acknowledged that this is an ambitious project, Schmaltz insisted that it is achievable since there are teachers tucked away in every corner of the province.

“Together we can make a difference. It’s work that needs to be done, and we are up to it. This is about rekindling the conversation about public education–as educational partners and champions of public education. On behalf of our students, we have a responsibility,” he added. n

Colonsay school community council members discuss the future of education at a Re-Imagine Education community engagement event.

Follow us @SaskTeachersFed

Professional

GrowthOPPORTUNITIES

For more information about these sessions or to register, visit www.stf.sk.ca.

January 11 and April 5Inquiry and Project-Based Learning in Primary – Saskatoon

This two-day workshop offers a chance to engage in an inquiry process, make curricular connections, plan for assessment and explore resources and technology, all within an inquiry model.

January 11The Amazing Brain in the Early Years – Saskatoon

Connect current research in early development of the brain to your early learning practices as we examine how our routines, play, the environment and daily interactions can help our students develop their amazing brains.

January 18Simple Solutions for Documentation – North Battleford

Explore and connect with educators as you clarify and deepen your understanding of the purposes and methods of documentation and their connections to curricular outcomes.

January 18Supporting EAL Students (Grades 1-12) – Foundational Understandings and Practical Approaches – Saskatoon

Educators will develop foundational understanding of second language acquisition and explore a variety of instructional and assessment strategies that support EAL students in their language learning as they are engaged in meaningful learning tasks with their peers.

January 25Developing Self-Regulation and Social-Emotional Skills in the Early Years – Lloydminster

Participants will explore environments and experience specific strategies and processes that will support social-emotional development and self-regulation skills in young children in order to promote engagement in learning.

January 31Comprehension Strategies in Literacy Instruction – Saskatoon

Explore the connections among curriculum, effective programming, formative assessment and a variety of comprehension strategies used when reading fiction and non-fiction to support the development of lifelong, engaged readers.

February 1Parent and Family Engagement: Inviting Families and Parents to Share in Our Learning – Yorkton

Explore ways in which to build trusting relationships that allow educators to walk alongside parents and families.

February 6-7Understanding First Nations and Métis Perspectives – Moose Jaw

Using the four dimensions – spiritual, physical, emotional and intellectual – as a framework, participants will develop deeper understanding of the historical factors that contributed to the need for reconciliation, ways in which First Nations and Métis peoples are empowering themselves and options for becoming positive change agents.

February 8 Using Tasks in Middle Years Mathematics – Regina

Using tasks in a middle years mathematics classroom can provide rich opportunities for differentiated learning and authentic assessment. This workshop can help you find and use tasks effectively in middle years mathematics.

February 14-15Crucial Conversations – Saskatoon

To learn how to deal with high-stakes conversations, where opinions vary and emotions run strong, using the skills of the world’s best communicators, attend our Crucial Conversations Training.

An Initiative Becomes a MovementRe-Imagine Education has become a movement across the province. Teachers and communities have come together to imagine what the future of education could be in Saskatchewan.

Over 14,000 people have visited the Re-Imagine Education website and over 3,400 have viewed the online survey.

Join the movement by attending a community engagement event listed on the Re-Imagine website or by completing the online survey. Both can be found at www.reimagineeducation.ca.

Let’s Re-Imagine Education for the children of Saskatchewan!

Join the movement and complete the online survey at

reimagine.questionpro.ca.

Page 8: BULLETIN - Saskatchewan Teachers' FederationPMA 40064493 BULLETIN SiSnice 19i3 HUMBOLDT–Unless your mailing address is in Mars, the name itself is seared into the thoughts of people

The IT Summit is presented by the Saskatchewan Professional Development Unit in partnership with the Saskatchewan Ministry of Education.

2019

JANUARY 15-16, 2019AND FEBRUARY 11-12, 2019School-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: $615 (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: December 19, 2018

8 Saskatchewan Bulletin December 12, 2018

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.

Retirement Lifestyles Planning SeminarIf you or teachers you know are making plans for retirement, you may be interested in hosting a Retirement Lifestyles Planning Seminar.

The seminar is 2 - 2 ½ hours in length and offers information on:

Visioning – your vision for your retirement

Transitioning – managing the transition to retirement

STS – information on the STS and the STS Health and Dental Plan

Retirement Planning – a Retirement Planner will be in attendance

Just in Case – some reminders of papers to have in order

The Superannuated Teachers of Saskatchewan would like to invite school divisions, local associations, school staffs, or those who are interested to contact the STS at 306-373-3879 or [email protected].

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

Resolutions Publication Deadline, February 1Resolutions to the Saskatchewan Teachers’ Federation Council may be submitted by any teacher or group of teachers. Each resolution must be submitted in writing, addressed to the Resolutions Committee, and accompanied by the name and phone number of a person who may be contacted by the Resolutions Committee if clarification is required.

For the 2019 Annual Meeting of Council, the resolutions deadline is 12 p.m. on Friday, February 1. Resolutions received by this date will be published in the Resolutions and Notices of Motion Information booklet (available when logged in to the Federation website at www.stf.sk.ca > About the STF > Our Team > Council and will be provided at registration to councillors who requested print copies of materials).

A resolution submitted after February 1 will be considered by the Resolutions Committee if the content of it is of pressing urgency or deals with matters that could not have been reasonably foreseen prior to the deadline.

Candidates for Election at Council 2019Councillors who have decided to seek election to the 2019-21 Executive of the Saskatchewan Teachers’ Federation may announce their candidacy in the 2019 Elections and Candidate Statements Information booklet (available when logged in to the Federation website at www.stf.sk.ca > About the STF > Our Team > Council).

In order to be published in the booklet, a nomination form, photo, biographical information and statement for candidates must reach the Saskatoon office of the Federation no later than 12 p.m. on Monday, March 18. Nomination forms can be found at www.stf.sk.ca > About the STF > Our Team > STF Executive. Total word counts (biography plus statement) are 600 words for candidates for President, and 300 words for candidates for Vice-President and Executive member.

In accordance with STF Bylaw 3 (Executive) Section 3.5, candidates seeking election at the 2019 Annual Meeting of Council must file their nomination papers no later than 9 a.m. on the opening day of Council 2019.

Please note all terms for Executive positions, including President and Vice-President, are two years and members are eligible for re-election.

COUNCIL

The STF offices will be closed on Monday, December 24, 2018, and will reopen Wednesday,

January 2, 2019.

Keynote PresentationsJennifer Casa Todd and Brian Aspinall

For more information and to register visit the STF website at www.stf.sk.ca.

MAY 6-7RADISSON HOTEL

SASKATOON