agreements of teachers andother education support staff.

“When developing schoolcalendars, we anticipate thatschool boards will actively en-gage with all educationalpartners, including teachers,”Cline added.

In view of this latest devel-opment, Cline indicated theFederation remains commit-ted to working with oureducational partners toresolve a number of outstand-ing issues related to theworkload and work lives ofteachers.

Meanwhile, newly electedSaskatchewan School BoardsAssociation President ConnieBailey said the SSBA “appre-ciates that the Ministerrecognizes that boards of education require flexibilityto meet students’ instruction-al needs and we also under-stand that there is a needfor consistency across theprovince.”

Morgan has indicated thegovernment’s intention isthat schools across theprovince should all start onthe same day in future. n

school year for students. Theproposed changes will allowfor the school year to startprior to Labour Day in yearswhen Labour Day falls afterSeptember 5.

“We see the introduction ofthis legislation as a first stepin addressing some of the is-sues impacting teacher andstudent time,” said RandyCline, STF Vice-President.“This change allows schoolboards to be more flexible increating their calendars inorder to reflect local needs.”

Cline added that the teach-ing profession supportschanges to the school yearand school day that arefocused on creating optimalteaching and learning envi-ronments for students andare based on sound andcurrent educational research.

Speaking on behalf of theFederation, Cline alsostressed that any suchchanges would ideally bedeveloped through collabora-tive, comprehensive andtransparent processes thatengage the teaching profes-sion, while being respectful ofthe collective bargaining

Volume 81 • Number 4 • December 10, 2014

Bailey new SSBA president – Page 3 • Wotherspoon questions government – Page 5 • Learning From Practice – Page 5

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SPTRB assumes regulatory role in unique Saskatchewan modelWhen Dr. Dennis Kendel

submitted his far-reachingrecommendations regardingteacher disciplinary authori-ty in cases of alleged profes-sional misconduct in thesummer of 2013, it raisedconcerns for the Saskatche-wan Teachers’ Federation.

In its formal response toDr. Kendel and then Educa-tion Minister Russ Marchuk,the STF made it clear thatthe Federation was commit-ted to making administrativechanges to address theperception of conflict of inter-est, while improving publicawareness of the currentdisciplinary processes.

At the time, STF ExecutiveDirector Gwen Dueck main-tained the Federation wasnot opposed to the aforemen-tioned review, adding that aprincipled and robust systemof self-regulation is not onlyin the public interest, but itwould also raise the status ofthe teaching profession.

Following extensive consul-tations in late winter andearly spring of 2014, officialsfrom the Federation and Min-istry of Education created theMemorandum of AgreementRe: Teacher Regulation inSaskatchewan that wassigned in May.

In the Memorandum ofAgreement, both the govern-ment and the Federationrecognized that the regulationof teachers in Saskatchewanis the shared responsibility ofpost-secondary institutions,employing school divisions,government and professionalorganizations.

Reporting to those attend-ing the Councillor Conferenceon October 30 in Saskatoon,Dueck outlined what ishenceforth to be known asthe Saskatchewan Profes-sional Teachers RegulatoryBoard. An interim SPTRBBoard of Directors will be ap-pointed in early 2015 andwill continue to work withthe Teacher Regulation Tran-sition Committee over thenext year as the entity comesinto operation.

The SPTRB Board of Direc-tors will consist of nine indi-viduals, including threeteacher members appointedby the Federation, as well asthree teachers appointed bythe Ministry of Education(one of whom will be recom-mended by the STF and is aFederation member), oneteacher appointed by theLeague of EducationalAdministrators, Directorsand Superintendents of Sas-katchewan, and two membersof the public also appointedby the Ministry. It is antici-pated the Board of Directorswill meet four times annuallyto provide governance au-thority for teacher certifica-tion and discipline processes.

Acknowledging that “weentered the regulatory reviewprocess with understandabletrepidation,” Dueck said, “weare very pleased with thewillingness of the Ministryand other stakeholders tolearn from our experiencesand research into issues inother jurisdictions.”

Dueck recounted how theprocess of creating this newRegulatory Board has servedto bring greater understand-ing of the need to maintainand build on the long-stand-ing, collaborative relation-ships within the educationsector in Saskatchewan.

She outlined how through-out the fall of 2013 andwinter of 2014, the Federa-tion worked on two aspects ofteacher regulation: advocacyand education with govern-ment and partners in educa-tion on changes to the legisla-tive framework for teacherregulation in the province,

and planning and implement-ing administrative changes tothe Federation’s currentdiscipline processes.

“This hard work resulted inthe Memorandum of Agree-ment Re: Teacher Regulationin Saskatchewan signed bythe Ministry of Educationand the Federation in May2014,” Dueck said. “Subse-quently, the Government ofSaskatchewan, in collabora-tion with the Federation andother education stakeholdergroups, appointed an eight-person transition Committeeto develop a new regulatoryboard to handle teacher certi-fication and discipline casesin which the suitability tohold a teacher’s certificate iscalled into question.”

She added that what hasbeen the most challengingpart of this work has been

educating individuals, bothin the education sector andbeyond, about the currentsystem of teacher regulationin Saskatchewan.

“Disappointingly, Dr.Kendel’s report turned out tobe exactly what we thought itwould be–a targeted attack onthe Federation. As we publiclysaid at the time of its release,the report lacked criticalanalysis, consultation andscope.

“The report focused solelyon the disciplinary processesof the Federation, despite theshared responsibility forteacher regulation among theFederation, school divisions,LEADS and the Ministry ofEducation.”

Echoing earlier commentsshe made regarding the origi-nal report, Dueck stressedthe importance of thorough-

ness in making any potentialregulatory changes.

According to Dueck, whatthe Committee has achievedover time is a teacher-led,uniquely Saskatchewan solu-tion that strengthens thecurrent system withoutimposing an unreasonableburden upon teachers.

“The breakthrough momentof understanding came whenwe drew a discipline flow chartfor the handling of complaintsthat identified the intercon-nectedness between the exist-ing professional organizations(the STF and LEADS) and thenew Regulatory Board.”

Dueck went on to explainthat the STF will retain itsown Code of ProfessionalEthics and Code of Profes-sional Competence, whichshe speculated may in futurebecome amalgamated intoone overarching code.

Referring to some of theissues that have arisen injurisdictions such as Ontarioand British Columbia, wherethere is a college of teachersmodel in effect, Dueck saidshe is confident the envi-sioned Saskatchewan modelwill maintain a more collabo-rative approach.

“As ever, teachers recog-nize the importance of thepublic trust they are granted,and are committed to highstandards of conduct andcare to ensure the well-beingand growth of childrenand youth. Student safety isalways the first priority ofteachers, and maintainingthe accountability of teachersis a collective responsibilityof the Federation, school divi-sions and the Ministry ofEducation,” she insisted.

Following the introductionof legislation during the cur-rent fall session of thelegislature, Dueck speculatedit will probably be 18 monthsto two years before the cur-rent processes in place arewrapped up. The Federationwill continue to communicatewith members as requiredthrough its normal processesand invites any questions. n

When the provincial govern-ment announced during the2011 election campaign that apost-Labour Day start forstudents across the provincewould be implemented, the re-ality of the calendar for 2015,when Labour Day falls onSeptember 7, has resulted in are-think in order for schooldivisions to be able to have thegovernment-mandated instruc-tion hours for students.

As a result it is anticipatedthe 2015 school year willcommence September 1 withfour teaching days prior tothe statutory holiday.

According to EducationMinister Don Morgan, thischange in the government’sstance should be seen as“being responsive to theneeds of school divisionswhile also maintaining a con-sistent standard for the schoolyear across the province.”

The Saskatchewan Teach-ers’ Federation is pleasedthat the government hasintroduced legislative amend-ments to address some of theconcerns of teachers regard-ing the impacts of the post-Labour Day start to the

Calendar prompts government to alterstart date for school year in 2015

Those attending the Councillor Conference were given the chronology of negotiations and meetings thatled to the formation of the Saskatchewan Professional Teachers Regulatory Board.

Page 2 • Saskatchewan Bulletin • December 10, 2014

Resource ConnectionsAction-research material available

Joan Elliott, Librarian/ManagerStewart Resources Centre

“Can a school be built on questions?” “If we’re born toinquire, then why must it be taught?” and “Can we teachourselves to question?” are just a few of the questionsthat stand out for me in Warren Berger’s new book AMore Beautiful Question: The Power of Inquiry to SparkBreakthrough Ideas. Berger argues that thoughtful ques-tions can play a powerful role in solving problems and infostering innovation in school, in business and in ourdaily lives.

The growing number of teachers who have beeninvolved in classroom- and school-based action-researchprojects funded by the McDowell Foundation is a testa-ment to the value teachers place on having the opportu-nity to ask questions, inquire and reflect on their teach-ing practice. Over 200 research reports on a wide arrayof topics are available on the McDowell Foundation web-site, which is located at www.mcdowellfoundation.ca.Print copies of each report are also available for borrow-ing from the Stewart Resources Centre.

Recently published titles include: Circles of Inquiry:Creating a Culture of Inquiry to Enhance Early Learningby Marg Epp and Lynn Lemisko, Collaborative andCo-teaching Practices and Reflections in a SecondarySchool Setting by Lois Keller and Colleen Norris, andDifferentiated Instruction to Improve Students’ MathLiteracy by Jocelyn Olson and Lori Larsen.

If you or members of your staff are interested inconducting an action-research or inquiry project, theresources I am highlighting in this column will provideyou with excellent background information on theprocesses involved. Engaging in Action Research: A Prac-tical Guide to Teacher-Conducted Research for Educatorsand School Leaders by Jim Parsons, Kurtis Hewson,Lorna Adrian and Nicole Day, who are education facultymembers and teachers in Alberta, provides step-by-stepinstructions on starting a research plan, completing aliterature review, collecting and analyzing data, andreporting findings.

Action Research Methods: Plain and Simple by SheriR. Klein gives an overview of quantitative and qualita-tive methods and also addresses a number of ethicalconsiderations in conducting action research within avariety of educational settings. Living the Questions: AGuide for Teacher-Researchers by Ruth Shagoury andBrenda Miller Power contains explanations of theresearch process, such as finding good questions anddesigning projects, along with essays by teacher-researchers on the classroom impact of their projects.

Other insightful works include: Making ClassroomInquiry Work: Techniques for Effective Action Research,a collection edited by Robert P. Pelton; Digging DeeperInto Action Research: A Teacher Inquirer’s Field Guideby Nancy Fichtman Dana; and Integrating Teaching,Learning, and Action Research: Enhancing Instructionin the K-12 Classroom by Ernest T. Stringer, LoisMcFadyen Christensen and Shelia C. Baldwin.

Numerous other books are listed in our ActionResearch 2014 Bibliography, which can be accessedonline by going to www.stf.sk.ca > Stewart ResourcesCentre > Resources > Bibliographies.

The Canadian Journal of Action Research, which isedited by Dr. Kurt W. Clausen, who was a keynotespeaker at the recent Learning From Practice Confer-ence in Saskatoon, is another key resource for teacher-researchers. It can be accessed at cjar.nipissingu.ca.

Another timely resource is the November 2014 issue ofEducation Canada, which is on the theme of actionresearch. Articles in English and in French can beaccessed online at www.cea-ace.ca.

Asking the right questions and taking an inquirystance in your classroom and school can lead to profes-sional growth, to changes in practice, and to creative andinnovative solutions to problems being experienced inyour school. In short, your natural curiosity and wonder-ings, when paired with action research, can have aprofound impact on teaching and learning by promotingdeeper levels of understanding.

To borrow these and other resources, please emailsrc@stf.sk.ca.

By Madame Diana Couture,French immersion teacher atDebden Public School

Students, staff and commu-nity alike know that AnneBlais has contributed aboveand beyond to her professionof teaching French immer-sion in Debden.

Madame Blais splits hertime with one-quartervice-principal duties andthree-quarter teaching timein a combined Grade 1-2

French immersion classroomof very busy students. She isalready the recipient ofanother teaching award, butif that alone isn’t enough, sheis also the school’s “Frenchambassador” and takesspecial care to conserve andpromote learning French atDebden School. What shedoes immediately receivedthe attention of the Saskat-chewan branch of CanadianParents for French. It is why

the Inspiring Teacher ofFrench Award was presentedto her at Debden Public Schoolon Tuesday, November 18 byCPF-SK President of theBoard of Directors Eric Bolay.

Her handiwork is seenthroughout the halls of Deb-den School. She createsFrench bulletin boards every-where–making French visiblein the building to students,staff and visitors. She sets upFrench tutoring sessionsbetween older and youngerstudents during the noonbreak and after school. Careis taken to organize readingbuddies between Frenchclasses to encourage readingin French. She organizes allFrench activities in theschool and brings in Frenchgroups to entertain and edu-cate students; everythingfrom a French hip hop groupto Canadian history andvoyageurs. She co-ordinateda set of workshops put on byla Société historique de laSaskatchewan and billetedthe presenter overnight ather own home to ensurestudents would have two fulldays of workshops. Shepromotes the French immer-sion program in our commu-nity through events such asFrench oratory and Frenchentertainment night.

She promotes and passesalong scholarship opportuni-ties to students for Frenchuniversities, as well asFrench exchange programs,contests, CPF Rendez-vouscamps and CPF summer daycamps. She always speaksFrench, encourages studentsto do the same within theclassroom and on the play-ground, and with a smile, she

kindly and patiently repeatstheir English words andsentences in French so thatstudents can learn how to saythem.

Last year she co-organizedthe first-ever trip to QuebecCity for our grade 11 and 12immersion students to helpthem see the French historyand culture in our country,and to encourage students tocontinue pursuing and usingFrench as a second language.She used her own Easterbreak to accompany studentson this trip.

In her administration role,she fills out the necessary pa-perwork and reference lettersto ensure our school has aFrench monitor every year,and schedules the Frenchmonitor’s time evenlythroughout the grades. Sheattends French professionaldevelopment workshopswhen offered.

She writes French articles

about school events for Lavoix de Debden and L’eau viveto promote our French im-mersion programs and fulfilsthe role of school staff liaisonin the Comité culturel deDebden, a French culturalgroup in our community thathelps to sponsor Frenchevents at school.

Madame Blais also sup-ports Debden students out-side of school hours; she hasattended students’ hockey,broomball and baseballgames, and even came towatch a tae kwon do class.Sometimes the students arein her homeroom, but oftentimes they are not.

Being on staff with Anne isinspiring. It is not surprisingthat for years she has had asign that says “I Love Teach-ing!” outside her classroomdoor. She truly is an asset toDebden Public School andSaskatchewan Rivers PublicSchool Division. n

Debden teacher presented with CPF-SK inspiring teacher award

Kelsea Meredith and ChrisPhalen, the two attendees atthis year’s Taking Your Placein the Professional Communi-ty conference for beginningteachers who were profiled inthe November 12 edition ofthe Saskatchewan Bulletin,both came away imbued withnew confidence when it comesto dealing with First Nationsand Métis students in theirrespective classrooms.

They were both effusiveabout the relaxed, safe envi-ronment created by MichaelGatin of the SaskatchewanTeachers’ Federation senioradministrative staff in pre-senting the workshop on inte-grating First Nations andMétis content, perspectivesand ways of knowing intoteaching and learning.

“I found he [Gatin] just putme at ease about some of theissues I might have had previ-ously. He talked about notholding back for fear of makinga mistake in language, as longas it comes from the heart.That just made me feel reallysupported,” Meredith said.

She indicated that teachingyoung prekindergarten stu-dents in Saskatoon presentsa real opportunity to make apositive early impression onher students.

“My class is so diverse thatI just so much want them tofeel comfortable and confi-dent, and it can only be help-ful that I feel more confidentand at ease. I want to knowmore about our people and Ican learn so much more. I’mexcited about that. Before

I might have felt vulnerable,but now that door has beenopened and I want to belearning alongside my stu-dents, because I find thereare lots of instances wherethey teach me.”

It’s a slightly different situ-ation for Phalen, who teacheshigh school students inMeath Park. As a Métis him-self, he said it has alwaysbeen a case of him being anadvocate for at-risk students,including First Nations andMétis students.

He feels, as a graduate ofthe Saskatchewan UrbanNative Teacher EducationProgram, that he has had agood background in dealingwith the material.

Recalling how the SUN-TEP experience was verymuch centred on social jus-tice issues, Phalen concededhe was somewhat surprisedby how little some of hisyoung colleagues knew aboutthe issues that were dealtwith at the conference.

“I guess it’s just maybe not

as ingrained for some, but it’snot something that should beignored. It goes to the heartof the cross-cultural thingswe have to focus on. I alwayswant to learn more and itseems like the STF is doing areal good job in bringing thisto teachers’ attention becauseit’s extremely pertinent inour classrooms today.

“It’s good that they [STF]are preparing us for theissues that exist in the realworld, and speaking from myown experiences of havingfought to change peoples’ be-haviours, it’s important forus as teachers to understandthe social issues. I’m reallybig on building relationshipsand being inclusive.”

Both educators agreed thatit would be a wonderful ideato have a followup to theinitial beginning teachers’conference a few months later,in order that they could touchbase with colleagues andconfirm how their new-foundknowledge was being utilizedin classroom practice. n

First Nations, Métis perspectivesresonates with beginning teachers

Anne Blais accepting her Inspiring Teacher of French Award fromCPF-SK Board of Directors President Eric Bolay.

Chris Phalen listens intently to one of the sessions at Taking YourPlace in the Professional Community conference along with colleagues.

Saskatchewan Bulletin • December 10, 2014 • Page 3

The membership of theSaskatchewan School BoardsAssociation has chosenConnie Bailey of the SunWest Board of Education asthe new president of the or-ganization and RonnaPethick of the Living SkyBoard of Education as thenew vice-president.

“I’m thankful for beinggiven the opportunity torepresent Saskatchewan’s 28boards of education in mynew role,” said Bailey. “Ourvision is that by 2025, Sask-atchewan will have a globallyrecognized education systemthat others wish to emulate.To support student achieve-ment, the SSBA providesleadership, co-ordination andservices to member boards.”

Bailey told those attendingthe first-ever joint conferencein Saskatoon incorporatingthe SSBA, the League ofEducational Administrators,Directors and Superinten-dents of Saskatchewan, andthe Saskatchewan Associa-tion of School BusinessOfficials, that this was apoignant example of the orga-nizations working together.

“What seemed like an im-possible feat at one stage, twoyears later it has becomereality and it makes a lot ofsense because the commonthread that binds us togetheris our students and this is thebest chance we have for suc-cess. Our shared interests be-came the springboard behindthis conference,” she added.

Bailey previously served asvice-president on the SSBAExecutive, while Pethick previ-ously served as central con-stituency representative onthe Executive. Bailey andPethick were acclaimed to theirnew roles during the SSBA’sAnnual General Meeting.

Meanwhile, Oskayak HighSchool in Saskatoon, which isno stranger to garneringawards for its success, was

the fulcrum for GreaterSaskatoon Catholic Schoolsand the Kihto te minawakCouncil receiving the 2014Premier’s Board of EducationAward for Innovation andExcellence in Education forthe Urban Aboriginal HighSchool Reform project.

The SSBA co-ordinates thePremier’s award each year.The award was presented byGovernment of Saskatche-wan Education Minister DonMorgan on behalf of PremierBrad Wall during the SSBA,LEADS and SASBO jointconference banquet.

“There are great thingshappening in schools acrossSaskatchewan and Oskayakis just one example of howour boards of education areworking to meet studentneeds,” said Morgan. “I thankGreater Saskatoon Catholic

Schools and the Kihto temi-nawak Council for their lead-ership and for the great workthey do every day.”

Diane Boyko, Chairpersonof the Greater SaskatoonCatholic Schools Board ofEducation, said the board isextremely proud to haveworked in partnership withthe Kihtoteminawak Councilto help guide the turnaroundat Oskayak.

“By integrating FirstNations culture, providingstrong student supports andoffering a renewed learningprogram infused with tech-nology, we are helpingOskayak students reach theirfull potential. We have gonefrom three graduates in 2010to 55 in 2014,” Boyko said.“Students and staff havedone amazing work.”

“The Premier’s award

While for the most part itwould probably be fair to saystudents in the classroomsare blissfully unaware of it,Saskatchewan Teachers’Federation Vice-PresidentRandy Cline underscored theimportance of co-operationbetween teachers and schoolboards in order for theprovince’s education systemto flourish.

Speaking at the Saskat-chewan School Boards Asso-ciation’s Annual GeneralMeeting in Saskatoon, Clinealluded to the joint effortsand leadership of teachersand school boards and othereducational partners as need-ing to be a daily focus inorder to create optimal learn-ing environments for ourstudents.

“We all know that our stu-dents have diverse, individ-ual learning needs. Strivingto meet those needs is acontinuous process that re-quires collaborative and co-operative action on the partof all of the partners inour province’s educationalcommunity,” he said.

“We continue this worktogether because we acknowl-edge that collaboration, con-sultation and positive actionby all of the partners are nec-essary for our publicly fundededucation system to be suc-cessful. To meet students’needs and create optimallearning environments for

our students requires collabo-rative action and inclusion.”

The significant challengesfacing teachers, and public ed-ucation in general in theprovince, are a reality of arapidly growing and increas-ingly diverse student popula-tion. However, as Clinereminded those in attendance,the modern classroom remainsa source of inspiration.

“Every day teachers andstudents experience successin classrooms of varying sizesand diversity throughout theprovince. Teachers and stu-dents have much to celebrateas they experience teachingand learning togetherthroughout the school year.”

Saskatchewan’s model ofcollaboration among the vari-ous education stakeholdershas long been recognized as

an admirably successful part-nership, something thatis not necessarily the casein other jurisdictions in thecountry.

“As partners in education,our organizations have a longhistory of being united in ourcommitment to public educa-tion. We provide leadershipon education issues in ourprovince. We need to contin-ue working collaborativelyto promote a culture of co-operation, trust, mutual re-spect and transparency,which is vital for our publiceducation sector,” Cline said.

While Cline acknowledgedthat there is much to cele-brate in this model, it re-mains important to find waysto renew these joint commit-ments, especially when ourrelationships are challenged.

Cline cited several specificexamples of where the collab-oration has been proven tobe mutually beneficial forall parties.

“I believe we have success-fully demonstrated theseshared principles through ourcollaborative work aroundthe issue of Duty to Accom-modate–the development of apractical guide and a meetingbetween provincial executivesand senior staff membersfrom both our organizationslast year. The joint commit-tee will continue its collabo-rative work this year withadditional planning for, and

delivery of, education oppor-tunities on this topic.

“Another successful exam-ple of collaborative workundertaken by our organiza-tions is the work of the jointcommittee on Good Practicesand Dispute Resolution.A decision was made in Julyto move forward on imple-menting recommendationsfrom the May 2013 report andto create a new joint commit-tee which began its workthis fall.”

According to Cline, thereare numerous key issues thatwe continue to work ontogether, including the JointCommittee on Student andTeacher Time, the LocalAuthority Freedom of Infor-mation and Protection ofPrivacy Stakeholder Commit-tee, and Teacher Regulation(through the Teacher Transi-tion Committee) and provin-cial collective bargaining.

“It is in this culture ofco-operation, trust, mutualrespect and transparency thatwe can work towards the com-mon vision of meeting studentneeds and creating optimallearning environments.

“I invite us to celebrate oursuccesses as educationalpartners as we continue ourwork together to supportSaskatchewan children andyouth in reaching their goalsand to be successful in life,”he said in summarizing hispresentation. n

priorities: improved outcomesin reading and improvedoutcomes for First Nationsand Métis students.”

Foord assured delegatesthat progress on the plan willcontinue in 2015, adding thatits success, as with its incep-tion, will depend upon all ofus–boards, the SSBA and theMinistry–engaging, aligningand leading at the local andprovincial levels.

In her speech Foord drewattention to the first-everprovincial conversation oneducation, underscoringthe difference between thisconversation and the Educa-tion Sector Strategic Planis that the conversationengages stakeholders whofall outside of the traditionaleducation sector partnership.

“The conversation broughttogether representatives ofbusiness, industry, post-econdary education and theK-12 partners to talk about

the fact that we all own andmust contribute to improvedoutcomes for Saskatchewanstudents. The world is chang-ing. Are today’s students pre-pared for these new worlds?

“A deep and meaningfulconversation is needed withthe people who are closest tothese worlds if students areto be successful.”

Foord pointed to this newalliance as a key in foreshad-owing the next step ofthis journey–an educationsummit which is to be heldin 2015.

She did not leave teachersout of the conversation,insisting that it goes withoutsaying that the engagementand alignment of our front-line people–our teachers–isalso key to success.

“A common vision andshared understanding mustguide the work we do. Thisneed for a shared vision andcommon understandings led toa province-wide discussion inJune about student instruc-tional time and the school yearand school day for teachers.”

Foord recalled how 15representatives of the SSBA–including trustees andmembers of the League ofEducational Administrators,Directors and Superinten-dents of Saskatchewan andthe Saskatchewan Associa-tion of School BusinessOfficials–joined representa-tives from the SaskatchewanTeachers’ Federation and theMinistry to talk about howwe might examine and workto resolve these issues.

“Some have wondered whythese issues haven’t beenaddressed through theprovincial bargaining process.The answer is simple. Theyhaven’t been talked about atthe provincial bargainingtable because legislationlimits that discussion to afew specific items such assalaries and allowances. Yetwe know that teachers haveconcerns beyond those includ-ed in the scope of provincialbargaining.

“Teachers from all parts ofthe province have also beenasked to diarize their day-to-day teaching experience. Rely-ing on evidence, rather thananecdotal hearsay, will helpensure we’re all singing fromthe same song sheet when itcomes to defining and under-standing the problem we’retrying to solve,” she added.

The committee will develop areport by January 31, 2015. n

In her final speech as pres-ident of the SaskatchewanSchool Boards Association,Janet Foord chose to focus onthe past year while simulta-neously looking ahead as sheaddressed the group’s fallgeneral assembly.

She focused on the SSBA’sstrategic plan (known asVision 2025) as the fulcrumsince, as she said, it is whatguides the provincial Execu-tive in everything they do.

“Our plan asks boards andthe provincial Executive toengage, align and lead,” shenoted, while wondering aloudif in fact it had only beenlaunched six months prior.

“This first-ever province-wide sector plan is somethingwe can all be very proud of,”Foord stressed. “It wasn’tsomething foisted upon us bythe Ministry [of Education]as part of another “things todo list” for boards.

“This plan came about

shines a spotlight on thegreat work being done byboards of education through-out Saskatchewan to supportstudent achievement,” saidoutgoing SSBA PresidentJanet Foord. “Although there

is only one recipient of theaward, each submission isworthy of recognition foradvancing the goal we allwork to achieve, which isimproved outcomes for stu-dents in Saskatchewan.” n

because locally elected boardsof education asked for it–somewould say demanded it. Whatthe boards said was, ‘we’retired of having to respond tothe flavour of the month.’ ”

According to Foord, weneed a provincial plan thatrespects the priorities boardsare elected to deal with atthe local level, but also setsrealistic goals with tangiblemeasures and outcomes atthe provincial level.

“We advocated, asked and,at times, cajoled to get thisplan going.

“We said a provincial planwas needed but that any planwould only go ahead if all 28boards of education devel-oped it, approved it andowned it. This would not beanother top-down exercise,and the province agreed.They became partners with[the] boards, and we came upwith a sound provincial planthat identified two immediate

Foord extols virtues of strategic plan

Randy ClineBulletin file photo

Cline says students are beneficiaries of co-operation

Connie Bailey (left) is the new president of the SaskatchewanSchool Boards Association succeeding Janet Foord.

Bailey assumes presidency of SSBA; Oskayak receives honour

Page 4 • Saskatchewan Bulletin • December 10, 2014

“mommy-ness” from my“teacher-ness”. This is theonly way I know....

And all the while ponder-ing, in light of my own three[children] and their reportcards, and their student-ledconferences that just tookplace; their myriad of gifts,their weaknesses, theirimperfections, their need forguidance and grace, chal-lenge and channeling.

Am I doing enough? Am Itoo soft? Too hard, or likemama bear’s bed ... justright! Do I say the rightwords at the right time? Do Icarve out the correct path formy kids now (and by kids Imean all 21 of them) so thatthey will possess all the tools

they require to turn out wellthen? Am I doing my part toinstill in them diligence, re-sponsibility, integrity, pas-sion, fun, empathy? Am Isomeone they can patterntheir pathway after?

The truth is, when youchoose teaching you are alsochoosing to be a parent on somany levels, to those you arelucky enough to be chosen toteach. It is a 24-7 thing. Nota “weekends and summersoff” deal as so many like tosay. You begin to love themlike your own. They begin tofrustrate you like your own,when progress seems slowand vague. When soggy mit-tens and tangled snow pantsand stuck zippers andscarves wrapped double andtied just so, times 18, nibbleaway at your minutes until ...your window to go to thebathroom vanishes with thelast little button headingdown the hall.

Tonight I feel as though Ihave big shoes to fill.Tonight, like so many nights,I wonder in my head andheart if I am doing enough.Tonight I wonder about allmy fellow parent friends, and

You can’t separate parenting from teachingBy Charlotte Peters

I’m supposed to be proof-reading report cards. But firstI need to sort the big mound oflaundry awaiting me. I need tofeel as though segmenting itinto its little coloured assort-ments will somehow acceleratethe doing of it–evolving onemassive mound into severalmini mounds.

And as I sort, I ponder. Iponder the parenting jour-ney. The dryer soothes as itcircles round and round, likemy thoughts. Report cardseason is the conveying ofcarefully chosen words withmy teacher hat on, but with-out a doubt, my mom filtertoo, to those 18 sets of par-ents. I cannot eliminate the

Editorial

Listening is a skill too often ignoredShhh. Did you hear that noise?Oh wait, sorry about that, there was actually no noise

for a moment. At least not from both parties in theconversation–the reason is quite simply because one ofthe two was listening.

Listening (really listening) is an all-too-frequentlyforgotten art in today’s often fractious, acerbic dialoguewhen the greatest importance is seen as yelling the loud-est or being the most bombastic.

Whether it’s the political arena, the sports venue orfar more troubling examples that we see flashed acrossour television or computer screens on a nightly basis, it’sregrettably about who not only has the last word, butwho is heard the loudest and with the most venom. Themore genteel art of coming to a mutually sensible under-standing, even if it involves altering one’s initial posi-tion, is construed as weakness rather than collaboration.

The protracted matter of the provincial collectivebargaining process is doubtlessly the most poignantexample for teachers, and those within the educationsector, to ponder. However, there have been other exam-ples in recent times, which from my perspective at least,give one a reasonable sense of hope for the future (sincewe are on the cusp of turning the calendar for anotheryear imminently).

I was fortunate enough to be a first-hand witness tothe student panel session at the recent SaskatchewanSchool Boards Association joint conference. Toofrequently in the past, having attended events such asthis, one comes away with the notion that the folks inthose rooms actually fervently believe they are the onesdelivering education to the students of our province andthat teachers are merely the facilitators.

This particular session, however, presented things in awhole different light. Largely due to a highly impressivecross-section of youth who exhibited admirable confi-dence, insight and a wry sense of humour, these highschoolers made an undeniable impression on the folksfrom the SSBA, the League of Educational Administra-tors, Directors and Superintendents of Saskatchewan,and the Saskatchewan Association of School BusinessOfficials–because they listened. You could see how theircomments regarding what it was they needed to improvetheir education experience resonated with the peoplewho doubtlessly go a long way to charting the course oftheir future and that of those who will follow in theirfootsteps.

Although it’s still early days, it would seemingly notbe incorrect to assume that in critical matters such asteacher regulation and suggested legislative amend-ments to the school year in 2015, a great dealof common sense has also swayed the outcome, and eventhough not privy to the conversations, it would bereasonable to assume that a considerable amountof listening to each other’s point of view was particularlysignificant.

Sometimes silence can be golden–providing that thedialogue is then sufficiently effective when one ispresented with the talking stick.

The Saskatchewan Bulletin is published10 times during the school year by theSaskatchewan Teachers’ Federation.Contributions to the Bulletin are wel-come and will be used when possible.Al l material is subject to edit ing.Requests for coverage by Bulletin staffshould be received at least threeweeks before the event.

Editor: Jens Nielsen

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

Editorial Office 2317 Arlington Avenue Saskatoon SK S7J 2H8Tel: 306-373-1660/1-800-667-7762Fax: 306-374-1122Email: bulletin@stf.sk.ca

©2014. For permission to reprint, pleasecontact the editorial office. Indexed in theCanadian Education Index ISSN 0036-4886Member of the Canadian Educational PressAssociation and the Educational PressAssociation of AmericaReturn postage guaranteed.

teacher friends too, who arecontemplating words, andheart aches, and burdens andcelebrations.

Tonight the dryer remindsme that life is a cycle. A jour-ney. And when we and thosewe love mess up, we have aHigh Efficiency Saviour whomakes it His business tomake all things fresh andnew, like the falling snowoutside my window.

And so with fresh eyes anda full heart I will go and readthose report cards. I willmake sure that my honesty,my care and my commitmentare woven into my words.

And I will tuck my kids inthis night with words of affir-mation for the incredible crea-tures they are becoming beforeour very eyes. And I will seekthe great launderer for His“Bounce Outdoor Fresh” per-spective on all this messy busi-ness we call parenting!!!

If any of you lacks wisdom,you should ask God, who givesgenerously to all without find-ing fault, and it will be givento you. [James 1:5 NLT]

Peters teaches at FairviewSchool in Swift Current.

Looking for the easy solutionis not always the best answerGwen Dueck, STF Executive Director

In the words of SamuelJohnson, “what is easy is sel-dom excellent.”

Although seeking the easi-est, if not simplest, solutionto a problem is the norm inmodern society, there issomething to be said for themore painstaking and delib-erate methodology when itcomes to an issue as complex,if not generally misunder-stood, as teacher regulation.

It has now been approxi-mately 18 months since theMinistry of Education com-missioned a review ofteacher disciplinary authori-ty with the intended goal ofextensively altering theexisting model.

Since that time, the Sask-atchewan Teachers’ Federa-tion has supported such areview and fully concurredthat a principled and robustsystem of self-regulation isnot only in the public inter-est, but it would also raisethe status of the teachingprofession.

Our primary goal as partic-ipants in the review processhas been to improve upon thecurrent system, while ensur-ing the shared responsibilityfor teacher regulation amongthe partners in educationcontinues. We have workedextensively to build under-standing of the benefits ofsuch a system in terms ofboth protecting children andyouth, and supportingteacher success.

This has included advocacyand education with govern-ment and the partners ineducation on changes to thelegislative framework forteacher regulation in theprovince, and planning andimplementing administrativechanges to the Federation’scurrent discipline processes.

In May 2014, the Federationand Ministry of Education

signed a Memorandum ofAgreement Re: Teacher Regu-lation in Saskatchewan thatset the stage for the morerecent work of the TeacherRegulation Transition Commit-tee comprised of representa-tives from the provincial gov-ernment, Saskatchewan SchoolBoards Association, League ofEducational Administrators,Directors and Superintendents,Federation of SaskatchewanIndian Nations, First Nationsdirectors of education, andthe Federation.

The culmination of theCommittee’s work has beenthe formation of the Saskat-chewan Professional TeachersRegulatory Board (SPTRB).The SPTRB Board of Direc-tors will consist of nineindividuals, including threeteacher members appointedby the Federation, as well asthree teachers appointed bythe Ministry of Education(one of whom will be recom-mended by the STF and is aFederation member), oneteacher appointed by LEADSand two members of the pub-lic appointed by the Ministry.

An appointment andvetting process has alreadybeen approved by the STFExecutive that includes adeclaration by potentialappointees to the SPTRB.This declaration states thatthe appointee will act in goodfaith and in a manner thatputs the public interest aheadof the interest of the Federa-tion, or any organization theymay be a member of, and thatthey will conduct themselveswith a duty of care and duediligence expected as a trusteeof the SPTRB and regulator ofthe teaching profession.

If selected as an appointee,Federation members will berequired to resign from anyappointed or elected officeand/or cease to serve as arepresentative of any localassociation or the STF Execu-tive prior to the appointmenttaking effect. Therefore,while the Federation makesthe initial appointment, onceit takes effect there is a clearseparation between thetwo organizations and theappointee’s duty of loyalty isto the SPTRB first.

What the transition Com-mittee has achieved overtime is a teacher-led, unique-ly Saskatchewan solutionthat strengthens the currentsystem. As ever, teachersrecognize the importance ofthe public trust they aregranted, and are committedto high standards of conductand care to ensure the well-being and growth of childrenand youth. Student safetyis always the first priorityof teachers.

It has taken considerabletime and effort to reach thispoint, but the end justifiesthe means. n

Viewpoints

Season’s GreetingsThis group of exuberant grade 2 and 3 students from ÉcoleVictoria School (Saskatoon Public Schools) descended on theSaskatchewan Teachers’ Federation building to exhibit theirhand-made Christmas tree decorations which they then used toadorn the two trees that will be in the building during the com-ing weeks. Adding their assistance with the decorating wereSTF Vice-President Randy Cline (left) and classroom teacherKen Ens. Meanwhile, Education Assistant Sorina Beavan washelping with the tree that will be in the Eamer Auditorium.

Saskatchewan Bulletin • December 10, 2014 • Page 5

As a one-time classroomteacher himself, TrentWotherspoon welcomed therecent announcement by theMinistry of Education that itwas reallocating monies thatwere once intended to sup-port standardized testing infavour of front-line supportsfor the classrooms.

However, as the educationcritic for the opposition NewDemocrats, Wotherspoon stillwasn’t about to miss the op-portunity to chide the govern-ment for some of the misstepshe said have characterizedtheir handling of the portfolioin recent years.

He called on the rulingSaskatchewan Party to bemore willing to enlist theexpertise offered by teachersand other education stake-holders in the decision-making process.

“I would suggest the gov-ernment has not given theappropriate priority to educa-tion and, as a result, teachersdon’t have the supports giventhe challenges they face in today’s classroom. There hasbeen lip service to repairsome of that and perhapsstarting to work more closely

Wotherspoon takes government to task over education policy

with the education partners,but until now it hasn’t beengood enough and certainlythey haven’t demonstratedthrough their actions thateducation is the priority thatit needs to be. Overall Iwould say it has been anabject failure at this point.”

According to Wotherspoon,he has now been asking forthe past seven years about

why teachers in particularhave been given short shriftwhen it comes to helping influ-ence new education initiatives.

“There is nothing more im-portant than making sureour teachers are given thesupports they need and de-serve in the classroom, and itremains something thatneeds to be addressed andthe opportunities to do so are

there,” he insisted.Wotherspoon cited such

lingering issues as the schoolyear and school day as one ofthe areas where a lack of con-sultation in advance has ledto “them monkeying around”with an issue that shouldnever have arisen.

“Given our populationgrowth we have had tremen-dous opportunities, but at the

same time we need to ensurethat the supports are therewhether it’s education assis-tants as a primary example.It’s become apparent the gov-ernment doesn’t have the ap-petite to consult and make thisbetter and that’s sad. Some ofthese things just haven’t madeany sense and as a result theyare failing to meet the needs ofteachers and students.”

From his standpoint,Wotherspoon is adamant thatshort-term shortfalls willsurely result in negative con-sequences in 10 to 30 yearsdown the road. “There will beramifications, both economi-cally and socially,” he said, inalluding specifically to theoft-discussed Lean initiativethat has permeated theeducation sector as wellas health.

“It’s unlike a car coming offthe Toyota assembly line be-cause a student can’t be re-called,” he said. “It’s nevertoo late and there is still achance to get it right and Ihave seen a great deal of pub-lic concern in communitiesacross the province. It is ourfuture we’re talking about,”he said. n

At the time Sheena Koopshad no idea how intertwinedthe two coincidental eventsmight one day become, but itwas plain to see at the Learn-ing From Practice conferencethat the McDowell Founda-tion has had a profound effecton her as she marked comingfull circle as the Foundation’snew president.

Addressing nearly 100attendees, Koops recalledhow when she graduatedfrom the University of Reginawith her bachelor of educa-tion degree in 1991, theMcDowell Foundation wassimultaneously being formedthrough the SaskatchewanTeachers’ Federation.

Although blissfully un-aware of what action researchentailed at the time, that allchanged five years laterwhen Koops found herselfteaching in a fly-in communi-ty on the Black Lake DeneFirst Nation in northernSaskatchewan.

As she chronicled in her pre-sentation, this complete trans-formation, if not upheaval, inher still fledgling career as ateacher led to her becominginvolved in the first of twoMcDowell projects in seekingto find out more about her newreality and the community inwhich she now lived.

Koops acknowledged in asubsequent interview thatwhile the action-researchprocess can be brutal andmessy at times, it also trans-formed her approach toteaching in subsequent years.

“In those early days of be-ing involved with the Mc-Dowell Foundation, theywere exciting times and it feltlike I was doing somethingreally important and signifi-cant. The whole processhelped me validate what itwas that I was doing and itwas a huge influence on me.”

Later, as she moved to FortQu’Appelle and raised threedaughters, Koops lost touchwith the McDowell Founda-tion. However, that sparkwas rekindled when she wasinvited to participate in around-table discussion atLearning From Practice in

2011 as the Foundation cele-brated its 20th anniversary.

In recounting the experience,Koops said it was akin to visit-ing long-lost relatives and itreminded her of these amazingpeople, and reflecting on how ithad influenced her career andher way of teaching.

“It reminded me that myinvolvement with action re-search had given me a newway of being a teacher andconfirmed that it was okay totry new things.”

That reflection promptedKoops to stress to those lis-tening “that you have everyright to be here and it’s notsomething that you have toearn the right to participatein [action research]. This is aplace where you can takerisks and be courageous.”

Her appreciation forcourage also included theconsiderable revamping ofthe McDowell Foundation,complete with a newly re-structured board.

“Full credit goes to allthose involved who visualizedthis idea and to rethink whatthe McDowell Foundationcould be. That took amazingleadership after we had somelost years for a while.”

According to Koops there isnow yet another area where

courage and determinationwill be required in order forteachers to assume the lead-ership she envisions, in notonly piloting the McDowellFoundation into the future,but assuming their placeoverall in education.

“I feel there’s such poten-

tial and that we are strategi-cally placed at a time whensociety is starting to under-stand the diversity in ourworld and the importance ofteachers to be leaders.

“Action research is vital inhelping society understandsome of these issues and it

can elevate the teachingprofession in the eyes of thepublic, and hopefully it letsus help create the directionfor the future of educationand the changes that areneeded. We can do amazingthings as a province.” n

An association that hasspanned two decades hasin many ways now come fullcircle.

When the McDowell Foun-dation first became involved insponsoring action-researchprojects for teachers withinthe province in 1994, one ofthe first grant recipients wasLillian Forsythe, who alongwith University of Reginafaculty member Vi Maeers,delved into manipulativemathematics with studentsfrom kindergarten to Grade 5.

Five years later in 1999,Forsythe was recognized forher outstanding contributionto educational research asthe recipient of the McDowellFoundation Award.

That passion for research atthe classroom level has been

prevalent throughout herdistinguished career, whichhas included numerousawards along the way, includ-ing the Prime Minister’sAward for Teaching Science,Mathematics and Technology.

Most recently Forsythe fur-ther cemented her enduringinvolvement with the Mc-Dowell Foundation with agenerous personal donationas a confirmation of herstrong conviction regardingthe importance of giving backto education.

Perhaps one of the occa-sions that most poignantlycaptured Forsythe’s passionfor teaching young studentsin particular came when shewas the keynote speaker atthe Learning From Practiceconference in 2011.

During her presentationshe shared the importance oflistening to the young stu-dents when she stressed that“kids have a lot to say to youand it’s really important forus as teachers to listen to

them. Because the childrenhad so much input [in theaforementioned project] itwas great fun for them and itwas wonderful for their prideand self-esteem.

“I was always looking forone more thing and I neededother people’s input as a sortof confirmation that what Iwas doing had merit. It’s soworth sharing these ideaswhen you know it works andthat it’s viable,” she said.

Although now retired fromthe classroom, Forsythe stillteaches two courses at theUniversity of Regina; notsurprisingly one of whichfocuses on integrating actionactivities into early yearsmath curriculum, whilethe other focuses on overallearly education. n

McDowell Foundation has profound effect on Koops

Lillian Forsythe

Forsythe makes donation to McDowell Foundation

NDP education critic Trent Wotherspoon listens to some of the concerns of teachers regarding recentdevelopments in public education while attending the Advocacy luncheon at Councillor Conference.

President of the McDowell Foundation Sheena Koops praised those in attendance at the Learning FromPractice conference for their courage to delve into the topic of action research.

Page 6 • Saskatchewan Bulletin • December 10, 2014

As much as EducationMinister Don Morgan andcolleague June Draude wereintent on assuring delegatesat the Saskatchewan SchoolBoards joint conference thatthe Child and Family Agendais experiencing considerablesuccess, they readily ac-knowledged much still needsto be done.

The initiative formed fouryears ago at the behestof Premier Brad Wall inresponse to the Saskatche-wan Child Welfare ReviewPanel’s final report regardingsome of the lamentable short-comings in this area has, atits core, the commitment of ahost of ministries to workclosely together to help youth.

Draude indicated she wasspeaking primarily as a par-ent, more so than a govern-ment official, when shereferred to the importance ofmeeting the needs of stu-dents when they comethrough the doors of theirschool, which she said servesas their home 50 per cent ofthe time.

“Our parents have expecta-tions, but too many of ouryoung people today haveissues, and schools or teach-ers cannot fix these alone.They need an effective, extrasupport system in place.”

As the former Minister ofSocial Services, she candidlyadmitted that “too oftenstructures turn into silos andthe result is too often kidscan get lost in the systemand we have to look at theseissues through the eyes ofgovernment and not throughindividual ministries. Wehave to work together acrossministries for the sake ofour children. We’re workingdifferently.”

Both agreed that one of thefrustrations that has arisenwith the involvement ofnumerous ministries is thepervasiveness of privacyissues when it comes to shar-ing relevant files.

Morgan said he’s hopefulthere might be changes forth-coming in terms of the cur-rent regulatory system. Hisview is that “common sensehas to trump privacy in somecases, and what we have to dois what’s best for the child.”

In response to a questionfrom the audience, Draudeoffered her hope that “wehave to find a balance be-tween risk and privacy, andthe needs of our children arewhat is most important. It’snot about protecting territo-ry. I would like to have thisbe as seamless as possible.”

Both alluded to the success

experienced in Prince Albertas a result of their so-called“hub model,” which includesinput from a wide variety ofagencies. There are now 14 ofthese in Saskatchewan, andas Morgan indicated, he’shopeful these can be trans-planted across the provinceas an effective way to beproactive in identifying casesof potential concern.

Addressing the need forthis approach to go beyondschools to the communities,Morgan alluded to the pro-posed nine joint-use schoolsto be built in the province. Hesaid one of the most impor-tant facets is to make sure toinclude daycare centre spacesbecause they are incrediblyeffective and there is a hugeneed for such facilities.

Acknowledging the systemhas failed in certain facetssuch as literacy and numera-cy for adult learners in par-ticular, Morgan emphasizedthe importance of taking astep back and looking atthings differently in future.

“We have a shared-servicesagreement in place as a wayto move resources and wehope that will provide someadditional support, which ourschools and teachers badlyneed and we would like todo more.” n

Formative assessment is the change as well as the processBy Garry Davis, SPDU

Research studies haveshown that formative assess-ment has the greatest impacton student learning (Black &Wiliam, 1998). Given thisfinding many schools andschool divisions have beenworking for a number of yearsto fully implement assessmentfor learning in the classroom,but success has been elusive(Davies et al., 2014).

Since educational innova-tions involve teachers learn-ing new instructional ap-proaches, it seems reasonablethat formative assessmentshould have a prominent rolein guiding teacher profession-al development.

In April 2014, researcherswho gathered at an interna-tional conference focused onclassroom assessment notedthat there was little researchregarding what positionalleaders do to successfully im-plement formative assess-ment practices in classrooms(Davies et al., 2014).

Recently Davies, Busick,Herbst and Sherman pub-lished their research high-lighting how formativeassessment can be used notonly to improve classroomlearning, but also how it canbe used to guide teacher,school and system learning.This article will review themain findings of this paper inlight of current research.

Research clearly showsthat powerful leadership atthe school and division levelhas a positive effect on stu-dent achievement (DuFour &Marzano, 2011).

Effective districts, ratherthan pursuing many goals,identify a few key prioritiesand then focus on these priori-ties for an extended period oftime (Fullan, 2010). Guskey(2000) has warned of thelimitations of traditionalprofessional development andhas encouraged schools to usejob-embedded professionaldevelopment.

Reeves (2008) points outthat teachers and leaders areinfluenced by their own col-leagues, experiences andlearners. He argues “it isa conceit beyond words for ed-ucational leaders to say thattraining is equivalent to influ-encing professional practice.”

For educators to develop adeep understanding of forma-tive assessment and fully in-tegrate it into their practice,they must be given the timeand support to work collegial-ly at implementing thesepractices. Often this type oflearning takes place in pro-fessional learning groups orcollaborative teams.

System leaders must be-come deeply involved in thisprofessional learning, both asleaders and participants, ifformative assessment is to be-come a reality for students inclassrooms (Swaffield, 2013).

In their research, Davies etal. (2014) found that leaders

who successfully implementedformative assessment prac-tices in their schools not onlyused formative assessment asthe focus for school- orsystem-wide change, but alsoused these practices to guidethe change process itself.These leaders became leadersof learning for teachers, dis-trict-level staff, school boardtrustees as well as parents.

Just as it is important forteachers to ensure that stu-dents clearly understand thelearning target, these leadersensured that the learningdestination for the system orschool was clearly defined.Leaders established leader-ship teams that worked atthe district and school levelto guide the learning process.

Although the learning des-tination for the school wasclear, the process of changewas not scripted but ratherevolved over time. Qualita-tive and quantitative evi-dence of learning was collect-

ed from all learners, usingmultiple sources over time.

Often policies, rules, regu-lations and procedures need-ed to be revised to enhancethe collection of evidence ofnot only student learning,but system learning as well.Formative assessment strate-gies were utilized in all learn-ing opportunities throughoutthe organization.

This feedback was thenexamined by the leadershipteam, as well as others in acollegial setting, to informfuture actions. Assessmentfor learning was not limitedto school classrooms, but wasutilized by everyone withinthe school district to guidethe learning of everyone inthe organization. Successfulleaders not only built theirown expertise in the area offormative assessment, butalso prioritized support sothat others could learn andimplement these practices.

DuFour and Marzano(2011) argue that the deepestlearning for team leaders oc-curs when they learn by do-ing. Ultimately great leadersare great learners. Althoughit is important for leaders tounderstand formative assess-

ment and find effective waysto champion it, these two con-ditions by themselves will notbe sufficient to produce deepchange (Davies et al., 2014).In order to develop a deep un-derstanding and fully imple-ment formative assessment,it must be a part of what allleaders do as they lead.

When leaders use formativeassessment as their leadershipstance to guide learning, theyare able to lead in impactfulways (Davies et al., 2014).Through use they are able todevelop a deep understandingof formative assessment andare better able to assist teach-ers as they implement thesepractices in their classrooms.

Davies concludes, “Assess-ment for learning is not onlythe change, it is also theprocess for change and forenacting leadership.”

If you wish to learn more,consider attending LeadersMaking a Difference on March5-6, 2015. Anne Davies andSandra Herbst will work withteacher-leaders, school and di-vision leaders to support theuse of quality assessmentpractices. To register for thislearning opportunity visitwww.spdu.ca.n

StartingOut

BYOD movement is A-okayHello and welcome to another edition of Teacher Tech

Talk. Technology is indeed prevalent in our societytoday. It appears that students with access to Wi-Fi-enabled devices are getting younger and more diverse.Of course, this means that their devices are coming intothe classroom. This is definitely a new frontier in theworld of education; one with many possibilities forincreased engagement and learning, but one that canalso be a distraction and another battle that teachershave to deal with. What do we do with these devices?

One growing trend in education is the Bring Your OwnDevice movement. With costly computer labs frequentlybooked solid, and a one-to-one laptop or tablet solutionnot always obtainable, teachers and divisions are explor-ing more and more ways to harness what is alreadybeing brought to class.

In the not-so-distant past, these devices were oftenbanned in classrooms, and in some cases still are. But whatthese students are bringing are powerful tools, which, whenused and implemented properly, can be very valuable forstudent learning, collaboration and organization.

Instead of “going to the lab” to access technology,students are now receiving access to Wi-Fi connectivity,in the hopes they can just use what is already in theirhands. Technology needs to be integrated in each class-room and recognized as any other educational tool. Divi-sions are promoting BYOD as a viable option for schoolsto complement existing technologies, and schools areorganizing committees to address the impact of BYOD inthe classroom.

The problem is these devices are not like any othereducational tool we have ever seen. Many topics must beexamined, such as digital citizenship, Wi-Fi connection,teacher training, available resources and more. Thevarieties of devices are just as diverse as the learnerswe have in our classrooms. There is a lot of work to bedone to transform these tools into efficient, effective andinnovative solutions. This is not an easy task, but withplanning, research, a willingness to try something new,and sound policy, it is possible.

Have questions or advice on BYOD? Send me anemail at d.vendramin@rcsd.ca and I’ll try to address itor make it a focus of a future edition. Check outteachertechtalkwithdean.blogspot.ca for this article andpast posts, or follow me on Twitter at @vendi55. MerryChristmas and happy holidays to all!

Draude, Morgan agree that moreneeds to be done for children

June Draude and Education Minister Don Morgan offered their views on how to best meet theneeds of the youth of the province, as part of the mandate of the Child and Family Agenda, whileattending the SSBA joint conference.

Saskatchewan Bulletin • December 10, 2014 • Page 7

WINNIPEG–It would be anunderstatement to say thatnew national museums are ararity in this country whenyou consider that the Canadi-an Museum for HumanRights is the first such facili-ty to be completed in Canadasince 1967 and is in fact thefirst national museum to beestablished outside the Na-tional Capital Region. Ever!

If that in itself doesn’tpique a person’s interest,then there’s also the slightmatter of how this endeavourhas been the subject of con-troversy seemingly from theoutset, when the late flam-boyant entrepreneur andphilanthropist Izzy Asperfirst floated the notion ofbuilding what was billed atthe time as a “tolerance” mu-seum to educate people aboutthe struggle for human rightsaround the world. Given thefact that he was quite pre-pared to bankroll a largechunk of its construction andthat he had obvious influencewith the various levels of gov-ernment, the whole endeav-our began in earnest in 2003.

Although Asper died soonthereafter, his daughter Gailpicked up the baton and sincethen it’s frequently been thesubject of scorn and disdainfrom Winnipeg citizens whobalked at the fact that themuseum, which was oncetagged at $200 million, camein at $351 million by all ac-counts when it finally openedin November–a mere sevenyears later than the original-ly anticipated opening date.

Then, even as this extrava-gantly ambitious facilityfinally prepared to open itsdoors, there were quite natu-rally displeased folks, rang-ing from Aboriginal groups tothose who took exception tohow the Palestinian storyis told. Then, in truth, whatwould you expect when thesubject is something as sensi-tive as human rights atroci-ties committed by mankindthroughout the ages.

Sadly there is no shortageof material to contemplate asyou wander throughout thismesmerizingly enormousfacility that contains no less

Human rights museum finally makes its long overdue debut

than 11 separate gallerieshoused in the 24,000-squarefoot building, complete withits 17 touch screen terminalsthat offer more than 100hours of video alone–if like meyou’re not a technology wiz-ard, you can just imagine thepossible problems that mightarise, to say nothing of sur-mising that might just havebeen one of the contributingfactors for the seemingly end-less delay in opening thedoors to this quite breathtak-ing architectural marvel.

Similar to a refrain that, inmy opinion at least, is trottedout all too often in this dayand age, this is supposed tobring worldwide attention tothe otherwise often over-looked Manitoba capital city.

I’m not sure that will everhappen because, like withany museum, you have towonder how often locals inparticular are going to shellout the $15 to tour the placeeven if there will doubtlesslybe touring exhibits, giventhat the only two permanentexhibits are devoted tothe Holocaust and themistreatment of Aboriginalpeoples in Canada.

American architect AntoinePredock was by all accountsnot encumbered by anythingother than his larger-than-life imagination and vision,which is characterized by thesheer difference in a place ofsuch solitude as the Gardenof Contemplation right up tothe massive Tower of Hope,which now commands a sig-nificant place in the Win-nipeg skyline (to say nothingof being a sense of bemuse-ment for those unfamiliarwith what this place is allabout). It’s hardly run-of-the-mill stuff, and that wow fac-tor is as much in evidencethroughout the interior asthe exterior.

Having read one accountwhere Predock referred to hisoverall theme as one of “pur-poseful chaos,” it is hard toargue with that assessment,while being simultaneouslyoverwhelmed at times, andindeed it is sobering to real-ize the sheer grotesquenessthat people have perpetratedagainst one another through-out the ages and regrettablycontinue to do.

I’m not about to numb youwith the utterly absurd num-

ber of factoids that you couldfind easily enough online orvia the material you can pickup in the facility. Suffice it tosay, the gallery guide is anexcellent overall synopsis ofwhat awaits.

If you’re a teacher (orparent for that matter), it’salso heartening and under-standable that the museumis offering a host of educa-

tional programs for teachersand students and, through apartnership with the Canadi-an Teachers’ Federation, acomprehensive nationaltoolkit on human rights forclassroom teachers that youcan access easily enough byvisiting www.humanrights.ca.

In the promotional litera-ture you, as the visitor, arepromised a journey of inspi-ration unlike anything you’veexperienced before. Whilethat definitely rings true, thecold, hard reality is that asyou might imagine given theoverall subject area, it’s alsoa fairly deflating experience,albeit that it does underscorethe importance of how wewould be well-served if some-how we could just work outour differences, and then mu-seums such as this wouldn’tneed to exist.

That’s not to suggest weshould pretend these epochsin history didn’t happen andwe should always be pre-pared to champion the effortsof many of those noble folksdepicted within the muse-um’s walls. Interestingly,while some are householdnames, there are many less-celebrated folks too.

Without a doubt any futuretrip one makes to Winnipegshould include the CanadianMuseum for Human Rights. n

The massive facility that houses the Museum of Human Rights has made quite an impact on theWinnipeg skyline with the Tower of Hope as an obvious focal point from a distance. Photo: AJ Batac, Flickr

Retirement Lifestyles Planning SeminarSaturday, March 7, 2015 - Tropical Inn, North Battleford, SaskatchewanSaturday, March 21, 2015 - Ramada Yorkton, Yorkton, SaskatchewanSaturday, March 28, 2015 - Heritage Inn, Moose Jaw, Saskatchewan

If you are an active teacher and making plans for retirement, you may be interested in attendingthe Retirement Lifestyles Planning Seminar. The Superannuated Teachers of Saskatchewan, withsupport from the STF, has created this program that will assist teachers in the preliminary planning for retirement. We offer teachers a seminar that encompasses holistic retirement planning. The seminar will be tentatively offered on a three-year rotation:

North Battleford, Yorkton, Moose Jaw 2014-15

Prince Albert, Swift Current, Estevan 2015-16

Saskatoon, Regina 2016-17

This seminar is not intended to replace or be a substitute for the STF Planning for Retirementseminars. Space is limited so register early.

The seminar will run from 10:00 a.m. to 4:00 p.m. (including lunch) and is limited to 50 participants at each site.

Spouses are welcome to attend.

There is a $30 fee for the seminar.

Contact the STS office at 306-373-3879 or visit www.sts.sk.ca.

Page 8 • Saskatchewan Bulletin • December 10, 2014

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.

Keynote Presentation – Vicki Davis

Saskatchewan iT Summit 2015

E -merging LearningRadisson Hotel, Saskatoon • April 27-28, 2015

This event is organized by the Saskatchewan Professional Development Unitin partnership with the Saskatchewan Ministry of Education.

Conference information on the SPDU website at:

www.spdu.ca

Does your planning reflect Life Changes?

Portaplan can help you ensure that your loved ones arefully provided for. Portaplan’s flexibility lets you tailoryour insurance to your specific needs today–andPortaplan allows you to revise your coverage down theroad as your circumstances change.

Find out more by:• Visiting the Benefits section of the STF website at

www.stf.sk.ca• Calling Portaplan at 1-800-667-7762

(306-373-1660 in Saskatoon)• Emailing portaplan@stf.sk.ca

Hotels in Regina and Saskatoon have offered special preferred rates for 2015 to members of the

Saskatchewan Teachers’ Federation. To take advantage of these rates, teachers should contact the hotel directly and identify themselves asmembers of the Federation to confirm the rate and determine if any special charges apply.

A complete listing of participating hotels and their rates is available on the Federation website atwww.stf.sk.ca.

If you experience any difficulties in obtaining the established rates, please contact:

Lisa ChickowskiSupport Services AdministratorSaskatchewan Teachers’ FederationTel: 1-800-667-7762 or 306-373-1660

Teachers’2015 Hotel Rates

Season’sGreetingsThe STF offices

will be closed at 3 p.m. on Wednesday, December 24, 2014

and will reopenMonday, January 5, 2015.

Saskatchewan Association ofInstructional Leaders

Conference 2015Presents:

Laura RobbLinking Literacy & Unlocking Complex Text

March 2, 2015Radisson Hotel, Saskatoon, SK

Conference Fee - $100Registration is limited to the first 120 registrants.

For registration details, please visit the SAIL website:ssc.stf.sk.ca/sail/conference.html

Teaching toStudent Strengths

March 24, 2015 • 9 a.m. to 3:30 p.m.McDowell Conference Room, STF BuildingSaskatoon, Saskatchewan

For more information contact:

SPDU at 1-800-667-7762 or 306-373-1660 or byemail: spdu@stf.sk.caCost: $99.75 (Includes GST, materials and lunch)

I The Adaptive Dimension and Differentiated Instruction

Please register online at

www.spdu.ca

March 25, 2015 • 9 a.m. to 3:30 p.m.McDowell Conference Room, STF BuildingSaskatoon, Saskatchewan

II Linking Adaptations to Specific Student Needs