Worldly Perspectives P.30 International Teachers Share Their Experiences and Observations from Inside Ontario’S Schools

DECEMBER 2018 THE PUBLICATION OF THE ONTARIO COLLEGE OF TEACHERS

Worldly Perspectives p.30 International teachers share their experiences and observations from inside Ontario’s schools.

Michael Naicker, OCT Save money at the brand name stores and local spots where you love to shop, eat and play. everywhere

start saving!

Ontario Teachers Exclusive discounts throughout your Ontario Teachers career and beyond.

ontarioteachers.venngo.com rto-ero.venngo.com

20181018_oct_ps_dps_dec2018_001.indd 1 2018-10-18 10:12 AM Save money at the brand name stores and local spots where you love to shop, eat and play. everywhere start saving!

Ontario Teachers Exclusive discounts throughout your Ontario Teachers career and beyond. ontarioteachers.venngo.com rto-ero.venngo.com

20181018_oct_ps_dps_dec2018_001.indd 1 2018-10-18 10:12 AM

Contents

Upfront At the College 7 From the Chair 9 Registrar’s Report 11 22 Letters to the Editor 12

Connections PS Poll; In Your Profession; In Your Classroom; 15 Tools of the Trade

Departments Great Teaching 22 Remarkable Teacher 26

Features Worldly Perspectives 30 International teachers share their experiences and observations from inside Ontario’s schools.

26 Learning to Lead 34 For teachers with a vision for change, there’s a wide range of options for developing crucial leadership skills.

Resources Reviews 39 Tech Class 45

Governing Ourselves College News; Investigation Committee 47 Case Study; Hearings

Final Exam Designer and TV personality Tommy Smythe 56 discusses compassion and courage during 34 his formative years. PHOTOS: MARKIAN LOZOWCHUK (TOP); KC ARMSTRONG (MIDDLE); ILLUSTRATION: DAMIEN VIGNAUX/COLAGENE DAMIEN ILLUSTRATION: ARMSTRONG (MIDDLE); KC (TOP); MARKIAN LOZOWCHUK PHOTOS:

December 2018 Professionally Speaking 3

EDITORIAL BOARD Jean-Luc Bernard, OCT; Chantal Côté, OCT, (Vice-Chair); Melissa Gaffen, OCT; Tim Gernstein, OCT; Godwin Ifedi (Chair) PUBLISHER Richard Lewko EDITOR-IN-CHIEF William Powell MANAGING EDITOR Kristin Doucet SENIOR EDITOR Leata Lekushoff COPY EDITOR Geri Savits-Fine FRENCH CONTENT EDITOR Véronique Ponce TRANSLATION Thomas Brouard; Geneviève Dubé; Pierre Ducharme; Mélissa Dufour; Luci English; Julie Fournel; Lori Hall; Pamela Lipson; Eleanor Paul; Véronique Ponce; Francine Tardif; Stéphanie Tétreault CONTRIBUTORS Gabrielle Barkany, OCT; Nicole van Woudenberg, OCT; Wendy Harris (reviews); Brian Jamieson; Michael Salvatori, OCT; Olivia Yu CIRCULATION Kerry Walford REDESIGN Signal by TAXI ART DIRECTION, DESIGN AND PRODUCTION Studio 141 Inc.: Dave Curcio (President and Creative Director); Hannah Browne (Associate Art Director); Jennifer Shaw (Studio Manager)

AGAZ GAZ GA GAZ Studio 141 Inc. M INE contributor: MA INE Jacqueline MAGAZIN MA Z INWestinner MA INE (GraphicAGAZIN Designer)MAGAZIN E M DU C U C U E C U C U C U E U E A D A D A D A D A D C D CA IX N X N X N X N X N A X N A I I I I IX N I R R A R A R A R A A A P D D D P D R R P P D P P D P D S I S I S I S I S I I E E E E S I S E E E E E E E N E E 9 N N N N E 9 9 9 9 N N 9 9 3 3 3 3 3

3 3

9 9

S T

T T S

D H D

H D

N N

A A N

COVER Matthew Liteplo A A

A W

T W

A T

T A

O E

O I E

O E

N N

I N

N A

Z A

I Z L

L A Z

A L Z A

A M

G A

A M A Z L G

M A G

M A A G L M A

G A A M G

A M G A

L MAGA L MAGA L MAGAZ L MAGAZ L MAGA MAGA MAG NA ZIN A ZI NA IN NA IN NA ZIN AL ZI AL AZI O E ON NE O E O E O E N N N N I I I A I A I IO E IO E T A T A T W T W T A T A T A A W A W A A A W A W A W N A N A N A N A N A N A A R R N R R R R R H D H H D H D H D D H D H D T T T T T S S T S S S T 9 9 9 9 S S 9 9 9 3 3

3 3 3

3 3

9 9

E E

N N E E

E N E

E E

S S

E S

S I

P P

D D

R D

R R

A I I

I I

N X N

N X

A A

D D

A A

A D

E E

M M

E M

N N

N I I N

A A M I N I A A N Z Z G G I A A A I Z G Z N A G A A Z G I A Z A G A Z G A

Professionally Speaking is published quarterly by the Ontario College of Teachers to inform its members about the activities and decisions of the College. The magazine provides a forum for discussion of issues relevant to the future of teaching and learning, teachers’ professional learning and standards of practice. LET US PLAN The views expressed in the articles are those of the authors and YOUR SCHOOL TRIP do not necessarily represent the official position of the College. Reproduction, in whole or in part, of articles from this issue of Professionally Speaking is encouraged. Please credit the Ontario TAKE ADVANTAGE OF OUR College of Teachers and Professionally Speaking, December 2018. FREE SERVICES Letters to the editor and submissions on topics of interest to the profession are welcome. Unsolicited manuscripts cannot be returned. Let us make your life easier, our free reservations and Subscriptions are available for $10/year in Canada ($20/year outside Canada). Please contact oct-oeeo.ca/subscribe. itineraries service will create a well-organized and fun For College members, Professionally Speaking is included in the annual Capital experience for your class. Contact us today. membership fee. ISSN 1206-8799 canada.ca/capital-fieldtrip Canadian Publications Mail Product Sales Agreement No 40064343 ADDRESS Return undeliverable Canadian addresses to: Professionally Speaking, Ontario College of Teachers, 101 Bloor St. W., Toronto, ON M5S 0A1; [email protected]. ADVERTISING Dovetail Communications t. 905-886-6640 f. 905-886-6615 e. [email protected] Publication of an advertisement in Professionally Speaking does not constitute an endorsement by the College of any advertiser’s product or service, including professional learning opportunities. PRINTING Printed with vegetable-based inks at Transcontinental Printing, Owen Sound, ON. Professionally Speaking is proud to participate in Ontario’s Blue Box Recycling Program through Stewardship Ontario.

heritage canada

4 Professionally Speaking December 2018 It’s never too early Who should sign up? Employees from the broader education community (early (or too late!) years, K-12, post-secondary, etc.) within 5 years of expected retirement… or anyone else who wants to learn more about to get planning. retirement planning. Attendees could win an iPad Air Sign up for RTO/ERO’s FREE retirement planning workshops and plan the adventure of a lifetime.

rto-ero.org/retirement-planning

Untitled-2RTO-D3427_Ad_v2a.indd 1 2 2018-10-0211/5/18 12:06 10:27 PM AM College Council The College is the self-regulating CHAIR professional body for Nicole van Woudenberg, OCT Ontario teachers. Membership VICE-CHAIR is open to anyone qualified Tim Gernstein, OCT

to teach in the province and MEMBERS required to maintain an Charles Dimitry Abraham, OCT; Diane Ballantyne, OCT; Paige Bennett, OCT; Jean-Luc Bernard, OCT; Chantal Côté, OCT; Ontario teaching certificate. Irene Dembek, OCT; Elizabeth Edgar-Webkamigad, OCT; Susan Elliott-Johns, OCT; Rebecca Forte, OCT; Melissa Gaffen, OCT; Erin Glen, OCT; Mary Ellen Gucciardi, OCT; John Hamilton, OCT; Marie-Thérèse Hokayem; Godwin Ifedi; Jane Ishibashi; Jacqueline The College is trusted to regulate the teaching Karsemeyer, OCT; Colleen Landers; Shannon Marcus, OCT; Marlène profession by setting standards of practice Marwah; Michelle Miner-Seal; Mary-Anne Mouawad, OCT; Sara and accrediting teacher education programs. Nouini, OCT; Alicia Nunn, OCT; Gerry O’Reilly, OCT; Bill Petrie; Tom Potter; Nicola Powadiuk, OCT; Jonathan Rose; Stéphane Vallée, OCT; The College also sets the requirements for Ravi Vethamany, OCT; Ronna Warsh; Stephen Zimmermann, OCT entry into the profession, investigates CEO & REGISTRAR complaints involving members and takes Michael Salvatori, OCT appropriate disciplinary action. DEPUTY REGISTRAR Joe Jamieson, OCT

DIRECTORS Chantal Bélisle, OCT, Investigations and Hearings Roch Gallien, OCT, Standards of Practice and Accreditation Richard Lewko, Corporate and Council Services Linda Zaks-Walker, OCT, Membership Services

E�pand �our Quali�ications at Niagara U�

N ia g a r a U n iv e r s it y in O n t a r io ’s M S E d in E d u c a t io n a l L e a d e r s h ip ABQ Schedule A Courses P r imar y D ivision In addition to an array of Ontario-based Additional Quali�ication Ju n ior D ivison C o u r s e s and PQP cou r s e s , we offe r an exc itin g Mas te r s deg r e e in IntermediateDivision/H ealth and Physical Education Educational Leadership right herein Ontario! A Q — S c h e d u le C C o u r s e s NUniversity’s iagara MSEd is designed for candidates who aspireto A d a p tin g Cur r ic u lu m for the Cath o lic Sch o o l Sys te m , le a d edu c a tio n a l pro g r a m s in both priv a te and pub lic settin g s . This 12 Teaching in theCatholic System, Mathematics 7 and 8, courseprogram provides foundational content in sub�ect speci�ic Student Assessm ent and Evaluation, Useand Know ledgeof areas, researchareas, skills, leadership and changetheories, and300 a hour A s s istive T e c h n o lo g y , T e a c h ing S tu d e n ts w ith C o m m u n ication in te r n s h ip . offe We r equ iv a le n c y cou r s e s for com p le tio n of PQP par t 1 N eeds/A utism Spectrum Disorders a n d The2. pro g r a m delivis e r e d hyb in a r id -m e th o d , whic h com b in e s face-to-faceand onlineinstruction. Classes takeplaceon evenings and A Q — S c h e d u le D C o u r s e s o n Satu r d a y s to acc o m m o d a te you r bus y wor k sch e d u le . P a r t O n e , P a r t T w o a n d S p e c ia lis t: Teaching English LanguageLearners, French Second as a A pply online at ww w .niagara.edu/graduate-education-application/ Language, Guidanceand Career Education, Integration of Inform ation and Com puter Technology Instruction, Teacher Librarian, Kindergarten, Mathematics Prim ary/Junior, Reading, Special Education

� r in ic ip a l Q u a li�ic a tio n s C o u r s e s P a r t 1

F o r mor e info r m a t io n reg a r d in g the AQ/ A B Q / P Q P cou r s e s , vis it https://w w w .niagara.edu/aq-courses

6 Professionally Speaking December 2018 AT THE COLLEGE

TOP LEFT: Visiting educators from around the world come to the College to learn about how it regulates Ontario teachers and sets the standards for the profession. The College recently hosted dele- gates from Australia, China and the Netherlands (pictured).

TOP RIGHT: College staff were on-site at Toronto’s 2018 The Word on the Street, a Canadian book and magazine festival. They were there to answer questions from the public about what we do and how we protect Ontario students.

BOTTOM: In October, College Council members and senior staff met to discuss stakeholder input to develop new strategic priorities for the College. The Council’s role is to govern the teaching profession in the public interest for the next three years.

LEAD SPONSOR From the people behind

the Toronto International MAJOR SPONSORS Film Festival... Secondary School Programmes now open for bookings!

Innovative learning. Hands-on workshops. MAJOR SUPPORTERS Screenings. For grades 9–12. Curriculum Connections: • Media Literacy • Language • Science & Technology • And more!

For more info, visit tiff.net/educators Supported by the Slaight Family Foundation PHOTOS: ONTARIO COLLEGE OF TEACHERS OF COLLEGE ONTARIO PHOTOS:

December 2018 Professionally Speaking 7 How do you make the most of your money? Empower yourself.

We believe that knowledge empowers when it comes to fi nancial decision-making. And we understand your unique world better than anyone. We’ll enhance your fi nancial literacy through educator-specifi c tips, tools, resources and specialized expertise to help you make savvy decisions when it comes to your fi nances.

Empower yourself today. Visit educatorsfinancialgroup.ca/the-learning-centre

1802 EFG Proff Speaking_Learning KitchenCouple 8.125x10.75 v2.indd 1 2018-09-23 5:16 PM FROM THE CHAIR What We Do

Read the Governing Ourselves section to become familiar with Council’s work.

BY NICOLE VAN WOUDENBERG, OCT

@nicole_OCTOEEO

f you’re like the majority of College members, the professional standards, licensing, accrediting teacher “blue pages” is likely the first section you read in preparation programs, investigating and resolving com- IProfessionally Speaking. In particular, you’ve probably plaints, and holding disciplinary hearings. already read the discipline summaries, which, as per Stakeholders and members of the public can make legislation, are required to be reported to members. presentations related to the College mandate at any Council Starting with this issue, you may notice that the Governing meeting. Members and the public can also join the gallery to Ourselves section only has “blue pages” for discipline observe meetings or disciplinary hearings. In lieu of these summaries and the investigation case study. options, read the Governing Ourselves section to keep Governing Ourselves is the most important part of the abreast of the work Council is doing to fulfil its mandate. College’s communication to its membership. It highlights Currently, one of the business items Council is focused the work accomplished at Council’s meetings and what on is the legislation passed by the former Ontario govern- happens in between meetings. ment related to therapy funding for victims of sexual abuse The Ontario College of Teachers is a self-governing (see Section 58.1 (1) oct-oeeo.ca/OCTA). We are also dealing regulatory body. The Ontario College of Teachers Act and with a decline in registered College members, which regulations define the role of Council in that it sets the decreases the revenue that funds our core activities. College’s direction. The Governing Ourselves section communicates impor- It is important to note that Council as a whole makes tant Council issues to its membership. On behalf of Council, decisions in the public interest. The College has to execute I welcome formal communication related to the mandate the mandate, as outlined in the Act, and those activities from members, stakeholders and the public. PS cost money. Hence, we pay annual fees. Collectively, Council members remain focused on making

PHOTO: MATTHEW PLEXMAN MATTHEW PHOTO: decisions that fund core activities, including setting

December 2018 Professionally Speaking 9 Annual Language Arts Conference rd Thursday, February 21st & Friday, February 22nd 43 Sheraton Centre Hotel, Toronto, Ontario, Canada HIGHLIGHTS MEAL KEYNOTES that should not be missed include:

GEORGE O’CONNOR Thursday Luncheon Keynote

SPECIAL OPENING PRESENTATION Henry Guo Candy Palmater & The Wexford Gleeks

KARL SUBBAN Thursday Banquet Keynote

2019 SUPERSTAR SPEAKERS include Pam Allyn, Mary Bigler, Jan Burkins & Kim Yaris, Rachel Cooke, Kelly Gallagher, Adrienne Gear, Joyce Grant, DAVID BOOTH Linda Hoyt, Sue Jackson, Friday Breakfast Keynote Penny Kittle, Kathy Lundy, Kristy Mraz, Jeff Nathan, Kathryn Otoshi, Kit Pearson, Barbara Reid, Aisha & Joe Restoule General, Mr. (John) Schu, Jennifer Serravallo, Larry Swartz, DAVID SHANNON to name a few. Friday Luncheon Keynote

Visit our web site for details at www.readingfortheloveofit.com Hosted by the EAST YORK-SCARBOROUGH READING ASSOCIATION REGISTRAR’S REPORT Taking Cues

The College provides professional advice to its members to help guide their practice.

BY MICHAEL SALVATORI, OCT @michael_OCTOEEO

lthough I am not a musician, I admire greatly The advisories, available at oct-oeeo.ca/advisories, provide those who can make music, and I’m even more signals in the form of reflective questions and advice to help A appreciative of the gifts music teachers possess. members refine their practice and enhance their professional As a high school teacher, I had the good fortune of judgment. The latest, Supporting Students’ Mental Health, counting our school’s strings teacher among my friends. was developed to deepen our ability to identify mental health Each year, she would invite me to play a part — and an needs and seek appropriate resources to assist students. instrument — at the large-scale, end-of-year concert. Professionally Speaking’s investigation case studies I was recruited to play percussion alongside student also illuminate areas in our practice, and allow us to review musicians from the elementary and secondary programs. circumstances, apply professional judgment, and have During rehearsal, and particularly during the performance, discussions with colleagues to refine our reasoning. I paid close attention to the conductor’s cues, and the Like good musicians, we interpret the sheet music helpful prompting and counting of the students next to before us and play with passion and care while continually me, so that bass drum notes came at the right time. looking to the conductor for cues regarding tempo and As you may know, a bass drum note at the wrong time volume. We are keenly aware of our fellow musicians by is an unwelcome addition to the arrangement. our sides and also follow their cues and leads. I recall how helpful the cues were for my preparation, And like talented musicians, we achieve harmony and timing and eventual action. Similarly, there are profession- create music with depth and character — all of which al cues that assist us in our practice, such as colleagues’ enrich the student experience and facilitate learning. PS questions or suggestions from mentors and principals to help us reflect. The College’s professional advisories and case studies also

PHOTO: MATTHEW PLEXMAN MATTHEW PHOTO: provide professional cues and fuel professional dialogue.

December 2018 Professionally Speaking 11 LETTERS TO THE EDITOR

Professionally Speaking welcomes letters to the editor. We reserve the right to edit Tell us what letters for length and to conform to our publication style. To be considered for publication, letters should be in response to an article published in the magazine and include the writer’s daytime phone number and registration number. Address letters to: The Editor, you think! Professionally Speaking at [email protected] or 101 Bloor St. W., Toronto, ON M5S 0A1.

YOUR STUDY GUIDE TO STATS IN EDUCATION Using Inclusive Language TWEET SHEET ANNUAL REVIEW Follow what’s trending in the education Twitterverse A look at the College’s 2017 Annual Report. BY STEVE BREARTON GreenLearning @GreenLearning Thanks for the September issue of Professionally Speaking, which I always find CURRENT MEMBERSHIP Free online education programs for youth about energy, climate change and 235,705 5,552 green economy. interesting and useful. The “Annual Review” article in By the Numbers reports College members in good standing new members 1,533* twitter.com/greenlearning FOLLOWERS that of College members, “74 per cent are female,” “26 per cent are male” and GreenLearning @GreenLearning % % #Teachers: Every child deserves 74 26 to learn about financial literacy. As you get three “identify as gender neutral (X).” I was wondering if any genderqueer or are female are male (175,019) (60,683) ready for next year, register your students for the Lending a Hand Challenge — a FREE program teaching kids about the ins & outs of social finance! ow.ly/e6oW30kGT9l non-binary teachers were consulted on the wording for either the survey or the 3 #STEM #STEAM #STEMed #EnviroEd identify as gender neutral (X) LSF annual report (there may be other terms that people would like your magazine @LSF_LST Learning for a Sustainable EMPLOYMENT OUTCOMES Future is a national charity inspiring a new generation to use, but “genderqueer” and “non-binary” are what I have heard most often). First-year certiﬁ ed teachers fully employed from 2014–17: of responsible citizens.

2,115* twitter.com/LSF_LST 2014 2015 2016 2017 FOLLOWERS I recently had an enlightening conversation with a genderqueer person who % % % % LSF 34 42 47 62 @LSF_LST Need a classroom warmup? Here’s some short videos to said their pet peeve is when people use the term “identify as.” They do not engage your students in the fall — GEOGRAPHIC DISTRIBUTION More here #R4R bit.ly/2hKzj4L “identify as” genderqueer, they are genderqueer. I’m sure your article was not Where new members received their initial certiﬁ cation: CBC Music @CBCMusic CBC Music is a radio network 7.1% 79% that features Canadian music; intended to be rude or condescending, but when it is said of all other members operated by the Canadian Other Ontario provinces Broadcasting Corporation. (395) (4,388) 82.4K* twitter.com/CBCmusic that they “are” female or male, while others “identify as” another category, FOLLOWERS

CBC Music @CBCMusic it seems that might be insulting, as if the people in question are being humoured 4.3% 9.6% This year’s #CBCMusicClass Other Challenge song list includes United States international (238) #LeonardCohen’s classic, “Hallelujah.” (531) Will your class’s rendition be the rather than believed and respected. Certainly it is possible that your publication next great cover of this song? bit.ly/2MJRxOS @MusiCounts Source: Ontario College of Teachers, 2017 Annual Report *as of July 30, 2018 INFOGRAPHICS:HANNAH BROWNE/STUDIO 141 consulted with teachers who are gender neutral or use other terms, but if not,

DON’T FORGET TO FOLLOW US ON TWITTER @OCT_OEEO September 2018 | Professionally Speaking 17 that seems an important next step. That would be beneficial for all teachers, for students, and the larger community. I believe the College is committed to inclusivity, and I appreciated the mention in At the College of the College’s presence at Pride Toronto.

Kristen Mathies, OCT, is a teacher at Rockway Mennonite Collegiate, a private school in Kitchener, Ont.

Editor’s response: Thank you for raising this important issue. As part of our fact-checking and due diligence process, we consulted several authorities on the appropriate wording, including Egale Canada, an advocacy organization that advances equality for Canadian lesbian, gay, bisexual and transgender people and their families across Canada.

Classroom Management Article Timely As we embark on a brand new school year, thank you for the timely article “How to Manage Your Classroom Environment” in the latest issue. I found it a very practical and easy-to-read article that provides authentic tips and strategies for creating a safe, inclusive and nurturing classroom environment. The educators from across the province shared their perspectives and success stories about creating an environment where all voices are heard and students feel a sense of belonging. The importance of building positive relationships and tapping into students’ interest is emphasized. Tips combined with real-life scenarios are very helpful to both the new and veteran teachers. Additional resources are provided for the readers if they wish to explore the topic further. You walk away with many new tricks of the trade. I would highly recommend all educators read this article to add to their ideas and strategies to build a positive classroom and school environment for all students to thrive and be successful.

pt | Professionally Speaking Gurmeet Gill, OCT, is principal at Fernforest Public School in Brampton, Ont.

12 Professionally Speaking December 2018 LETTERS TO THE EDITOR

LIKE OUR NEW LOOK? How did we arrive at the updated look? Via focus Notice the changes to Professionally Speaking in this groups, members identified a need to streamline the issue? Shorter articles. Easier navigation. More white magazine to enhance the reader experience. You spoke space. These changes — and more — are part of our and we listened. We worked hard to deliver on your proactive and ongoing efforts to better connect with feedback and are proud of the changes. We hope you you, our readers. like them too. Let us know at [email protected].

Use of Stock Photo on Cover Disappointing THE MAGAZINE OF THE ONTARIO COLLEGE OF TEACHERS

I was disappointed to discover that the September cover photo of an engaged female elementary school teacher listening attentively to a HOW TO MANAGE YOUR CLASSROOM ENVIRONMENT p.30 student’s response is not an actual teacher or an OCT member, but, in fact, a stock image. Perhaps in the future the College may consider employing and compensating real Ontario teachers in their actual classroom environments.

Paul Ziemanis, OCT, teaches Grade 8 at St. Thomas Aquinas Elementary School in Toronto.

Editor’s response: Thank you for your feedback. Every effort is made to use original photography. For this issue, however, some unforeseen changes required us to revert to stock photography at the last minute. We regret the disappointment caused by this late change.

Tech Teacher Shortage a Concern COLLEGE NEWS

In the Governing Ourselves section of the June edition I was happy that you Throughout her address, the Minister reported on [former Minister of Education] Indira Naidoo-Harris raising a stressed the importance of partnerships concern over a Technological Studies teacher shortage. Tech teachers come between all education stakeholders from industry, and to enrol in school to become certified many need to leave to ensure that there is a collective vision their jobs, experiencing a loss of income. With the two-year teacher education for student success. “Decisions can’t be program, there will be far less potential tech teachers willing to make this Ontario Minister of Education Indira Naidoo-Harris spoke to College Council made in silos,” she said. members in March about the College’s role in promoting teacher professionalism. sacrifice. I fear for the future of qualified tech teachers and I hope that the “You ensure we are on track in a very guilty of sexual abuse; and ensuring for student success. “Decisions can’t be real way,” said Ontario Minister of students have access to support services made in silos,” she said. Education Indira Naidoo-Harris in her when abuse is alleged. Naidoo-Harris recognized the Ministry makes accommodations to help keep the qualified tech teacher address to Council in March. The proposed changes to the College’s leadership role in education, In her fi rst meeting with Council since rotecting Students ct are similar to in particular its contribution toward becoming Minister, Naidoo-Harris rec- what was recommended by the College creating inclusive learning environments pool strong for our students. ognized how valuable the College’s work of Early Childhood Educators. Further, through its development of an Additional is and said that she “looks forward to they bring the ntario College of Qualifi cation for teaching LGBTQ working together to build strong learning eachers ct into alignment with the students. environments for students, educators and egulated ealth rofessions ct. The Minister also acknowledged communities.” “Any sexual abuse is unacceptable,” some of the challenges faced by Council, The Minister provided insight into her said the Minister, adding she wanted such as lengthy timelines related to vision of what Ontario’s public educa- to “strengthen the College’s ability to fi lling public appointment vacancies tion system should look like, including respond to cases of professional mis- on Council. She has said her team was Nathan Shrubsole, OCT, is a Grade 9–12 Technological Studies occasional greater equity and inclusivity in learn- conduct” and its “authority to revoke working to expedite requests while looking environments, increasing student licences in the best interest of student ing at how her ministry can improve its and teacher well-being, and greater safety.” internal processes. teacher with the York public and Catholic district school boards. student protection from sexual abuse. Naidoo-Harris also identifi ed teacher In addition, she promised to dis- “Protecting students is vital, because supply shortages for French-language, cuss and examine title protection of children are vulnerable,” she said. Indigenous and technological education, the Ontario Certifi ed Teacher (OCT) While 2016’s rotecting Students ct student mental health, and more cus- designation. strengthened student protection, the tomized curricula as issues her ministry Naidoo-Harris concluded by thanking government proposed additional changes would focus on. the College for its continued efforts including: expanding the list of acts con- Throughout her address, the Minister to increase transparency, its dedication stituting sexual abuse that would result stressed the importance of partnerships to teacher professionalism and for its in mandatory revocation of a teaching between all education stakeholders to “invaluable guidance” to Ontario’s licence; stricter penalties for those found ensure that there is a collective vision certifi ed teachers. PS

| Professionally Speaking

December 2018 Professionally Speaking 13 CAMPAIGN FINANCED ACCORDING TO (EU) REGULATION NO. 1308/2013 pts pts 92 93 While quantities last. Products may vary by location. VINTAGES WINE VINTAGES OF THE MONTH* ®™ Trademarks of AM Royalties Limited Partnership used under license by LoyaltyOne, Co. and LCBO. ®™ Trademarks MAKING THE GRADE THE MAKING Bonus Miles 9 AIR MILES® Dec. 2, 2018 to Jan 5, 2019 *January 5th, 2019 release PS POLL ILLUSTRATION: JEANNIE PHAN JEANNIE ILLUSTRATION:

Taking the Lead Here are the Top 10 ways members develop their leadership skills, courtesy of our latest poll.

1. Collaborate with colleagues. 7. Identify leadership opportunities in annual learning plan. 2. Participate in professional activity days. 8. Join professional learning communities (PLC). 3. Read books on leadership. 9. Follow leadership experts 4. Attend workshops. on social media. 5. Attend conferences. 10. Enrol in continuing 6. Mentor or coach colleagues. education courses.

December 2018 Professionally Speaking 15 IN YOUR PROFESSION

St. Francis Xavier University Master of Education Pop Quiz Programs • Educational Leadership with and Administration Jill Heinerth • Curriculum and Instruction PROGRAM OPTIONS • Course, Project or Thesis-based • Specialized Cohort Learning BY LAURA BICKLE See cohort opportunities: https://www2.mystfx.ca/ masters-of-education/med-cohorts When cave diver Jill Heinerth was named The Royal Canadian Geographical • Online Education Society’s inaugural Explorer-in-Residence, she made her objectives clear: • Part-time Study – normally one “I want to create opportunities to work with young people to talk about exploration, month of study on campus in July discovery and future careers.” And, she’s done just that — visiting schools across the country, imparting her passion for the natural world, weaving in her • Full-time study available adventures searching for ecosystems in Antarctic iceberg caves (she was the first to do so!) and exploring others hundreds of feet beneath the water’s INFORMATION [email protected] surface. Here, she shares why science literacy is important in schools and how teachers can nurture it. 1-877-867-3906 https://www2.mystfx.ca/ What is a typical school visit like? What level of science literacy are you masters-of-education/ I almost always do a presentation to seeing in the classrooms? the entire school in the gymnasium. I am optimistic about today’s youth, Additionally, I create target opportunities especially in Canada. They sense the for individual classes or clubs to meet urgency of big issues, such as rapid An Exciting Benefit their particular focus. For instance, climate change, and they recognize for Ontario Certified I speak to students with an interest in that they will need to fix this world — journalism, scuba diving and yearbook, creating new options for renewable Teachers as well as eco-warriors and girls in STEM energy, improved transportation and [Science, Technology, Engineering and alternative food supplies. They Math]. I also do online classroom understand their role as future leaders SavAning Excitings on Benefit Car forand sessions with Exploring By the Seat of of innovation and scientific discovery. Ontario Certified Teachers SAVEH UPome TO 25% I ONns CARuran INSURANCEce Your Pants (exploringbytheseat.com), a free resource for teachers. How can teachers impart a love of science and the natural world? Describe your “We Are Water” project. I am a fan of field trips and hands-on I have a unique viewpoint as someone learning. When students participate in

We are presently running a sweepstakes where we are who swims through our drinking water tangible work that offers tangible results giving away some great prizes! If you get a quote, we conduits. I can help people understand — especially in their own backyard — will enterWe you are in presentlythe draw and running we will send a you a sweepstakes$5 Tim's card justwhere for making we are the giving call.* that what they do on the surface of they will never forget that experience. away some great prizes! If you get a the land will be returned to them to Our education system is based on Email a quotation request to quote, we will enter you in the draw [email protected] drink. I call it “water literacy,” which an industrialized world, preparing and we will send you a $5 Tim’s card and we will send some entails knowing where your drinking young people for specific job titles. just for making the call.* questionnaires to complete water comes from, how you can But, today, we are better off helping *CERTAIN CONDITIONS APPLY protect it for future generations and them develop exploration and discov- how you might be unintentionally ery tools in concert with essential Email a quotation request to over-using precious resources. skills, such as computer literacy, [email protected] My husband and I created an educa- public speaking and critical thinking. and we will send some tional documentary called We Are Water Hopefully, that will enable them to questionnaires to complete and have a related section on my think big and solve some of the most *CERTAIN CONDITIONS APPLY website (IntoThePlanet.com) with links challenging issues of this rapidly

to videos, activities and other resources. changing world. PHOTO:JAQUELINE WINDH

16 Professionally Speaking December 2018 IN YOUR PROFESSION By the Numbers: TWEET SHEET Survey Says! Follow what's trending in the education Twitterverse. Results from Professionally Speaking’s Follow us on Twitter @OCT_OEEO 2018 reader survey. Language Portal BY STEVE BREARTON of Canada Collection of free language resources, writing tools, quizzes and links to help Canadians improve their WELL READ English & French.

TOP 5 ARTICLES MEMBERS LOOK FOR IN EVERY ISSUE*: twitter.com/ 5,551 our_languages FOLLOWERS 76% 75% 74% 66% 66% #Parents and #teachers, do you know the French video series “Le monde est petit” from the @iciradiocanada #youth zone? The short videos cover trending and general interest topics in a light-hearted manner. ow.ly/YE9Y30m7BKz

INVESTIGATION Elections and PROFESSIONAL DISCIPLINE FEATURES/ COMMITTEE REMARKABLE PRACTICE SUMMARIES COVER STORY CASE STUDY TEACHER Democracy Elections Canada’s civic education program — Work- ing with educators to prepare PRINT VS. ONLINE future voters to participate in electoral democracy.

twitter.com/ 1,351 of members prefer to democracyCA FOLLOWERS 75% read magazines in print. Does voting matter? Guide of members prefer to read your students through a series 25% magazines online or with an app. of fun simulations to provide perspective on the effects of #voting. #Free resource: bit.ly/DoesVotingMatter … ACTION PLAN CMEC The Council of Ministers of ACTIONS MOST FREQUENTLY TAKEN AFTER READING AN ISSUE: Education, Canada provides leadership in education VISITED A WEBSITE 16% at the pan-Canadian and international levels. DISCUSSED CONTENT WITH 16% A COLLEAGUE OR FRIEND twitter.com/ 3,954 CCMEC FOLLOWERS KEPT THE MAGAZINE FOR REFERENCE 15% Canadian teachers: learn USED AN IDEA IN THE CLASSROOM 14% more about copyright and fair dealing — know your rights! PASSED INFORMATION/MAGAZINE 9% #CDNcopyright #copyright ON TO COLLEAGUE OR SOMEONE ELSE #CDNteachers #teachers #CDNed #CDNedchat #edchat #education *Percentage of readers who read the section sometimes, frequently or very frequently. ow.ly/2wYm30j3Xs7 This survey was sent to 16,000 randomly selected English-speaking members, of which 503 responded.

December 2018 Professionally Speaking 17 IN YOUR CLASSROOM Professional Practice As a high school chemistry teacher, I look for ways to draw my students into each lesson. I start every class the same way — with a meme! As students walk in, they see this image of a funny (sometimes silly) science pun that I’ve projected on the board, related to the day’s topic. I essentially capture their interest with something guaranteed to get a reaction due to its already popular online presence. After doing a quick search online for subject- or unit-specific memes, I then import the visuals into my favourite presentation software, which makes them easy to project, update and store for the next semester. In fact, I’ve had students from the previous semester walk by my classroom and ask to see which meme I have up on a particular day. If it’s one they’ve seen, they’ll tell me if they remember it and let me know how good (or silly) it was. I never anticipated how this one simple idea would intrigue students (past and present) and help me build strong relationships with each.

MARIAM ALKABEER, OCT YORK REGION DISTRICT SCHOOL BOARD

HAVE A CLASSROOM IDEA TO SHARE? Send it to us at [email protected] and your advice could be published in an upcoming issue! Check out our Professional Practice Research archive at oct-oeeo.ca/research

Games for Change BY STEFAN DUBOWSKI

We know students love playing video games, so why not Browse the Games & Activities section and you’ll find harness that digital interest to help them learn? Check out links with helpful information such as recommended age ChangeGamer.ca. It offers what the site’s creators call range, device and platform compatibility, as well as “impact games,” which focus on climate change, human activities to complement the games. migration and other serious matters, as well as core Get your gamers going with these titles: Against All Odds subjects like science, history and geography. introduces high school students to the dangers and complexity The site relies on teams of teachers and students to of the refugee experience. Guts and Bolts helps 10- to 15-year- recommend only high-quality games. The teachers do an olds understand the links between our body’s circulatory, initial selection, then create student activities that they tie respiratory and digestive systems. Walden, a game puts into the Ontario curriculum, says site creator and University students aged 10+ in the shoes of philosopher/naturalist of Toronto Schools geography teacher Michael Farley, OCT. Henry David Thoreau to explore and learn from nature. Once the students test them out and provide feedback, Farley says that “well-designed impact games combined the teachers refine the activities incorporating student with thoughtful activities have the ability to increase know- input. At this point, they’re good to go up on the site — ledge and change attitudes and behaviours. Students come

and ready for you to try with your class. out with a much richer understanding of complex issues.” ILLUSTRATION LONDON/CENTRAL MASON ILLUSTRATION:

18 Professionally Speaking December 2018 IN YOUR CLASSROOM Apps Analysis

BY STEFAN DUBOWSKI Tap Math iNaturalist Monster Park

This app is a problem-solving blast! Once your budding conservationists Monster Park — AR Dino World It involves cascading math questions upload photos of plants, insects and augments smartphone and tablet that players have to answer before the animals, the iNaturalist community cameras to put lifelike dinos into any blocks fall to the bottom of the screen. will help identify the flora and fauna. scene. Picture a T. Rex in town. Now, You can toggle between addition, Users’ observations feed into scientific imagine what your students might do! subtraction and multiplication. research to better understand and How about creating presentations to tell You can also choose different speed protect nature. You can also find out classmates about these reptiles as they levels, with Children being the slowest what nearby participants are discov- appear in the classroom or playground? and Hardcore the fastest. (You’ll want ering, and take part in nature-focused That aligns with developing oral to upgrade to the full-option version to projects, for instance protecting communication skills; one of the strands get those level choices.) Tap Math is Ontario’s provincial parks. This app of the elementary curriculum. Note ideal for Grade 2s, who are beginning works well with Grade 11 biology, which that this app is best for nine-year-olds to learn multiplication, but it is also a involves lessons on plants and animals. and older, according to Apple’s rating fantastic tool for your math-loving For best practices, read the teachers’ system. It comes with one dinosaur; high school students. guide (oct-oeeo.ca/iNaturalist). additional creatures cost extra.

DEVICE: Apple, Android DEVICE: Apple, Android DEVICE: Apple, Android SOURCE: App Store, Google Play SOURCE: App Store, Google Play SOURCE: App Store, Google Play RATING: 4+, Everyone RATING: 4+, Everyone RATING: 9+, Everyone

Your mobile College is available on your tablet!

December 2018 Professionally Speaking 19 DirecTCU As unique as you. Exclusive to you.

Our 5-year Low Rate Mortgage from 3.19%*. DirecTCU™ makes managing your financial needs as an educator easier. Members get 24/7 access to unique products and customized services – including our 5-year Low Rate Mortgage from 3.19%*. You can also check balances, transfer funds, pay bills, view e-statements, apply for credit or even open new accounts – all from your computer or mobile phone.

To open an account or to learn more please go to direcTCU.ca

*This fixed annual percentage rate (APR) assumes no fees apply. Legal and appraisal fees would increase the APR. Interest is calculated half-yearly, not in advance. Applications are subject to credit approval and some conditions apply. Rate is subject to change and offer subject to end without notice. DirecTCU is a division of Tandia Financial Credit Union Limited. ™DirecTCU is a trademark of the Canadian Credit Union Association and is used under license.

File Name: TDA414-DirecTCU-Magazine-8_125x10_75-PS Date: 09/11/18 Rev Date: 09/18 6:56 PM Rev #: 1 Colour: 4/0 Final Size: 1:1 Trim: 8.125” x 10.75” Bleed: 8.375” x 11” Safety: 7.125” x 10”

Publication(s)/Location(s): Professionally Speaking

TOOLS OF THE TRADE

Cracking the Code For students, learning to code is like unlocking a secret language. Whether you’re a Python pro or Ruby newbie, there are intuitive tools, how-to guides and easy-to-use apps to help you get your class coding — and creating — with confidence.

BY MELISSA CAMPEAU

1. Code, Create, Teach Free! 5. Swift Playgrounds Free! New to coding? Have the fundamentals down but want more? With this Apple app, students use code to direct an animated This in-person, full-day course welcomes K–12 teachers from character around a digital landscape, collecting gems and beginner to intermediate. Held in cities across the country, completing missions. Looking for more than just the the program is designed to empower you to elevate digital basics? Kick it up a notch by applying code to real-life literacy levels in the next generation of innovators. robots and drones (available for purchase). Grades: K–12 | Visit: codecreateteach.ca Grades: 4–12 | Visit: oct-oeeo.ca/SwiftPlaygrounds

2. Code.org Free! 6. Coding & Computational Thinking in the Classroom Free! Imagine the enthusiasm — students designing their own video Use code to decide whether your favourite Toronto Raptor games, apps and websites! Projects, units and lesson plans should attempt a two-pointer. Or, blend it with language arts help students create and build. Plus, you’ll find discussion to break a story into its actions. Find these and other coding goals, teaching methods and plenty of support. There’s also activities at the TVO TeachOntario hub, plus a deep well of professional online learning when you are ready to dive deeper. thoughtful articles on teaching tech in the classroom. Grades: K–12 | Visit: code.org/educate Grades: K–12 | Visit: oct-oeeo.ca/TeachOntarioCoding

3. Kids Code Jeunesse Free! 7. Code Mobile Free! Loops, sequences and functions — not clear on what they If a visit from an expert can instantly inject added excitement are? You soon will be with the help of this Canadian site and into your classroom, why not invite one of Canada Learning its in-class lesson plans and workshops (ideal for school Code’s 13 regional squads of tech-teaching specialists to clubs!). Tap into its professional development resources drop by as they trek across the country? Their goal? A fun, (oct-oeeo.ca/KidsCodeJeunesse), too. hands-on event to get students enthused about coding. Grades: K–12 | Visit: kidscodejeunesse.org Grades: K–12 | Visit: oct-oeeo.ca/CodeMobile

4. Codeable Crafts Free! 8. Code Builder for Minecraft: Education Edition Free! Ask a story-prompting question: “What did you do over the Build walls, create waterfalls or make a character dance. holidays?” Then let students animate their answer with this Students can do all of the things they’d normally do in fun, intuitive app. They’ll introduce characters and create a Minecraft, but they’ll use code to do it. For teachers, setup narrative arc as they drag and drop puzzle-shaped programming is quick and painless. For students, it’s a warm welcome to blocks together and learn the basics of coding. the world of programming, algorithms and problem-solving.

ILLUSTRATION:WHEELER/ANNA PHIL GOODSON Grades: K–3 | Visit: codeablecrafts.com Grades: K–12 | Visit: oct-oeeo.ca/CodeBuilder

December 2018 Professionally Speaking 21 22 Professionally Speaking December 2018 GREAT TEACHING

Stage Presence Jessica Kennedy, OCT, gives her drama students the freedom to explore and create both onstage and off.

BY STUART FOXMAN

n May 26, 1924, Fred McGaughey was accused of killing his 19-year-old girlfriend, Beatrice Fee. He got the mandatory penalty for murder — Odeath by hanging. McGaughey’s sentence was carried out that December, marking the final execution in Lindsay, Ont. More than 90 years later, Grade 11 students at the local I. E. Weldon Secondary School revisited the case. By then, few townspeople knew the details and some digging was required. Jessica Kennedy, OCT, had her class comb through trial transcripts, documents, photos and old newspaper accounts. They even took the time to interview McGaughey’s great-niece to uncover all aspects of the case, along with its cast of characters. Probing a murder, and its aftermath, is an engaging topic for a history assignment; but this wasn’t history class. Kennedy is a drama teacher and her students were doing research for The Last Hanging, a play they created and eventually performed at Lindsay’s former jail, the Olde Gaol Museum. “In drama, we use different approaches to examine and unpack current issues, history and imagined worlds,” says Kennedy, which feeds into her teaching philosophy: Embrace big ideas. Encourage students to consider other perspectives. Foster collaboration. Facilitate community engagement. Through writing, improvisation, movement and other techniques, Kennedy’s Grade 9–12 students tackle topics that could easily fit into other areas of the Ontario curriculum, such as animals in captivity, the sex trade, and issues facing Indigenous communities. ONLINE EXCLUSIVE Like most, Kennedy did not develop this appreciation for (or approach to) To view our Great Teaching teaching overnight. While pursuing a graduate degree in theatre at the video archive, visit University of Toronto, Kennedy secured part-time jobs teaching English as a oct-oeeo.ca/GTvideos Second Language (ESL) to adults and tutoring elementary students. That is when her love of teaching became evident and she decided to pursue a B.Ed. at Queen’s University.

December 2018 Professionally Speaking 23 GREAT TEACHING

Jessica Kennedy, OCT, rehearses with her senior drama students from I. E. Weldon Secondary School at the Academy Theatre in Lindsay, Ont.

Since making that life-changing photography class. Together, they what they did for a living, how they decision, Kennedy’s work in education raised awareness of two issues that met their spouses, and more. has been praised by peers and honoured resonated with them: missing and The students took notes and by the prime minister, as the recent murdered Indigenous women and the documented everything they found recipient of a Prime Minister’s Award spike in teenage suicides and attempts compelling on a board. From those for Teaching Excellence. in Attawapiskat, Ont. ideas, they selected the most Grade 11 student Hunter loves The drama students met with dramatic tales and discussed how how Kennedy gives his drama class partners in the local Indigenous they might recount them. Their the freedom to explore. “She lets us community, getting exposure to presentation, called Remembering, have creative control,” he says. drum circles and other Indigenous had moments of both poignancy and “We connect the work to things that learnings. The students wrote down levity, says Kennedy. are really going on in our world.” how they felt about the issues “Jessie ensures the students have “Students get excited when they’re raised. The photography students tangible connections to the commun- in charge of decision-making,” says then created artistic representations ity,” says Danielle Lazzarin, OCT, head Kennedy, who recently started a of those feelings — ideas like hope, of the English department. “There’s leave of absence to pursue her PhD in value and having a voice. The result also a social impact component and education at York University in was a multimedia theatre presenta- message in what her students are Toronto. “There’s no greater measure tion that included short scenes, doing. It’s about theatre, but bigger of accountability than to stand in spoken word and images projected than a drama class.” front of your peers, or an audience, on large screens. Every November, for instance, and deliver.” While in-school collaboration is the drama students take the lead with In her classes, learning takes on a meaningful, getting outside of the Remembrance Day presentations. variety of forms. Many of Kennedy’s classroom can inspire vital connections. History teacher Erin Matthew, OCT, assignments have involved cross- Kennedy had her students spend time writes a thematic essay (like “mythol- curricular collaboration, as well as at a local retirement home, where the ogy and war” or “post-traumatic working with community partners. residents were eager to talk about stress disorder”), while Kennedy’s The Coyote Project, for instance, their younger years. They shared class turns it into a series of vignettes.

was a combined venture with a stories of where they grew up, “Jessie teaches her students to curate MARKIAN LOZOWCHUK PHOTOS:

24 Professionally Speaking December 2018 GREAT TEACHING their own cultural experiences and arts credit, to others who will remain knowledge in a way that’s meaningful with her for all four years, to PALS to them,” says Matthew. (Practical Academic and Life Skills) “Drama is incredibly powerful students with significant learning as a tool for learning and means challenges. For all, the goal is to Connecting of expression because it combines develop a deeper appreciation for how embedded inquiry with storytelling,” others think and feel, for which drama Beyond Your says the award-winning teacher. is an ideal role-playing vehicle. It can “We undergo rigorous research to tell happen in something as simple as Classroom our stories with integrity — whether an improvisation game, where one interviewing people in our community student plays a clerk while another Jessica Kennedy, OCT, believes that or plowing through statistics on plays their customer; and then have making connections outside of the global warming. We ask ourselves them switch and continue their classroom — for a more hands-on ethical questions: ‘Are we telling this dialogue from the other character’s authentic experience (beyond the story in a balanced way?’ That sets point of view. theoretical) — is essential for the stage for impactful learning.” But what does Kennedy count as greater student buy-in and deeper Kennedy strives to be imaginative in an ideal outcome for her students? learning. Here’s where to begin: how that learning happens. Some “We can consider another person’s students, for example, aren’t comfort- perspective because we have this 1) Tap into history able writing critiques or reflections awesome guise of drama. We can Foster an awareness of history on their work or that of their peers. then transfer that to real life, with a museum or heritage site visit. So she gives fledgling thespians the by identifying our commonalities If you can’t go in person, search option to present those on video. as well as our differences.” online for virtual opportunities. To convey dramatic theories and This leads to more openness and Use Google Hangouts to link practices, Kennedy focuses on fun understanding. Hunter, Kennedy’s students to a museum curator. exercises. For instance, she has groups freedom-loving Grade 11 student, Kennedy has her students use develop an original soundscape; repeats one of her expressions: There these opportunities to develop they deconstruct what makes a are no “shut-ups” in drama. That stories for their drama projects. setting sound believable. For a doesn’t just mean don’t be rude, haunted house, students asked what but rather let ideas flow freely. “If you 2) Engage experts environmental sounds, manufactured shut people up, you shut off their Invite industry professionals sounds and bits of dialogue would creativity,” he says. “Everybody has a (for instance, performers or create intrigue and realism? This creative spark inside, so we should let playwrights) for a class visit, or ask became a lesson in listening, pace, people express themselves.” them to connect digitally to impart tone, volume and pitch. Sidney, another of Kennedy’s relevant knowledge, as well as “It creates an environment that students, says this makes drama a impart inspiration and advice. is totally different,” says former place where it’s OK to take risks — student Christine Mepstead, who which has had a profound effect on 3) Use your community is in her first year of kinesiology at her overall learning. Sidney now offers Build a relationship with a local Western University. “We learned in opinions and raises her hand more retirement residence, for instance, drama class how sound can be as readily in other classes, explaining that: have students ask seniors enticing as anything else.” “Ms. Kennedy gave me that confidence.” about their youth, how things A tableau is another way to keep “The ‘no shut-ups’ message is a have changed over the years or things compelling; it’s a moment in culture-creating move on my part,” if they have any advice to share. time that allows actors to tell a story says Kennedy. “I often say during In drama, you can use this research through facial expression, gesture class that we need to accept all ideas for building characters or a pres- and use of space. But Kennedy likes for five minutes. You can think an idea entation. It’s a way to learn more to add a twist — she’ll introduce is poor but you’re not allowed to dismiss about local and world history, music that doesn’t quite fit, for it. Ideas are like playing leapfrog … the and to provoke life lessons. instance, a children’s choir during idea that you hated might be exactly a war scene. “I love making unlikely what gets you to an exceptional idea. 4) Be resourceful pairings to show how contrast can Like we say in improv, ‘yes, and….’ The Council of Ontario Dance and disrupt the audience’s perception It leads you to new places.” PS Drama Educators (code.on.ca) and create greater depth,” says the offers valuable online support, 15-year teaching veteran. The Ontario Certified Teacher featured in this including unit plans and lessons profile has been recognized with a teaching award for K–12 in English and French. Kennedy teaches all sorts of students, and exemplifies the high standards of practice to ranging from those who just need an which the College holds the teaching profession.

December 2018 Professionally Speaking 25 26 Professionally Speaking December 2018 REMARKABLE TEACHER

Behind the Lyrics Canadian music icon Steven Page discusses the teacher who helped him fine-tune his self-confidence and excel at something he loved.

BY RICHARD OUZOUNIAN

f you ask Canadians what comes to mind when they hear the name “Steven Page,” they’ll no doubt think back to the iconic and ironic Barenaked Ladies — Ithe homegrown pop/rock group that the award-winning lead singer co-founded 30 years ago. Although Page has enjoyed a successful solo career since — as a performing- recording artist and theatrical composer — the memory of his earlier years and that signature song “If I Had $1,000,000” is what likely lingers most. It’s in that crowd-pleasing classic that Page and his bandmates dream up a list of what they would buy if they suddenly became rich — everything from a Picasso painting to a monkey. The song’s lyrics would lead most to assume that the potential of making millions was the driving factor behind the soft-spoken singer’s earliest ambitions. After speaking with Page, however, it’s clear that that end goal had nothing to do with his original dream: “I believed in the power of music and that I was capable of achieving something much greater than myself.” Appropriately enough, Page came to this somewhat-spiritual awakening in London’s awe-inspiring Westminster Abbey, where he sang with the Scarborough Schools Youth Choir at age 15. How does a teenager from Scarborough, Ont., end up singing in such a sacred space steeped in years and years of tradition? “You meet the right person at the right time,” says Page, “And they can truly change your life — that’s what Mr. Allen did for me.” In a career spanning over three decades — from graduating in 1961 with an Honours degree in vocal performance from the University of Western Ontario (now Western University) until he retired in 1995 — Garth Allen has been a major educational force in Ontario music. In addition to being a classroom teacher, his notable achievements include 27 years as the Scarborough Board of Education’s supervisor of music, as well as founder and conductor of the Scarborough Chamber Choir (later known as the internationally acclaimed Scarborough Schools Youth Choir) from 1972–95. Born in 1938 in Warkworth, Ont., a community in Northumberland County, Allen recalls a major emphasis on music throughout his childhood. His parents started him in piano lessons at five and by 15 years old, Allen added voice lessons to the mix.

December 2018 Professionally Speaking 27 Inspire your students and give back

The Meaning of Home is an annual writing contest for students in Grades 4, 5 and 6 in support of Habitat for Humanity Canada. Students across Canada are invited to submit a poem or essay explaining what home means to them. It’s a great way to engage your students in an interactive and fun way, and it teaches youth the importance of safe, affordable housing.

Why get involved?

Each entry results in a $10 donation from Genworth Canada to Habitat for Humanity to build affordable homes in partnership with families in your community.

Winners of the contest get to designate a $25,000 grant towards a Habitat for Humanity build of their choice and win other great prizes like a pizza party, or iPad.

Curriculum kits are provided to help students improve their critical thinking, communication and creative skills.

Your participation helps low-income Canadian families build strength, stability and self-reliance through affordable homeownership.

“I thought I’d end up onstage,” recalls Allen, “but on a trip to the U.K., I remember looking into a window on Oxford Street and saying ‘I don’t want to be an actor. I want to be a teacher!’ He had been teaching for a couple of years at that point, and when asked what prompted his final decision, he offered a chuckle: “I suppose I realized I wasn’t cut out to be a vagabond. “I quickly realized that it was my job to present students with doors they didn’t know existed … ,” says Allen. “If I had 30 kids in my class, I saw them as 30 individuals with 30 unique sensibilities.” Although Allen abandoned acting as a career, his love for the theatre remained as strong as his love of music — and when he was able to combine the two in 1968, it was magic. That’s when he founded the Scarborough Music Theatre Singer-songwriter Steven Page (right) visits his former choir conductor, Garth Allen, in Toronto. in Scarborough, Ont., where he pro- duced large-scale musicals. In 1976, to that grabbed me. I was never a sports shrink wrap to afford it. He trusted us to emphasize acting, Allen founded Stage guy; never a team guy — until this.” raise the money and sing the music. That Centre Productions, a non-professional And, although the experience itself kind of belief empowers young people. theatre doing classics and musicals. was transformative, there’s no question When someone else believes in you, then Flash forward to a preteen Page why it lingered in Page’s mind for years you can believe in yourself.” meandering “a bit aimlessly” during his to come. “It was all about Mr. Allen. Allen thinks back on that time. time at Churchill Heights Public School. He had such a commanding presence,” “I treated them as pros, and they be- “I loved music, it was around all my life Page says. “He made us aware that he haved as such. That’s all there was to it.” [his father was a drummer],” the singer knew what we were all capable of. Page offers a deeper insight into the says, “but I took piano lessons, and “I will remember him as the man who man’s pedagogical methods. “He would never got good at them. I was in the introduced me to music: Gershwin, first tell us about the context of a piece, school band, and never cut it playing the Bernstein, Verdi, Bach. When you’re a then teach it. It’s amazing how quickly flute. So, I wasn’t sure what I should do.” student and you sing something like we learned what it should sound like.” Fortunately, William Downey, one of Verdi, you get it in your bones for life.” When asked if he ever thought his Page’s teachers, was cast in the Stage The enthusiasm Page exhibits today, former student would wind up in a Centre Productions’ musical Oliver! and more than 30 years later, is no different famous band, Allen replies: “I never knew soon discovered that Allen was looking than what Allen witnessed back then. just where Steven’s career would go, but for young singers to play the orphans. “He had real passion when he sang. I believed it would be in music. He took Downey knew that Page enjoyed music Steven innately knew to go to the personal joy in everything he sang, and and had, in fact, directed him in several emotion behind the lyrics. Singing he had great listening skills. I would look operettas at Churchill Heights, so he set seemed like a natural path for him.” out at the choir and I could see him out to see if he could help Allen out. Page followed that path all the way to processing what I was saying.” “William brought Steven to audition Westminster Abbey, but it was Allen’s Page returns the compliment. and I cast him in the show,” recalls Allen. dream of touring the choir around “I learned passion and commitment from “I was impressed with the clarity of his England that led them there for three him; that all these things could converge: boy soprano and asked him to audition weeks in 1985. “I grew up thinking that the beauty of music, the ability to make for the [Scarborough Schools] Youth England was the pinnacle of culture and it with others, and the capacity to excel Choir for the following year.” I wanted my students to experience it,” at something you loved.” This seemingly casual encounter had recalls the retired teacher. “But I He pauses, voice thick with emotion. far-reaching results; it was a defining also believed strongly in the glory of “I carry that with me everywhere.” PS moment in Page’s life — one that he Canadian musical talent and I wanted recalls with emotion. “It was an oppor- England to experience that as well.” In this profile, notable Canadians honour tunity for 100 voices to come together “Mr. Allen made it all happen,” says the teachers who have made a difference in their lives and have embraced the College’s once a week and take music seriously. It Page. “The issue, however, was fund- Ethical Standards for the Teaching Profession,

PHOTOS: KC ARMSTRONG KC PHOTOS: was about the pursuit of excellence, and raising. We had to sell tons of industrial which are care, respect, trust and integrity.

December 2018 Professionally Speaking 29 SAMANTHA LENGYEL, OCT Worldly Perspectives International teachers share their experiences and observations from inside Ontario’s schools.

BY JENNIFER LEWINGTON

hey come from afar as experi- During two years of teaching in a bachelor of education in technical enced teachers who leave home London, Lengyel had access to a vocational education and training, T to write the next chapter of their mentor and other professional Douglas taught technical drawing and professional careers in Ontario public development, as Ontario teachers construction technology over six years schools. Professionally Speaking do, but without the release time on contract at various schools on the asked four Ontario Certified Teachers, permitted here for lesson planning. Caribbean island. born and trained abroad, to describe In 2007, after almost four years as In Ontario, Douglas assumed his job their adjustment to a new culture, a supply teacher, she received search would echo that in Jamaica: unfamiliar pedagogy and professional a permanent full-time position with apply directly to a school. Instead, development practices. the Niagara board and currently he had to search postings listed by teaches Grade 3/4 at Prince of Wales a district school board. AN EVOLUTION OF GROWTH Public School in St. Catharines, Ont. In December, 2015, he was hired as In 2003, on her first day as a supply After teaching in two countries, an education assistant for the Rainy teacher in the District School Board of Lengyel describes her professional River District School Board, assigned Niagara, England-born Samantha growth as an evolution, steadily to Crossroads School, 22 kilometres Lengyel, OCT, knew she was no longer adding College-recognized subject west of Fort Frances, serving LaVallee in her east London primary school: qualifications since 2012. “What I was Township and Naicatchewenin First Ontario students and staff rose to sing like at the beginning [of my career], Nation. “Switching from a foreign the Canadian anthem. “We don’t play compared to what I am now, has really country was the best experience the national anthem at school [in changed a lot,” she says. “You con- I have had in my entire career,” he says, England] but it is the first thing that stantly have to adapt and change.” of his two years as an educational happens at school [here],” she notes. assistant — one year in a Grade 5/6 She arrived in Canada in 2000, shortly CREATING A LEARNING classroom and another in a student after marrying her Canadian husband, ENVIRONMENT transition room at the school. “It was Nick, a teacher with the Niagara board. Newly married in 2014, Jamaica-born just the right thing for me to do to be Two years later, now a mother of one, teacher Marlon Douglas, OCT, travelled introduced to the system ... it was a she received her teaching credentials to Fort Frances to visit his wife, also different culture, different background, and began supply teaching in 2003. Jamaican, who was working for a different everything.” Another difference Lengyel notes long-term care home in the north- New to Indigenous traditions, he between the British and Ontario school western Ontario town. Unfamiliar with joined Crossroads students for his system is Ontario doesn’t use the winter (average monthly snowfall in first ice-fishing trip. “Even though the English system of ministry inspectors Fort Frances is 20 centimetres), Douglas students, the environment and the who visit schools to assess student decided “I can probably live with it” and people are different [than in Jamaica], progress. “That was huge in my first moved to Ontario the following year. it is still the same principle: it is about year of teaching [in England], but it’s A graduate of the University of the learning environment you have to not something that happens here.” Technology, Jamaica, in 2009, with create for that group of people.”

December 2018 Professionally Speaking 31 As a new teacher in Jamaica, Douglas and it was not easy to manage the of education, with a scholarship, from received informal mentoring. But in students to be sure that everybody the University of Leeds in England. Ontario, he participated in the New had a seat and a book for the course.” Today, Naicker is a vice-principal at Teacher Induction Program, a formal Last year, he joined the staff of Catholic Central High School with the mentorship program run by the Ministry École élémentaire Carrefour des Windsor-Essex Catholic District School of Education and local school boards. Jeunes, a public French-language Board. “We are a multiracial school full In 2017, after earning his teaching school in Brampton with Conseil of immigrants,” he states proudly. licence, he joined the Rainy River scolaire Viamonde, teaching classes “I treat them all with respect.” board as a supply teacher. Douglas of about 20 students. “Here, I know Looking back on his career in South recently landed a permanent three- the names of all the students and Africa, where he taught every grade year contract as a board-wide support I also know the parents,” he says. up to 12, he says Ontario schools take teacher, visiting schools to assist In Cameroon, Teinkeu Sieyapche used a progressive approach to struggling classroom teachers with the science a personal computer at home, but only a students. South African high school and technology curriculum. minority of Yaoundé schools had reliable students who fail one of two compul- electricity and internet access. He says sory language subjects (English or HELP WHEN YOU NEED IT a major difference between schools in Afrikaans) have to repeat the entire After teaching French and German Cameroon and Canada is the availabil- academic year but Ontario students in high school for seven years in his ity of resources for teachers working only repeat the failed subject. “I like home town of Yaoundé, the capital with students with special needs. “[In the Canadian system where you are of Cameroon, Laurent Teinkeu Ontario] if I don’t have enough, I can call not punishing kids for the entire year.” Sieyapche, OCT, moved to Canada for help [from the board] or go online.” In 2002, troubled by escalating with his family in 2014. “I wanted to At Carrefour des Jeunes, Teinkeu violence in post-apartheid South Africa, give my children the chance to grow Sieyapche taught gym, soccer and Naicker chose Canada for the next up with the values of Canadian other sports, including hockey, a game stage of his teaching career, in part on society,” says the married father he discovered when a friend here took recommendations from several South of two boys, five and three years old. him to a National Hockey League game African friends who had moved here. Teinkeu Sieyapche earned his between the Ottawa Senators and the While on a visit to Ontario in the early education teaching credentials Toronto Maple Leafs. “I was interested 2000s, he concluded, “This is a nice from the Université de Yaoundé 1, and curious to try this sport,” he place; I can raise my children here.” but enrolled in a teacher education recalls, first practising on Rollerblades Arriving in 2005, Naicker volunteered program at the University of Ottawa before playing with a puck and a stick. at a local school in Windsor and to accelerate his career here, Teinkeu Sieyapche taught hockey obtained his teaching licence from graduating with distinction in 2017. to his students in the gym using sticks the College three years later. In Yaoundé, he says it was “normal” to and a puck. “They loved it,” he says. After working as a supply teach a classroom of 80 to 100 students. This year, in addition to teaching arts teacher with the Windsor-Essex “There was a lack of infrastructure … and physical education to first- and board, and later as an adult high second-year students at Ottawa’s school instructor, he joined Catholic École élémentaire et secondaire Central High School in 2007. publique Maurice-Lapointe, with the One early obstacle for Naicker was International Conseil des écoles publiques de l’Est de the language of a school system that l’Ontario, he is a soccer coach to Grade 5 used course codes and other acronyms, Members and 6 students at the school . not subject names familiar to him in According to the College, inter- South Africa. “You crossed the ocean, nationally educated teachers EMBRACING DIVERSITY you have a master’s degree, you can do represented 16.4 per cent of Ontario Born in apartheid-era South Africa to this,” he says, ruefully. College Teachers in good standing in a family whose forebears came from Naicker says computerized record- 2017. Excluding the United States, the India, Michael Naicker, OCT, acquired his keeping now facilitates his life as proportion drops to 7.1 per cent. education, including teacher training, at an administrator, compared to less Australia, India, England and Scotland segregated, Indian-only schools. “I was sophisticated and “more labour top the list of home countries of going to an Indian school and the African intensive” systems used when he served foreign-trained teachers who children I would play with would be in a as an acting principal in Cape Town. relocate to Ontario. But the province separate school and the White children Like other internationally trained also attracts a significant number in the village had their own school,” teachers, Naicker says that despite from Jamaica, Pakistan, Ukraine, says Naicker, born in KwaZulu-Natal. country differences in education Nigeria, Lebanon, the Russian After earning a bachelor of educa- systems, one similarity looms large: Federation and the Philippines. tion at the University of the Western “We all have the same vision: we want

Cape in 1995, he pursued a master our children to succeed.” PS LITEPLO MATTHEW PHOTOS:

32 Professionally Speaking December 2018 MICHAEL NAICKER, OCT Learning to Lead For teachers with a vision for change, there’s a wide range of options for developing crucial leadership skills.

BY MELISSA CAMPEAU rom social media influencers all the project and to share findings an official role but they’re really the way to supervisory officers, with colleagues, within the school, making a positive change, they Fteachers with effective leadership across the board and even have influence, and they’re encour- skills can have a profound influence on the province. aging people to come together and a student’s experience in school. discuss tough issues,” she says. They might shape how science is TEACHER LEADERSHIP AQ taught in one particular grade level, For teachers who don’t necessarily PRINCIPAL’S QUALIFICATION for example, ensure a culture of want an official leadership role — AND DEVELOPMENT inclusion within an entire school, but who still want to find ways to When it comes to teachers in formal or steer the priorities of an share their ideas and influence leadership roles, principals and entire district. educational practice — there’s the vice-principals often have unparalleled Whether the goal is to be a College’s three-part Teacher influence over school culture and, by mentor, a principal or a curriculum Leadership specialist program, extension, the success of its students. specialist, Ontario teachers have which began in 2017. The two-part Principal’s Qualifica- a wealth of choices to support The Toronto District School Board tion Program (PQP) is offered by development of strong and effective (TDSB) offers the three-part program, 11 providers in Ontario. “[The PQP] leadership skills. which explores the idea of leadership emphasizes collaboration and building and helps teachers develop collabora- relationships within learning commun- TEACHER LEARNING AND tive skills, unpack complex challenges ities,” says Joanne Robinson, director LEADERSHIP PROGRAM (TLLP) in education, and develop a course of of professional learning at the Ontario Leadership requires a vision for action for implementing positive Principals’ Council (OPC). change. To help teachers explore change in their schools. The OPC offers the PQP as well as new ideas and share the results Up and running since the spring the Principal’s Development Course of their research with peers, there’s of 2017, the Additional Qualification AQ (among others), to help support the Ontario Ministry of Education’s (AQ) course has already drawn the dynamic and evolving nature of Teacher Learning and Leadership a wide range of teachers who apply teaching and teacher leadership. Program. Participants with a project their leadership skills in equally The course includes modules that they’d like to implement can apply varied ways. “Some of the class cover a breadth of topics, including to this program for both professional participants are looking to become legal duties and liabilities, leading the support and funding. The TLLP curriculum leaders, others do a French Immersion school, mentoring funds proposals from experienced lot of mentoring — sometimes for and coaching, and supporting the classroom teachers who are looking candidates in faculties of education LGBTQ community in your school. to take on a leadership role in some or for new teachers,” says Jennifer “The role of the principal has become way that might involve curriculum, Watt, OCT, program co-ordinator very complex, and the responsibilities instructional practice or supporting for the TDSB’s Teachers Learning that go with it have greatly intensified other teachers. and Leading department. over the past decade or so,” explains Teachers in the program take part Watt sees the growing under- Robinson. “As a result, the skills, in a Leadership Skills for Classroom standing of such varied forms of practices and supports people need Teachers session, aimed at helping leadership as an important have grown in the same way that the develop both the skills to manage development. “They may not have complexity of the job has grown.”

December 2018 Professionally Speaking 35 SUPERVISORY OFFICER’S the system level with executives, best in the world, we still have QUALIFICATION PROGRAM at various ministry consultations students who are marginalized,” For those looking to deepen their as well as during community and says Watt. She adds, “As a teacher- practice and enhance their circle of stakeholder collaboration sessions leader we need to take a look at our influence, there’s the Supervisory or meetings.” own identities, our own positions, and Officer’s Qualification Program consider what biases and assumptions (SOQP) offered by five providers EQUITABLE AND we have … and how they might impact across the province. ETHICAL LEADERSHIP our teaching and learning.” Monique Ménard, OCT, director “Individuals in leadership roles are Lyne Racine, OCT, surintendante de of education for Conseil scolaire key catalysts for change and will be l’éducation with Conseil scolaire de catholique Franco-Nord and part asking some of those difficult district catholique de l’Est ontarien, of the team involved in developing questions around whose voice is notes the profound influence teachers the recently revised guidelines for included and whose is excluded,” can have on students’ ways of seeing the AQ, points out the program builds says Déirdre Smith, OCT, manager, and engaging with the world. “Teachers leadership skills in several ways. Standards and Practice Unit at the do more than just teach students: they “The SOQP program not only helps College. To support this, recent are role models, guides and facilitators participants gain perspective on revisions to the SOQP and PQP for their students,” she says. themselves as leaders in order guidelines include a more explicit Modelling ethical and equitable to continue to develop and acquire emphasis on ethical and equitable behaviour can have a far-reaching personal leadership tools, but they leadership. “There’s a strong critical impact. “We want students to be able also gain knowledge on how their leadership lens that we encourage to recognize and analyze inequities, leadership is key for greater improve- all teacher-leaders, principals and decide on tangible action and assess ment of student and staff success supervisory officers to adopt,” says the impact of their actions,” Racine and well-being,” says Ménard. Smith. She adds, “Teacher-leaders adds. “We want them to be open to “Supervisory officers are service are expected to be able to support diversity, ask the right questions leaders,” she says. “They support pedagogies, policies and practices and make wise choices, guided by principals in their role and in their that are anti-oppressive, emancipa- a concern for social justice.” capacity to be system thinkers and tory and ethical, and that support operations managers of their schools, equity and social justice.” FIRST NATIONS’ SCHOOL LEADER but most of all in their role as service The Teacher Leadership AQ, PROGRAM: LEADERSHIP AQ leaders to their teachers and all staff.” as well, emphasizes those same In some cases, teacher-leaders can As well, says Ménard, “The super- leadership qualities. “Even though become more effective in their visory officer is an active voice at our system in Ontario is one of the practice with an additional layer

36 Professionally Speaking December 2018 Find Your Role Interested in learning more about teacher leadership? Check out these resources to help build and expand both your understanding and practice:

Educational Leadership for the Twenty-First Century, BY PETER ZSEBIK Zsebik advocates for the transformation of education, without abandon- ing the past. He offers a path for change and proposed solutions to social, cultural and technological pressures on the education system. Publisher: iUniverse, 2010, ISBN 978-1-4502-5926-2

Achieving Aboriginal Student Success: A Guide for K to 8 of knowledge and understanding. they explore the challenges and Classrooms, BY PAMELA ROSE TOULOUSE That idea was part of the impetus perspectives of working within Toulouse, from Sagamok First Nation, behind the new First Nations’ School a minority setting. was a teacher and is an education Leader Program: Leadership AQ. That was the driving force behind professor at Laurentian University. The AQ was designed to broaden the development of the AQ guidelines This holistic guide is complete with teachers’ knowledge of First Nations Enseignement et leadership en teaching strategies, K–8 lessons and history and culture, and help gain situation minoritaire, spécialiste. best practices. an in-depth understanding of the The promotion of language, the Publisher: Portage & Main Press, 2011, complex and ongoing impact of the appreciation of culture, and the ISBN 978-1-55379-316-8 residential school system. building of identity and community Teacher Learning and Leadership: “It’s not a matter of simply knowing are critical elements of teaching within Of, By, and For Teachers, First Nations history and culture,” a francophone-minority setting, and BY ANN LIEBERMAN, CAROL says Neil Debassige, OCT, principal as such need to be woven into the CAMPBELL AND ANNA YASHKINA of Lakeview School at M’Chigeeng framework of leadership. The book draws on the work of the First Nation (currently on leave), These AQ guidelines were developed Teacher Learning and Leadership and part of the guideline develop- to foster the critical exploration, Program in Ontario. It provides an ment team. He adds, “The residential development and implementation in-depth case study, as well as a school impact is still alive and well in of programs that respond to the model for school change led many First Nations communities. experiences, strengths, interests by teachers, in partnership with “To begin to have an influence on and needs of students in French- school and system leaders. First Nations students, teacher- language schools. Publisher: Routledge, 2017, ISBN 1-138-94188-5 leaders have to have a deeper knowledge of those impacts, as IMPROVING STUDENT WELL-BEING well as the perspectives, history Teachers who take on leadership and culture of those students, their roles have an opportunity to influence Find an AQ families and their entire communities,” everything from direct classroom Find out more about accredited Debassige explains. instruction to provincewide polices. teacher leadership programs, Whatever the level of influence, courses and providers on Find an TEACHER LEADERSHIP IN teachers who take steps to develop AQ (oct-oeeo.ca/findanAQ). FRENCH-LANGUAGE SCHOOLS AQ their leadership skills are better The College’s online search Teachers in French-language poised to effect positive change and engine allows you to search by schools can enhance their effective- ultimately improve the well-being of AQ name and provider institution.

ILLUSTRATIONS: DAMIEN VIGNAUX/COLAGENE DAMIEN ILLUSTRATIONS: ness and influence as leaders when Ontario’s students. PS

December 2018 Professionally Speaking 37 You are Entitled. THERE ARE 1,000S OF TITLES AVAILABLE TO YOU FOR FREE... AT YOUR FINGERTIPS!

The Margaret Wilson Library is a goldmine of free resources for College members. And accessing them is EASY.

Simply go to oct.ca  Members, and log in to your account. Click on the “Library” link on the right side of the page and navigate through the available selection of books, ebooks, databases, and more! Check out what other OCTs are reading. Happy browsing! REVIEWS

For additional reviews of French-language Your guide to recently resources, visit pourparlerprofession.oeeo.ca. With the exception of some classroom sets, items reviewed are available on loan from the Margaret released books Wilson Library at the College. Contact Olivia Hamilton at 416-961-8800 (toll-free in Ontario and other teaching resources. 1-888-534-2222), ext. 679 or email [email protected].

Brainsprouting Brainsprouting is different. It is BY JOEL HILCHEY AND BRANDON LOVE designed to encourage students to “Brainsprouting” is a whole new visualize tiny, creative plants popping approach to accessing your creative up all over the surface of the brain. powers, unleashing innovative ideas Light bulbs hover above and are all set and solving intricate problems that to energize this garden of sprouting brainstorming rarely achieves. plants. No matter what our profession, The authors take the reader back our ability to think creatively leads us to past memories of brainstorming to challenge our ideas. When our ideas experiences in elementary school don’t work, we try another. And when we would be asked to list five another. That develops resilience ideas for a project. Only one of those and fearless creativity. We learn to ideas (usually, the first) would stand have fun with our ideas. up to scrutiny so we could finish the Anyone involved in a leadership role list with just about anything to would benefit from reading this book, satisfy the brainstorming requirement. which offers a carefully developed The list of five so-called plausible blueprint to maximize the creative Brainsprouting: How to Become Fearlessly ideas allowed teachers to believe flow of ideas within their groups. Creative and Have Better Ideas More Often, they had encouraged the creative- self-published, 2017, softcover, ISBN thinking process. But really, why Dorothea Bryant, OCT, tutors 978-0-9849402-6-4, 122 pages, $19.95, waste time thinking beyond our primary and junior students in brainsproutingbook.com obvious first choice? reading and writing.

A Cage Went in A Cage Went in Search of a Bird creates a Search of a Bird vibrant landscape of words and pictures BY CARY FAGAN, ILLUSTRATED showing the deep longing of the cage BY BANAFSHEH ERFANIAN to belong and the rich diversity and One day, a discarded, empty cage takes uniqueness of each of the characters a big risk. It leaves the safe confines of who end up rejecting it. the attic to find a perfect occupant, a The book would be a wonderful bird who would appreciate it for what it addition to a primary mental health was. Out in the world, it faces ridicule library as the themes of belonging, and rejection. It is laughed at, ignored resilience and acceptance appear and put down for its appearance and throughout. Discussions with children size. Lonely and alone, the cage bravely might explore how friendships continues its search, sensing there must develop, how friends are kind and be a bird out there that wants and needs support each other, and how we each it. When the worried cage finally meets have unique gifts to share. It would the perfect bird, it feels the immediate also be a great model for teaching sense of the acceptance and inclusion. about personification, as the cage A Cage Went in Search of a Bird, Groundwood The foundation of this story is based takes on human qualities. Books, Toronto, 2017, hardcover, on a Franz Kafka aphorism that seeks to ISBN 978-1-55498-861-7, 32 pages, $18.95, understand what it means for people to Anne Marie Landon, OCT, is a an imprint of House of Anansi Press, fill their personal sense of emptiness principal with the Renfrew County groundwoodbooks.com (the cage) with community (the bird). Catholic District School Board.

December 2018 Professionally Speaking 39 REVIEWS

By the Time You Read This Pre-teaching some of the vocabulary BY JENNIFER LANTHIER, ILLUSTRATED should help unpack some of the BY PATRICIA STORMS mature language that peppers the Why is Oscar so angry? What has him in story. The changes in font and colouring such a huff that he never, ever wants to are features that can be discussed to speak to, see or hear from Sam again? help derive further meaning from the The reader experiences Oscar’s fury story and the vocabulary. The font over his friendship ending with Sam, changes are also good indicators for and the injustice that ended it. Turns modelling tone and intonation when out that it was all a misunderstanding reading aloud. that is remedied with a simple apology. The illustrations contain little side The book is geared to younger stories about Oscar and Sam’s relation- children and can be used to talk about ship and the mischief they get into. the importance of gaining perspective To help children grasp their complexity, after an infuriating experience, and a picture walk prior to the actual read- then communicating effectively about aloud is recommended. The dust jacket it. Children should easily identify with doubles as a board game and may serve the characters and the situation — as a pre- or post-reading activity. how laughter can be hurtful, how By the Time You Read This, Clockwise Press, misunderstood words can be blown Jennifer Wyatt, OCT, is head of the Toronto, 2017, hardcover, ISBN 978-1-988347- out of proportion, and how quickly Junior School at Trinity College 05-9, 32 pages, $19.95, clockwisepress.com emotions can get out of control. School in Port Hope, Ont.

Maththatmatters 2 for discussion of the issue and an BY DAVID STOCKER, OCT authentic teaching opportunity for As a Toronto alternative school teacher, the required math skill. David Stocker has long recognized the Nicely organized for ease of use, importance of teaching through a the book also contains a full set of critical lens that encompasses race, solutions at the back and a chart class, gender, sexuality and ability. linking the lessons to their relevant In his groundbreaking book, math strands and social justice issues. Maththatmatters, published in 2006, The repeating structure of each he writes that all material carries a lesson includes an opening quote, bias. It is our job as teachers to first a section to set the stage, and then, clearly acknowledge the inherent bias the opening question. The meat of the and then teach well beyond it. lesson follows, along with extension Maththatmatters 2 extends the activities that include opportunities author’s work with 50 well-supported for cross-curricular collaboration. lessons for those in Grades 6 through 9 The lesson plan ends with a call to to address issues that matter to today’s action that directs students toward students. As such, math becomes the making positive changes. Maththatmatters 2: A teacher resource linking vehicle through which social justice math and social justice, Between the Lines, issues can be explored. The compre- Steve Kennedy, OCT, is a secondary Toronto, 2017, sof tcover, ISBN 978-1-77125- hensive list of questions accompanying teacher at James St. Alternative 312-3, 315 pages, $39.95, btlbooks.com each lesson provides both a framework Education in Hamilton, Ont.

40 Professionally Speaking December 2018 1/3 V-PS-INDESIGN

REVIEWS

Read, Listen, Tell Indigenous Stories from Turtle Island Red Rising, Winnipeg, softcover, Sophie McCall, Deanna Reder, 40 pages, $4 per issue (if buying 49+), David Gaerter, and Gabrielle or $10+ shipping, distributed by Red Rising L’Hirondelle Hill, editors Magazine, 520 Agnes Street, Winnipeg, MB, R3G 1N6, [email protected] Print | ebook | 2017 410 pages | 6 x 9 | paper $38.99 Indigenous Studies series 978-1-77112-300-6 includes free Educator’s Guide Red Rising One of the authors, Gladys Rowe available on our website BY RED RISING COLLECTIVE of Fox Lake Cree Nation, says Limited number of free books available for teachers. Contact us for details. Senator Murray Sinclair and the that “stories have the power to Truth and Reconciliation Commission connect and build relationships.” “If you want a primer on of Canada (TRC) stated in the TRC’s An important tenet of Indigen- Indigenous cultural expressions, Calls to Action that K–12 educators ous education is that everybody this is for you. If you want deft, have a public obligation to build owns their own story; that means detailed stories in Indigenous “student capacity for intercultural that each person must get permis- written, oral, and graphic understanding, empathy, and mutual sion to share another’s story. traditions, these will expand your respect” for Indigenous history. The Red Rising Collective does thinking. Read, Listen, Tell will make This has inspired hope and resili- the same. It empowers Indigenous you laugh, dream, and search for ence in students, and that same youth by giving them a voice, and more.” strength and life is expressed in as a student, it is the sharing —Niigaan Sinclair, CBC Books, the educational award-winning of voices that builds inter- 2017 June 23 magazine, Red Rising. cultural respect. The rst critical reader of Red Rising is an Indigenous youth This magazine is essential for Indigenous stories that spans collective based in Winnipeg that secondary teachers looking for Turtle Island, including Canada, the features the stories of elementary, authentic youth voices and stories US and Mexico. The book explores secondary and post-secondary writers to support the Contemporary core concepts of Indigenous and artists from across Canada. Aboriginal Voices course. literary studies, such as the The writers and illustrators tell relations between land, language, students what it is like to be from Kara Smith, PhD, OCT, coaches and community; a variety of Aamjiwnaang First Nation, outside educators at the faculty of narrative forms; and continuities Sarnia, Tyendinaga Mohawk Territory, education, University of between oral and written forms of expression. near Belleville, Oneida First Nation, Windsor, and at the University outside London, or the Coast Salish of Highlands and Islands, United (to name just a few in Issue 5). Many Kingdom, and is the books’ review of the narratives and poems focus on editor for The Canadian Journal what the students love about their of Education and the National lives and learning. Reading Campaign.

December 2018 Professionally Speaking 41 REVIEWS

LOOKING FOR THE ULTIMATE OUT-OF- CLASSROOM

EXPERIENCE? How Do I Get Them to Write: Explore the reading-writing connection using freewriting and mentor texts to motivate and empower students, Pembroke Publishers, Markham, Ont., 2017, softcover, ISBN LEARN MORE 978-1-55138-322-4, 160 pages, $24.95, www.parl.ca/ pembrokepublishers.com teachers How Do I Get narrative, journaling, poetry, Them To Write? letters, articles, expository and BY KAREN FILEWYCH persuasive writing, as well as the If you teach elementary students, associated skills for conferencing chances are you’ve seen them and sharing peer feedback. struggle with writer’s block. The author guides us in teaching You’ve heard those familiar ques- not only the basic elements of tions: “What should I write about? fiction, but goes deeper by showing How do I start? Is this long enough? us how to help our students explore What do you mean ‘add more’?” plot patterns such as transformation Whether they have trouble choosing stories, circle stories and quest a topic, developing an idea or going stories. Filewych also dedicates a deeper you’ve probably asked chapter to freewriting, the backbone yourself another very familiar of her program. As she explains, question: How do I get them to write? through freewriting we can engage Teacher, administrator, literacy students in every subject in ways TEACHERS INSTITUTE expert and author Karen Filewych, class discussion may not. ON CANADIAN PARLIAMENTARY DEMOCRACY answers those questions and more This practical, detailed and in her practical resource for K–6 insightful resource is a treasure for teachers. She shows us how to teachers seeking to help students effectively use mentor texts for learn to write and to help them modelling, analysis and inspiration, write to learn. and suggests a wide variety of excellent reading resources. Caroline Pignat, OCT, is an author Filewych also shows us how to who has twice won a Governor create a supportive environment General’s Award for Young where our young authors feel People’s Literature and young safe taking risks with their writing. adult fiction, and a writer’s craft She shares practical and proven teacher at All Saints High School methods for teaching lessons on in Ottawa.

42 Professionally Speaking December 2018 CAREERS

PRINCIPALS & TEACHERS Teach in China!

The Canadian Trillium College (CTC) is a certified Ontario school program in China, offering Chinese students the opportunity of earning credits towards the OSSD. We are now recruiting Ontario qualified administrators and teachers for the following subject areas: • ESL, (Levels 2-5) • Intermediate and Senior English, Mathematics, Business, Rainy River District School Board Physics, Chemistry, Computer Science and Social Sciences. • Principals invites applications for the position of: CTC has campuses located in Mainland China: Shanghai, Jinhua, Nanjing Occasional Teachers and Quanzhou. Contract Terms: Competitive salary and bonus, return airfare , free private For more information regarding these positions furnished accommodation, assistance for medical insurance and more. please visit the Employment section of our This is an ideal opportunity for retired teachers and administrators, beginning teachers and teachers on leave who are looking for an amazing website at www.rrdsb.com. cultural experience and adventure. You can visit our website at www.ctc-school.com Significant work opportunities available—We’re hiring! For more information contact the Supervising Principal at the address below: 522 Second Street East Fort Frances, ON Apply Now! P9A 1H9 Forward resume and cover letter to: (807) 2749855 Supervising Principal, The Canadian Trillium College, Toronto Office: Heather Campbell, Director of Education • TEL: 416-763-4121 • FAX: 416-763-5225 • [email protected]

Teach at Canadian International School of Hong Kong

CDNIS is a non-proﬁt school of 1,800 students and 300 staff united by the joy of learning, excellence in achievement and development of character. Located in the vibrant city of Hong Kong, our school is authorized to deliver three IB programmes and the Ontario Secondary School Diploma (OSSD). Our school offers excellent salary, beneﬁts, and extensive professional growth opportunities.

Lower School Teachers (Pre Reception - Grade 6) Upper School Teachers (Grades 7 - 12)

Candidates who inspire academic and personal growth in students by encouraging inquiry, stimulating creativity and innovation, embracing cross-cultural and global perspectives, and fostering meaningful participation and service are invited to apply. IB experience and training will be considered an asset.

Recruiting for all positions has begun. Please visit our website for current vacancies. We would love to hear from you! To inspire excellence, cultivate character and empower engagement locally and globally.

December 2018 Professionally Speaking 43 Retiring Soon? Stay connected with your profession.

PROTECT AND PRESERVE YOUR PROFESSIONAL Plan to retire and STATUS AS AN ONTARIO CERTIFIED TEACHER. never teach again? A quick note lets us know to change Maintain your membership in good standing to: your offi cial status on the public • participate in surveys and focus groups; register to “Retired.” Or complete and • participate in pre-service program accreditations submit the “Notice of Retirement” and Additional Qualifi cation course development; form at oct.ca to avoid the “Suspended • return to a teaching assignment; — Non-payment of fees” status and • receive monthly updates via Your College and You; enjoy life as an acknowledged — • learn about legal and regulatory matters retired — teacher. affecting the profession; • continue your access to the Margaret Wilson professional library; Keep your • continue to receive Professionally Speaking; membership • nominate, run and vote in Council elections*; and alive. Share • continue to use the OCT professional your experience. designation and more. Visit the member’s area * You must be a member in good standing and work a minimum (oct.ca/members) of 10 days in the year prior to an election to participate. to fi nd out how.

It’s Easy Being Green Members can now opt to receive their renewal package via email only.

Log into your account in the members area to make the change. oct.ca/members/services/login

Please note this only applies: • if you haven’t renewed for this year; and • to future membership years.

44 Professionally Speaking December 2018 TECH CLASS The secret code for enthusiasm A Toronto middle school teacher gets math classes going with lessons in computer programming. YOU CAN DO IT TOO!

BY STEFAN DUBOWSKI Follow these steps: 1) Have your class participate in projects such as the Hour of Code, a global computer-coding event (hourofcode.com).

2) Check out tutorials from companies such as Apple (apple.com/ca/everyone- can-code), Codeacademy (codecademy.com) and SoloLearn (sololearn.com).

3) Link coding with lessons in measurement, geometry, patterning, algebra and other math subjects to reinforce the concepts.

Denise Salsman, OCT, uses coding to get Grade 7 students enthusiastic about math.

THE CHALLENGE: Help students get management, presentation skills, to draw shapes (geometry) and follow excited about their educational journey. and other capabilities they’d need an area grid (measurement). The results to succeed in the competition. were encouraging: Comparing the first THE SOLUTION: Introduce lessons in The entire class — including the and second terms for the 2016–17 computer coding. Tie it in with math. student Salsman wanted to engage — school year, 63 per cent of the girls and took part. Eventually they formed teams, 62 per cent of the boys improved their LESSONS LEARNED: Denise Salsman, with each crew working on a unique app. grades in math concepts. OCT, wanted to get her students With no previous coding experience, That might have to do with the way excited about what they were learning. Salsman also learned along with coding is taught. “It’s hands-on,” This Grade 7 teacher at Charles the students. Salsman explains. “It’s also [about] Gordon Senior Public School in The work paid off during the EdApp- communication and collaboration,” Toronto was particularly concerned Hack: one of the Charles Gordon teams adding that coding helps students take about one boy. His grades were fine, made it into the Top 25 with an app an active role in their own education. but he lacked motivation. So she focused on student mental health; and “The key words are ‘student voice’ looked for ways to spark his enthusiasm, the lessons in coding had a positive and ‘student choice.’ If students are and discovered he enjoyed building effect on the student Salsman was engaged in the inquiry process through and working on computers. trying to reach. their own thoughts and interests, the Salsman was offered an opportunity sky’s the limit for them.” to have her class participate in OBSERVATIONS: Salsman saw EdApp-Hack — a board-run competi- excitement sparked in other students, HELPFUL HINT: When you let your tion in which student teams develop too. One honed her Xcode capabilities students figure coding out for software applications. She set aside on her own time and became something themselves, they develop critical class time (about 2.5 hours a day) to let of a computer-coding mentor for skills such as communication, students learn Apple’s Xcode, a set of classmates, developing leadership problem-solving and resilience. PS computer programs that people can skills in the process. use to create apps for Macs, iPhones Salsman discovered ways to link The College’s professional advisory Use of Electronic Communication and Social Media and other Apple devices. The students computer coding to the math curricu- (oct-oeeo.ca/ecomm) guides members’

PHOTO: MATTHEW LITEPLO MATTHEW PHOTO: also took that time to work on data lum, getting students to program robots professional judgment in the use of technology.

December 2018 Professionally Speaking 45 MISSION VISION

The College regulates the teaching profession in Ontario To be trusted to regulate the teaching profession. in the public interest by setting and enforcing high ethical and professional standards for its members.

VALUE S

The Ontario College of Teachers commits to:

• protect the public interest; • sustainability; • quality, excellence and professionalism; • inclusivity and respect for diversity; and • honesty and integrity; • respectfulness and teamwork between the College • accountability and transparency; Council, staff and stakeholder community, each • efficiency, effectiveness and fiscal responsibility; respecting the other’s role.

STRATEGIC PRIORITIES OBJECTS

1. Broaden membership engagement in the work of The College has a duty to serve and protect the public the College, and in particular, engage members in interest by carrying out the following objects in the Ontario non-traditional settings, including retired teachers, College of Teachers Act: and First Nations, Métis and Inuit teachers. • regulate and govern Ontario teachers; 2. Develop strategies to facilitate the ongoing professional learning of members. • determine requirements for College membership; 3. Develop a comprehensive, long-term communication • accredit professional teacher education and plan that includes other regulators and leverages the development programs, and provide for members’ College’s website and other communication vehicles to: ongoing education; • inform the public about the objectives and • develop, provide and accredit programs leading to processes of self-regulation; additional Certificates of Qualification; • develop, among the public, an appreciation • issue, renew, amend, suspend, cancel, revoke and of the value of self-regulation; and reinstate Certificates of Qualification and Registration; • improve the transparency of the College. • set and enforce professional and ethical standards 4. Enhance Council and committee effectiveness and for College members; accountability through: • investigate and resolve complaints against College • professional development on good governance; members regarding allegations of professional • clarification of the appropriate roles of Council misconduct, incompetence and fitness members and staff; to practice; and • streamlining and improving Council’s processes; • communicate with the public on behalf of • identification, review and improvement of College members. committee practices; • implementation of formal accountability; • measurements; and • periodic third-party review. COLLEGE NEWS

Governing This section provides updates on licensing and qualification requirements, notification of Council resolutions and reports from various Council committees, Ourselves including reports on accreditation and discipline matters.

Listening to You

Teachers and parents are on the same Participants said advice on how to By better anticipating arising needs page: the quality of teaching and the accommodate students with special and forthcoming changes on the preparation of teachers are their top needs, how to deliver lessons that horizon, Ontario Certified Teachers and factors in determining future strategic resonate with a diverse classroom the public can both be better served. priorities for the College. and how to integrate technology in That is what they told the College the classroom are topics for the WHERE WE WENT during focus group sessions we held College to consider. The College led focus groups in last summer. The College conducted • Teachers who participated in the Kingston, Ottawa, Kitchener, London, these sessions with teachers and the focus groups said that they generally Timmins and Toronto. These cities public to gauge their opinions on a prefer reading a magazine in print were chosen to reflect different number of initiatives and communica- rather than in a digital format. geographical regions, demographics tion products. This included preferred • Overall, parents have misconceptions and languages. topics for future professional advi- about the role of the College. Many sories. A professional advisory is advice think it is a place that offers courses WHO WE ENGAGED offered by the College to its members for teachers. They also expressed Each focus group session brought to help guide a teacher’s practice. interest in learning more about the together nine to 16 participants, College’s role. randomly selected, from among WHAT TEACHERS AND PARENTS SAID: The feedback helps the College’s College members in good standing • We asked members of the public staff and governing Council act with and parents with children in the and the profession what professional increased efficiency. The College public education system. advice they feel teachers need most works in the public interest to set the Half the participants in Timmins from the College. standard for teaching in Ontario. and Ottawa were francophones. PS

Do you receive multiple Council copies of the magazine?

Meetings Many College members live

DECEMBER 2018 in multiple-member households. THE PUBLICATION OF THE At its September ONTARIO COLLEGE OF TEACHERS

If you prefer to receive only one copy DECEMBER 2018 THE PUBLICATION OF THE 27, 2018, special ONTARIO COLLEGE OF TEACHERS of Professionally Speaking per issue, meeting, Council: please log into your member account Worldly Perspectives International teachers share theirp.34 at oct.ca/members/services. Worldly experiences and observations p.34 from inside Ontario’s schools. • appointed Mary Ellen Perspectives International teachers share their experiences and observations from inside Ontario’s schools. Gucciardi, OCT, to the By using our new automated tool,

Michael Naicker, OCT vacant English-Language you’ll help save costs and reduce Roman Catholic Board your environmental footprint. Secondary position; Michael Naicker, OCT and Gerry O’Reilly, OCT, to the vacant Supervisory Officer position. PS

December 2018 Professionally Speaking 47 COLLEGE NEWS New Appointments Don’t forget to pay your 2019 fee

The annual member fee is due.

If your fee is not deducted through payroll, please make sure to pay the College directly. Protect your good standing status and preserve your ability to teach in an Ontario publicly funded school.

It’s easy. Mary Ellen Gucciardi, OCT Gerry O’Reilly, OCT Submit your fee: The Council welcomes new Council The Council welcomes new Council member Mary Ellen Gucciardi, OCT, member Gerry O’Reilly, OCT, who was • By debit or credit card who was appointed as of September 27, appointed as of September 27, 2018, to online at oct.ca 2018, to fill a vacancy in the English- fill a vacancy in the Supervisory Officer • Via your bank or Language Roman Catholic Board category. O’Reilly is a superintendent fi nancial institution Secondary category. of education with the Durham Catholic Use the seven-digit invoice Gucciardi is a secondary school District School Board. number we assigned to you teacher at the School Within a College During his 30-year career, he has a the last time you paid your dual credit program offered by the served as an elementary classroom annual member fee as your Dufferin-Peel Catholic District School teacher, vice-principal, principal, and, online account number. Board at Humber College. for the last five years, as a superintend- Please call us if you’ve A champion of marginalized students, ent. At the board, O’Reilly oversees forgotten or don’t have it. Gucciardi has co-designed and portfolios for Education Quality and • Via the College’s app delivered professional development Accountability Office testing, Managing • By phone at 416.961.8800 about Indigenous perspectives for Information for Student Achievement, (toll-free in Ontario at educators in collaboration with three School Effectiveness, Summer Learning 1.888.534.2222) school boards. Program and Tutors in the Classroom. Gucciardi has served as an English, He is also responsible for the board’s English as a Second Language, and Sharing of Excellence series, Leadership The deadline for alternative education teacher, a Development Framework, mentoring receipt of payment guidance counsellor and an academic Aspiring Leaders and the New Teachers consultant since starting with the Induction Program. is April 15, 2019. board in 1995. In addition, O’Reilly has helped to lead In addition, she has served as a board improvement planning, district project lead for curriculum resource review and support, and helped to development writing projects, a introduce and implement the board’s documentary producer, a Summer School Effectiveness Framework. He has Institute facilitator, and has led experi- been a Principal’s Qualification Program ential learning excursions to the Arctic. instructor, a volunteer with St. Vincent’s Certified to teach in Ontario in Kitchen and a soccer coach in Oshawa. 1996, Gucciardi holds a BA and a Certified to teach in Ontario in 1987, M.Sc. in education. PS O’Reilly holds a BA, B.Ed. and M.Ed. PS

48 Professionally Speaking December 2018 INVESTIGATION COMMITTE CASE STUDY

What Would You Do? Has your email address The College’s Investigation Committee considers all complaints made to the College about its members and reviews all information resulting from changed? investigations. The committee can dismiss a complaint or refer the matter, in whole or in part, to the Discipline or Fitness to Practise committees for a hearing. Update it today: The Investigation Committee may also caution or admonish the member in writing or in person, or provide written reminders or advice, or ratify a 1. Visit oct.ca Memorandum of Agreement reached through the complaint resolution process. 2. Click on “Members” in the By law, cases under investigation are confidential. For the education of menu bar to access your members, the following account, based on facts from real cases, raises important account (or register in the questions about teacher conduct, such as what is appropriate and what is not. Members section) Details have been altered to respect confidentiality. 3. Click on “Proﬁ le” in the right-hand menu 4. Update your email address This past summer, two Ontario doctors Martina acknowledged that she had were disciplined (oct-oeeo.ca/OMA) an intense argument with the teacher 5. Click “Save” at the bottom by their professional organization for but denied that she blocked her from of the page sending profane and abusive emails to leaving the hallway. the former head of the Ontario Medical She was suspended by her school It’s that easy! Association (OMA). board and was required to complete a Professional regulators have a duty course on respectful work environments. to the public to investigate complaints If you were a member of the Investi- about their members and to discipline gation Committee panel, what would them in matters where professional you have issued to these teachers: misconduct has occurred. • an admonishment in person The following case studies illustrate (most severe) the importance of using professional • a written admonishment judgment in all matters and at all • a written caution times when discussing professional • written advice Look for these colleagues or their work. • a written reminder (least severe) articles and CASE 1 The College received a complaint more in the regarding Eric, a high school teacher. THE OUTCOME next issue of It was alleged that Eric posted Case 1: Written admonishment personal opinions about a teacher The Investigation Committee panel Professionally on Facebook. He responded that his reviewed the parties’ submissions Speaking: comments were justified. and decided to admonish Eric in Eric had been previously counselled writing. The panel was concerned in the past regarding similar behaviour. that he posted inappropriate and • The Safe and As a result of the school board’s derogatory comments regarding Supportive investigation, he was disciplined for another member of the profession Classrooms Act, inappropriate professional conduct on a public social networking 2018 — what it and was suspended for six days. site viewed by members of means to you the community. CASE 2 • Results of our The College received a complaint about Case 2: 2018 Transition Martina, an elementary school teacher. Admonishment in person to Teaching survey It was alleged that she approached a The Investigation Committee panel of new teachers teacher in the school’s hallway and reviewed the parties’ submissions loudly berated her about a classroom and decided to admonish Martina • Annual professional management issue. When the teacher in person. The panel stated that the development attempted to leave, Martina allegedly nature of her behaviour was of supplement impeded her passage. Many witnessed extreme concern. PS the altercation.

December 2018 Professionally Speaking 49 CONNECT WITH YOUR COLLEGE Follow. View. Visit. Share.

oct-oeeo.ca/pi oct-oeeo.ca/fb oct-oeeo.ca/ig oct-oeeo.ca/li oct-oeeo.ca/yt oct-oeeo.ca/tw

OCT.CA

Find an AQ Extend Your Professional Knowledge

Ongoing professional learning is an integral part of teaching. Let our Find an AQ search engine be your guide to fi nding one that suits your needs. Search by provider or AQ name. With over 370 courses to choose from, selecting the right AQ to expand your subject knowledge or sharpen your classroom skills has never been easier.

Access Find an AQ through our website, oct.ca, or through the College’s mobile app — now available on tablet.

50 Professionally Speaking December 2018 HEARINGS Discipline Summaries Three-member panels of the Discipline before it to receive a reprimand. who was convicted of crimes related Committee conduct public hearings In addition, Bergin was directed to to sexual abuse. into cases of alleged incompetence or complete, at his own expense, a course Certified to teach in June 1975, professional misconduct. Panels are on professional boundaries. He needs to Campbell and his legal counsel did not composed of elected and appointed do so within 90 days of the order’s date. attend the hearing on April 20, 2018. Council members. The certificate of In its written decision, the panel While offering after-school assistance, a member found to be incompetent or stated, “Members of the profession are he repeatedly sexually assaulted two guilty of professional misconduct may expected to interact respectfully and male students. be revoked, suspended, and/or made professionally with their colleagues Campbell pleaded guilty to two subject to terms, conditions or limita- at all times.” counts of sexual assault in criminal tions. In findings of professional court and was sentenced to a 12-month misconduct, the committee may also MEMBER: Catherine Leslie custodial sentence on each count to be reprimand, admonish or counsel the Ann Campbell served concurrently. He was also made member, impose a fine, and order the REGISTRATION NO: 197469 subject to ancillary orders. member to pay costs. DECISION: Suspension, reprimand, The panel found Campbell guilty of Summaries of recent disciplinary conditions professional misconduct and ordered cases are published on the following A Discipline Committee panel suspended that his Certificate of Qualification pages. Copies of the full decisions the certificate of Catherine Leslie Ann and Registration be revoked. are available at oct.ca  Members  Campbell, a teacher employed by the In its decision, the panel stated, Complaints and Discipline  Decisions. York Region District School Board, for “Members of the profession hold a The College publishes professional inappropriate conduct. unique position of trust and authority advisories, available at oct-oeeo.ca/ Campbell repeatedly used excessive and the Member abused this position advisories, which are intended to or inappropriate physical force with in a reprehensible manner.” inform members’ professional judgment students. She also reacted with anger and practice. For more information and yelled at them. MEMBER: Kirk Rheal Joseph Charette about the Ethical Standards for the This matter was heard by the panel REGISTRATION NO: 524182 Teaching Profession, please visit on June 18, 2018. Campbell, who was DECISION: Suspension, reprimand, oct-oeeo.ca/ethical. certified to teach in June 1991, attended conditions the hearing with her legal counsel. A Discipline Committee panel MEMBER: Stephen John Bergin The Discipline Committee panel suspended the teaching certificate REGISTRATION NO: 184855 found her guilty of professional of Kirk Rheal Joseph Charette, DECISION: Suspension, reprimand, misconduct and ordered that her a teacher employed by the Conseil conditions teaching certificate be suspended for scolaire catholique Providence, A Discipline Committee panel sus- one month. She was directed to appear for demonstrating a pattern of pended the teaching certificate of before it to receive a reprimand. unco-operative, insubordinate Stephen John Bergin, a teacher The panel also ordered her to and unprofessional conduct. employed by the Ottawa-Carleton successfully complete, at her own This matter was heard by the panel District School Board, for unprofes- expense, a course on classroom on June 20, 2018. Charette, who was sional and inappropriate conduct. management and one on anger manage- certified to teach in February 2008, Bergin, who was certified to teach in ment. She needs to do so within 120 attended the hearing. He was June 1995, attended the hearing on June days of the date of the written decision. self-represented. 18, 2018, and had legal representation. In its written decision, the panel Charette was disrespectful and Bergin failed to maintain appropriate stated, “Members of the teaching inappropriate in his communications professional boundaries with his profession are expected to provide with colleagues. He sent insubor- co-worker when he asked her to follow students with a physically and dinate emails to board administrators him into a windowless storage room emotionally safe learning environment about his principal and his employer. and placed his hands on her shoulder at all times.” He also failed to attend school on and buttocks without her consent. the dates scheduled for his Teacher Bergin removed his hands and apolo- MEMBER: Daniel Enoch Campbell Performance Appraisal. This was gized when the co-worker said “no.” REGISTRATION NO: 217710 concerning given the number of The Discipline Committee panel DECISION: Revocation shortcomings that he demonstrated in found him guilty of professional A Discipline Committee panel revoked various areas of his teaching practice. misconduct. The panel ordered that the teaching certificate of Daniel His misconduct was serious and his teaching certificate be suspended Enoch Campbell, a former teacher repeated, despite numerous inter- for two months and that he appear with the Toronto District School Board, ventions and warnings by his board.

December 2018 Professionally Speaking 51 HEARINGS

The Discipline Committee panel respect or moral regard for his students. DECISION: Suspension, reprimand, found Charette guilty of professional The Member exploited his position of conditions misconduct and ordered that his authority as a teacher to gain intimacy A Discipline Committee panel sus- teaching certificate be suspended for with students, and, ultimately, to pended the certificate of Jennifer six months. He was directed to appear sexually abuse a student.” Green-Johnson, a teacher employed before it to receive a reprimand. by the Grand Erie District School The panel also ordered him to MEMBER: Stephen John Emrich Board, for a pattern of making rude successfully complete, at his own REGISTRATION NO: 269548 and insensitive comments to students expense, two courses: a course on DECISION: Suspension, reprimand, and for her physically abusive conduct boundary issues as they relate to conditions, undertaking toward a student. interactions with peers and super- A Discipline Committee panel sus- Green-Johnson, who was certified visors, and an Additional Qualification pended the certificate of Stephen to teach in June 1996, attended the course covering lesson planning, John Emrich for dishonest conduct. hearing on June 4, 2018, and had legal student assessment and evaluation. Emrich made a number of false representation. He needs to do so prior to starting a declarations when he submitted an She made numerous disparaging teaching position or any position for online application for certification and inappropriate comments to which a Certificate of Qualification through the College’s website. students and slapped a student. and Registration is required. Among other things, he did not Green-Johnson has a history of The panel also ordered Charette to declare that his teaching credentials engaging in similar conduct, for which inform the College 30 days prior to had been revoked by the California she was disciplined by the College. returning to any teaching position and Commission on Teacher Credentialing, The Discipline Committee panel to provide the College with a copy of his or that he had been previously charged found her guilty of professional next Teacher Performance Appraisal, with four criminal offences in Arizona. misconduct. It ordered that her which will help it to properly monitor This matter was heard by the panel on teaching certificate be suspended for Charette’s progress, should he return June 15, 2018. Emrich, who was certified two months and that she appear before to the teaching profession. to teach in May 2016, did not attend the the panel to receive a reprimand. In its written decision, the panel hearing. He was self-represented. In addition, Green-Johnson was stated, “Members of the teaching The Discipline Committee panel found directed to complete, at her own profession are expected to promote him guilty of professional misconduct expense, courses on boundaries and and participate in the creation of and ordered that his teaching certifi- boundary violation issues, and anger collaborative, safe and supportive cate be suspended for three months. management. She was directed to do learning communities.” He was directed to appear before it to so within 90 days of the order’s date. receive a reprimand. The panel also In its written decision, the panel MEMBER: Sean Michael Douglas ordered him to successfully complete, at stated, “Members are expected to REGISTRATION NO: 500902 his own expense, a course on profession- provide students with a physically DECISION: Revocation al ethics. He needs to do so prior to start- and emotionally safe learning A Discipline Committee panel revoked ing or returning to any teaching position environment; they must not make the certificate of Sean Michael Douglas, or any position requiring a Certificate hurtful and demeaning comments a former teacher at the York Region of Qualification and Registration. to students.” District School Board. Emrich must also provide a written Douglas repeatedly engaged in report from a medical specialist MEMBER: Spiro Grima intimate interactions with students confirming to the College’s Registrar REGISTRATION NO: 283720 and sexually abused a student. that he is not a risk to students. DECISION: Suspension, reprimand, Certified to teach in July 2006, In its written decision, the panel conditions Douglas did not attend the hearings stated, “Self-regulation is a privilege A Discipline Committee panel suspended on November 8 and 9, 2016, nor was imparted to professions that are the certificate of Spiro Grima, a teacher he represented by legal counsel. competent to govern themselves. employed by the Thames Valley District The Discipline Committee panel When members deal dishonestly School Board, for inappropriate physical found him guilty of professional with the College, they undermine contact. He also failed to maintain misconduct and ordered that his the College’s ability to fulfil its appropriate professional boundaries. Certificate of Qualification and public interest mandate.” On multiple occasions, Grima signed Registration be revoked. a student out of class, drove her home In its decision, the panel stated, MEMBER: Jennifer Elizabeth and took her out to have coffee and/or “Through his boundary violations and Green-Johnson lunch. He also kissed students on the sexual abuse, the Member failed to show REGISTRATION NO: 187439 cheek or forehead and hugged them.

52 Professionally Speaking December 2018 HEARINGS

This matter was heard by the panel on In its decision, the panel stated, MEMBER: Ronnie Joseph Odjig April 23, 2018. Grima, who was certified “There is no place in the profession for REGISTRATION NO: 162470 to teach in June 1995, attended the members who sexually abuse students. DECISION: Suspension, reprimand, hearing. He had legal representation. The public expects that children will be conditions The Discipline Committee panel safe when they are at school.” The panel A Discipline Committee panel sus- found him guilty of professional added, “The Member’s conduct under- pended the teaching certificate of misconduct and ordered that his mined the reputation of the teaching College member Ronnie Joseph Odjig teaching certificate be suspended for profession and will not be tolerated.” for a concerning pattern of behaviour. three months. He was directed to He made disrespectful comments to appear before it to receive a reprimand. MEMBER: Lisa Ann Millson, OCT students and made inappropriate and The panel also ordered him to REGISTRATION NO: 472809 demeaning comments to colleagues. successfully complete, at his own DECISION: Reprimand, conditions Odjig, who was certified to teach in expense, a course on boundary A Discipline Committee panel repri- June 1987, attended the hearings on violations. He needs to do so within manded Lisa Ann Millson, a teacher May 15, 16 and 17, 2017, and April 27, 120 days after the order. employed by the Upper Canada District 2018. He was self-represented. In its written decision, the panel School Board, for fraudulent conduct. The panel heard that he made stated, “It is not appropriate for Millson, who was certified to teach disrespectful comments to a student members to hug or kiss students. The in January 2004, attended the public about her weight. He failed to maintain Member also exercised poor profes- hearing via video conference on April appropriate boundaries with students. sional judgment by taking a student out 25, 2018. She was represented by He made them feel uncomfortable for lunch or coffee and driving her legal counsel. through his inappropriate comments. home on multiple occasions.” The panel found that she acted He pinched a student’s cheeks and he dishonestly and unethically by filing false sexually harassed colleagues. MEMBER: Terrence Phillip Magill benefit claims with her board’s benefit The Discipline Committee panel REGISTRATION NO: 178208 provider in the amount of $3,368.47. found Odjig guilty of professional DECISION: Revocation She also failed to provide the board with misconduct and ordered that his A Discipline Committee panel revoked information about her upcoming court certificate be suspended for three the teaching certificate of Terrence dates, as she was directed to do, and months. He was directed to appear Phillip Magill, a former teacher with falsely claimed a sick leave absence before it to receive a reprimand. the Toronto Catholic District School when she was in court. In addition, he was directed to Board, for physically and sexually She pleaded guilty and was found complete a course of instruction, at his abusing a student. guilty of fraud under $5,000 in a own expense, regarding professional Certified to teach in June 1984, criminal court. boundaries and boundary violations. Magill represented himself and did not She received a conditional discharge He needs to do so prior to returning to attend the hearing on April 11, 2018. and was placed on probation for teaching or any position for which a Magill kissed a student on the 12 months. She made full restitution of Certificate of Qualification and forehead, hugged her and touched the amount owing. She was also ordered Registration is required. her breasts. He did so several times. to complete 20 hours of community In its written decision, the panel He also texted her and showed up at service, in addition to the 80 hours of stated, “As an experienced educator, places he knew she would be when community service she had already the Member should have known she no longer attended the school completed prior to her sentencing. the difference between joking and where he taught. The Discipline Committee panel harassment, and the Committee He pleaded not guilty to one count ordered that she appear before is concerned that he did not.” of sexual exploitation, but guilty it following the hearing to receive to the lesser included offence of a reprimand. MEMBER: Espedito Ezio Quaglia, OCT assault, in a criminal court. He She was also directed to complete, REGISTRATION NO: 196821 received a conditional discharge at her own expense, a course on ethical DECISION: Reprimand, conditions and was placed on probation for practice. She needs to do so within 90 A Discipline Committee panel repri- 12 months. Two other counts of days of the date of the written decision. manded Espedito Ezio Quaglia, a sexual exploitation were withdrawn In its written decision, the panel teacher employed by the Greater at the request of the Crown. stated, “Although the Member’s conduct Essex County District School Board, The panel found Magill guilty of did not directly involve students, it has for failing to fulfil his duty to report to professional misconduct and ordered undermined the public’s confidence in the Children’s Aid Society (CAS). that his Certificate of Qualification teachers and tarnished the reputation Quaglia, who was certified to teach and Registration be revoked. of the teaching profession.” in June 1989, attended the hearing on

December 2018 Professionally Speaking 53 I am an Ontario Certiﬁ ed Teacher

Only qualifi ed, certifi ed teachers who are members of the Ontario College of Teachers can use the professional designation OCT: Ontario Certifi ed Teacher.

The abbreviation signifi es that the member belongs to Ontario’s regulated teaching profession and is guided by the standards of practice and the ethical standards for our profession.

OCT: The Mark of Professionalism in Teaching.

Kim Kondo, OCT

To learn more, visit oct.ca HEARINGS

April 20, 2018. He was represented Sexual encounters took place at MEMBER: Rachel Atim Vandenberg by legal counsel. school and at his home. REGISTRATION NO: 201074 During a CAS investigation, a student He also convinced her that she needed DECISION: Suspension, reprimand, advised that she had disclosed to to go along with a “cover story” that she conditions Quaglia that she was being abused by was romantically involved with his son. A Discipline Committee panel her father. Before the investigation, St Louis did so in order to continue his suspended the certificate of Rachel Quaglia knew of the alleged physical sexual relationship with her. Atim Vandenberg, a teacher employed abuse and tried to mediate the situation This ruse was psychologically by the Waterloo Region District School with the student’s parents. However, abusive to her as she was told to Board, for her pattern of unprofessional he did not report it to the CAS. deceive peers and teachers at the behaviour toward students, parents On May 11, 2015, in the Ontario Court school, and her parents. and colleagues. of Justice, the Member pleaded guilty The Discipline Committee panel Vandenberg repeatedly used a harsh and was convicted of failing to report found him guilty of professional or raised tone of voice, causing some of a child in need of protection, pursuant misconduct and directed the Registrar her students to feel belittled in front of to Section 72 of the Child and Family to revoke his Certificate of Qualification their peers, and frightened, intimidated Services Act. The Member was ordered and Registration. and anxious about attending class. to pay a $250 fine. The panel also directed that he She also made condescending, rude The Discipline Committee panel receive a reprimand. and sarcastic comments to colleagues, ordered that he appear before it to In its written decision, the panel the school’s principal and parents, receive a reprimand. stated that St Louis’s conduct “eroded demonstrating a lack of respect He was also directed to complete, the public’s trust and confidence in the that reflects poorly on the teaching at his own expense, a course on profes- teaching profession. The Committee profession as a whole. sional boundaries, including instruction was struck by the Member’s total lack This matter was heard by the panel on the duty to report to the CAS. of personal and professional judgment, on February 21, 2018. Vandenberg, who In its written decision, the as well as his disregard for clearly was certified to teach in June 1996, did panel stated that, “Members of articulated boundaries on relationships not attend the hearing and did not have the teaching profession have a legal between teachers and students.” legal representation. and ethical duty to report to the CAS The Discipline Committee panel found when they have reasonable grounds MEMBER: Nicholas Stephen Stodola, OCT her guilty of professional misconduct to suspect that a child is in need of REGISTRATION NO: 490284 and ordered that her teaching certificate or may need protection.” The panel DECISION: Reprimand, conditions be suspended for one month. She was also outlined several key elements A Discipline Committee panel repri- directed to appear before it to receive relating to the duty to report as set manded Nicholas Stephen Stodola, a reprimand. She needs to do so within out in the College’s professional a teacher employed by the Toronto 120 days of the order’s date. advisory Duty to Report. District School Board, for aggressive The panel also ordered her to behaviour toward students. successfully complete, at her own MEMBER: Robert Alexander St Louis This matter was heard by the panel on expense, two courses on classroom REGISTRATION NO: 185567 April 25, 2018. Stodola, who was certified management and sensitivity training. DECISION: Revocation, reprimand to teach in June 2005, attended the She needs to do so prior to starting or A Discipline Committee panel revoked hearing with his legal counsel. returning to teaching or any position the Certificate of Qualification and Stodola yelled at a student in a requiring a teaching certificate. Registration of Robert Alexander St threatening manner and grabbed In its written decision, the panel Louis, a former teacher employed by students by their clothes. stated, “The Member’s pattern of the District School Board of Niagara, The Discipline Committee panel found unprofessional behaviour towards for engaging in a sexual relationship him guilty of professional misconduct students, parents, colleagues, with a female student over a period of and directed him to appear before it to including a custodian, a school a year and a half. receive a reprimand. secretary and her principal, demon- Neither St Louis nor his legal counsel It also ordered him to successfully strated a significant lack of awareness attended the hearing on April 18, 2017. complete, at his own expense, a course and an unwillingness to accept Certified to teach in August 1988, in classroom management. He must do responsibility for her misconduct St Louis engaged in a pattern of so within 120 days of the panel’s order. and its impact on others.” PS escalating sexual activity with the In its written decision, the panel student, beginning with kissing and stated, “It is unacceptable for teachers Copies of the full decisions are holding hands, to oral sex, and to behave in a rough or aggressive available at oct-oeeo.ca/decisions. eventually intercourse and anal sex. manner with students.”

December 2018 Professionally Speaking 55 FINAL EXAM Rebel by Design Tommy Smythe discusses compassion and courage during his formative years, both of which helped lay the foundation for his design and TV career.

BY LAURA BICKLE

• Born in Toronto on July 11, 1970 • His great-grandfather was hockey icon Conn Smythe, owner of the Toronto Maple Leafs (1927–61); the NHL’s most valuable playoffs player award is named after him • Attended Buttonwood Hill PS until Grade 4 & Upper Canada College until Grade 9; went to Jarvis CI in Grade 10 & then Annex Village Campus HS for Grades 11 & 12 [all in Toronto] • Lived in Sacramento, Calif., for a year, where he attended Sacramento City College; returned to Toronto to finish high school at the School of Liberal Arts • Lived in England, working as a production secretary for a TV production company (1991–93) • Apprenticed at interior design store L’Atelier in Toronto (1996–2001), which he credits as his design education • Joined Sarah Richardson Design (2002); co-starred with designer Sarah Richardson in several TV shows • Contributing editor at House & Home magazine • TV host of Tommy Takes Us and Where to I Do? • Volunteers for Toronto Public Library Foundation; participates in fundraising and social media campaigns

Describe yourself in grade school. Harvey Milk. Anyone who was and is As a student, what career path Small. Courageous. Curious. courageous; it’s the most useful and did you dream of following? attractive quality. Architecture. But I was told I couldn’t Describe yourself in high school? pursue it because of my lack of math Rebellious. Lost. Found. Fun. Qualities you appreciated in a teacher? skills. It killed my spirit but now I work Patience, compassion, humour and with some of the best architects in What was your favourite subject? generosity. North America. Art. It was the only thing that I received praise for in elementary school. Any favourite fictional teachers? What natural gift did you wish Lydia Grant [played by Debbie Allen] you possessed? And now? Favourite literary pieces studied? in Fame; Gabe Kotter [Gabe Kaplan] Math skills! Now, I wish I could sing. Catcher in the Rye, and Play It as It Lays in Welcome Back, Kotter; and Jean Brodie by Joan Didion — that book changed me. [Maggie Smith] in The Prime of If you could create a new course, Miss Jean Brodie. which would you choose? What would you have liked to have How to do your taxes. been taught in school but weren’t? Fondest school-related memory? That the things that make me different When June Callwood spoke at my Best advice given while at school? were the things that would give me high school about recognizing kindness; My best friend’s dad [comedic actor entree into everything I wanted in life. it changed my view on life. I wanted to Don Harron of Hee Haw] saw that I was serve and it led to me volunteering at struggling in high school and told me Did you have any non-fiction heroes? Casey House [HIV/AIDS hospice that that my otherness would become my

Eleanor Roosevelt. Greek philosophers. journalist/activist Callwood co-founded]. greatest strength. PS GRAYDON MICHAEL PHOTO:

56 Professionally Speaking December 2018 Are you retirement ready? Here are some thoughts and tips to get you started…

Studies show that Socialize socially active retirees are not only happier, Leaving the workforce means leaving they’re healthier – a part of your social circle behind. both mentally and So get out there and stay sharp! physically. 1

Get your finances in order Plan ahead!

Think beyond savings and annuities. Insurance coverage, Saving for retirement is a journey. the relative benefits of renting or owning, income tax, It’s never too early to start or too late the need (or desire) to work part time… Today’s good to course correct. RTO/ERO has a wealth decisions pave the way for tomorrow’s small victories. of resources to help you get planning.

$184,000 $750,000 Only 1 in 10 Canadians has a detailed retirement plan. 3 is the average amount is the average amount Canadians have saved in personal savings for retirement.2 they think they’ll need for retirement.

Our workshops get rave reviews

“My husband and I have been retired for two weeks and loving this new stage in life. We appreciate the information and guidance we receive through RTO/ERO.” — Jo-Ann

“RTO/ERO provides a wealth of financial information to ensure that we are Sign up for a able to access pensions available from all levels of government and helps with planning everything from daily budgets to once-in-a-lifetime travel.” FREE retirement — Gordon planning workshop “I attended a few RTO/ERO retirement planning seminars before I retired, and near you. I knew that being part of this organization was the right thing to do. I’ve told all my former colleagues to sign up when it’s their turn to retire!” — Carolyn rto-ero.org/retirement-planning

1 Parker-Pope, Tara. “Socializing Appears to Delay Memory Problems.” The New York Times. June 04, 2008. https://well.blogs.nytimes.com/2008/06/04/ socializing-appears-to-delay-memory-problems/.

2 “Are RRSPs Still the Way to Go? Many Canadians Aren’t Sure and Don’t Seek Advice: CIBC Poll.” CIBC Media Centre. http://cibc.mediaroom.com/2018-01- 25-Are-RRSPs-still-the-way-to-go-Many-Canadians-arent-sure-and-dont-seek-advice-CIBC-poll.

3 Chevreau, Jonathan. “The magic number for retirement savings is $756,000, according to poll of Canadians.” Financial Post. https://business.financialpost. com/personal-finance/the-magic-number-for-retirement-savings-is-756000-according-to-poll-of-canadians

Untitled-2 1 11/5/18 12:11 PM Ontario Certified Teachers Let us help you find the right insurance coverage Get the right insurance protection for you, complete with group savings, exceptional coverage and service, competitive rates and our unique, no-obligation Claims Guarantee. Save up to 40%* when you get an Auto and Home insurance quote! Call us or get an online quote today for your chance to win one of five $5,000 grand prizes!† Already a client? You’re automatically entered!

1-800-387-1963 | www.oct.ca/memberperks

Connect with us

This group insurance program is only available through our Contact Centre and website. The Co-operators® used under license from The Co-operators Group Limited. Group auto and home products underwritten by COSECO Insurance Company and administered by HB Group Insurance Management Ltd, member companies of The Co-operators Group Limited. Discounts, coverage and eligibility vary by province. Auto insurance not available in British Columbia, Manitoba and Saskatchewan. *Group members may save up to 40% once all discounts have been calculated. This percentage is based on COSECO base rates for customers resident in Ontario and Quebec. Total available discounts, insurance coverage and eligibility may vary by province. †No purchase necessary. For complete contest rules and regulations, visit www.cooperatorsgroupinsurance.ca or write to Group Marketing, 5600 Cancross Court, Mississauga, ON L5R 3E9. Contest closes December 31, 2018. The Co-operators is committed to protecting the privacy, confidentiality, accuracy and security of the personal information collected, used, retained and disclosed in the course of conducting business. To learn more, visit cooperatorsgroupinsurance.ca. HBG603 (07/18)