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UPFRONT GOVERNING OURSELVES 7 AT THE COLLEGE 53 Seventh College Council Election Results/Council 9 FROM THE CHAIR Meetings/College News/Appointments/Investigation 11 REGISTRAR’S REPORT Committee Case Study/Hearings 12 LETTERS TO THE EDITOR 15 CONNECTIONS FEATURES In Your Profession; In Your Classroom; Tools of the Trade — 10 ways to promote learning 32 GAMES ON with photography. Three OCTs taking part in this summer’s Pan Am and Parapan Am Games discuss their experiences DEPARTMENTS leading up to these events and how sports helps 24 GREAT TEACHING inform their professional practice in the classroom. Sylvia Duckworth, OCT, turns the classic approach to 38 PANTASTIC! language learning on its head, and sees big success The Pan Am ILLUSTRATION: LEEANDRA ILLUSTRATION: CIANCI 28 REMARKABLE TEACHER and Parapan Am MasterChef Canada’s Alvin Leung dishes on the Games will teacher who helped him substitute his shyness for bring 7,600 a savoury sense of humour. athletes from 41 countries 72 FINAL EXAM to Toronto and CBC sportscaster Scott Russell comments on the neigbouring locales. role sports play in the school of life. The Games mirror the cultural diversity RESOURCES within Ontario’s teaching 47 REVIEWS profession. Meet 20 OCTs IQ/Examining the Evidence/Someone Really Oughta from 20 Pan Am nations. Tell You/War Brothers/Soldier Doll 50 TECH CLASS Math teacher Jacopo Stifani, OCT, uses tech to reduce marking time and provide feedback on tests. PHOTO: MARKIANPHOTO: LOZOWCHUK; HAIR MAKEUP:& BUFFY SHIELDS, JUDY INC.;

June 2015 | Professionally Speaking 3 YOU PLAN THE TRIP, JUNE 2015 WE PAY THE TRAVEL! Editorial Board Christine Bellini, OCT (Chair); Jean-Luc Bernard, OCT; Marie-Louise Chartrand; Myreille Loubert, OCT (Vice-chair); Kara Smith, OCT Publisher exchangeIdeas, cultures, and languages Richard Lewko Editor-in-Chief William Powell Managing Editor INSPIRE Kristin Doucet A generation of youth to change their world Senior Editor Leata Lekushoff Contributing Editor empower Véronique Ponce Young Canadians through travel and experiences Copy Editor Geri Savits-Fine Reviews Wendy Harris Translation Thomas Brouard, Julie Fournel, Loïc Magnier Contributors Gabrielle Barkany, OCT; Serge Brideau, OCT; Francine Dutrisac, OCT; Brian Jamieson; Joanne Knight, OCT; Alexandra Madolciu, OCT; SEVEC IS SUPPORTED BY: TO START YOUR JOURNEY Stephanie McLean; Liz Papadopoulos, OCT; Wyley Powell; CONTACT US TODAY! Michael Salvatori, OCT; Patrick Winter; Simon Young; Olivia Yu 1-800-38-SEVEC Circulation sevec.ca/info/ Kerry Walford Art Direction, Design and Production Studio 141 Inc: Dave Curcio (President and Creative Director); Greg Hall (Contributing Art Director); Marlo Biasutti (Graphic Designer) nneth R. W nneth R. W nneth R. W nneth R. W nneth R. W nneth R. W Ke ilso Ke ilso Ke ilso Ke ilso Ke ilso Ke ilso rix n rix n rix n rix n rix n rix n P 20 P 20 P 20 P 20 P 20 P 20 s 1 s 1 s 1 s 1 s 1 s 1 e 4 e 4 e 4 e 4 e 4 e 4 L L Médaille L Médaille L Magazine L Magazine L Site Web L L L L L L

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B B B B B B u u u u u DEVELOPMENT u CONTINUING LEGAL EDUCATION Professionally Speaking is published quarterly by the Ontario College of Teachers to inform its members about the activities and decisions of the College. The UPCOMING PROGRAMS FOR magazine provides a forum for discussion of issues relevant to the future of teaching and learning, teachers’ professional learning and standards of practice. EDUCATION PROFESSIONALS The views expressed in the articles are those of the authors and do not necessarily represent the ofﬁcial position of the College. Reproduction, in whole or in part, of articles from this issue of Professionally 10th Annual Speaking is encouraged. Please credit the Ontario College of Teachers and

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Members The College is the self-regulating Stefanie Achkewich, OCT; Alexander (Sandy) Bass, OCT; Evie Basztyk- professional body for Ontario teachers. Benishek, OCT; Christine Bellini, OCT; Jean-Luc Bernard, OCT; Shabnum Budhwani; Marie-Louise Chartrand; Monique Châteauvert; Merzak Damou, Membership is open to anyone qualiﬁed OCT; Irene Dembek, OCT; Angela De Palma, OCT; Gale Dores, OCT; to teach in the province and required to Elizabeth Edgar-Webkamigad; Dobi-Dawn Frenette; Robert Gagné; E. Clyde Glasgow; Jacqueline Gray, OCT; Godwin Ifedi; maintain an Ontario teaching certiﬁcate. Allyn Janicki, OCT; Matthew Kavanagh, OCT; Monique Lapalme Arseneault; Shanlee Linton, OCT; Myreille Loubert, OCT; Mary Lou Mackie, OCT; The College is trusted to regulate the teaching profession Adannaya Nwaogu, OCT; Terry Price, OCT; Vicki Shannon, OCT; by setting standards of practice and accrediting teacher Louis Sloan, OCT; Kara Smith, OCT; Demetri Vacratsis, OCT; education programs. Wes Vickers, OCT; Ronna Warsh; Marie-Claude Yaacov Registrar The College also sets the requirements for entry Michael Salvatori, OCT into the profession, investigates complaints involving Deputy Registrar members and takes appropriate disciplinary action. Joe Jamieson, OCT

Directors Chantal Bélisle, OCT, Investigations and Hearings Richard Lewko, Corporate and Council Services Michelle Longlade, OCT, Standards of Practice and Accreditation Linda Zaks-Walker, OCT, Membership Services

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6 Professionally Speaking | June 2015 PHOTOS: ONTARIO COLLEGE OF TEACHERS DANISH DELEGATION AND URUGUAY DELEGATION; MARC FOWLER OTTAWA BABY SHOW ommended the establishment of the College 20 yearsago. 20 ommended theestablishmentofCollege mandatewhenitrec- commission envisionedtheCollege’s thepublicinterest,which ishow serving the the College Glazesaidshewaspleasedtosee a visittotheCollege. on Learning, accompanies agroupofDanishprincipalson Avis Glaze,formercommissioneroftheRoyal Commission Visit www.pizzapizza.ca for more information. • FinancialNeed • Physical &Intellectual Disabilities • Community Involvement • Athletics Academic Excellence combined with: Pizza awards scholarshipsfor SCHOLARSHIP PROGRAM SCHOOL LUNCH PROGRAM Qualifications. tion programandAdditional enhanced teacher educa- and hearingsprocess,Ontario’s College’s mandate,investigations Toronto officetolearnaboutthe these countriesgatheredatthe and school administratorsfrom Uruguay. Directorsofeducation from Denmark,Swedenand hosted visitingdelegations In March andApril,theCollege VISITING DELEGATIONS VISITING 2015-2016 EARN MORE DOUGH WITHCLUB 11-11! • theschoolyear, orwiththefirst order. • Club11-11 card. Redeem doughonthe11thorder!* • Visit www.pizzapizza.ca to register. Card must beregistered to earndough. Each schoolwillbegiven 1card at thestart of Earn 10%doughoneachschoollunchorder, onyour members ofthevisitingdelegationfromUruguay. ChairLizPapadopoulos(centre)speakswith Council College *O er subjectto change. Fullterms at www.pizzapizza.ca

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PLANNING FOR SUCCESS Creating a legacy for future leadership

BY LIZ PAPADOPOULOS, OCT

s you reach your final month with your students, (ABQs) programs are aligned with the profession’s standards. you will, no doubt, take time to reflect on how your The committee’s work protects the public interest by ensuring A practice has affected them. that Ontario faculties of education are turning out teachers As teachers, we teach ideals and ethics and facilitate skills who are well prepared to meet the needs of today’s students. development in our students so that they can continue to Likewise, the Investigation, Discipline and Fitness to succeed when they are no longer in our class. Practise committees are doing their part to protect the public In a similar vein, succession planning is important to the interest, working hard to deal with complaints. At the intake success of an organization. The Chair of Council has an level, staff are educated in how to use a screening tool to important role to play in the development of her or his suc- determine which complaints belong at the College. cessor. Succession planning ensures that the required skills The College’s communication strategy, guided by are developed so that when a leader has vacated a position, Council’s set of principles, will help to ensure complaints for whatever reason, there is a cadre of people who can take that come to it are not misplaced. It aims to educate the the lead in a seamless manner. public and our members about who the College is and that In 2009, I began my first term as Chair with some specific its mandate is to regulate the teaching profession in the goals in mind. By 2012, in my second and final term as Chair public interest. of Council, my professional development in the area of gov- Future registrants to the College will continue to find ernance helped Council to establish a legacy for the College. fair and reasonable processes when applying and, where Shared leadership helps to fuel growth in an organization. necessary, for satisfying conditions that may be placed on a As such, effective governance was a priority for Council Certificate of Qualification and Registration. members. The recent refinement of our Professional Learning Council established a Governance Committee that, during Framework assures members of the profession and the public the seventh Council, will adopt a new guideline for future that ongoing professional learning is a foundational element Councils. The Governance Committee will be tasked with of who we are as a profession. It articulates how teachers are the responsibility, among others, to advise Council on issues guided by the Standards of Practice for the Teaching Profession pertaining to Council effectiveness and committee member- and the Ethical Standards for the Teaching Profession, and is ship. When elections eliminate incumbents, and appointed linked to the Foundations of Professional Practice. and elected members’ terms conclude, the legacy of good Just as you reflect and refine your practice, so too must governance will continue at the Ontario College of Teachers. the College. It is appropriate for Council to establish priorities for an I would like to take this opportunity to thank all the organization and for staff to set the objectives in motion. people with whom I’ve worked who made this term such The outgoing Council, with the support and assistance of a success. Their dedication to the protection of the public our staff, has left the College in a healthy financial position interest is to be commended. for its successors. Maintaining financial stability is critical May you all have a fantastic summer — reflecting, growing, considering the estimated reduction of new College registrants learning and, perhaps, even teaching. I can’t wait to see what for 2016 (and beyond) that the enhanced teacher education the seventh Council will tackle over the next three years! program will bring. The Accreditation Committee will be trained and poised to ensure that the initial teacher education Additional Qualifications (AQs) and Additional Basic Qualifications PHOTO: MATTHEW PLEXMAN MATTHEW PHOTO:

June 2015 | Professionally Speaking 9 Professionally Speaking | March 2014

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WHAT’S NEXT BY MICHAEL SALVATORI, OCT

“After all, tomorrow is another day.”

his closing line from both the book and the film Gone With the Wind, conveys hope, optimism and T promise. I am not sure that Margaret Mitchell was thinking about the end of the school year when she penned it, but at this time of the year, I find myself thinking about the next “day.” June is a time for reflection on the year gone past, as well as a chance to think ahead to the summer months and the professional learning opportunities available that will allow us to continue to improve and enhance our practice. The possibilities for professional development are endless: we can participate in a summer institute organized by our school board, register for a workshop offered by our association or federation, or take a course The end of the school year is to acquire an Additional Qualification (AQ). also a time for self-examination; When you commit to continuous professional learning, you earn public trust. Simple as that. Before the end of a time to look back and ask the month, take the time to recognize the many successes ourselves, How did I deepen in the year and to celebrate learning with your students. Demonstrate that you’re committed to your own learning. my professional knowledge “Find an AQ” is a valuable search tool to help you meet this year? How did research your learning objectives. The College website provides you with this resource to help you easily identify a course lead- enrich my professional practice? ing to an Additional Qualiﬁcation. All you need to do is insert one or two keywords that correspond to your area of helping you find the right AQ, your professional regulatory interest (for example, “special education,” “ technology” or body provides you with resources that are designed to help “reading”). If an AQ exists on the topic, the course name, you achieve this goal. Just go to “Resources” in the Members guideline and approved providers will appear. section of oct.ca. The end of the school year is also a time for self-exam- Teachers will often use the “exit ticket” system to determine ination; a time to look back and ask ourselves, How did what students learned from a lesson. Before they leave the I deepen my professional knowledge this year? How did classroom, students are asked to write down, on a ticket, one research enrich my professional practice? or two aspects of a lesson that made an impression on them. By taking the time to look back at your year, question What are you going to write on your exit ticket this year? PS and engage in a dialogue with others about your commitment to ongoing professional learning, you strive to improve — and that is commendable. In addition to PHOTOS: MATTHEW PLEXMAN MATTHEW PHOTOS:

June 2015 | Professionally Speaking 11

D14_EntripyCustomClothing.indd 1 4/28/15 11:15 AM to the editor lettersProfessionally Speaking welcomes letters and articles on topics of interest to teachers. We reserve the right to edit letters for length and to conform to our publication style. To be considered for publication, letters must provide the writer’s daytime phone number and registration number. Address letters to: The Editor, Professionally Speaking at [email protected] or 101 Bloor St. W., Toronto, ON M5S 0A1.

Overseas Experience Matters I have just read your and demonstrate this to their September 2014 issue and students. All the teachers I work found it interesting. Letters with are College-certiﬁed, and

Elisa Graceffa, OCT, shares her experiences of teaching in Tanzania. to the editor express concern PASSPORT they are building some impres- at the fact that Ontario has TO LEARNING sive experiences, taking students OCTs are packing up their lesson plans and heading overseas, gaining more than just professional experience along the way. continued for years to over- BY LISA VAN DE GEYN on week-long trips out of the

f you can picture a tiny, overcrowded classroom with concrete floors, bare walls, scratched-up chalkboards and windows without glass or screens, then you have supply the teacher training Ia clear idea of where Elisa Graceffa, OCT, last taught. Needless to say, this country, engaging in training unadorned and austere classroom — bustling with eager students in threadbare uniforms — is far from her hometown of Belle River, Ont. It’s in the Singida region of Tanzania, where the young, enthusiastic teacher recently spent her days working with 40 to 80 students (ages five to 14) and her nights tutoring, delivering supplies, feeding programs with students, the hungry and repairing buildings. and certification courses and Singida is both literally and figuratively thousands of kilometres away from the University of Windsor faculty of education where Graceffa did her practicum in 2012. Those classrooms were palatial in comparison. Staples that we expect to have access to in Canadian schools — such as desks, chairs, Smart Boards, notebooks, iPads, art resulting in many well-trained supplies, dictionaries, even electricity and running water — are considered luxuries for doing intensive work helping those teaching in the developing world. There are plenty of reasons to work in another country. Some teachers hope to learn a new language and explore a new culture. Others may look beyond Ontario’s borders when they can’t find the job of their dreams — or any job in their field — on home soil. teachers without work. On the The number of teachers who have picked up their passports and packed up their people who are less fortunate. degrees to work abroad has increased over the last several years. The teaching profession in Ontario — and in many of our other provinces — is oversaturated. According to Professionally Speaking’s 2013 Transition to Teaching report, the rate of unemployed first-year teachers is growing at a rapid pace — it now stands at 38 per cent, compared other hand, regulation does with a mere seven per cent just five years ago. Fewer than 30 per cent of teachers find These teachers’ experience the job they want in the year after they graduate and more than half end up moving out of province (or out of the country) for teaching positions. In fact, 17 per cent of College members who received a full-time post in the field this school year found it outside of Ontario. Survey respondents told us that the United Kingdom, South Korea not allow any teachers who and China are among the countries most “highly represented” with OCTs. and training should be counted, PHOTO: MARKIANPHOTO: LOZOWCHUK; PROPS WARDROBE:& INGRIE WILLIAMS; HAIR MAKEUP:& BUFFY SHIELDS, JOE JUDY FRESH;PANTS, INC. THIS/ BANANA REPUBLIC; SHOES, JACKET TOP, & PAGE: SHOES TOWN AMERICAN COVER:/ JACKET, EAGLE; TSHIRT, JOE FRESH; BRACELET,& BANANA REPUBLIC; PANTS SHOES, SHOES TOWN find work overseas to be given 30 Professionally Speaking | June 2014 June 2014 | Professionally Speaking 31 and certainly would be by any- credit, even though they plan, one who has seen their work. collaborate, mark, report to parents and and involve their class, they use TED do extracurricular activities. Talks and YouTube presentations to —Richard Dickson, OCT, is a teacher Overseas, teachers use the Internet support their work, they get involved in at the Canadian International School in consistently, they Skype with experts the community, they enjoy their work Ho Chi Minh City, Vietnam.

Engaging Teachers on Bullying Gearing up As a classroom for Greatness hona Anderson, OCT, was of- But it wasn’t wrong. The data was fended when she first heard the discussions for at least 20 years. But the teacher, and thus solid, not just from that study, but others suggestion that teachers seldom focus has been on students, not teachers. S as well. Anderson’s debunking mission intervene in bullying. “In 2005, I took That’s because of two famous findings morphed into a paper on how to move part in an Ontario Principals’ Council from some 1990s research led by Wendy teachers from the role of witness to the BY JOHN HOFFMAN workshop where the facilitator men- Craig of Queen’s University and Debra role of intervener. Eventually she wrote tioned Canadian data that showed Pepler of York University. Their team the first line of a book called: No More Bystanders = that teachers intervene in less than 20 set up video cameras in classrooms and [Thank you for] a great article on Stan Hunter No More Bullies: Activating Action in per cent of bullying that takes place schoolyards and wired students up with Educational Professionals. in schools,” says the vice-principal at Anderson microphones and transmitters to get now does workshops on how teachers Spruce Ridge Community School in real-time data on bullying. Two of their can become effective interveners, some- Durham. “I thought, ‘This can’t be findings revolutionized thinking about thing she came to see as a key addition defence against right.’ So I started looking into the data. school bullying. Peers were present during (Great Teaching, March 2015.) He continues to do to bullying prevention in schools. I was going to prove it was wrong.” more than 80 per cent of bullying episodes Bystanders have been a topic in bullying bullying in schools, and when they intervened, bullying amazing things with FIRST (For Inspiration and I was happy to see Recognition of Science and Technology) Robotics. your cover story I helped start a FIRST team at Oakville for the March Trafalgar High School 12 years ago. When I issue on bullying, retired from teaching, I stayed on as a volunteer a topic of tremen- mentor. It allows me to continue working with dous significance great students. This year there are 128 high school for students. teams registered in Ontario, plus hundreds of

After reading March 2015 | P ro fe s s oi n a yl S p e a k ni g 35 FIRST Lego League and Junior FIRST Lego the article, which League teams of elementary school students. quoted five administrators and a professor of education — The program can’t run without volunteers, and zero teachers — I feel compelled to publicly question your goal of “engaging both technical and non-technical, and there’s membership.” Unless, of course, you define membership as administrators only. no experience necessary. If you’re interested in I hope that Professionally Speaking can be a forum for all parties to discuss starting or helping out with a team near you, the realities of 21st-century education. find more information at firstroboticscanada.org.

—Jeremy Murray, OCT, is a senior social sciences teacher at Birchmount —George Chisholm, OCT, lives in Oakville and Park Collegiate Institute in Toronto. is the southern Ontario senior mentor for FIRST.

12 Professionally Speaking | June 2015 LETTERS

Health Hazards of Technology I was pleased to read the article “Safety Rules” in the December 2014 issue. Unfortunately, your article did not mention SAFETY the risk of exposure to wireless radio fre- Government,RULES school boards, administrators and OCTs are working quency (RF) or microwave radiation (MWR) together to create safe schools for Ontario students. BY JENNIFER LEWINGTON

n early September, before setting foot in the Grade 9 science lab at Sir Winston from routers and electronic devices now Churchill Secondary School in St. Catharines, Hannah and her classmates must pass Ia new online safety test. For one question, Hannah and lab partner Jordan examine a picture of a lab with unsafe goings-on: a student stands on an unsteady stool, flames shoot from an unattended Bunsen burner and a shattered test tube lies on a counter. proliferating in our schools. RF was declared The students get it. “Sometimes you are using dangerous chemicals or substances so you need to make sure you are safe and hazard-free,” Hannah says. Adds Jordan: “We have to know how to work with all of this stuff so we don’t have an accident.” The online safety test is one of several initiatives introduced this fall by the District a possible carcinogen in 2011 (in the same cat- School Board of Niagara to sharpen its focus on a cornerstone responsibility for all schools: the health and safety of students and staff. Though not alone, the board is seen as a leader in pushing for greater consistency and vigilance when it comes to managing potentially high-risk activities in technology classes, egory as lead and DDT), by the International science labs, athletics and the sports field. In fact, the board was recognized last year for “outstanding achievement” on safety by the School Boards’ Co-operative Inc., a not-for-profit organization that advises 60 Ontario school boards on workers’ compensation. “We are moving toward that culture of safety-mindedness,” says Frank Kelly, OCT, executive Agency for Research on Cancer (IARC). director of the Council of Ontario Directors of Education, a partner in the Ontario Ministry of Education’s year-old Student Injury Prevention Initiative. “That is our goal, but we are not there.” Recent incidents have raised the profile of health and safety as hot-button issues. In 2011, Eric Leighton, a Grade 12 student in the Ottawa Catholic School Board, was killed Many independently conducted research stud- in a shop class explosion when he used a grinder to cut open a barrel to make a barbecue. Earlier this year, a coroner’s inquest issued sweeping recommendations directed at Ontario government ministries, school boards and others, with responses due in April 2015. In September, the Ontario Education Ministry announced a health and safety working ies demonstrate serious biological effects of group to act on the jury’s 22 recommendations. “It’s a signal that we are ready and know we are needed to step in to facilitate an approach that is going to bring more safety-mindedness to the 5,000 schools across the province,” says a senior Ministry official. Meanwhile, with a growing body of research on youth brain trauma, the Ministry of MWR, including sperm damage, DNA breaks Education earlier this year directed school boards to implement concussion prevention strategies by January 30, 2015. (cancer), and learning and memory problems. Recently, the United Federation of Teachers warned its 200,000 members about wireless radiation. In 2013, the BC Teachers’ Federation December 2014 | P ro fe s s oi n a yl S p e a k ni g 35 passed a resolution requiring on/off switches for Wi-Fi to help limit exposure. The Canadian Teachers’ Federation may be unwitting participants, exposing students to published the brief, The Use of Wi-Fi in Schools, to lobby Health a serious health hazard with incalculable long-term Canada to update its exposure limits. ramifications. As your article outlines, the best safety protocols involve planning to avert future harm by taking appropriate safety pre- —Dorethy Luyks, OCT, is an elementary teacher at cautions. It is past time for all parties to attend to the well-docu- Walter E. Harris Public School and Norman G. Powers mented and credible body of research demonstrating that we Public School in Oshawa.

FSL Teachers Deserve Respect Balking at Bit.lys As a career Core French teacher, I need to respond to “Pop I am very annoyed by Professionally Speaking’s use Quiz with Graham Fraser” (March 2015). While it is true that of bit.ly addresses to shorten URLs. This shortening one of the biggest challenges in second-language learning is method was created to enable links to be embedded the lack of second-language teachers, rarely is there authentic into character-limiting contexts such as tweets or text discussion about the reason for this shortage: Second-language messages. The practice is extremely helpful when used in teachers are often treated as second-class teachers. places where readers can click through to a link, but the In elementary schools, for example, despite being the only unnecessary shortening of the URLs in print removes teachers on staff who actually have to complete a subject-specific critical features that are communicated only by reading competency test in addition to basic FSL qualifications, we are the entire URL. For example, the domain name pro- relegated to working without our own classroom space. While vides clues about the source of the information, and may it may seem inconsequential, I can tell you unequivocally that help readers determine if it is familiar or credible. having a dedicated French space not only facilitates better teach- Also, the full URL usually contains words I can ing (enabling seating and groupings uniquely tailored to speak- remember and type into a web browser address bar. I ing activities, avoiding set-up and tear-down delays, ensuring find copying the bit.ly code much more of a challenge. working audiovisual equipment at all times), but it elevates the Finally, what if the bit.ly link becomes broken? A subject in the eyes of students, parents and other staff. Going user has no way of tracking down that information to “the French room” helps students see French as a subject of using a site’s search or menu features. value, with a teacher who is worthy of respect. If we truly want For all these reasons, your use of bit.ly links in a to attract and retain excellent FSL teachers, we need to extend print publication is a glaring contextual error that to them the same rights and privileges as their co-workers. should be remedied. Please save them for your tweets!

—Kimberley Peters, OCT, is a Core French teacher and —Yohonna Hodgins, OCT, is an elementary teacher teacher-librarian at Beaverton Public School in Beaverton. with Markstay Public School in Sudbury.

June 2015 | Professionally Speaking 13 educators’ Develop. INSTITUTE Connect. LD Impact. school

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June 2015 | Professionally Speaking 15 CONNECTIONS IN YOUR PROFESSION Pop You know where you’re going. The UBC MET Quiz program meets you there. with Gail Prasad BY LAURA BICKLE International and online, the UBC Master of Educational When Gail Prasad was a child, her parents — who collectively spoke Hindi, German, Technology program delivers Japanese and French — were advised to raise her in English to succeed in school. innovative and accessible Now pursuing her PhD in education at OISE/UT, Prasad is challenging that assertion. professional learning for The Loran Scholar and Weston Fellow’s research on children’s plurilingualism (the ability Educators. to speak more than one language) is the ﬁrst Canadian study to examine a topic across Learn Anywhere. English, French immersion and French-language schools. “My work demonstrates that a creative plurilingual lesson offers options that move beyond the traditional ‘two solitudes’ MET.UBC.CA | @UBCMET approach to teaching English and French,” says the award-winning researcher. “It also fosters culturally and linguistically inclusive schools.” Prasad shares how you can introduce plurilingualism in your classroom and enjoy the beneﬁts that come with it. Faculty of Education

Why is linguistic and cultural language awareness activities in English Q diversity important? and éveil aux langues resources in French. FDK TEACHERS! We’re doing students and their families The work that I’ve done with teachers and Bring the eld trip to your classroom a disservice when we do not value home children is available at iamplurilingual.com. languages and cultures. It seems obvious If we move away from accepting monolin- in a 45 minute, interactive, curriculum based, kindergarten music concert. that our youth should not be leaving gualism as the norm, cultural and linguistic DON’T MISS A BEAT. school with less than what they started diversity become resources that everyone with. Sadly, the exclusion of cultural and in the classroom can beneﬁt from. BOOK YOUR CONCERT TODAY! linguistic resources in the classroom often results in language loss. In a global Describe for us the child’s knowledge-based economy, we should be Q perspective on this topic? preparing our students to be plurilingual Children display a great curiosity when global citizens, rather than monolingual it comes to languages and cultures. There Mighty Music Makers graduates. was a boy in Grade 5 who said that Santa Claus is the “best plurilingual person in Interactive Kindergarten Concerts What does a plurilingual the world” because children write to him www.mightymusicmakers.com classroom look like? in different languages and he responds 905.679.8262 Q [email protected] It’s a dynamic space that encourages to all of them. That’s a pretty amazing students and teachers to pool their insight at that age! creative and communicative resources, so that they can fully engage in the world. How do you hope your work Q will impact policy? What steps can teachers take As a plurilingual and tricultural Canadian Q to nurture plurilingualism? researcher, teacher and mother, I am You can start by giving plurilingual compelled to advocate for policies that Also, to use in your daily programming, with lesson plans and learning writing assignments, and studying the recognize, afﬁrm and build on the various expectations included, similarities and differences of a word or resources that our students naturally term across a variety of languages. The bring to their learning. I hope that my purchase award winning European Centre for Modern Languages work helps schools see plurilingualism KINDERGARTEN MUSIC! (ecml.at) is a great resource that provides as an essential classroom resource. PHOTO: CAMELIA LINTA PHOTO:

16 Professionally Speaking | June 2015 YOUR STUDY GUIDE TO FUN FACTS IN EDUCATION

CULTURAL IDENTITY TWEET SHEET Follow what’s trending in A snapshot of the arts scene in our schools. BY STEVE BREARTON the education Twitterverse

PRIME TIME Environment Ontario Recommended MINIMUM MINUTES @environmentont for core subjects per ﬁve-day elementary school cycle: Dance, Drama, Music & Visual Arts Ofﬁcial account of Ontario’s Literacy & Language 480 min 200 min Ministry of the Environment and Climate Change. Math/Numeracy 300 min French as a Second Language 120 min 11.3K Science & Technology 100 min twitter.com/environmentont FOLLOWERS Phys-Ed/Health 100 min Source: Arts Education Consultants of Ontario, 2014 Environment Ontario @environmentont LIMITED EDITION Our new E-Zone app has posters, videos & more environmental $15 PAID for Tom Thomson’s Autumn Scene, Before becoming a full-time artist in 1976, Canadian education resources for kids: gifted to Riverdale Collegiate in 1917. wildlife painter Robert Bateman taught high school for: bit.ly/1b7J8kb

● 2010 VALUE ● 20years Cube For Teachers @cubeforteachers Ontario K–12 database where M teachers can share, search and $ 1.5 store their favourite resources.

Source: Art Gallery of Ontario, 2015 Source: robertbateman.ca, 2015 7,832 twitter.com/cubeforteachers PITCH PERFECT FOLLOWERS

Percentage of schools in Canada where music is taught by Cube For Teachers * % % % @cubeforteachers A SPECIALIST MUSIC TEACHER: 83 86 87 British Atlantic Québec 27,000 teaching resources and % Columbia provinces % % 74 growing. Together teachers are % 69 69 Alberta building better education inside 56 Saskatchewan Manitoba cubeforteachers.com. Join us. Ontario #onted

Aboriginal Affairs Source: Coalition for Music Education, 2010 * For a list of music AQs in Ontario, visit bit.ly/1EUMV0n. @ONAboriginal Ofﬁcial Twitter account of the CENTRE STAGE Ministry of Aboriginal Affairs, Government of Ontario. Number of Grade 6–12s enrolled in full-time curriculum- THE YEAR dance became a stand-alone based studies at Canada’s National Ballet School: elementary subject, separate from phys-ed & drama: *approximate 7,332 twitter.com/onaboriginal FOLLOWERS * ● 2009 ● 150 Aboriginal Affairs students Dance P.E . Drama @ONAboriginal Resources from @OntarioEDU Drama Dance P.E . help incl. First Nations, Métis & Inuit history & culture Gr. K–8 P.E . Drama Dance ontario.ca/b5p2 #TreatyON #lessonplan Source: National Ballet of Canada, 2015 Source: The History of Dance Education in 20th Century Ontario Schools, 2012 INFOGRAPHICS:MARLO BIASUTTI/STUDIO 141

DON’T FORGET TO FOLLOW US ON TWITTER @OCT_OEEO June 2015 | Professionally Speaking 17 CONNECTIONS IN YOUR CLASSROOM PROFESSIONAL When I was PRACTICE an occasional teacher for math and science, I came to class prepared for anything. One trick that never failed was packing a collection of puzzles and brain teasers for a variety of learning styles and ability levels. These handy resources fostered valuable mental activity for those times when a lesson plan was not available, or when I’d completed a lesson early. Plus, they allowed me to teach problem-solving skills along the way! Tactile games are always fantastic for keeping students engaged and well-behaved. —Irina Ivanova, OCT Toronto District School Board

➞ Have a classroom tip to share? Send it to us at [email protected] and your helpful tip could be published in an upcoming issue! Check out our Professional Practice research archive at bit.ly/16mofMi.

ASK AN EXPERT BY STEFAN DUBOWSKI

Explore the world without leaving your Google + Hangouts, FieldTripZoom). The to take your students on pre-recorded classroom. Take an electronic trip to Royal Botanical Gardens, the Canadian multimedia tours of cities, museums and the Digital Human Library (dHL) and Aviation and Space Museum, as well as natural wonders like the Grand Canyon browse the hundreds of “meBook” the Art Gallery of Ontario are among the and the Great Barrier Reef. experts who are just waiting to discuss participating institutions — many of which dHL is the work of Leigh Cassell, OCT, curriculum-based concepts within their provide content in both English and French. a Grade 1/2 teacher at Stephen Central area of specialization. Never done a video chat? dHL offers Public School in Dashwood, Ont., and the Like your local library, you register ﬁrst; tools to help you through the process. technology coach for the Avon Maitland then access is free of charge. The experts Visit the Teachers tab on digitalhuman- District School Board. Tired of having to you’ll come across include published library.com for advice on how to choose tell her students that they wouldn’t have authors, historians, astronomers, even clean- an appropriate expert, what technology the same ﬁeld-trip opportunities as those energy specialists. Collaborate with these you’ll need to get started and how to in less remote areas, Cassell developed human encyclopedias to create activities, ensure that your overall experience is a the site as a solution. But it’s not just lessons or presentations to share with your smooth one. If you’re ready to crack the practical for students in rural areas; students via your videoconferencing spine on this high-tech adventure, select it provides essential instruction for any technology of choice (for instance, Skype, the Resources tab on the site’s homepage next-generation classroom. ILLUSTRATION: SARA MULVANNY/AGENCY RUSH MULVANNY/AGENCY SARA ILLUSTRATION:

18 Professionally Speaking | June 2015 IN YOUR CLASSROOM CONNECTIONS

APPS ANALYSIS By Stefan Dubowski

NFB Films Montessori Vatefaireconjuguer Bring the best of the National 1st Operations Download this app for an Film Board’s short educational What do you get when you interactive conjugation cheat documentaries and animated movies into combine monsters, mobile technology and sheet ready to use on your tablet or smart- your classroom. This content-rich app the popular Montessori pedagogy? One phone, any time. Can’t quite remember the includes a Kids’ Movies channel with engaging math app! Games designed for infinitive form of the past participle eu? access to 20 films that are suitable for six- to eight-year-olds help reinforce lessons Just type those two letters into the app’s elementary students. A sampling of the in addition, subtraction, halves, doubles, and simple search box and up pops the verb compelling subjects on offer: a polar even and odd numbers. Correct answers avoir — conjugated in all modes (indicatif, bear searches for work in the big city; earn players points that they redeem in conditionnel, subjonctif and impératif) and a boy deals with a subway jam (in his the Monster Lab, where they can “purchase” tenses (including futur proche, futur antérieur apartment!); dinner guests learn the components to make creepy creatures. The and passé antérieur). From aller (to go) to consequences of poor table manners. camera feature lets players snap shots of zézayer (to lisp), the program catalogues Use the app’s search tool to peruse more their creations and save them on their mo- thousands of verbs and conjugates them as than 2,500 titles, including classics such bile devices. The app automatically adjusts to stand-alone words or in complete sentences as The Sweater, The Cat Came Back, Log each skill level, presenting more challenges for additional context. Installed by more Driver’s Waltz and. Stream films directly as he or she progresses. Call it “sum” good than 100,000 users around the world, this from the site or save them for later. old-fashioned fun for young math whizzes. intuitive app is, as they say, “très utile!” DEVICE: Apple; Android DEVICE: Apple; Android DEVICE: Apple; Android SOURCE: iTunes; Google Play; free SOURCE: iTunes; Google Play; $3.99–$4.99 SOURCE: iTunes; Google Play; free RATING: 12+; Low Maturity RATING: 4+; Everyone RATING: 4+; Everyone EDULULU RATING: 4.5/5 EDULULU RATING: 5/5 EDULULU RATING: 4.5/5

EduLulu is part of Groupe Média TFO, a world leader in education. The online guide’s evaluations are the work of teams of independent experts (including OCTs), who review up to 100 English, French and bilingual educational apps (iOS and Android) each month for ages 2 to 17. To access the complete list and search by ﬁlter, visit edululu.org/en. Interested in becoming an EduLulu evaluator? Go to bit.ly/1CQOQPO to learn how to get involved.

DO YOU KNOW SOMEONE A PARENT, STUDENT OR FRIEND INTERESTED IN THE WORLD OF TEACHING?

They can subscribe to Professionally Speaking Multi-teacher for insightful articles and current reports on the teaching profession in Ontario. household? Four issues only $10/year in Canada Many members of the Ontario College of (outside Canada $20/year). Teachers live in two-teacher households. To subscribe, visit e-Services at If you would prefer to receive only one copy of Professionally Speaking per issue, please forward oct.ca eservices your request to [email protected] along with: names For subscription information contact [email protected], 416-961-8800 of members living at the same address; (toll-free in Ontario 1-888-534-2222) ext 656. For members of the College, your respective College registration numbers; Professionally Speaking is included in your annual membership fee. and your current address.

June 2015 | Professionally Speaking 19 is for

There’s no telling what our students will achieve to ensure that the teachers of Ontario receive Glazierwhen we equip our teachers to excel. We regulate the right tools to help our students achieve great teaching in Ontario by licensing our teachers, things, like becoming an expert in handling and setting high professional and ethical standards, and installing glass. Discover how we set the standard approving teacher education programs. It’s our job for great teaching at OCT.ca ILLUSTRATION: EMMA ILLUSTRATION: KELLY/HANDSOME FRANK

20 Professionally Speaking | June 2015 TOOLS OF THE TRADE CONNECTIONS

The recent surge of tech trends has changed the educational landscape as we know it. Remain steps ahead of your students (while appealing to their socially savvy sides!) by leveraging your favourite photo-sharing platform and bringing innovation to art, science, math and more with these 10 picture-perfect ideas. By Melissa Campeau

1. CAPTURE A MOMENT 5. CREATE FOR A CAUSE 9. CURATE A COLLAGE Relive Jacques Cousteau’s maiden Skip the school bake sale — instead, Challenge your class to gather pictures underwater voyage or Neil Armstrong’s raise funds by auctioning off pieces from that deﬁne their values. Apply the same ﬁrst steps on the moon. Have students your budding photographers’ portfolios. idea to fictional characters; then post research and recreate moments in history Students brainstorm ideas, shoot their images of what Huck Finn or Romeo (or even vignettes of famous paintings) to images and add special effects to create and Juliet would be drawn to if they’d photograph, upload and share. something unique and personal. had access to social media.

2. START SLEUTHING 6. ENGAGE, AGAIN 10. DOCUMENT THE DAY Break out your Sherlock Holmes gear! What could be more exciting than ﬁring Trekking to a museum? Visiting a nature Have small groups stage and photograph up a Bunsen burner or peering down a reserve? Going to the zoo? Nominate an a clue-laden scene of a mystery — stolen microscope? Seeing your science project’s event photographer to record highlights running shoes! Missing homework! Then results evolve before your eyes when you from your class’s ﬁeld trip. Once you’re let the deductive reasoning begin as document every step of the experiment back, use the pics as jumping off points students try to figure out whodunit. with a picture! for lively group discussions and projects.

3. SPARK A STORY 7. HONE HEALTHY HABITS Collect photos of objects and scenes that Breakfast smoothie? Click. Soccer after Use photography responsibly when inspire questions — a boy in mismatched school? Click. Having students post you document and shoes, a sink piled high with candy or a pics of daily habits can bring physical promote learning; balloon ﬂoating away. Students can then education lesson plans to life. Plus, check with your school board for dream up a backstory to go along with images can spark conversations about any related policies each and determine what happens next. nutrition and exercise. that may be in place. For best practices 4. GET REPORTERS ROVING 8. CONNECT WITH PARENTS in technology, refer to the College’s Assign your future Woodwards and Share your students’ assignments and Professional Bernsteins a beat to cover — hallway activities with their biggest fans — their Advisory on the fashion, school dances or sports. After parents! Capture a child’s handwriting, Use of Electronic discussing each of their photographic for instance, over the course of the year Communication and Social Media approaches, ask your students to upload so that everyone can celebrate their (bit.ly/1wcV2m1). their ﬁles and produce a class newspaper. progress and encourage them. ILLUSTRATION: EMMA ILLUSTRATION: KELLY/HANDSOME FRANK

June 2015 | Professionally Speaking 21 New Grand Prize & Extended Contest!

Win an Unbelievable Trip for 2 to the Galapagos Islands

One lucky OCT MemberPerks® Member Now extended until August 2015! will win a once in a lifetime trip for two to the Galapagos Islands valued at $6,000†! The response to our gift card contest has been so strong that we’ve decided to extend it until August 2015. Each month 10 lucky OCT MemberPerks® Members will be selected to receive a gift card from one of our sponsors†. You will be treated to an incredible 7 day itinerary packed with unique experiences only available in this incredible part of the world including:

Guided wildlife walks on Floreana Sierra Negra volcano hike

Flamingo Lagoon visit on Isabela Visit to a tortoise breeding centre

sir corp How to win?

Refer your OCT colleagues and share the news via Twitter to earn ballots! There are no limits Congratulations to all of our winners for March, April and to how many OCT colleagues you can refer, or how many ballots you can earn. May. You could be our next winner! You MUST have an For complete contest details, or to learn more about G Adventures and explore great deals on other active OCT MemberPerks® account to win. DO IT TODAY amazing adventures, please visit the G Adventures perk at OCT MemberPerks®. to be eligible to win†.

Winning a gift card or a trip to the Galapagos is as easy as visiting… oct.ca/memberperks

©Copyright 2015 Venngo Inc. All rights reserved. MemberPerks® is a registered trade-mark of Venngo Inc. All other trade- marks are the property of their respective owners. tFor complete contest rules, please visit OCT MemberPerks®.

20150507_OCT_EAO-pS_DPS_en_003.indd 1 2015-05-07 5:48 PM New Grand Prize & Extended Contest!

Win an Unbelievable Trip for 2 to the Galapagos Islands

Guided wildlife walks on Floreana Sierra Negra volcano hike

Flamingo Lagoon visit on Isabela Visit to a tortoise breeding centre

sir corp How to win?

Winning a gift card or a trip to the Galapagos is as easy as visiting… oct.ca/memberperks

20150507_OCT_EAO-pS_DPS_en_003.indd 1 2015-05-07 5:48 PM ONLINE To view our Great Teaching video archive, visit professionallyspeaking.oct.ca EXCLUSIVE

24 Professionally Speaking | June 2015 GREAT TEACHING

French Revolution Sylvia Duckworth, OCT, is turning the classic approach to language learning on its head and seeing a spike in student success rates.

BY TRISH SNYDER

ylvia Duckworth, OCT, welcomes a little noise in the hallways as long as it’s in Canada’s second ofﬁcial language. Before every French period at Crescent SSchool, the Toronto independent school for boys, the Grade 3–5 French teacher warms her class up with a catchy rap about putting English in their pockets and filling their heads with français. Rather than calm the boundless energy that powers the eight- to 10-year-olds — one twirls as he sings, while another fidgets with the thick moulding that skirts the floor — she channels it into the song. But, make no mistake, this teacher runs a hardline class: once everyone crosses the ligne magique into her room, it’s French only. In the classroom, she resembles a conductor leading a choir. The boys all speak at once while Duckworth uses her hands to make animated gestures: for quand she points brightly to her wristwatch; for manger she pretends to put food in her mouth. The way these boys are jumping up and speaking — and shouting, truth be told — you’d never know most of them started learning French just a year earlier. Her secret weapon is AIM (Accelerative Integrated Method; bit.ly/1EaxIUa) for teaching second languages, which gets students speaking French faster with gestures, keywords, music, storytelling and drama. “The louder they speak, the better,” says Duckworth proudly. “It shows how engaged they are.” Duckworth, a 30-year education veteran, caters to boys’ kinesthetic learning styles when she asks them to retrieve iPads and laptops to transform scripts they’ve written into digital slide shows. One boy proudly shows his distinctly Canadian reinterpretation of a story they’ve been reading about animals — he replaced the mouse and lizard characters with hockey stars Sidney Crosby and Jonathan Toews. Another student is about to upload music for his slide show when Duckworth announces the end of class. He’s not the only one who wails, “Noooooo!” PHOTOS: MARKIAN LOZOWCHUK; HAIR MAKEUP:& BUFFY SHIELDS, JUDY INC.

June 2015 | Professionally Speaking 25 Sylvia Duckworth, OCT, uses a variety of hand gestures with her Grade 4 French class during a recitation of Boucles Violettes et les trois ours, a contemporary twist on Goldilocks and the Three Bears, at the all-boys Crescent School in Toronto.

With a radical teaching method and situation and feel comfortable working French in the first year by reducing it to cutting-edge technology, Duckworth is through it is a testament to the work 300 keywords — the essentials for basic making it easy and fun for students to Sylvia does,” Boyes says. communication, according to Maxwell’s flourish in French. Within a couple of With all of her success, it’s hard to im- research. From day one, students learn years, her classes are performing in plays, agine that about 15 years ago, Duckworth a mix of regular and irregular verbs writing stories and having conversations. was frustrated with the lack of fluency (avoir, être, trouver, manger, devoir, etc.) Duckworth is a pioneering trainer in this students were attaining with traditional and high-frequency opposites (donne/ technique. She has developed instruc- methods of teaching. No matter how prend, garde/laisse). They start with je, tion materials and schooled thousands creatively she taught grammar, her tu, on, tout le monde and la classe before in the method, which has been adopted students just couldn’t speak French. “It’s learning nous and vous. Vocabulary is at boards such as the Bluewater District not the way language is acquired,” she still taught in themes, but in association School Board. She’s also influencing says. “Have you ever heard a parent ask with a verb that can be gestured (such educators around the world through a child learning English to conjugate as fait … une soupe, un gâteau). Even social media. She has millions of views on a verb?” She started experimenting corrections are supportive: “Est-ce que her YouTube channel (sduckworth100), with the technique after she watched c’est un école ou une école?” Duckworth and thousands of interested followers the method being piloted by founder asks. The students grow accustomed to on Twitter (@sylviaduckworth), her blog Wendy Maxwell. A former winner of the this trick: hearing the wrong answer first (sylviaduckworth.blogspot.com) and Prime Minister’s Award, Maxwell was and the right answer last, they quickly Google+ (+sylviaduckworth) — not bad dramatically boosting the comprehen- learn how to correct themselves. for an ex-technophobe who once scoffed, sion, written and oral skills of her Core It took a couple of years for Duckworth “Why do I need a SMART Board?” French students with this visual, auditory to get comfortable using the 700 gestures Her impact on students and teachers and kinesthetic teaching method backed (in total, there are about 1,500) that earned her an award from the Canadian by years of linguistic and brain-based communicate meaning without resorting Association of Second Language research. “Participation went through the to English. (She talks exclusively en Teachers in 2012, and last year’s roof because the students are the ones français at school, even while coaching Prime Minister’s Award for Teaching talking,” says Duckworth. “It’s not the teams; some students believe it’s all Excellence. When Sandra Boyes, OCT, usual model where the teacher speaks she speaks!) Words are always taught head of Crescent’s Lower School, took and a student might answer one or two with the related hand movements, in the students on a trip to Europe last year, questions per class.” context of a complete sentence. Masculine she was struck by the boys’ eagerness To adopt the method, Duckworth had and feminine nouns are reinforced to speak French. “That confidence and to learn a new langue herself: Pared- with visual cues: mimicking a mustache willingness to put themselves in a risk down Language. The approach simplifies versus fluffing the hair. Duckworth knows

26 Professionally Speaking | June 2015 some teachers take the training but never raps based on the story they’re study- Going implement it — the approach demands a ing. They use apps like VoiceThread complete change in mindset plus learning (voicethread.com) to add voice-overs; all the gestures (the use of hand signs drops iMovie (apple.co/1PMKkZV) to film off as the students gain fluency). “It’s very each other, add music and effects; Sock Social physical,” says Duckworth. “I’ve been Puppets (apple.co/1zfBMXG), to create Sylvia Duckworth, OCT, says she wouldn’t teaching it for 14 years, and I’m exhaust- animated puppet shows; and YAKiT have won a Prime Minister’s Award for ed by the end of the day. But the payoff is Kids (apple.co/1DQ94If), to make Teaching Excellence if it weren’t for social tremendous. When you see the fluency inanimate objects talk. She gained even media. That’s how she tapped into a and how much the students are enjoying more app inspiration after being select- Professional Learning Network of teachers themselves, it makes it all worthwhile.” ed to attend the 2012 Google Teacher who aren’t shy about sharing.“I’ve gained Gone are the traditional word lists and Academy in California for two days of more knowledge, inspiration and resources verb conjugations. Now Duckworth engages intense professional development. Now from connecting with educators on Twitter her students with stories ranging from a Google Certified Teacher, she’s also a than from any professional development or classics like Boucles Violettes (Goldilocks) self-described share-aholic who spends personal research,” says Duckworth. Here’s to originals like the one her Grade 4s evenings uploading education resources why she considers social media her most were studying (Les animaux de bayou and weekends attending conferences valuable learning tool: by Wendy Maxwell). Comprehension, or running workshops to help others speaking, reading and writing come embrace tech. “I call Sylvia my tech COOL IDEAS from a sequence of scaffolded language guru,” says Diane Ankenmann, OCT, a Duckworth has discovered dozens of apps and activities contained in kits, which are French teacher at Toronto’s Havergal lesson ideas from language and tech-friendly sold online (bit.ly/1EaxIUa). A sort of College, who recently began blogging teachers who post links to student work on Bento box for teachers, each kit con- after three decades of teaching French. Twitter. She sorts her feed by hashtags to get tains 50 hours of instruction materials “I’m excited about implementing what that revolve around a play, including I’ve learned at one of her workshops or straight to the subjects she’s most interested CDs, DVDs, a teacher’s guide and discovered on her websites.” in, including #aimlang, #fslchat, #langchat, student reference books. Every activity Online video conferences show #ipaded, #frimm and #gafesummit. stems from that core story, which Duckworth’s students the value and students work with for months. Once pleasure of learning a second language. QUICK ANSWERS they learn it together, they might per- At a Google Apps for Education How do you get an iPad to recognize spoken form the script in small groups, write conference, she and another teacher French and then transcribe it into that same their own versions or create poems. hatched a plan for a mystery Google language? Duckworth posed the question on Students absorb so much from active Hangouts (think Skype): by asking Twitter and had her answer in minutes. Go to: participation that teachers who’ve yes-or-no questions, each class had to Settings > General > Keyboard > visited Duckworth’s classroom from figure out where the other was locat- Keyboards > Add new keyboard > the United Kingdom, Indonesia and ed. For days Duckworth worked with French [Canada]. Australia have mistaken Crescent for her boys on questions and vocabulary. When you’re back to typing, click the globe a French immersion school. When the classes met screen-to-screen, key, then toggle to the language. Select the “I was amazed that our boys were they narrowed down the other’s city microphone key and start speaking to see having so much fun and speaking so with simple questions about geography your words transcribed. much French after just 40 minutes a and local sports teams. Duckworth day,” says Françoise Brown, a parent supports Information Communications HELPFUL SUPPORT of two Crescent students: her older Technology not as a substitution for Most French teachers have a limited network son was inspired by Mme Duckworth traditional paper learning, but for learn- in their schools. So why not leverage your to take high school French (and learn ing experiences that would be virtually online network, where you can connect with Spanish!), and her younger son plans to impossible without technology. “If I can stick with French too. Brown’s daughter help students develop an appreciation other OCTs to brainstorm, test ideas, request studied French the old-fashioned way, of French,” says Duckworth, “that’s the feedback and even collaborate. Duckworth’s famous Google Hangouts came through a then dropped it as soon as she could. reward for me — and for them.” PS To keep the boys engaged, Duckworth teacher she was following on Twitter. has digitized her French program. To The OCT featured in this department extend learning and keep it hands- has been recognized with a national Duckworth’s digital footprint includes millions of on, she has students using iPads and teaching award and exemplifies the views on YouTube (sduckworth100), thousands Chromebooks (laptops loaded with high standards of practice to which the of followers on Twitter (@sylviaduckworth), the Chrome browser) to create French College holds the teaching profession. Google+ (+sylviaduckworth) and her blog movies, dialogues, puppet shows and (sylviaduckworth.blogspot.com).

June 2015 | Professionally Speaking 27 28 Professionally Speaking | June 2015 REMARKABLE TEACHER

FOR SUCCESS Michelin-starred chef Alvin Leung dishes on the man who helped him substitute his shyness for a savoury sense of humour.

BY RICHARD OUZOUNIAN

elebrity chef Alvin Leung is on a roll. With four Michelin stars to his name, two top-rated international restaurants and a new mouth-watering hot spot C in Toronto, it’s hard to believe it was only 12 years ago that he stepped up to the stove professionally. In fact, everything about the self-taught cook oozes a calculated conﬁdence, paired with a healthy serving of no-nonsense. Although these traits make Leung the fair but fearsome judge on CTV’s MasterChef Canada, somewhere behind the blue-tinted glasses resides the timid boy from Scarborough who once struggled to find his way in school. As a newcomer in 1965, suburban life was not a simple one for Leung to settle into. “We were the only Asian family in our neighbourhood,” he recalls. “And, when I moved here from Hong Kong, I couldn’t speak English — so communication was a big problem.” Leung would soon discover that he wasn’t the only one navigating new territory that year; some would even argue that fate intervened when he was placed in Wayne Ellis’s Grade 5 class. Their ﬁrst year at Toronto’s Highland Heights Junior Public School would prove to be a pivotal one in both of their lives — though neither would realize it until years later. Fresh out of teachers’ college, Ellis remembers starting out at the beginning of the Hall-Dennis era — a time that called for broad reforms in education across the province. Since the now-retired principal taught one of four classroom pods and occasionally different units in a busy school, you wouldn’t blame him for losing track of a few names or faces, but Ellis swears he can still picture one child in particular: “I wouldn’t call Alvin an outgoing student — he was somewhat reserved due to his level of English — but he had a sparkle in his eye that you couldn’t miss.” It was the young teacher’s boisterous nature that left an indelible impression on Leung. “He was different from the other teachers,” says the culinary innovator. “He was very popular because he was very funny. He used to do this horn trick — ask him to tell you about that!” “My horn trick?” Ellis says, initially puzzled. Then it dawns on him, “He means my imaginary trumpet! I would blow on it to get the students’ attention.” And, 43 years later, he demonstrates how he did it, creating a very plausible riff with his lips reverberating through his hands. “You know, I think I got my sense of humour from him,” Leung jokes. “I learned that being funny could help ease tension and make people like you.” PHOTOS: MARKIAN LOZOWCHUK; HAIR MAKEUP:& BUFFY SHIELDS, JUDY INC.

June 2015 | Professionally Speaking 29 “There were times when [Ellis] was tough on me when I needed it. But I always felt that he had my best interests at heart.”

Thrilled to hear that his comical side Ellis appreciated the tip and kept this “You can’t be friends with your students, may have rubbed off on the self-proclaimed information top of mind: “So when the day but you can be friendly,” says Ellis. “I was “Demon Chef” (derived from the Greek came, I chose my words carefully. I told never the autocrat or the mean teacher. word Daimon, meaning playful spirit), Ellis Mr. Leung that Alvin was a quick-witted I never yelled or lost my cool — there’s no likens it to a similar experience of his own. boy who had to be drawn out, but that point in that. But I was no pushover either. “I came from a very poor but loving family he certainly showed a lot of potential. “I remember saying to Alvin, ‘Nobody in Newfoundland. My sense of drive came “Then I cleared my throat nervously and here’s an angel. We’re all going to make from my dad, who was a hard worker and said, ‘Now I would like to talk about the mistakes, including me. But there’s a fine extremely funny. He taught me how to use areas where Alvin could improve. You see, line when it comes to good behaviour humour as a way to and if you cross that connect with people. I’m line, there’s going to be glad I passed that lesson consequences.” along to Alvin.” Once Leung moved Before entering the on to middle school, the food world, Leung student and teacher lost worked as an engin- touch — as many do. But eer for 20 years. The fate wasn’t done with this technical skills that he duo’s story; it took its picked up during that time but brought them time paired with his back together this year. sense of adventure in “When I first noticed that the kitchen no doubt there was an Alvin Leung helped to inspire his on television, I wondered “X-treme Chinese” if it could be the same approach to cooking. little Alvin I knew,” In fact, you could say recalls Ellis. “He looked that his cutting-edge like the student I taught experimentations but he was so different, started to simmer back so confident — I thought, in school. it couldn’t be him.” “I will never forget the Celebrity Chef Alvin Leung catches up with his former Highland Heights Then came the phone call day Mr. Ellis performed Grade 5 teacher, Wayne Ellis, in Toronto at his new restaurant, R&D. in February — the one that a science experiment with not only notified Ellis that a a balloon, a milk bottle and a lit candle,” from time to time, Alvin can be a bit lazy.’” former student wanted to honour him, but says Leung. “It created a vacuum and Ellis’s voice rocks with merriment as he confirmed his suspicions about the man on sucked the balloon right in.” recalls what happened next. TV. Thrilled doesn’t begin to describe Ellis’s “It was an old trick but, no matter what, “Mr. Leung sat upright in his chair, leaned reaction to how lasting his lessons had been. it always managed to stump the students,” forward, put his elbow on the desk, shook And, not two months later, Ellis was explains the former Grade 5 teacher. his index finger and said, ‘Oh no, Mr. Ellis. sitting in a hip new restaurant in down- When Ellis asked his class how to get You’re wrong. He is lazy all the time!’” town Toronto, across from a student the balloon out of the bottle, Leung im- The star chef’s father seemed to be a he taught more than four decades ago, mediately raised his hand and triumphantly strong personality. “That helped me to sharing a few good laughs and swapping responded: “I would use a vacuum cleaner!” understand why Alvin was so shy, but I stories from their school days. For Wayne It may not have been the answer Ellis knew I could bring him out with some Ellis and Alvin Leung, success never was looking for but he’d certainly have encouragement.” tasted so sweet. PS given Leung extra points for creativity The time and passion Ellis put into and an A for the good chuckle. his practice was not lost on Leung. In this department, notable Canadians As much as Ellis loved a laugh, he knew “There were times when he was tough honour the teachers who have made a when to get serious. When he had his first on me when I needed it, like when I difference in their lives and have successfully parent-teacher conference at Highland was being lazy or forgetful,” says the embraced the College’s Ethical Standards Heights, it came with a caution from his restaurateur. “But I always felt that for the Teaching Profession, which are principal at the time, Don MacKenzie: he had my best interests at heart. He Care, Respect, Trust and Integrity. Alvin’s dad could be challenging. really influenced me.”

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30643 Prof Speaking Fall 1.indd 1 2015-04-06 8:42 AM CRISPIN DUENAS, OCT

Pan Am athlete For three teachers, it’s

GAMESThe Pan Am and Parapan Am Games are coming to Toronto July 10–26 and ONAugust 7–15. A trio of OCTs who will be taking part — as a competitor, a theatre performer and a coach — talk about their Games experiences, and how sports helps inform their professional practice in the classroom.

BY STUART FOXMAN

STRAIGHT ARROW

s a physics and math teacher, Crispin He was also a fan of Back to the Future back of your brain — I can do better.” ADuenas, OCT, helps students to get Part III, set in the Old West. In one scene, Duenas started training as an archer the point and stay on target. That’s some- Marty McFly finds an arrow stuck in his in 2000. In 2007, at age 21, he won silver thing he himself excels at outside school. car and tosses it away. “I remember saying at the Pan Am Games in Rio de Janeiro, Duenas, one of the top archers in the to the screen, ‘Why aren’t you keeping Brazil, and won another silver at the world, was a member of two Canadian that, it’s such a cool thing,’” says Duenas. 2011 Pan Ams in Guadalajara, Mexico. Olympic teams (Beijing 2008 and London “So the spark of archery was in me.” He also earned a bronze at the 2013 2012). The occasional teacher with the Something else lit that spark. Duenas World Archery Championships in Turkey. Toronto District School Board is excited is intrigued by the quest for precision and Archery is a highly technical sport, but about the chance to perform in his home- perfection. When he was a student, Duenas physically demanding too. “Your core town at the 2015 Pan/Parapan Am Games. was on the swim team, did gymnastics, is always stretched, and your arms are “When I’m competing, that field and and studied karate and music (he can play always at shoulder height. If you’re not my target are the only things that exist. piano, guitar, trumpet, flute and drums), all strong, any amount of wind will twist But it will be nice to be able to go home while doing well at school. “I was always you,” says Duenas. “Your cardio also has and do what I do in a normal day,” says drawn to the idea of excellence,” he says. to be very good because some of our Duenas. “It’s also great for Toronto to see That makes archery an ideal fit. One competitions last eight hours.” a multi-sports event. A lot of Canadians of the sport’s appeals is that it holds the “Archers make it look easy,” he con- aren’t very sports-centric outside hockey.” promise of an ultimate score — hitting tinues, “but imagine 50 pounds of pressure What attracted Duenas to archery? The every 10, or the bull’s-eye. Still, says on three fingers, pulling the bow all the movies played a part. Growing up, he was Duenas, “Not every arrow lands in the way back to your face, holding it for three fascinated with Robin Hood and Westerns. middle, so you get a little tickle in the to six seconds, and then hitting a target the PHOTOS: RAINA+WILSON; PHOTOS: HAIR MAKEUP: & CURCIO, CELESTE STUDIO141 INC. PROPS:KATE MORTON;

June 2015 | Professionally Speaking 33 VICTORIA NOLAN, OCT

Parapan Am performer size of a CD a football ﬁeld away.” some advantage as an archer. hooks a lot of kids is just that they’re During summers, Duenas is at the archery “The goal is to make the arrow leave being taught by an Olympian.” range by 9 a.m, shooting for three to four the bow as straight as possible. You have Duenas says that being a teacher has hours. He’ll break for lunch and often hit the to knock the arrow onto the string in a made him a better archer. “I’ve learned gym for 90 minutes of work on stability and perfect spot and adjust the tension in the patience and how to roll with the punches.” cardio (like doing planks and rowing). Then spring. That tuning process is made easier But he also brings some lessons from arch- he’ll rest and head back to the range in late by my knowledge of physics.” ery about perseverance into the classroom. afternoon to shoot until sunset. Archers also need to be aware of the “Some kids want to give up because On teaching days, Duenas will go home environment, like the effects of cross- school is too hard and they feel they for a bite after class, then head to either winds and humidity on the ﬂight of the can’t do it. I tell them there’s no rea- the gym or to the range for about four arrow. Does Duenas play up the science son to get down on themselves,” says hours of shooting. of archery — projectile motion and trans- Duenas. “I know there’s always a chance Duenas feels that his physics degree fer of energy — in his teaching? You bet. to redeem yourself. There’s always from the University of Toronto, and his “It’s all classical physics,” he explains. “I another practice, another tournament, subject matter as a teacher, give him can make those connections, but what another arrow to be shot.”

STILL MAKING WAVES

uring their events at this summer’s rowing? Nolan couldn’t drive anymore, DPan Am/Parapan Games, the but rowing gave her a feeling of freedom “ [Having a disability] competitors will take centre stage. So will — gliding over the water with no fears. Victoria Nolan, OCT, but on an actual One day, another rower urged Nolan to has taught me a lot, stage as part of “Panamania,” the arts and consider joining a competitive team. By culture program happening in tandem 2007, she was a member of Canada’s nation- that there’s always a with the Games. al adaptive rowing team, which won a medal Nolan is a Special Education teacher at the World Rowing Championships. She way to succeed even at Gledhill Public School in Toronto, won another in 2010, and also competed at though you might and a world-class rower. She is one of the 2008 and 2012 Paralympic Games. the stars of Push, a play about athletic Nolan is retired from rowing, but has not see it right away.” achievement and overcoming barriers taken up tandem cycling with Sarah that weaves together the personal stories Chaudhery, a former Olympic rower. of ﬁve Canadian athletes. They started out doing a charity ride, but While Nolan hasn’t acted before (un- “It’s about how disability has shaped the competitive itch got to both of them, less you count a 10-line performance in our lives, and how sports has affected it,” and now they’re aiming for the nation- The Wizard of Oz when she was seven), says Nolan. “I enjoy the chance to raise al para-cycling team. Nolan trains an she has done extensive public speaking that awareness.” hour-and-a-half each morning before her and looks forward to being on stage. When Nolan was a student, she once children, now ages 10 and 12, get up. She All of the athletes appearing in Push failed phys-ed. She was forever tripping, uses a bike that’s set up on a stand and were interviewed to inspire the script. In bumping into classmates and missing the programmed to offer resistance: “It’s a the performance, they’ll be seated in a ball. Nolan never dreamed that one day speed workout to increase RPMs.” semicircle and play parts in each other’s she would represent Canada as an athlete. “I feel like I can go all out and be safe, lives. Besides playing herself as an athlete, Or that her troubles in gym stemmed because Sarah is controlling the bike,” Nolan will play a mother and a teacher. from a serious eye disease: retinitis pig- says Nolan. “The speeds we can get to are She says having a disability has in fact mentosa (RP). incredible, up to 76 km/hour. It’s riding helped her to become an elite athlete. “It RP is marked by night blindness and the line between terrifying and thrilling.” has taught me a lot, that there’s always a then a narrowing of vision. The disease is Nolan jumped at the chance to be an way to succeed even though you might progressive. Nolan was diagnosed at 18 ofﬁcial volunteer ambassador for the not see it right away. That gave me mental and describes her vision now as similar to 2015 Games. The role involved recruiting strength to be a competitor.” looking through a pinhole or a stir stick. other volunteers and promoting what’s Teaching Special Education, Nolan In 2005, when she was 31, Nolan was happening this summer. Her involvement draws on her own experiences to try to at a low point. RP was making her feel led to Push, which will be playing at the encourage the students. “I tell them that restricted, and she worried that her two Michael Young Theatre in Toronto’s just because you’re not good at some- young children would view her as less Distillery District throughout the thing now doesn’t mean you can’t excel able. She decided to get active. Why Parapan Am Games. at it later.”

June 2015 | Professionally Speaking 35 She also reminds them that every in until it feels like you’re going to becoming an athlete, and teaching little improvement can make a huge die, and it looks like you’re not going Special Education — can help anyone difference, even though it might not anywhere. But those little inches add become a better teacher. be immediately apparent. “In rowing, up, and before you know it your boat “I don’t focus on what a student is the boats are so long that it takes a is out in front.” not able to do. Find out each student’s lot to move them. You can be right Nolan feels the lessons she has strength and build their confidence beside another boat, putting the effort learned — in dealing with a disability, around that.”

GETTING A NEW HOLD

or Tonya Verbeek, OCT, teaching Fhigh school students and coaching “ The satisfaction of coaching is that it’s future Olympians are two sides of the same coin. “I’m just trying to get the best unselfish. As an athlete, the goals and out of them,” she says. Verbeek, 37, retired from wrestling training are all based on you. With in 2013 after a sterling career. She won silver at the 2004 Olympics, the first coaching, you’re helping others.” time women’s wrestling was added to the Games. She also earned a bronze at the 2008 Olympics, a silver at the 2012 moves and holds — to “chess on a mat.” presentation to a group of Grade 5 stu- Olympics, and multiple medals at the Pan During her last six years as an athlete, dents, where she read aloud the Dr. Seuss Am Games, Commonwealth Games and she dabbled in coaching. “It was some- book Oh, the Places You’ll Go! “We talked World Championships. thing I really enjoyed. The satisfaction about what some of that means, the ups Since 2004, Verbeek, based in Thorold, of coaching is that it’s unselfish. As an and downs, the struggles, and how we learn Ont., has also been a supply teacher with athlete, the goals and training are all from mistakes and grow. That book is a the District School Board of Niagara. based on you. With coaching, you’re useful learning tool for any teacher.” When she retired as an athlete, she took helping others. The teacher in me comes To help students to develop and suc- on a new job as talent identification coach out. So that pushes different buttons and ceed, Verbeek advocates extracurricular with Wrestling Canada. challenges me in different ways.” activities. The right balance between “Basically, I’m looking for and work- Verbeek feels that she’s a far better school and play, or work and play, can ing with our future high-performance coach because of her teaching skills. “The boost anyone’s well-being and abilities. athletes, trying to lead them down that way I communicate with the athletes, She is learning that herself. pathway,” says Verbeek. knowing there’s not only one way to “When I was an athlete, everything was She assists during camps and on do- learn, [allows me to] reach them in differ- so regimented because I was on a training mestic and international tours, touching ent ways. And it’s not just about telling, plan all the time. For me, balance is being on everything from physical tests to but about showing, about feeling.” active. I get to do that while I’m coaching, nutrition. As a recent competitive athlete Her experiences as an athlete and a so I’m fortunate that my job entails that. herself, she can relate well to the up- coach continue to inform her teaching. It But it’s also important to be active on my and-comers. For the Pan Am Games in took Verbeek eight years of hard work to own time, with my own choices. So I lift Ontario, Verbeek will act as a mentor to make the national team, which she calls weights, do hot yoga, run and play hockey.” the wrestling competitors. her greatest challenge. Through all the She says that when students find their “I’ll assist with the training, serve as years of competitions, she had to remain own passions outside the classroom they a training partner, and be someone they totally dedicated and disciplined, and now can become better learners. can speak to about getting prepared and nurtures the same traits in the younger “You learn from experiences, in finding what to expect,” she says. athletes. She sees similarities in what she what you enjoy, the things you want to get Growing up, Verbeek did gymnastics has to foster in the classroom, and brings better at. For me it was sports. For others and figure skating, but competed most the students her first-hand lessons. it’s the arts or being involved with clubs. heavily in jump rope (Double Dutch was “It’s about finding a way to stay com- When you love something and want to her specialty). With her agility and endur- mitted to your ultimate goals, and striving make it part of your life, you get to grow so ance, wrestling was the next challenge. for that continuously,” she says. much as a person. You learn more about She took it up in Grade 11 as an extra- She tries to instil that attitude in the yourself when you’re trying to reach goals. curricular activity, and loved the combin- classroom (she teaches two to three times Being able to work hard, stay focused and ation of physical and tactical challenges. a month), and in her other speaking have an outlet outside the classroom — Verbeek compares a match — with its opportunities with children. She recalls a that’s exciting. And it’s crucial for kids.” PS

36 Professionally Speaking | June 2015 TONYA VERBEEK, OCT

Pan Am wrestling coach PANTASTIC!PANTASTIC! This summer’s Pan Am and Parapan Am Games will bring 7,600 athletes from 41 countries to Toronto and neighbouring locales. Here, they’ll ﬁnd Ontarians from each of those countries, including many Ontario Certiﬁed Teachers. Meet 20 OCTs from 20 Pan American nations.

BY STUART FOXMAN

he Pan Am Games are the world’s third largest multi-sport SEE THEIR ANSWERS TO Games (only the Summer Olympics and the Asian Games THESE FIVE QUESTIONS: Tare bigger). It’s the province’s ﬁrst international multi-sport 1. Why did you want to teach? event since the British Empire Games in 1930. The Games draw athletes from across Latin America, South 2. How do you deﬁne America, the Caribbean and North America. Over the years, the waves a successful teacher? of immigration to Ontario from these countries are a big reason for this 3. What’s the best lesson you’ve province’s diversity. Respect for diversity is embedded in the College’s ethical standard and learned about teaching? in teacher education. The Pan Am/Parapan Am Games are a chance to 4. How is diversity an highlight the incredible diversity in the Ontario teaching ranks. The 40 advantage for you, the countries (besides Canada) participating in the Games are the birth- profession or the classroom? places of over 2,500 Ontario teachers. We asked 20 of those teachers to share their stories, their favourite sports/activities (in honour of the 5. What do you want people to Games), their passion for the profession, and their views on diversity. know about your home country?

38 Professionally Speaking | June 2015 Belize Brazil Chile FREDRICK VALDEZ, OCT CILENE NASCIMENTO, OCT RODRIGO ARENAS, OCT Birthplace: Punta Gorda Birthplace: São Paulo Birthplace: Santiago Location/position: Listowel District Location/position: Brighton Public Location/position: Danforth Collegiate Secondary School, Avon Maitland School, Kawartha Pine Ridge District and Technical Institute, Toronto District District School Board, C.O.P.E./NEXUS School Board, Grade 3/4. School Board, math. Alternative Program. Background: Arrived in Canada 1987, Background: Came to Canada at age Background: Arrived in Canada at age age 27. Worked in a warehouse, for four in 1974, as political refugees. Has two in 1978. Has taught for 13 years, the phone company, and as waitress/ taught for 14 years. after working as a logger, cashew sales- hostess, cleaner and cook. Started Favourite sports/activities: Cycling. man and hardwood floor installer. teaching in 2004. Favourite sports/activities: Soccer, Favourite sports/activities: 1. There’s an attitude that mathematics volleyball, squash, badminton. Walking, soccer and the Stanley is difficult and dull. I always believed I Cup playoffs. could make it easy, yet challenging and 1. The impact you can make by being an engaging. advocate for students who are strug- 1. For the joy of seeing students de- 2. Always learning about different strategies gling. I don’t always see the evidence, velop their abilities and reach their and new tools to engage students. but I know I’m planting seeds and all I potential. 3. There’s more to math than what’s in a can do is give that seed a chance in the 2. [Someone who is] able to deliver textbook. most hospitable, caring environment lessons tailored to students’ needs 4. We each bring perspectives, ideas and possible. and learning styles in a safe and solutions that no one else would have 2. One who sacrifices much and pushes caring environment. thought of. Diversity fosters a sense of their students past what they thought 3. We all have good days and bad. unity in my classroom. possible, both academically and Recognize that you did the best with 5. There’s a spirit that fights for justice and personally. what you knew at that time. stands up to oppression. 3. You need to be consistent and fair, and 4. The classroom is an opportunity for care for every student for who they are students to be exposed to differ- at that moment. ent cultures, and to celebrate and Dominica CATHY JULIENDOUSE, OCT 4. I teach a group of students who have welcome our many differences. I use been marginalized by society and their my experience whenever I have the Birthplace: Massacre families. As a visible minority, I’m a great opportunity to make a connection Location/position: St. Thomas Aquinas resource to aid discussions. with the topic. Secondary School, Dufferin-Peel 5. It is one of the most beautiful 5. I’m proud of how the Brazilian Catholic District School Board, resource countries in the world with some of people hope for a better tomorrow teacher and Grade 9 GLE 101. the happiest people. and dare to dream big. Background: Came here in the 1970s ILLUSTRATIONS:LEEANDRA CIANCI

June 2015 | Professionally Speaking 39 at age three, and returned home for previously worked as an ESL instructor. 4. It allows for greater ethnic/cultural summers. Prior to teaching, she was a Favourite sports/activities: Volleyball. representation. I can also draw on my hospital pharmacy technician. socio-economic background — as a Favourite sports/activities: Walking 1. Some people in my family did not have descendant of a third-world country outside and aerobics. the opportunity I had and couldn’t pursue raised by a single parent on social as- higher education. Education breaks sistance — to identify with children who 1. I realized after working in health care that I barriers. also come from low-income families. enjoyed helping people. 2. Somebody who cares and takes the time 5. Ecuador, or more specifically the 2. Someone who reflects on the purpose to make connections. Galapagos Islands, was where Charles and content of what they’re teaching, and 3. Don’t sweat the small things. Darwin explored his theory of evolution. keeps it fresh by relating it to not only their 4. It helps to be receptive and open-minded students but events around them. A suc- about other cultures and religions. Being cessful teacher isn’t afraid to give students born in a different country has also helped El Salvador a voice in the classroom. me to make cross-curricular connections. ALAN BENAVIDES RIOS, OCT 3. Students remember not what you taught 5. The people who earn very little don’t seem Birthplace: San Miguel them but how you treated them. to worry about the next day — they enjoy Location/position: École élémentaire 4. Our world is getting smaller. The more the simple things and live life to the fullest. Marie-Curie, Conseil scolaire Viamonde, people we interact with from different kindergarten. backgrounds, the more we can appreciate Background: Came to Canada in 1990 cultural differences. Teachers from minority Ecuador at age seven. Has been teaching for five backgrounds can make a positive impact; MARY MALDONADO, OCT years. minority students see them as role models. Birthplace: Cuenca Favourite sports/activities: Soccer, 5. I know that wherever I go in life I’ll always Location/position: St. Matthew basketball, volleyball, tennis. be welcome in Dominica and never feel Catholic School, Toronto Catholic like an outsider. District School Board, Grade 5 English, 1. To make a positive difference. We can math, science, social studies, art, drama, create the foundation for personal and dance, religion, family life. academic success. Dominican Republic Background: Arrived in 1975 at age 2. I am successful if a student feels comfort- FRANCESCA MARTÍNEZ one. Has taught for 12 years. able and appreciated — and is learning. HERNANDO, OCT Favourite sports/activities: Volleyball, 3. Stand up for what’s right, even if you have Birthplace: Santo Domingo soccer, basketball, baseball. to stand alone. Location/position: St. Marguerite 4. By having diverse backgrounds in the Bourgeoys Catholic School, Algonquin 1. I love children. classroom, we have the opportunity to ex- and Lakeshore Catholic District School 2. Someone who’s patient, planned and perience and learn about different cultures. Board, Core French. professional. 5. Even though we’re the smallest country in Background: Arrived in Ontario in 1997, 3. Voice inflection and intonation, from my Central America, we have a lot to share in at age 10. Has taught for four years, and first principal. terms of culture.

40 Professionally Speaking | June 2015 Guatemala Guyana Haiti JORGE CAXAJ MOSCOSO, OCT JAYA RAMLAKHAN, OCT DAVID LEGAGNEUR, OCT Birthplace: Guatemala City Birthplace: Georgetown Birthplace: Jérémie Location/position: St. Margaret’s Public Location/position: Artesian Drive Public Location/position: École secon- School, Toronto District School Board, School, Peel District School Board, junior daire catholique Jean-Vanier, Conseil Grade 4/5. teacher. scolaire de district catholique Centre-Sud, Background: Family arrived in Canada in Background: Parents came when she French and social studies. 1985, when he was six, as political refu- was almost three, in 1978. Teaching has Background: Came to Canada in 2003 gees. Has taught for eight years. been a second career for the past 11 and started teaching in 2006. Was an Favourite sports/activities: Soccer, years, after working in the finance industry. accountant, and has a degree in health boxing. Favourite sports/activities: Volleyball, services administration. basketball, football, soccer, hockey. Favourite sports/activities: Volleyball. 1. I [wanted to] to build a classroom that embraces the pillars of justice 1. I really enjoy working with children and 1. My mother, father and three brothers at the core of pedagogy. their sense of excitement for the littlest taught. I love sharing my knowledge 2. An individual who espouses a world things. Children tell you like it is; they’re with young people while also learning view that everyone is capable. A good refreshingly honest. from them. listener who is caring, entertaining, 2. Someone who can accept the fact 2. The number of students you influence challenging and motivational. they’ll never know it all, and be willing to in their academic path, social skills or 3. Goals are not accomplished by being learn at every opportunity. [life] choices. victorious on the day of the race but 3. We’re responsible for our students’ 3. [School is also about] learning about life rather in the preparation for that race. attitudes toward school and their love and feeling better prepared for the future. I tell students to trust the process; of learning. If we can make it a happy 4. [Having] different life experience lets mastering the process is what leads place, they’ll want to come. you compare cultures and introduce to success. 4. We’re the luckiest people in the world to societal issues such as hunger, dis- 4. Diversity in the classroom ignites live in such a diverse country. Children crimination, racism and immigration. schools to include, respect, affirm need to see success in all communities. 5. The courage of the Haitian people. and encourage curriculum that’s Immigrant girls especially need to see They spring back from whatever hand inclusive of every consciousness, strong, educated and successful women. life deals them. understanding and belief. 5. The Guyanese are family-oriented, 5. Guatemala is the land of the Mayans, value education and work hard to give a rich, vibrant and indigenous their children the best opportunities. It Jamaica population that continues to doesn’t matter who you are or where TERRY LAWRENCE, OCT thrive regardless of years of you’re from, if you’re in their home Birthplace: Clarendon oppression. you’re treated like gold. Location/position: Fleming Public

June 2015 | Professionally Speaking 41 School, Toronto District School Board, age 23. Started teaching in 2004. Was a Before starting to teach nine years ago, learning coach. professional soccer player in Mexico. was a waitress, bartender and cashier. Background: Came to Toronto at age 10 Favourite sports/activities: Plays soc- Favourite sports/activities: Plays on Canada Day in 1975. In her 17th year cer competitively and coaches it. beach volleyball and field hockey for the of teaching. Hamilton Strikers. Favourite sports/activities: Soccer, 1. To make a difference. Coming to basketball, football. Canada wasn’t easy and completing a 1. It’s a career that’s steady but also degree in English was even more chal- diverse. You still learn things about 1. I fell in love with learning and wanted lenging. I wanted to share my passion yourself. to do it for the rest of my life. The to become educated. 2. They instil manners, a sense of best part of being a teacher is seeing 2. Someone who believes any student can responsibility, and environmental and the joy in students’ eyes when they accomplish something, and has no fear social awareness. experience success. of showing their passion. 3. We’re a second home to children — 2. Knows how to motivate students to 3. In my psychology class during first year always make it great! learn while building their confidence university I was overwhelmed. The pro- 4. We must never lose sight of where as learners. fessor talked about not giving up. She we come from. I share with students 3. Assume nothing. My students taught [helped me realize] I was very capable my celebrations and traditions, which me that. and just needed to put in the extra time. allows them to appreciate their own 4. It helps me to see things from multiple 4. At the time I was hired, I stood out from culture and others. perspectives. When an individual isn’t other teachers. My background — be- 5. I’m proud to say it’s a culture of happi- part of the dominant culture, he or she ing a professional soccer player, a male ness, gratitude and giving. It’s believed is more aware of inequities and the minority and speaking three languages the word panama means an abundance voices that go unheard. — was definitely a plus! of fish, trees and butterflies. 5. What makes me most proud is it’s the 5. People are very warm and want to make birthplace of reggae music — a music others feel good. Peru that reminds the poor and disenfran- ELIZABETH LAU, OCT chised that they too can rise up in the Panama Birthplace: Lima face of extreme hardship. LOURDES CONTEORO Location/position: Lorna Jackson Public DE ARCO, OCT School and Vellore Woods Public School, Mexico Birthplace: Panama City York Region District School Board, EDSON BRECEDA, OCT Location/position: Dr. J. Edgar Davey vice-principal. Birthplace: Monterrey, Nuevo León Elementary Public School, Hamilton- Background: Came to Canada in 1976 Location/position: Altona Forest Public Wentworth District School Board, as a baby. In her 17th year in education. School, Durham District School Board, kindergarten. Favourite sports/activities: Walking, phys-ed. Background: Came here in 1988 (she kickboxing. Background: Arrived in Canada 1999, was seven) as refugees, due to civil unrest.

42 Professionally Speaking | June 2015 1. There are no two days exactly the 1. I simply love to learn, and it excites me classroom so they could build confi- same, which makes this profession to see kids engaged in learning. dence to tackle the academics in the so exciting. The best part is watching 2. One who can engage a child no matter classroom. students have that “aha” moment when where they are on the learning continu- 2. A chameleon, and has the ability to they realize their potential and feel that um, about any subject — because they teach others to be one too. sense of accomplishment. want to, not because they have to. 3. [Establishing a connection] with your 2. One who makes a difference in 3. Never tell a child their answer is wrong. student is important to provoke change. someone’s life. It doesn’t have to be a Instead, pose questions. Encourage 4. I’m empathic to families that emigrate to teacher by trade. We teach others all their ability to think things through. Canada. I know the hopes and dreams the time, in all walks of life. 4. Within the last decade, we’ve become they have for their children. 3. Be resilient. If you fail, get up with grace more global in the way we relate to 5. They call us a small island but it’s and dignity and try again. each other. This has led to a social and beautiful and untouched, and we are 4. It’s important for children and community emotional shift in not only how students ambitious people. members to see themselves reflected view themselves but also in how we inside and outside the classroom. I ap- view the students. preciate the similarities and differences 5. We’re a nation of proud people who are Trinidad and Tobago that define us as Canadians. very friendly. ARNOLD SOOKNANAN, OCT 5. I consider Canada my home country, Birthplace: San Fernando and I’m proud that we’re so diverse Location/position: Summitview Public here. We still struggle with many St. Vincent and School, York Region District School “isms,” but in general we’re inclusive. The Grenadines Board, Special Education. My father says he’s Canadian not by BERNADETTE BYAM, OCT Background: Arrived at age four. In his birth but by choice. Birthplace: Kingstown eighth year of teaching. Location/position: Toronto District Favourite sports/activities: Running. St. Kitts and Nevis School Board, Special Education Short ZELMUR HAMILTON, OCT Term Program. 1. Many of my aunts and uncles in Trinidad Birthplace: Cayon, St. Kitts Background: Came to Canada in 1972 were (and some still are) teachers or Location/position: John D. Parker Junior at age two. Has taught for eight years. principals. You’re always learning, and School, Toronto District School Board, Favourite sports/activities: Coached sometimes from your students. Grade 1, and provides training on technol- volleyball, basketball, badminton, soccer, a 2. Respect the position and respect the ogy in teaching. girls dance group. students. Background: Moved to Toronto in 1981 3. A kindergarten student once asked why at age 12. In his 14th year of teaching. 1. I was a child and youth worker and an my skin was brown and hers was white. Favourite sports/activities: Basketball, educational assistant before becoming I was fumbling for a politically correct cricket. a teacher. I wanted to support chil- answer. Before I could, she answered dren with the tough stuff outside the her own question: “We just are.” Then

June 2015 | Professionally Speaking 43 she walked away happy. Kids are just I asked her to step into the hallway, 4. It allows me to connect with a wide kids, simple and complex. she told me her father had just been variety of students, and offer them a 4. I represent something outside the norm. diagnosed with aggressive cancer and global perspective and unique cultural I feel it has benefited my students to she broke down. I learned to avoid experiences. see that a guy like me can simply be jumping to conclusions and uncover the 5. Besides the beaches and natural like any other teacher. And where else underlying feelings. beauty, Uruguay is a small country would they have an opportunity to learn 4. I’ve lived all over Canada and the U.S., of educated and down-to-earth about a little old country like Trinidad? and had a lot of travel opportunities. I people with a lot of heart. 5. They’re on “island time” and seem to can speak with first-hand experience laugh and not stress the small stuff. about different cultures, values and lifestyles. Venezuela 5. You can’t judge the U.S. by what you RENE MARTINEZ, OCT United States hear or read in the media. There’s such Birthplace: Caracas CALVIN VAN EEK, OCT an incredible range of ideologies. I’ve Location/position: Kensington travelled to 40 of the 50 states; one Birthplace: Grand Rapids, Michigan Community School, Toronto District needs this kind of experience to appre- Location/position: Waterloo-Oxford School Board, Grade 5/6. ciate another country. District Secondary School, Waterloo Background: Arrived in 1997 at 28. Region District School Board, social sci- Has taught for a decade. ences/family studies/guidance. Uruguay Favourite sports/activities: Volleyball. Background: Arrived in Canada in the PATRICIA REYES, OCT late 1950s as a toddler. Has taught for Birthplace: Montevideo 1. To be able to change the lives of 23 years after working in the addictions Location/position: St. Joseph’s young people. field for 11. Catholic High School, Simcoe Muskoka 2. A teacher who does their best to reach Favourite sports/activities: Downhill Catholic District School Board, science. every child, no matter their socio-eco- skiing, snowshoeing, swimming, Background: Arrived in Canada in 1978 nomic background. cycling, walking. as a young child. Has taught since 2001. 3. [How to] help the students grow into Favourite sports/activities: Tennis, their full potential by combining school 1. I love working with young people, volleyball, soccer, Pilates, yoga, dancing, subjects with life experience. being part of their growth and hiking, biking. 4. Diversity in the classroom allows development and having an impact for a richer sharing of experiences, on their future. 1. I really enjoy the interaction with youth. enhancing the learning experience. 2. A listener who gives and receives 2. A professional with integrity in their I’m a role model for how other new respect, is accommodating, and is work and a good rapport with students Canadians can successfully integrate reasonable but still expects the best. and staff. into Canadian society. 3. Early in my career, a student was being 3. Be approachable, flexible and 5. The warmth and generosity of its uncharacteristically disruptive. When compassionate. people, the richness of its culture. PS

44 Professionally Speaking | June 2015 POSTING 15£15

Senior Program Ofﬁcer (Accreditation) Accreditation Unit Standards of Practice and Education Department Category 5a — Salary Range $83,329 to $124,604 One-year secondment (renewable)

We are looking for an Ontario Certified Teacher with proven leadership skills and solid knowledge of initial and continuing teacher education. Accreditation program staff are passionate and caring teachers with strong analytical, problem-solving and conceptual skills. The Senior Program Officer (Accreditation) is responsible for co-ordinating unit projects with a primary focus on the accreditation of Additional Qualification programs. Through orientation, supervision and coaching of other team members, the Senior Program Officer (Accreditation) promotes an engaged and collaborative team environment. This position requires a teacher with strong interpersonal skills, facilitation experience, attention to detail, and the ability to effectively co-ordinate a team of diverse professionals working on multiple projects. Successful applicants will have a minimum of several years of leadership experience in education that may include teaching, mentoring, program review, curriculum development, facilitation of professional learning and reflective inquiry, and school or board-level administration. Bilingualism is an asset for this position, as well as experience teaching Additional Qualification programs or pre-service teacher candidates. Excellent written and oral language proficiency is required. Some travel within Ontario is also required.

Primary Responsibilities: • Assist the Manager of Accreditation in day-to-day operations of the unit. • Provide leadership and support unit staff to conduct reviews of Additional Qualification programs according to established regulatory requirements, including assigning reviews, monitoring completion, providing training sessions and offering feedback. • Promote staff engagement and quality assurance of unit work through orientation sessions, mentoring and performance appraisals. • Liaise and consult with education stakeholders to provide accreditation information and inform the quality assurance of unit activities. • Participate in the development of resources to support the accreditation mandate of the College. • Co-ordinate panel training and orientation sessions for the Accreditation Committee. • Prepare presentations, reports, briefing notes, issue papers, literature reviews and research summaries to inform program enhancements and policy alternatives in accreditation and teacher education. • Prepare correspondence, responses to inquiries, make presentations and liaise with our network to inform the public and education stakeholders about the College, its core responsibilities and our accreditation activities. • Keep informed about current issues, trends and research in teacher education and professional accreditation in Ontario and other jurisdictions. • In times of high need, conduct reviews of initial teacher education and Additional Qualification programs. • Complete special projects as assigned by the Director of the Standards of Practice and Accreditation department, and the Accreditation Manager. • Perform other duties as required by the College.

To apply, please forward your resumé and covering letter no later than July 10, 2015. Email applications to [email protected] and indicate posting number 15–15 in subject heading.

June 2015 | Professionally Speaking 45 FALL 2015 OWLKIDS TEACHERS’ PACKAGE Turn your students on to learning …and get free gifts for your class and yourself, too!

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46 Professionally Speaking | June 2015 Your guide to recently released books, CDs and other teaching resources. reviewsFor additional reviews of French-language resources, visit pourparlerprofession.oeeo.ca. With the exception of some classroom sets, items reviewed are available on loan from the Margaret Wilson Library at the College. Contact Olivia Hamilton at 416-961-8800 (toll-free in Ontario 1-888-534-2222), ext 679 or email [email protected].

IQ BY JENNIFER WATT AND JILL COLYER In this professional resource on inquiry-based learning, Watt and are provided. The needs of ESL, differ- Colyer — both Ontario Certiﬁed Teachers — point out that inquiry ently abled and struggling students are draws on essential elements that all learners bring with them, includ- addressed, and ongoing assessment and ing curiosity and a desire to think, debate and explore. According evaluation tips are highlighted, as well. to the authors, “These natural human traits are the trump cards of Watt and Colyer point out that students effective teachers.” True learning happens not when students answer are not only open to inquiry-based factual questions, but when they ask thought-provoking ones. In learning, but reap enormous rewards other words, today’s schools are becoming places where students from it, and that teachers can make it learn how to learn, rather than places where they are told what to work in their classrooms. learn. Teachers are the vanguards of this new approach in their class- Best suited for intermediate and rooms and IQ is a practical guide to show them how. high school grades, this resource is a quick and easy read First, they introduce the concept of inquiry, including the loaded with information teachers can apply in the classroom research supporting its effectiveness, as well as its key vocabulary. the next day. Each chapter then covers important stages in the inquiry process, outlining the steps along the way and proposing a wealth of prac- Anne Lefebvre, OCT, teaches Grade 3/4 at Queen Elizabeth tical strategies. Blackline masters for all parts of the inquiry process Public School in Renfrew.

IQ: A Practical Guide to Inquiry-Based Learning, Oxford University Press Canada, Don Mills, 2014, softcover, ISBN 978-0-19-900934-3, 165 pages, $52.95, oupcanada.com

Examining the Evidence primary sources, especially visual media of evidence, any opinions they may have BY HILARY MAC AUSTIN AND KATHLEEN THOMPSON and ﬁrst-hand accounts of historical about a photograph, for example, should A deluge of moments or events. “These evidences of be an informed response that is fully popular media our past evoke a personal reaction — of supported by the evidence. Paraphrasing inundates our sympathy, of anger, of compassion — in an old journalism maxim, the authors students daily. If a way that straight narrative and lists of suggest that “[if] your mother tells you teachers are going facts simply cannot,” they write. Teachers she loves you, get a second source.” to teach them should encourage students to examine all Ideal for primary and middle school how to critically sources — photographs, maps, paintings, teachers, the book teaches all of us how process the torrent, political cartoons, charts, graphs — with to learn differently and to question the students must ﬁrst the eye of an historian, using approaches words and images that shape our percep- become analytical examiners of the texts that consider the purpose of the source tions of the world. Although it closely and images around them, both inside and its intended audience, as well as any aligns with American curriculum, it equal- and outside of school. According to the bias that may be embedded within it. ly applies to the Canadian experience. authors, a great way to help students Students are also encouraged to under- develop critical and creative thinking stand that while their prior knowledge Michael Bellrose, OCT, is the principal of processes is to teach them to dig into is activated when they interpret a piece Algonquin Road Public School in Sudbury.

Examining the Evidence: Seven Strategies for Teaching with Primary Sources, Maupin House, North Mankato, MN, 2014, softcover, ISBN 978-1-62521-630-4, 164 pages, US$24.95, maupinhouse.com

June 2015 | Professionally Speaking 47 REVIEWS Someone Really Oughta Tell You BY DI GIBSON This hard-hitting, self-help relationships, wills and when to claim car accidents on your book offers straight advice insurance. Students will learn about taxes, rental agreements, to young adults as they begin insurance, mortgages and credit cards — all of those real world their journey into the world responsibilities that aren’t taught in school and can land young of work, ﬁnance and survival. adults into years of ﬁnancial trouble. Each chapter also offers a Written in an easy-to-follow list of further resources to supplement the strategies offered. format, its practical advice The author is very clear that learning about these skills in a book allows the reader to pick up is no substitute for actually applying them. An in-depth budgeting and put down as needed — guide that encompasses everything from discretionary spending giving just enough infor- and paying down debt to banking fees is designed to help students mation to help navigate a keep track of how much money they make and spend. variety of real-life situations Help prepare your students for the real world by arming them and challenges. with this reality check before they venture out into the great Written in a witty tone, unknown. Maybe then they won’t come back to tell you that Someone Really Oughta Tell You is ideal for high school or someone really ought to have told them. university students who are starting to set both short- and long- term life goals. Full of real world examples of what not to do with Andrea Murik, OCT, is a credit recovery teacher with the Grand your time and money, it touches on subjects such as common-law Erie District School Board in Brantford.

Someone Really Oughta Tell You: Life Strategies for Young Adults and Life Renovators, Tall Doors Press, Toronto, 2012, softcover, ISBN 978-0-9881471-0-2, 310 pages, $29.55, tower.com/book-publisher/tall-doors-press

War Brothers what happened to him and his childhood BY SHARON E. MCKAY AND DANIEL LAFRANCE, friends, and decides to write this story. ILLUSTRATED BY DANIEL LAFRANCE The simple writing, coupled with the When 14-year old Jacob is abducted and emotionally packed illustrations, create a compelled to become a child soldier, he powerful narrative, densely layered with struggles to hold on to both his sanity and colour, darkness and light. Suggested for his will to escape. Based on interviews Grades 9 and up, it could be discussed with former child soldiers from Uganda’s under many thematic umbrellas: war; Lord’s Resistance Army (led by the death/loss; violence and its impact on all brutal rebel leader Joseph Kony), this levels of society; Africa; politics; civics; searing graphic novel tells Jacob’s terrify- current events; memoirs; or graphic ing story as warlords fought for power. novels. Older students may already Soon after being captured, it becomes be aware of Kony through a YouTube clear to Jacob that his survival would video produced by the American charity be based on his mental and physical Invisible Children, which received 98 endurance and his complete obedience million hits in 2012 alone. Kony was to Kony’s barbaric commands. When he indicted for crimes against humanity by ﬁnally runs away, Jacob is placed in a re- the International Criminal Court in The habilitation centre where he is interrogat- Hague in 2005 but remains a free man, ed by police and told to forgive himself believed to be living with rebels near the for what he has done. All the while, he is South Sudan-Congo border. haunted by his memories of killing, tor- War Brothers, and the original novel Terri Lawrence-Tayler, OCT, is an anatomy ture and abuse. Despite his deep trauma, upon which it is based, have won or been and physiology instructor with the nursing Jacob feels a compulsion to tell the world nominated for nine writing awards. program at St. Clair College in Windsor.

War Brothers, Annick Press, 2013, Toronto, softcover, ISBN 978-1-55451-488-5, 176 pages, $18.95, distributed by Firefly Books, annickpress.com PHOTOS: STEPHEN FERRIE STEPHEN PHOTOS:

48 Professionally Speaking | June 2015 REVIEWS Soldier Doll BY JENNIFER GOLD Fifteen-year-old Elizabeth is understand- connections to the soldier doll coupled ably unhappy when her parents uproot with a highly engaging writing style make the family from their home in Vancouver for a compelling narrative. The first-time to settle in Toronto. When the next shoe author appreciates Elizabeth’s strug- drops—she learns that her father will soon gles and writes about them with great leave to serve in Afghanistan — she has compassion and humour. She makes the difficulty finding her way. tragic actions and consequences of war While wandering through a garage relevant to teens who may otherwise feel sale the day before her dad’s birthday, disconnected or desensitized to the issues. Elizabeth finds an odd little doll with a For the history teacher or student, the baby face, dressed in a soldier’s uniform. book also offers creative ways to con- Intrigued, she thinks it might make sider primary materials and innovative the perfect farewell gift for her father. research techniques, blending old and Soon after, she discovers that the doll new strategies in examining how the past may have been the subject of a famous shapes the present. Soldier Doll is a solid World War l poem. Gold artfully weaves contribution to the genre of young adult together relevant snapshots of past wars historical fiction. in Europe and Vietnam with more recent conflicts as she traces the doll’s journey Nadira Baksh, OCT, is a volunteer at from hand to hand throughout times of Darcel Avenue Senior Public School despair. Genuine and plausible historical in Mississauga.

Soldier Doll, Second Story Press, Toronto, 2014, softcover, ISBN 978-1-927583-29-6, 256 pages, $11.95, secondstoreypress.ca

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The app is also available for phones using iOS, Windows and Android operating systems.

June 2015 | Professionally Speaking 49 TECH CLASS

YOU CAN DO IT TOO! What You’ll need: MARKS OF SPEED • An iPad, Notability (an iPad A high school math teacher uses a tablet and a versatile note-taking and iPhone app), Google Drive, app to cut marking time and provide more feedback to students. Google Forms BY STEFAN DUBOWSKI Steps to Take: 1)Scan tests and assignments to turn You chose teaching as a profession because you are passionate them into PDFs. Continuing about making a di erence in people’s lives. We share that passion. 2)Use Notability’s speech-to-text Our mission to develop progressive, ethical and thoughtful THREE-PART ADDITIONAL QUALIFICATIONS - cont’d. feature to make comments and Teacher educational leaders is driven by a passion to make a di erence. Religious Education Part 2 CONT 625 • • • corrections. Learn. Lead. Inspire. Religious Education Part 3 CONT 626 • • • 3)Return papers to students through Education Special Education Part 1 CONT 504 • • • Drive. Special Education Part 2 CONT 505 • • • 4)Use Forms to poll students on your ONLINE COURSE OFFERINGS SUMMER • FALL • FALL/WINTER • Special Education Specialist CONT 506 • • • teaching methods. ADDITIONAL BASIC QUALIFICATIONS THREE-PART ADDITIONAL QUALIFICATIONS ONE SESSION QUALIFICATIONS Primary CONT 563 • • • Cooperative Education Part 1 CONT 681 • • • Adult Education CONT 860 • • • Junior CONT 564 • • • Cooperative Education Part 2 CONT 682 • • • Occasional Teaching CONT 825 • • Cooperative Education CONT 683 • • • Special Ed - Behaviour CONT 810 • • • He also found that students adapt ABQ INTERMEDIATE Specialist Special Ed - Communication CONT 812 • • • Business Studies CONT 652 • • English as a Second CONT 539 • • • - Autism quickly to the tech-based marking sys- Language Part 1 Computer Studies CONT 758 • • Special Ed - Communication - CONT 816 • • • tem, Drive, and the other web applica- English as a Second CONT 540 • • • Learning Disability English CONT 770 • • • tions in the board’s Google Apps for Language Part 2 Student Assessment CONT 811 • • • Family Studies CONT 687 • • • Education platform. English as a Second CONT 541 • • & Evaluation French CONT 769 • • Language Specialist Teaching and Learning CONT 815 • • • In fact, the students eagerly take to Geography CONT 795 • • Family Studies Part 1 CONT 677 • • • Through e-Learning Google Forms, one of the programs on Health & Physical Education CONT 606 • • Family Studies Part 2 CONT 678 • • Use and Knowledge CONT 820 • • that system, to give Stifani input on his History CONT 789 • • • Family Studies Specialist CONT 679 • • of Assistive Technology Mathematics CONT 573 • • • Tech-savvy Jacopo Stifani, OCT, uses a tablet to explain a math concept to Grade 10 students. methods. The teacher polls his class every French as a Second CONT 536 • • • Native Studies CONT 638 • • Language Part 1 TECHNOLOGICAL EDUCATION few weeks to find out if his approach is Science - General CONT 609 • • French as a Second CONT 537 • • Communications Technology CONT 403 • • THE CHALLENGE: Provide high school Stifani produces extensive input to helping them. He invites students to use Language Part 2 Grades 9/10 French as a Second CONT 538 • • Communications Technology CONT 404 • • math students with in-depth feedback on help students understand concepts and their mobile phones in class to answer ABQ SENIOR Language Specialist Grades 11/12 tests and assignments quickly. corrections, all without having to spend survey questions such as: “Do you think Biology CONT 773 • • Guidance & Career Ed Part 1 CONT 611 • • • Computer Technology CONT 490 • • Chemistry CONT 605 • • an inordinate amount of time writing. I have made a genuine effort to help you Guidance & Career Ed Part 2 CONT 612 • • • Grades 9/10 English CONT 771 • • • THE SOLUTION: Use speech-to-text He uses Notability’s various features become more successful in the course?” Guidance & Career Ed Specialist CONT 613 • • • Green Industries Grades 9/10 CONT 492 • • Geography CONT 772 • • technology and online software to in different ways. Sometimes he records “I always pray the answer is going to be Health & Physical Ed (P/J) CONT 510 • • • Technological Design CONT 487 • • History CONT 794 • • • Part 1 Grades 9/10 instantly capture comments. Return tests audio-only comments when marking work positive,” he says. Thankfully, the last time Law CONT 637 • • Health & Physical Ed (P/J) CONT 511 • • • Technological Design CONT 488 • • and assignments via the web. from students who have an easier time he asked, 80 per cent of his class said yes. Mathematics CONT 574 • • • Part 2 Grades 11/12 absorbing information aurally. And if he Although that positive reaction may Physics CONT 608 • • Integration of Information & CONT 701 • • • Social Sciences CONT 635 • • • Computer Technology INTEREST COURSES (July 6, 2015 - August 14, 2015) LESSONS LEARNED: Jacopo knows a student has Notability on his or suggest that the students benefit from in Instruction Part 1 Science - General CONT 610 • • E ectively Intregrating iPads INTR 400 • • Stifani, OCT, a teacher at Bill Crothers her own mobile device, he uses the app to his use of technology, Stifani doesn’t Integration of Information CONT 702 • • and Tablets in Teaching and Visual Arts CONT 614 • • Secondary School in Markham, uses an capture drawings to accompany his com- necessarily believe that the entire edu- & Computer Technology Learning in Instruction Part 2 iPad with Notability, a speech-to-text ments. The student can watch these little cational process should be conducted Gamication in the Classroom INTR 500 • • HONOUR SPECIALIST Integration of Information CONT 703 • • Teaching the Digital Learner INTR 410 • • note-taking app, to provide rich feedback videos to improve his or her understanding. through tech. “I don’t think there’s Biology CONT 586 • • & Computer Technology in Instruction Specialist on tests and assignments quickly. When he’s finished marking, he returns been enough studies done yet about Business Studies CONT 640 • • Kindergarten Part 1 CONT 801 • • • His procedure: Scan papers to trans- the papers through Google Drive, a web- digital learning in every capacity,” he Chemistry CONT 587 • • $685 $735 Kindergarten Part 2 CONT 802 • • Dramatic Arts CONT 588 • • - ABQ Primary - ABQ Intermediate form them into PDF files. Open them on based document storage platform. Every says, adding that time and observation Kindergarten Part 3 CONT 803 • • English CONT 590 • • - ABQ Junior - ABQ Senior an iPad in Notability. Use the app to cor- student in the York Region District School will be the two main factors in solving Librarianship Part 1 CONT 797 • • • - One Session AQ - ABQ Technological Ed Family Studies CONT 688 • • Three Session AQ Honour Specialist rect and comment on the work — but not Board has an account on the system. that equation. PS Librarianship Part 2 CONT 798 • • - - French CONT 591 • • (excluding French as a - French as a Second Librarianship Specialist CONT 799 • • by typing. Instead, employ Notability’s Geography CONT 592 • • Second Language Part 1) Language Part 1 Mathematics, Primary CONT 542 • • • speech-to-text feature, which translates Stifani has found that The College’s professional advisory Use Health & Physical Education CONT 596 • • OBSERVATIONS: & Junior Part 1 spoken words into text comments in the speech-to-text technology has improved of Electronic Communication and Social History CONT 593 • • SESSION DATES: Media (bit.ly/1u47PmM) guides members’ Mathematic, Primary CONT 543 • • • Summer: June 29 – August 14, 2015 Mathematics CONT 594 • • & Junior Part 2 documents. He is also able to mark up the a lot over the last few years, but it still professional judgment in the use of technology. Fall: September 28 – December 4, 2015 Music CONT 582 • • Mathematics, Primary CONT 544 • • • Fall/Winter: November 9 – February 12, 2016 PDF with his own handwriting. requires a good Internet connection. LITEPLO MATTHEW PHOTO: Physics CONT 595 • • & Junior Specialist Science - General CONT 602 • • Reading Part 1 CONT 533 • • • REGISTRATION DEADLINES: Social Sciences CONT 636 • • Reading Part 2 CONT 534 • • • Summer: June 19, 2015 HELPFUL HINTS: Jacopo Stifani, OCT, gave his high school math students a choice: use a paper-based textbook or an online Fall: September 11, 2015 Technological Education CONT 598 • • Reading Specialist CONT 535 • • version. At the end of the semester, he polled his class. A whopping 92 per cent only used the web edition. Fall/Winter: October 23, 2015 Visual Arts CONT 599 • • Religious Education Part 1 CONT 624 • • •

50 Professionally Speaking | June 2015 FOR DETAILED COURSE INFORMATION OR TO REGISTER, PLEASE VISIT: www.coursesforteachers.ca

Queens-FINAL.indd 1 15-04-02 3:07 PM You chose teaching as a profession because you are passionate Continuing about making a di erence in people’s lives. We share that passion. Teacher Our mission to develop progressive, ethical and thoughtful THREE-PART ADDITIONAL QUALIFICATIONS - cont’d. educational leaders is driven by a passion to make a di erence. Religious Education Part 2 CONT 625 • • • Learn. Lead. Inspire. Religious Education Part 3 CONT 626 • • • Education Special Education Part 1 CONT 504 • • • Special Education Part 2 CONT 505 • • • ONLINE COURSE OFFERINGS SUMMER • FALL • FALL/WINTER • Special Education Specialist CONT 506 • • •

ADDITIONAL BASIC QUALIFICATIONS THREE-PART ADDITIONAL QUALIFICATIONS ONE SESSION QUALIFICATIONS Primary CONT 563 • • • Cooperative Education Part 1 CONT 681 • • • Adult Education CONT 860 • • • Junior CONT 564 • • • Cooperative Education Part 2 CONT 682 • • • Occasional Teaching CONT 825 • • Cooperative Education CONT 683 • • • Special Ed - Behaviour CONT 810 • • • ABQ INTERMEDIATE Specialist Special Ed - Communication CONT 812 • • • Business Studies CONT 652 • • English as a Second CONT 539 • • • - Autism Language Part 1 Computer Studies CONT 758 • • Special Ed - Communication - CONT 816 • • • English as a Second CONT 540 • • • Learning Disability English CONT 770 • • • Language Part 2 Student Assessment CONT 811 • • • • • • Family Studies CONT 687 English as a Second CONT 541 • • & Evaluation French CONT 769 • • Language Specialist Teaching and Learning CONT 815 • • • Geography CONT 795 • • Family Studies Part 1 CONT 677 • • • Through e-Learning Health & Physical Education CONT 606 • • Family Studies Part 2 CONT 678 • • Use and Knowledge CONT 820 • • History CONT 789 • • • Family Studies Specialist CONT 679 • • of Assistive Technology Mathematics CONT 573 • • • French as a Second CONT 536 • • • Native Studies CONT 638 • • Language Part 1 TECHNOLOGICAL EDUCATION Science - General CONT 609 • • French as a Second CONT 537 • • Communications Technology CONT 403 • • Language Part 2 Grades 9/10 French as a Second CONT 538 • • Communications Technology CONT 404 • • ABQ SENIOR Language Specialist Grades 11/12 Biology CONT 773 • • Guidance & Career Ed Part 1 CONT 611 • • • Computer Technology CONT 490 • • Chemistry CONT 605 • • Guidance & Career Ed Part 2 CONT 612 • • • Grades 9/10 English CONT 771 • • • Guidance & Career Ed Specialist CONT 613 • • • Green Industries Grades 9/10 CONT 492 • • Geography CONT 772 • • Health & Physical Ed (P/J) CONT 510 • • • Technological Design CONT 487 • • History CONT 794 • • • Part 1 Grades 9/10 Law CONT 637 • • Health & Physical Ed (P/J) CONT 511 • • • Technological Design CONT 488 • • Mathematics CONT 574 • • • Part 2 Grades 11/12 Physics CONT 608 • • Integration of Information & CONT 701 • • • Social Sciences CONT 635 • • • Computer Technology INTEREST COURSES (July 6, 2015 - August 14, 2015) in Instruction Part 1 Science - General CONT 610 • • E ectively Intregrating iPads INTR 400 • • Integration of Information CONT 702 • • and Tablets in Teaching and • • Visual Arts CONT 614 & Computer Technology Learning in Instruction Part 2 Gamication in the Classroom INTR 500 • • HONOUR SPECIALIST Integration of Information CONT 703 • • Teaching the Digital Learner INTR 410 • • Biology CONT 586 • • & Computer Technology in Instruction Specialist Business Studies CONT 640 • • Kindergarten Part 1 CONT 801 • • • Chemistry CONT 587 • • $685 $735 Kindergarten Part 2 CONT 802 • • Dramatic Arts CONT 588 • • - ABQ Primary - ABQ Intermediate Kindergarten Part 3 CONT 803 • • English CONT 590 • • - ABQ Junior - ABQ Senior Librarianship Part 1 CONT 797 • • • - One Session AQ - ABQ Technological Ed Family Studies CONT 688 • • Librarianship Part 2 CONT 798 • • - Three Session AQ - Honour Specialist French CONT 591 • • (excluding French as a - French as a Second Librarianship Specialist CONT 799 • • Geography CONT 592 • • Second Language Part 1) Language Part 1 Mathematics, Primary CONT 542 • • • Health & Physical Education CONT 596 • • & Junior Part 1 History CONT 593 • • SESSION DATES: Mathematic, Primary CONT 543 • • • Mathematics CONT 594 • • Summer: June 29 – August 14, 2015 & Junior Part 2 Fall: September 28 – December 4, 2015 Music CONT 582 • • Mathematics, Primary CONT 544 • • • Fall/Winter: November 9 – February 12, 2016 Physics CONT 595 • • & Junior Specialist Science - General CONT 602 • • Reading Part 1 CONT 533 • • • REGISTRATION DEADLINES: Social Sciences CONT 636 • • Reading Part 2 CONT 534 • • • Summer: June 19, 2015 Fall: September 11, 2015 Technological Education CONT 598 • • Reading Specialist CONT 535 • • Fall/Winter: October 23, 2015 Visual Arts CONT 599 • • Religious Education Part 1 CONT 624 • • •

FOR DETAILED COURSE INFORMATION OR TO REGISTER, PLEASE VISIT: www.coursesforteachers.ca

Queens-FINAL.indd 1 15-04-02 3:07 PM Register now AQ Courses or Modules www.oecta.on.ca

D8_OntarioEnglishCatholicTeachersAssociation.indd 1 4/28/15 11:44 AM governing ourselves Governing Ourselves informs members of legal and regulatory matters affecting the profession. This section provides updates on licensing and qualiﬁcation requirements, notiﬁcation of Council resolutions and reports from various Council committees, including reports on accreditation and discipline matters.

ELECTION HIGHLIGHTS

YOU 2015 VOTED!

College members have voted and the results are in. The seventh Council of the Ontario College of Teachers has been elected. See the ofﬁcial 2015 Council election results and learn about your Council members.

MEMBERS ELECT SEVENTH COUNCIL Election results p.54 College members have elected the in all regions of the province. Four of the seventh Council, which will govern the positions are designated for principals/ teaching profession in the public interest vice-principals, supervisory ofﬁcers, facul- Elected for the next three years. ties of education and private schools. Council The 37-member Council meets four Fourteen members of Council are biographies p.55 times a year to develop policy direction appointed by the provincial government and provide oversight in accordance with for terms of up to three years. the objects set out in the Ontario College A total of 64 candidates ran for the of Teachers Act. The Council establish- 23 elected Council seats. Five candi- Public es teacher qualiﬁcations in regulation, dates were acclaimed. Two positions appointees sets standards of practice and ethical were vacant. Of members of the p.61 standards, accredits teacher education College eligible to participate, 5,886 programs, and investigates and hears voted online between March 2 and complaints about individual members. April 7, 2015, to choose who would fill Council The 23 elected members come from the remaining 16 positions. The seventh vacancies the English, French, Catholic, public, Council will hold its inaugural meeting p.62 elementary and secondary school systems on July 6, 2015.

June 2015 | Professionally Speaking 53 GOVERNING OURSELVES

2015 COUNCIL ELECTION RESULTS*

*Independent auditor Richter LLP veriﬁed these ﬁnal counts. CANDIDATES VOTES % South Central Region Full-time Total Number of Voters: 5,886 Jay Keddy, OCT 141 11.83 Total Number of Eligible Voters: 240,640 Voter Turnout: 2.45% Clint Lovell, OCT 212 17. 7 9 Gerard Shkuda, OCT 158 13.26

CANDIDATES VOTES % Gregory Toller, OCT 214 17.95 Central Region Full-time Nicole van Woudenberg, OCT 467 39.18 Maryse Fleury, OCT 141 9.64 Total 1,192 Bruce Forsyth, OCT 198 13.53 Unmarked 583 Tim Gernstein, OCT 443 30.28 South Central Region Part-time/Full-time Stephanie Katherine Mandziuk, OCT 226 15.45 Jacqueline Gray, OCT 306 27. 87 Sofia Saleem, OCT 229 15.65 Stefan Adam Kusinski, OCT 130 11.84 Alana Sardi Levine, OCT ** 102 6.97 Mark Palmer, OCT 273 24.86 Phillip Spalierno, OCT 124 8.48 Jennifer Lynn Stewart, OCT 389 35.43 Total 1,463 Total 1,098 Unmarked 443 Unmarked 677 Southeast Region Full-time Central Region Part-time/Full -time Marie Agius, OCT 56 4.67 Pier -Olivier Arsenault, OCT 155 24.33 Judy Fiebig, OCT 149 12.44 Evie Basztyk-Benishek, OCT 100 15.70 Jacqueline Karsemeyer, OCT 228 19.03 Irene Cheung, OCT 239 37.52 Emily Macklin, OCT 220 18.36 Casey E. Wells, OCT 143 22.45 Terry Price, OCT 276 23.04 Total 637 Vesna Sofkoska, OCT 67 5.59 Unmarked 281 Flaubert Tshidimu, OCT 62 5.18 Southeast Region Part-time/Full-time Stella Nkasi Ugwunege, OCT 140 11.69 Krissy Mayer-Craigie, OCT** 150 25.21 Total 1,198 Richard Michaud, OCT 203 34.12 Hanz Jurgen Schulz, OCT 85 14.29 Unmarked 708 Clément Yonta Ngouné, OCT 157 26.39 Northeast Region Full-time Total 595 This vacant Northeast regional position will be filled by the incoming Council. Information on how to apply for this position can be found on p. 62. Unmarked 323 Southwest Region Full-time Northeast Region Part-time/Full-time Christopher Karuhanga, OCT 251 44.82 This vacant Northeast regional position will be filled by the incoming Council. Information on how to apply for this position can be found on p. 62. Wes Vickers, OCT 309 55.18 Total 560 Northwest Region Full-time Unmarked 139 Shanlee Linton, OCT 194 68.55 Southwest Region Part-time/Full-time Michael Lutz, OCT 89 31.45 Réjean Dufresne, OCT 195 36.38 Total 283 Robert Alan Ryan, OCT 341 63.62 Unmarked 177 Total 536 Northwest Region Part-time/Full-time Unmarked 163 Darlene Mead, OCT 75 19.95 Louis Sloan, OCT 127 33.78 English -Language Roman Catholic Board Elementary Denise Sullivan, OCT 43 11.44 Angela De Palma, OCT 1,726 63.93 Stéphane Vallée, OCT 131 34.84 Patrick Volante, OCT 974 36.07 Total 376 Total 2,700 Unmarked 84 Unmarked 2,151

54 Professionally Speaking | June 2015 GOVERNING OURSELVES

2015 COUNCIL ELECTION RESULTS

CANDIDATES VOTES % CANDIDATES VOTES % English -Language Roman Catholic Board Secondary Faculty of Education Matthew Kavanagh, OCT (Acclaimed) Susan E. Elliott-Johns, OCT (Acclaimed) English -Language Public Board Elementary Principal/Vice Principal Ann Ciaschini, OCT 682 23.90 Michael A. Moore, OCT 162 23.79 Natasha E. Feghali, OCT 433 15.17 Vicki Shannon, OCT 477 70.04 Asima Kazi-Coutinho, OCT 259 9.07 Ron Zagordo, OCT 42 6.17 George Lehto, OCT 573 20.08 Total 681 Adannaya Nwaogu, OCT 480 16.82 Unmarked 24 Stella Vittoria Sicilia, OCT 427 14.96 Private School Total 2,854 Stefanie Achkewich, OCT 64 21.33 Unmarked 1,997 Anne-Marie Goodwin Stevenson, OCT 9 3.00 English -Language Public Board Secondary Punita Lumb, OCT 27 9.00 Christine Bellini, OCT *** 1,605 61.64 Shannon Marcus, OCT 200 66.67 Anthony Samchek, OCT 999 38.36 Total 300 Total 2,604 Unmarked 4 Unmarked 2,247 Supervisory Ofﬁcer French -Language Roman Catholic Board Elementary Brian Beal, OCT (Acclaimed) Myreille Loubert, OCT (Acclaimed)

French -Language Roman Catholic Board Secondary **Results for withdrawn candidate deemed void by the Registrar per William Ngassam, OCT (Acclaimed) voting procedures established under O.Reg. 293/00. French- Language Public Board Elementary and Secondary *** Candidate has declined the opportunity to serve in this position. Merzak Damou, OCT 1,108 44.93 Pursuant to O.Reg. 72/97, where an elected position becomes vacant, Sara Souad Nouini, OCT 1,358 55.07 Council shall appoint the person who had the most votes of unsuccess- Total 2,466 ful candidates for the position. Unmarked 2,385

ELECTED COUNCIL BIOGRAPHIES

Brian Beal, Council of Ontario Directors of Education. Irene Cheung, OCT #173615 His community involvement includes be- OCT #517371 Supervisory Officer ing a member of the board of trustees of the Southeast Region Brian Beal has been Martyrs’ Shrine in Midland and sitting on Full-time director of education for the board of directors of the not-for-profit Irene Cheung teaches the Simcoe Muskoka International Student Exchange — Ontario. French and social sciences Catholic DSB since 2011. He began his ca- Beal has a BA from the University at a secondary school in the Ottawa- reer in 1984 teaching English in the York of Western Ontario, a B.Ed. from the Carleton DSB. Since joining the profession Catholic DSB and subsequently taught University of Windsor and an M.Ed. from in 2007, she has had a range of experiences English and served as a vice-principal, Nipissing University. teaching various subjects and grades at principal and supervisory officer in the elementary and secondary schools in both former Simcoe County Roman Catholic urban and rural neighbourhoods. She has Separate School Board. also been involved in teacher training as As a member of the Ontario Catholic a mentor and academic adviser to teacher Supervisory Officers’ Association, Beal 64 candidates at OISE/UT. served as one of the regional representa- candidates Cheung is a member of the Canadian tives on the English Catholic Council of Association of Second Language Teachers Ontario Directors of Education and on the and the Canadian Society for the Study of

June 2015 | Professionally Speaking 55 GOVERNING OURSELVES

ELECTED COUNCIL BIOGRAPHIES CONTINUED

Education. She leads research projects Angela De Palma, presentations, keynotes and publications to understand best practices in language OCT #200278 for teachers, administrators and teach- instruction and teacher professionalism, English-Language er-educators across Canada, Europe, the has given workshops abroad and presented Roman Catholic Board United States and Australia. at education research conferences. Born in Elementary Her most recent book is Leadership for Hong Kong and raised in Toronto, Cheung Angela De Palma is an Change in Teacher Education: Voices of values diversity in background, experience itinerant Special Education resource Canadian Deans of Education (2015), and and perspective. teacher (ISERT) with the Halton she co-edited Perspectives on Transitions in She has a BA Honours from the Catholic DSB. Since joining the profes- Schooling and Instructional Practice (2013). University of Toronto, a B.Ed. from Queen’s sion in 1993, she has taught French as a Elliott-Johns holds a B.Ed. from the University and an M.Ed. from OISE/UT. Second Language, Grades 2–8 and was University of London and a M.Ed. and a school SERT and gifted education PhD from McGill University. ISERT. She previously taught in the UAE and South Korea. De Palma has participated in the The Council members 14 Ministry’s exemplars, policy to prac- work at 14 different new members tice and sustaining quality curriculum projects. She has been a member of school boards, one join Council. OECTA’s PA day and young authors private school and one committees, and contributed to its faculty of education. summer PD projects, Daily Occasional Teacher Survival Guide and Women’s Ann Ciaschini, Issues Action Kit. OCT #178368 Elected to the previous Council, De Tim Gernstein, English-Language Palma served on the Accreditation, OCT #476805 Public Board Executive and Fitness to Practise Central Region Elementary committees. Full-time Ann Ciaschini has been an She has an Honours BA from the Tim Gernstein is a elementary teacher with the Algoma DSB University of Western Ontario and a Grade 1 teacher with the since 1982. She has taught regular, split B.Ed. from OISE/UT, and is currently York Region DSB. His first assignment and triple grades and Core French in half- pursuing an MA in Catholic leadership was teaching a Junior Kindergarten to time, full-time and job-sharing positions at the University of Toronto. Grade 3 class in a two-room school in and in outlying areas. Her experience a Manitoba fly-in community in 2004. includes curriculum writing, presenting Susan E. Elliott-Johns, He has since taught at four elementary local and provincial workshops, piloting OCT #106746 schools in York Region. programs, peer coaching and mentoring, Faculty of Education Outside of the classroom, Gernstein serving on parent councils, coaching sports Susan E. Elliott-Johns is has run student leadership, drama, and participating in community outreach an associate professor and chess and dance clubs. He has served as and volunteer activities. In 1992, she was member of the School of technology lead and worked on positive presented with her board’s Educator of Graduate Studies at Nipissing University’s climate for learning and timetabling the Year Award for Teaching Excellence. Schulich School of Education where she committees at his schools, and is an active Ciaschini serves her community as a church teaches literacy teacher education and ETFO member. leader and board of directors and committee supervises M.Ed. and PhD graduate work. Community involvement includes serv- member of Sault Ste. Marie’s YMCA. Her Her research interests include teacher ing as secretary-treasurer of a drop-in site varied association experience includes working education, reflective inquiry and education- for homeless and socially isolated individ- on ETFO’s Algoma district executive, political al leadership. She previously worked as a uals living in west-end Toronto, and pre- action and budget committees, and serving as Junior Kindergarten to Grade 10 class- viously serving on the boards of his local a school steward, AGM delegate and active room teacher, literacy consultant, school Lions Club chapter and his local church. conference participant and presenter. administrator and teacher-educator. Gernstein has a BA, Special Honours She has a BA from Algoma University An active member of several profes- from York University, a B.Ed. from College and a B.Ed. from Nipissing sional organizations, Elliott-Johns provides Nipissing University and an M.Ed. from University. leadership through workshops, conference OISE/UT.

56 Professionally Speaking | June 2015 is for Mycolo ist There’s no telling what our students will achieve to ensure that the teachers of Ontario receive when we equip our teachers to excel. We regulate the right tools to help our students achieve great teaching in Ontario by licensing our teachers, things, like becoming a biologist who specializes setting high professional and ethical standards, and in fungi. Discover how we set the standard for approving teacher education programs. It’s our job great teaching at OCT.ca

June 2015 | Professionally Speaking 57 GOVERNING OURSELVES

ELECTED COUNCIL BIOGRAPHIES CONTINUED

Matthew Kavanagh, safety, policies & procedures and collect- at the American International School OCT #460029 ive bargaining committees. She currently of Egypt and at Durham Christian English-Language represents elementary teachers on the High School in Bowmanville. In Roman Catholic Lakehead DSB’s equity & inclusive edu- September 2015, she will return to Secondary cation working committee. Durham Christian High School as head Matthew Kavanagh is As an elected member of the previous of the school. a secondary history teacher with the Council, Linton served on the Discipline, Marcus sees education as one of the York Catholic DSB. In 12 years of Fitness to Practise and Standards of key foundations upon which society teaching he has taught in the Junior, Practice and Education committees. should be based, and strongly believes Intermediate and Senior divisions. She has a BA and B.Ed. from that every child should have the right to Over this time he has developed a keen Lakehead University. learn and be taught, regardless of where sense of service by sitting on schedul- they come from or what they believe. ing, staffing allocation and governance Myreille Loubert, She completed a BA/Program of committees, mentoring teachers, writ- OCT #460779 Teacher Education at Calvin College ing curriculum, conducting PD semin- French-Language in Michigan, and has an M.Ed. from ars, and being involved in community Roman Catholic Board OISE/UT. outreach initiatives for the benefit of Elementary teachers and the wider community. Myreille Loubert is an As a firm believer in strong profes- ALF-PANA teacher with the Conseil sional leadership, good governance des écoles catholiques du Centre-Est in and advocacy for the profession, Ottawa. She teaches French proﬁciency Kavanagh has served his Ontario for francophones and provides support 7 English Catholic Teachers Association for the integration of students new to members return (OECTA) local in various roles and Canada. She started her career as a completed both levels of its leadership French Immersion and FSL teacher in for another term. training program. Calgary, where she taught primary, junior He was an elected member of and intermediate students. the previous Council and served Since 1998 Loubert has been actively on the Accreditation and Election involved in English- and French-language Richard Michaud, committees. ministry of education curriculum writing OCT #193683 Kavanagh has a BA and MA from projects in Alberta and Ontario. Since Southeast Region the University of Toronto and a B.Ed. 2008 she has sat on OTIP’s long-term Part-time/Full-time from Brock University. disability advisory committee for the Richard Michaud is a provincial AEFO and currently chairs Grade 7 and 8 math- Shanlee Linton, this committee. ematics, science and technology teacher OCT #464595 She was an elected member of in Ottawa with the Conseil des écoles Northwest Region the previous Council, serving on the catholiques du Centre-Est. Full-Time Accreditation Appeal and Investigation Since joining the profession in Shanlee Linton teaches committees and on the Editorial Board. 1988, he has taught nearly all ele- Grade 8 with the Lakehead Loubert earned a BA from the mentary-level subjects. Throughout DSB. Since 2004 she has taught both Université du Québec à Montréal and a his career he has worked to integrate occasionally and full-time in public and B.Ed. from the University of Alberta. information and communications Catholic elementary and secondary schools technology (ICT) into his practice to in Thunder Bay. For the past two summers Shannon Marcus, innovatively and creatively engage she has taught classroom management and OCT #507760 his students. He enjoys serving as a balanced literacy in Lakehead University’s Private School resource and mentor for his colleagues Native Language education program. Shannon Marcus teach- both in his school and across the Linton has chaired status of women es English as a Second province, and currently serves on the and new teacher committees and Language, French and elementary committee of the Ontario served three years as her local ETFO’s food & nutrition at Woodland Christian Council for Technology Education. vice-president. She has also been a High School, a private school near Michaud has a BA and a B.Ed. from member of its local constitution, health & Kitchener. She previously taught French the University of Ottawa.

58 Professionally Speaking | June 2015 GOVERNING OURSELVES

ELECTED COUNCIL BIOGRAPHIES

William Ngassam, has been an occasional teacher with the Anthony Samchek, OCT #562490 York Region DSB. From 1975 to 2005, OCT #443342 French-Language he taught science and was a department English-Language Roman Catholic Board head in North York and York, and taught Public Board Secondary science at Department of National Secondary William Ngassam teaches Defence Schools in Germany. He has Anthony Samchek secondary school mathematics and phys- held executive positions with his local teaches Special Education and guidance ics with the Conseil scolaire de district OSSTF and is currently treasurer and programs at a high school in the Peel catholique Centre-Sud in Toronto. Since occasional teacher branch president. DSB where he has also taught student joining the profession in 2009, he has also Price is a life member and former dir- success, co-op/vocational transitions, taught Grade 7 and 8 mathematics. ector of the Science Teachers’ Association credit recovery, art, music, night school Ngassam’s experiences growing up and of Ontario, past president of the Ontario and online continuing education, and studying in Cameroon, France and Canada Association of Physics Teachers, and served as a resource teacher with Special enable him to connect with young people the 1994 winner of the Prime Minister’s Education responsibilities. who come from diverse backgrounds. Award for Teaching Excellence in Samchek’s passion for equitable and He has a Maîtrise de Mathématiques from Science, Technology and Mathematics. inclusive education led to his involvement the Université de Paris-Sud XI, a Master He currently serves as an appoint- with Peel DSB’s initiative on The Future professionnel Sciences et Technologies from ed member of the College of Dental We Want; Manifesting, Encouraging and the Université de Savoie in France and a Technologists of Ontario. Respectful Environments and an anti-bully- B.Ed. from the University of Ottawa. Price served on the Executive, Finance, ing committee. He has facilitated workshops Investigation and Quality Assurance on teaching for diversity and social justice, Sara Souad committees of the previous Council. anti-bullying, equity and inclusive educa- Nouini, OCT #417749 He has a B.Sc. and an M.Sc. from tion. In support of this work, he belongs to French-Language York University and a B.Ed. from the the inter-agency Antiracist Multicultural Public Board University of Toronto. Education Network of Ontario. Elementary and He has a B.Sc. and a B.Sc. in Education Secondary Robert Alan Ryan, from Dickinson State University in North Sara Nouini is a Grade 2 teacher with the OCT #432535 Dakota and a Master of Theological Conseil scolaire Viamonde in Toronto. Southwest Region Studies from Tyndale University College Since 1998 she has taught computer studies, Part-time/Full-time & Seminary in Toronto. art, physical education, French literacy, Robert Alan Ryan is a Special Education and French proficiency Special Education teach- Vicki Shannon, for francophones to students from Junior er with the Greater Essex County DSB. OCT #182129 Kindergarten through Grade 6. Since joining the profession in 2000, Principal/ She has served on EQAO exemplar he has taught Windsor-area secondary Vice-Principal selection, test review and marking teams, school students in either adapted or Vicki Shannon is an worked as an associate teacher and mentor, STEPS (Skills To Enhance Personal elementary school and served as a member for head of school Success) programs. The curriculum principal with the Lakehead DSB. She committees on topics including bullying, includes numeracy & numbers, person- taught kindergarten to Grade 8 French social events, student success, PLCs, num- al health & fitness, social & life skills, Immersion and English before becom- eracy, literacy, robotics, information and language communication, choice-making ing an elementary curriculum resource communications technology (ICT), culture, for healthy living, personal finance, ex- teacher. She has been an elementary healthy schools and school councils. She ploring the work world, self help & self and secondary vice-principal and prin- has also served her local AEFO union. care and culinary skills. cipal in eight schools across Thunder Nouini has a B.Ed. from the University As an elected member of the 2010–12 Bay. Her passion for being a school of Ottawa. fifth College Council, he was a member leader stems from her conviction that of the Discipline Committee and teachers must continually work to Terry Price, vice-chair of the Election and Quality make education the great equalizer OCT #142900 Assurance committees. for all students. Central Region He has a Diploma in Education and Shannon has provided leadership Part-time/Full-time Technological Studies from Queen’s locally, provincially and nation- Since 2005 Terry Price University. ally as an environmental fellow,

June 2015 | Professionally Speaking 59 GOVERNING OURSELVES

ELECTED COUNCIL BIOGRAPHIES CONTINUED global education mentor, Lakehead development prior to implementation. scoring supervisor and range finder, University sessional lecturer, ETFO in- She has a BA Honours and B.Ed. from and is a trained accreditation pan- structor, vice-principal/principal men- Laurentian University and an M.Ed. from ellist. He worked for the Ministry’s tor, Ontario Principals’ Council provin- Brock University. Assessment Policy Branch on the arts, cial executive member and Americas and the health and physical education representative on the International Stéphane Vallée, exemplars projects, and has served on Confederation of Principals. OCT #262576 ETFO’s Greater Essex PD fund, public She has a BA, B.Ed. and an M.Ed. Northwest Region relations and teacher education liaison from Lakehead University. Part-time/Full-time committees. An elected member of the previ- Stéphane Vallée is A member of the previous Council, ous Council, Shannon served on the a Grade 2 French Vickers served on the Accreditation Discipline and Finance committees. Immersion teacher with the Thunder and Discipline committees and chaired Bay Catholic DSB. Since joining the the Human Resources committee. profession in 1993, he has also taught He has a BA and a B.Ed. from Grades 1 through 8 French Immersion, the University of Windsor and an single, split and multiple grade classes Advanced B.Ed. from Nipissing in both the English and francophone University. streams, served as his school’s Special 322 Education resource teacher and as a Nicole van comments were Ministry of Education French-language Woudenberg, posted on the blogs educational consultant. OCT #285635 and online forum. He is a certified DELF/DALF exa- South Central Region miner, reflecting his advanced French- Full-time language fluency and teaching proficien- Nicole van Woudenberg cy. He has served as his school’s OECTA is a Special Education co-ordinator representative since 2009. with the Simcoe Muskoka Catholic Jennifer Lynn Stewart, Vallée believes in creating distinct, DSB. Her role requires her to liaise OCT #621691 mutual and positive relationships with with ministry staff, collaborate with South Central Region students in motivating and creative colleagues from regional boards, and Part-time/Full-time learning environments to foster success, develop Special Education protocols Jennifer Lynn Stewart increase self-esteem and lay the ground- and resources to support new and has been a First Nation, work for making learning a positive and experienced teachers. Métis and Inuit support teacher with lifelong experience. Since 1998 she has taught elemen- the DSB of Niagara since 2012. In this He has a BA and a B.Ed. from tary grades and worked as a teach- role she provides students with literacy Laurentian University. er-librarian, kindergarten through and numeracy skills, collaborates Grade 8 prep teacher, Special with teachers, students and parents in Wes Vickers, Education resource teacher and con- creating individualized programs, and OCT #442848 sultant. She has taught ESL in Europe leads several curriculum-writing teams. Southwest Region during the summer, face-to-face and Previous work teaching in daily and Full-time online AQ courses, and delivered long-term occasional positions in all Wes Vickers teach- PD to teachers in Africa and the divisions with the DSB of Niagara and es Grade 8 with the Caribbean. She is a frequent confer- the Niagara Children’s Centre was Greater Essex County DSB. Since 2001 ence presenter and guest lecturer for invaluable in strengthening her he has taught students from Junior university-level courses, and an active teaching abilities. Kindergarten to Grade 8 and served member of her local OECTA. She Stewart is significantly involved in three years as an interim vice-principal. is dedicated to social justice causes, her board’s Summer H.E.A.T. program Some of his board-level work specifically access to free, high-quality (Helping Everyone Achieve Together) includes involvement in teach- education. designed to improve literacy skills for stu- er education, student success, new Van Woudenberg has a BA Honours dents in kindergarten to Grade 4. In this teacher in-service, vision to practice from McMaster University, a B.Ed. work she develops program curriculum and performance appraisal activities. from OISE/UT and an MA from the and provides teachers with professional Vickers has worked as an EQAO University of Toronto. PS

60 Professionally Speaking | June 2015 GOVERNING OURSELVES

PUBLIC APPOINTEES

The College Council includes 14 members of the public appointed by the provincial government. Two appointed positions are currently vacant. For full biographies of these Council members, visit oct.ca About the College Council Council Members. For information about the appointment process, visit oct.ca About the College Council Serving on Council.

Jean-Luc Shabnum Marie-Louise Monique Bernard, OCT Budhwani Chartrand Châteauvert

Elizabeth Dobi-Dawn Robert E. Clyde Edgar-Webkamigad Frenette Gagné Glasgow

Godwin Monique Lapalme Ronna Warsh Marie-Claude Ifedi Arseneault Yaacov

For more information about the election results, visit oct.ca > Members > Council Election 2015.

June 2015 | Professionally Speaking 61 INVITATION TO APPLY COLLEGE COUNCIL VACANCIES region of Ontario for which you are applying. There are two vacant elected positions on • you are a full-time** classroom teacher in The deadline for receipt of applications is the seventh Council— Northeast Full-time an elementary or secondary school July 15, 2015. and Northeast Part-time or Full-time. No • you are a part-time* or full-time classroom The Governance Committee will review eligible nominations were received for these teacher in an elementary or secondary school all applications, meet with short-listed candi- positions during the nomination period. • you are available to participate in Council dates and recommend a nominee to Council. College members who are employed by a district and committee meetings from the time of Please contact Myrtle Herzenberg toll-free school board, school authority or private school your appointment until June 30, 2018 in Ontario at 1-888-534-2222, ext. 685 for fur- and live in the Northeast region of Ontario are • you are not on a leave of absence for any ther information on the duties associated with invited to apply. Members must be a full-time reason other than illness, compassion, fam- Council service. classroom teacher** to apply for the full-time ily or parental. * A part-time classroom teacher is a person position and may be either a full-time or part- If you hold a position as an employee or who is part of an employer’s regular teaching time classroom teacher* to apply for the part appointed or elected director, official or mem- staff or an occasional teacher and provides one time/full-time position. The Northeast region ber of the executive at the provincial level, or or more instructional services for at least 10 includes the regions of Sudbury, Manitoulin, as a president at the local level in your teacher days (either partial or whole) during each year Timiskaming, Nipissing and Parry Sound. federation, the Ontario Teachers’ Federation of a Council member’s term. If you are selected by Council to serve: or the Ontario Ministry of Education, you may ** A full-time classroom teacher is defined Your employer will be reimbursed for tempo- apply. However, you must resign that position as a person who is part of an employer’s reg- rary replacement salary expenses incurred for and meet the employment requirements of this ular teaching staff and is assigned in a regular time that you are engaged in College business. Council position before taking office. timetable to provide one or more instruc- You will be directly reimbursed for travel and If you meet the criteria and would like to tional services in a school on a full-time accommodation costs associated with Council serve on the Council of your professional basis. Guidance counsellors and librarians, and committee business. governing body, please forward your resumé co-ordinators or consultants who co-ordinate You may submit an expression of interest if: by email to Myrtle Herzenberg, Council and subjects and programs for students or for the • you are a member in good standing with Committees Officer, at [email protected]. teachers of subjects and programs are con- the College and live in the Northeast Clearly indicate in your email the position sidered to provide instructional services. Expand Your Qualiﬁcations Increase your teaching credentials by earning O ering AQ courses in: an Additional Qualiﬁcation from Niagara • English as a Second Language University. Our online, OCT accredited courses are oered during the fall, spring and summer • French as a Second Language for your convenience. • Guidance and Career Education • Integration of Information and For more information, call 905.294.7260 Computer Technology in Instruction or visit www.niagara.edu/aq. • Kindergarten • Librarianship Do more at Niagara. • Mathematics Primary/Junior • Reading • Special Education • Adapting Curriculum for the Catholic School System • Teaching in the Catholic School System • ABQ — Junior Division

62 Professionally Speaking | June 2015 GOVERNING OURSELVES

COUNCIL MEETINGS

COUNCIL SUMMARY ¥ MARCH 26¦27, 2015 At its March 26–27, 2015 meeting, College Council:

• welcomed an address by Ontario • approved amendments to the Teachers’ review the annual audit scope, audit Minister of Education Liz Sandals, who Qualifications Regulation schedules fees and audit findings praised the College for championing to specify those subjects that are for • recommended amending the Teachers’ the teaching profession and for its work teaching in English-language schools Qualifications Regulation to allow to support recommendations out of the only or for teaching in French-language internationally educated teachers who Jeffrey Baldwin inquest with respect to schools only were formerly certified by a teach- members’ duty to report suspicions of • recommended changing the name of er regulatory authority outside of child abuse and neglect the Native Studies AQ course to First Canada to apply for certification • amended the guidelines for the compen- Nations, Métis and Inuit Studies in • amended the Election of Council sation of Council members, roster mem- Schedules A, D and E of the Teachers’ Members regulation to replace the bers, members at large and institutional Qualifications Regulation words “Election Committee” with nominees effective July 1, 2015 • recommended changing the name of the “Governance Committee” and to • amended the accommodation section Environmental Science/Environmental extend the nomination review period of the Council member travel policy Studies AQ course to Environmental to 10 days from five effective July 1, 2015 Education in Schedule D of the Teachers’ • amended the Teachers’ Qualifications • received a report from the Public Qualifications Regulations Regulation to reflect changes re- Interest Committee that touched on • appointed Matthew Kavanagh, OCT, as quired by the implementation of topics such as professional develop- chair of the Election Committee the Enhanced Teacher Education ment and currency, Temporary Letters • approved guidelines to help Council mem- Program, such as permitting applicants of Approval, Letters of Permission, the bers identify potential and actual conflicts who completed a one-year program development of professional advisories of interest, bias and perceived bias prior to September 1, 2015, to use and the accreditation process. The • amended College bylaws to specify Schedule C AQs to satisfy a condi- committee will provide advice, where the Finance Committee’s role to serve tion relating to insufficient program applicable, to Council in June as the College’s Audit Committee to duration. PS

COLLEGE NEWS

French magazine Pour parler profession. THUMBS UP FOR The College has made many improve- FRENCH¢LANGUAGE SERVICES ments over the years in areas such as services to members, information technology French-language members of the profession recently participated in a College and French-language publications. survey to gauge their level of satisfaction with the quality of our French- “The dedication of our staff and their language services. We wanted to know what they thought of the services we commitment to continuous improve- provide in day-to-day interactions with College staff, and the improvements ment in the provision of quality service made to better reflect the francophone culture in our publications. in English and French is key to our The recent survey confirms that our agree. “The service I receive in French success, and the results are a testament members recognize the changes that have is always impeccable,” commented one to their consistent effort,” said College been occurring at the College and that participant. Another said, “The staff CEO and Registrar Michael Salvatori, they are very happy with the quality of who answer the phone are courteous, OCT. “The College is committed to services they receive in French. competent and patient.” continuous improvement in all areas of When asked to what extent they Three out of four said they feel that our work. Member feedback through agree that the College is easy to do College publications effectively promote surveys such as this gives us concrete business with in French, three out of French-language culture — almost everyone and helpful suggestions to guide our four respondents said they strongly said they are very satisfied with the College’s ongoing development.” PS

June 2015 | Professionally Speaking 63 GOVERNING OURSELVES

COLLEGE NEWS

MINISTER PRAISES COLLEGE FOR CHAMPIONING THE TEACHING PROFESSION

touched on. In 2013, Sandals introduced Bill 103, the Protecting Students Act, to the Ontario legislature. The Bill contained the most significant amendments to the Ontario College of Teachers Act since the college was formed in 1997. The amendments reinforced the College’s continuing efforts to streamline its investigation and discipline processes, and are consistent with the recommendations made to the College in an independent review by former Ontario chief justice Patrick LeSage in 2012. Sandals remains optimistic that the bill will be reintroduced and is looking for the earliest opportunity to do so. “I am committed to seeing that this bill gets passed,” she said. “In the rare circumstances where teacher discipline is required, families, teachers and students deserve a fair and transparent process that maintains the public interest and Ontario Minister of Education Liz Sandals addresses College Council in March. protects our children.” She spoke about the valuable partnership between the College and the Ministry. The Ministry and the College have also been working together to implement “As protectors of the public interest, the “We would like to thank all of you for recommendations from the coroner’s College plays a critical role in enhancing your efforts to maintain the high stan- inquest into the death of Jeffrey Baldwin, public confidence in public education.” dards of practice and conduct expected the child who died in 2002 while in the That was one of several key messa- of our educators while you continue to care of his grandparents. ges Ontario Minister of Education Liz inspire public confidence in our educa- Sandals congratulated the College for Sandals delivered to College Council tion system. Together we are building the steps it is taking to ensure members members at their March 26–27 meeting. a strong, publicly funded, early years understand the duty to report under In her address, the Minister spoke education system for Ontario.” the Child and Family Services Act when about the Enhanced Teacher Education The Ministry of Education and the there is a case of suspected child abuse or Program, reintroducing Bill 103, the College have been working together on neglect. The College will be issuing a pro- Protecting Students Act, the important several initiatives, including regulatory fessional advisory on the duty to report to work the College is doing with respect to amendments to the enhanced teacher its members in the fall. a teacher’s duty to report suspected child education program, which will launch this “It’s very important that anyone who abuse and neglect, and the critical role September. By doubling the length of the is responsible for children is aware of the the College plays in building confidence program and reducing the number of en- duty to report,” Sandals said. “The Jeffrey in the public education system. trants by half, new teachers will be “better Baldwin inquest, along with Bill 103, Sandals commended College mem- prepared for the modern classroom,” said underscores the importance of transpar- bers for their commitment to the Sandals, and they’ll have more opportun- ency and accountability. It’s one of the teaching profession and acknowledged ities to find teaching jobs. reasons the public should have a better the valuable partnership between the The status of Bill 103, which died on idea of the role and responsibilities of the College and the Ministry. “It’s been a the order paper when the legislature Ontario College of Teachers.” pleasure to work with you and your was dissolved in the spring of 2014, was The Minister closed with a discussion leadership over the last years,” she said. also among the list of topics the Minister of the four goals of its renewed vision for

64 Professionally Speaking | June 2015 GOVERNING OURSELVES

COLLEGE NEWS ¡CONT.¢

Ontario’s public school system, thanking Sandals added that the College has a a high quality teaching profession to the College for the contributions made connection to the goals in the new vision support achievement for Ontario learn- to its development. through the role it plays in inspiring pub- ers. Thank you for championing the The four goals include achieving excel- lic conﬁdence in the teaching profession. teaching profession. We can all rest easy lence, ensuring equity, promoting well-be- “You share the ownership of working knowing that you are watching over the ing and enhancing public conﬁdence. to cultivate and continuously develop teaching profession.” PS

APPOINTMENTS

NEW DIRECTOR OF INVESTIGATIONS AND HEARINGS

In April, the College named Over the years, Bélisle has participated in and consulted Chantal Bélisle, OCT, the new on various initiatives for the Ministry of Education and the director of Investigations and Education Quality and Accountability Office (EQAO). As a Hearings. roster member with York University’s Alternative Dispute Bélisle joined the College as Resolution (ADR) program and a member of the Simcoe a bilingual investigator in the County ADR Association, she has also performed small Investigations and Hearings de- claims court mediations. partment in 2008. She brought “I am delighted to assume this portfolio, which comes with with her 15 years of education the immense responsibility of ensuring the fair treatment experience with the Ontario of our members French-language Catholic and while protecting the public school boards. In 2012, public,” says Bélisle. she was appointed to a bilingual program officer position in “I am grateful CONNECT WITH the Standards of Practice and Accreditation department. for the College’s YOUR COLLEGE. In addition to a master of laws degree — with areas of confidence in my study in civil litigation, dispute resolution and administra- leadership in this tive law — Bélisle also holds principal’s qualifications and significant area has earned an advanced certificate in dispute resolution and of professional mediation from York University. regulation.” PS Follow. NEW COUNCIL MEMBER View. The College Council welcomes new Council member Marie-Claude Yaacov, who was appointed to Council in March. Yaacov was a full-time member of the Like. Immigration and Refugee Board of Canada from 2009 until November 2014. Previously, she served as legal counsel with the Durham Children’s Aid Visit. Society, the Children’s Aid Society of Brant and the Children’s Aid Society of Toronto. Yaacov has taught French language at York University and French language and literature at the University of Manitoba, and served as president and OCT.CA co-chief negotiator with CUPE Local 3903. She holds a bachelor of fine arts degree in dance from York University, a master of arts degree in French literature from the University of Toronto, and an LLB degree from Osgoode Hall Law School. She is a member of the Law Society of Upper Canada. PS

June 2015 | Professionally Speaking 65 GOVERNING OURSELVES

INVESTIGATION COMMITTEE CASE STUDY

to set up a meeting to resolve the matter. A PERCEIVED THREAT The member ordered the students to come to a meeting at the school. She The College’s Investigation Committee considers all complaints made to the College about its made this order during a school day via a members and reviews all information resulting from investigations. The committee can dismiss a complaint or refer the matter, in whole or in part, to the Discipline or Fitness to Practise text message to the female student. The committees for a hearing. member also advised the student that her The Investigation Committee may also caution or admonish the member in writing or in job would be in jeopardy if the students person, or provide written reminders or advice or ratify a Memorandum of Agreement reached could not resolve their dispute. through the complaint resolution process. The member said there was no inten- By law, cases under investigation are confidential. For the education of members, the following account, based on facts from real cases, raises important questions about teacher conduct such tion to threaten her. She subsequently as what’s appropriate and what isn’t. Details have been altered to respect confidentiality. advised the restaurant’s manager of the conflict, and the employment of the female student and another student was n the fall of 2013, a parent of a female the students. The teacher said she did not, terminated by the manager. student complained to the College as long as they kept a separation between The member was given a letter of ex- Ialleging that a member sent text work and school. She said she reiter- pectation from the school board requiring messages that threatened her daughter’s ated those sentiments to the students. her to not engage in text or virtual con- employment in a local restaurant. Everyone agreed. versation with students regarding matters The member in question was working The member said there were no issues not related to school without the consent as a server at the same restaurant where at school or in the workplace until one of parents or guardians. She has had no a number of students from the same day, in the spring of 2013, when two of contact with the students since. school were also working, including the these students, who had previously been The Investigation Committee reviewed female student. friends, became estranged over a dispute. the submissions of the parties and all Before the students were hired, the These two students insisted they did not relevant information including letters, restaurant’s manager asked the member want to work with each other. According emails and text messages. — who worked at the same school as the to the member, both students were angry If you were a member of the students but was not their teacher — if and looked to her to assist in resolving Investigation Committee,

she had any concerns about working with the dispute. She said that she attempted what would you do?

appropriate teacher/student boundaries at all times. times. all at boundaries teacher/student appropriate complaint. PS

cise good judgment in all circumstances, and to maintain maintain to and circumstances, all in judgment good cise member in writing against the conduct alleged in the the in alleged conduct the against writing in member

- exer to cautioned was member The members. committee The Investigation Committee decided to caution the the caution to decided Committee Investigation The

dent’s employment. This caused serious concerns for the the for concerns serious caused This employment. dent’s

HE OUTCOME HE T - stu female the threatening be to appeared member the The committee agreed that the text messages sent by by sent messages text the that agreed committee The

HEARINGS

Three-member panels of the Discipline Committee conduct public Member: Margaret Elizabeth hearings into cases of alleged incompetence or professional miscon- Reeds Alexander, OCT duct. The panels are a mix of elected and appointed Council members. Registration No: 239821 Members found guilty of incompetence or professional misconduct may Decision: Reprimand, conditions have their certificate revoked, suspended or limited. In professional A Discipline Committee panel directed misconduct matters only, the committee may also reprimand, admonish Margaret Elizabeth Reeds Alexander, a or counsel the member, impose a fine, order the member to pay costs, retired teacher of the Greater Essex County or publish the order in Professionally Speaking. Discipline Committee District School Board, to receive a reprimand panels have ordered that summaries of these recent disciplinary cases for engaging in inappropriate discipline. be published in Professionally Speaking. The member, who was certified to teach in May 1976, did not attend the November 19, 2014, hearing, but was represented by legal counsel.

66 Professionally Speaking | June 2015 GOVERNING OURSELVES

HEARINGS

During the 2009–10 school year, Reeds The panel also ordered her to complete He also engaged in sexual contact with her Alexander engaged in inappropriate disci- a pre-approved course, at her own expense, that included being in a hot tub with her pline conduct with her class, which included regarding classroom management and disci- while she was in her bra and underwear, yelling, pushing and physically escorting pline strategies. being with her in his bed, giving her a mas- students to their seats. She also directed a sage, kissing and hugging her. student to leave the classroom and work in Member: Dean Richard Crites The Discipline Committee panel found the hallway unsupervised. Registration No: 439690 him guilty of professional misconduct The incidents were reported to the Decision: Revocation based on the evidence, onus and standard Children’s Aid Society and the investiga- A Discipline Committee panel revoked of proof, a statement of uncontested facts, tion verified concerns relating to Reeds the Certificate of Qualification and a plea of no contest, a joint submission on Alexander’s use of excessive discipline. Registration of Grand Erie District School penalty, and legal submissions. She retired from the board effective May Board teacher Dean Richard Crites for In its decision, the panel said, “Conduct 31, 2010. engaging in an inappropriate personal of a sexual nature involving a student The Discipline Committee panel found the relationship with a female student. represents the most egregious breach of member guilty of professional misconduct Crites, who was certified to teach trust by a person in a position of trust and based on the evidence, onus and standard of in September 2000, did not attend the authority over a student.” proof, a statement of uncontested facts, a plea November 25, 2014, hearing, but was of no contest, a joint submission on penalty, represented by legal counsel. Member: Ian Howard Alvin Handscomb and legal submissions. During the 2010–11 school year, Crites Registration No: 197572 Prior to undertaking any teaching pos- engaged in an inappropriate personal Decision: Suspension, reprimand, itions or any position for which a Certificate relationship with a female student, which conditions of Qualification and Registration is required, included sending inappropriate text messa- A Discipline Committee panel suspended Reeds Alexander was directed to appear ges, providing gifts to her, and meeting her Toronto District School Board teacher Ian before the panel to receive a reprimand. at his home and at the student’s workplace. Howard Alvin Handscomb and ordered his

KEYNOTE ADDRESS With over 25 years of journalism experience with CBC News, Esther Enkin YOU is widely recognized in Canada and abroad for her knowledge and leadership in the ﬁeld of journalistic ethics, theory and practice. ARE Ms. Enkin will discuss the need for regulatory agencies to keep the public informed of the work being done in their interest, and examine the issues of INVITED transparency and accountability in our digital era and what it means to be “open” in the age of social media. 2015 CHAIR’S ADDRESS Chair Liz Papadopoulos, OCT, will report on your Council’s activities during ANNUAL the last year. MEETING OF REGISTRAR’S ADDRESS CEO and Registrar Michael Salvatori, OCT, will reﬂect on the College’s MEMBERS 2014 initiatives. RECEPTION TO FOLLOW HAVE YOUR SAY Take this opportunity to ask questions and receive answers about the College as it relates to you as a member. OPEN HOUSE KEYNOTE SPEAKER The College’s Margaret Wilson Library is hosting an open house. Drop by to Esther Enkin see the full range of free services available to you. CBC Ombudsman for English Services Openness in the Age of Social Media RSVP and submit your questions in advance at bit.ly/OCT-AMM.

Thursday, June 4, 2015 at 5:30 p.m. ONTARIO COLLEGE OF TEACHERS 14TH FLOOR, 101 BLOOR ST. W., TORONTO ON M5S 0A1

June 2015 | Professionally Speaking 67 GOVERNING OURSELVES

HEARINGS ¤CONT.¥ certificate be suspended with conditions for Member: Ashley Marie Kernohan relationship with the student. engaging in unprofessional behaviour with Registration No: 580149 In August 2013, he was found guilty two students that involved inappropriate Decision: Revocation of sexual interference. He was sen- electronic communications and conversa- A Discipline Committee panel revoked tenced to 54 days incarceration and tions of a sexual nature. the Certificate of Qualification and three years of probation with terms, Handscomb, who was certified to teach Registration of Ashley Marie Kernohan, including a term that prohibits him in June 1992, attended the public hearing on a former teacher, for engaging in an from working with and/or volunteering September 23, 2014, and was represented by inappropriate personal relationship with in a capacity that involves being in a legal counsel. a depressed male student. position of trust or authority toward The panel heard that between 2008 and Kernohan, who was certified to teach persons under the age of 18. 2010, Handscomb, an openly gay teacher, in January 2010, did not attend the Having considered the evidence, onus and and a male student engaged in personal November 18, 2014, hearing, and was standard of proof, and submissions made by conversations and personal communication represented by legal counsel. College counsel, the Discipline Committee on Facebook. These included communi- During the 2011–12 school year, panel found Kilby guilty of professional cations about the member’s personal life, Kernohan engaged in an inappropriate misconduct. The Discipline Committee further sexual orientation, “coming out,” and safety personal relationship with a student, which found the member engaged in sexual abuse of a in sexual relationships. The student had included exchanging cellphone numbers, student and directed the Registrar to revoke his informed Handscomb that he was thinking text messaging and talking on the phone Certificate of Qualification and Registration. of “coming out.” during the late hours of the evening. The panel found that his “behaviour Handscomb shared films about sexuality, The relationship progressed when she gave has brought the profession into disrepute sexual orientation and “coming out” with the student letters and cards stating “I love and was in conflict with the duty of a the student. you,” “I love you so much and can’t wait to teacher to protect students.” The panel also heard that in 2010 the spend tonight with you,’’ “I am yours forever member engaged in inappropriate electronic and always’’ and “I’m sorry I have to tutor Member: Kerry Stephen Powers communications with a second male student, and can’t spend the whole night with you …’’ Registration No: 479346 and failed to report to administrators that The school investigated the matter and her Decision: Suspension, reprimand, this student had sexually propositioned him. employment was subsequently terminated. conditions In 2011, the board suspended Handscomb The Discipline Committee panel found A Discipline Committee panel repri- for 20 days and ordered him to undergo her guilty of professional misconduct manded Peel District School Board teacher training in maintaining professional bound- based on the evidence, onus and standard Kerry Stephen Powers and ordered his aries, which he did. of proof, a statement of uncontested facts, certificate be suspended with conditions for Based on the evidence, onus and a plea of no contest, a joint submission on ignoring his board’s policy about excursions standard of proof, an agreed statement penalty, and legal submissions. and the ratio of supervision required. of facts, a guilty plea, a joint submis- In its decision, the panel said that Powers, who was certified to teach in June sion on penalty, and the submissions Kernohan “was a recent graduate at a fac- 2004, was represented by legal counsel and made by legal counsel, the panel found ulty of education and therefore made famil- attended the public hearings on June 9 and Handscomb guilty of professional mis- iar with the standards of the profession.” 10, 2014, and November 25, 26 and 28, 2014. conduct and directed the Registrar to The panel heard that, in and around suspend his Certificate of Qualification Member: Steve Richard Kilby February 5 to February 7, 2009, during a and Registration for 20 days. Registration No: 419665 school trip for a conference, Powers was Furthermore, he was ordered to appear Decision: Revocation the only one responsible for a group of before the panel following the hearing A Discipline Committee panel revoked about 34 students who stayed at a hotel. On to receive a reprimand, and required to the Certificate of Qualification and the first evening, he allowed students free successfully complete, at his own expense, a Registration of Steve Richard Kilby, a access to his hotel room to prepare their pre-approved course of instruction cover- former Simcoe County District School presentations and to iron their clothing. ing professional boundaries and boundary Board teacher, in connection with a crim- On the same evening, Powers left the violations within four months. inal conviction for sexual interference. hotel after 11 p.m. and, in doing so, left In its written decision, the panel said, Licensed to teach in July 1998, Kilby did the students unsupervised by any teacher “the use of electronic media (e.g., social not attend the October 21, 2014, hearing, from the school. Students requiring assist- media, texting, multi-media) is now firmly nor was he represented by legal counsel. ance were unable to locate him. Powers entrenched and has revealed many dangers In July 2012, Kilby allowed one of his returned to the hotel several hours later. for members of the profession, regardless of students to live in his home for one week. His board conducted an investigation and the intent.” He also engaged in a personal and sexual suspended him for five days without pay,

68 Professionally Speaking | June 2015 GOVERNING OURSELVES

HEARINGS and banned him from attending overnight effective student discipline. Qualification and Registration. excursions for the 2009/2010 school year. In its written decision, the panel said that The panel found that his “conduct was Based on the evidence, onus and “a course on classroom management and unacceptable, disgraceful, dishonourable, standard of proof, an agreed statement of effective student discipline was necessary and illustrated an abuse of power.” facts, a guilty plea, a joint submission on because the member continued to display a penalty, and the submissions made by legal lack of insight into her misconduct years af- Member: Alfred Douglas Stelpstra counsel, the panel found Powers guilty ter the underlying incidents had occurred.” Registration No: 251850 of professional misconduct and directed Decision: Revocation the Registrar to suspend his Certificate of Member: Christopher Nicholas Sager A Discipline Committee panel revoked Qualification and Registration for five days. Registration No: 520995 the certificate of Alfred Douglas Stelpstra His certificate was suspended from July 6 to Decision: Revocation due to a criminal charge for possession of 10, 2009. A Discipline Committee panel revoked child pornography. Furthermore, Powers was ordered to the Certificate of Qualification and Licensed to teach in June 1992, appear before the panel immediately Registration of Christopher Nicholas Stelpstra did not attend the public following the hearing to receive a repri- Sager, a former Durham District School hearing on November 13, 2014, nor was mand, and required to successfully com- Board teacher, in connection with a crim- he represented by legal counsel. Since plete, at his own expense, a pre-approved inal conviction for criminal harassment about 2000, and except for one week in course of instruction covering effective involving a female student. approximately 2008 when he did supply supervision and boundaries. Licensed to teach in May 2007, Sager teaching, Stelpstra has not been involved attended the November 10, 2014, hearing, in the teaching profession. Member: Theresa Liana Riccardi, OCT and was represented by legal counsel. On March 9, 2010, the Kingston Police Registration No: 256783 During the 2009–10 school year, Sager de- executed a search warrant at Stelpstra’s Decision: Reprimand, conditions veloped a personal relationship that evolved home and found many pictures and videos A Discipline Committee panel directed into a sexual relationship with a student. of child pornography on his computer. He Theresa Liana Riccardi, a York Catholic In May 2010, Sager was charged by was subsequently charged with one count District School Board teacher, to receive Durham Regional Police with three counts of possession of child pornography. On or a reprimand for acting inappropriately of sexual exploitation. That same month, the about June 4, 2012, in the Ontario Court of and insufficiently without proper regard school board terminated his employment. Justice, he was granted a stay of proceed- for student safety. In November 2010, he pled guilty ings as a result of a violation of his section Riccardi, who was certified to teach in to criminal harassment. He received a 11(b) rights under the Canadian Charter of June 1987, attended the hearings with her suspended sentence and was placed on Rights and Freedoms. legal counsel on October 10, 11 and 30, probation for three years. His probation On July 23, 2010, he signed an Agreement 2013, and October 20, 2014. conditions included the following: and Undertaking not to teach or seek During the 2009–10 academic year, • undergo counselling employment for which a Certificate of the member: • have no contact with the student, her Qualification and Registration is required • permitted students to disrupt her class mother and their immediate family until the College disposes of this complaint. • failed to report student misconduct • not be in a position of a volunteer, pos- Having considered the evidence, onus that was potentially harmful to her and ition of employment, position of trust or and standard of proof, an agreed statement to her students authority over anyone under 18 years old. of facts, a guilty plea, a joint submission on • failed to control students during a field trip. In March 2014, the Ministry of penalty, and submissions of College counsel, The panel heard evidence that she was Community Safety and Correctional the Discipline Committee panel found unable to manage and control students Services confirmed that the probation, Stelpstra guilty of professional misconduct and to appropriately report numerous which started on November 26, 2010, ex- and directed the Registrar to revoke his incidents to the school administration. pired on November 25, 2013, and that Sager Certificate of Qualification and Registration. The Discipline Committee panel is no longer subject to probation conditions. The panel found that Stelpstra “has for- found the member guilty of professional Having considered the evidence, onus feited the privilege of holding a certificate and misconduct based on the evidence, onus and standard of proof, a statement of should not be permitted to teach in Ontario.” and standard of proof, and legal submis- uncontested facts, a plea of no contest, a sions. She was directed to appear before joint submission on penalty, and submis- Member: Not identified the panel to receive a reprimand. As sions made by legal counsel, the Discipline Decision: Counselling, conditions well, Riccardi was ordered to complete a Committee panel found Sager guilty of A Discipline Committee panel counselled a pre-approved course, at her own expense, professional misconduct and directed Dufferin-Peel Catholic District School Board regarding classroom management and the Registrar to revoke his Certificate of teacher for crossing professional boundaries.

June 2015 | Professionally Speaking 69 GOVERNING OURSELVES

The member, who was certified to teach Member: Aidan Elizabeth Welland, OCT take his family on vacation. in October 1991, attended the November 13, Registration No: 431351 Based on the evidence, onus and standard 2014, hearing, and was represented by a lawyer. Decision: Reprimand, conditions of proof, an agreed statement of facts, a joint During the 2007–08 academic year, the A Discipline Committee panel repri- submission on penalty, a guilty plea, and sub- member engaged in a relationship and manded Toronto District School Board missions of Counsel, the panel found Welland activities with students that included at- teacher Aidan Elizabeth Welland for guilty of professional misconduct and ordered tending a movie, accompanying students on making false accusations toward a student, her to appear before the panel immediately a trip, allowing students to drive her motor a colleague and another professional. following the hearing to receive a reprimand. vehicle, and going to a coffee shop and local Welland, who was certified to teach in June The panel also required her to success- restaurant outside of school hours. 2000, attended the public hearing on October fully complete, at her own expense, pre-ap- The Discipline Committee panel found the 14, 2014, and was represented by legal counsel. proved courses of instruction covering member guilty of professional misconduct The panel heard that, in December ethics in the workplace and appropriate based on the evidence, onus and standard of 2011, Welland, using a pseudonym, personal and professional boundaries in proof, a statement of uncontested facts, a plea sent emails to the principal of a school the workplace within six months. of no contest, a joint submission on penalty, attended by a student who she falsely al- The panel agreed that publication of this and the submissions of legal counsel. leged had bullied her son — even though summary with her name published is neces- The member was directed to appear her son and the student did not attend sary because Welland, on multiple occasions, before the panel immediately following the same school. She also falsely alleged used pseudonyms to protect her own identity, the hearing to be counselled. As well, the that the student’s teacher had ignored the and made false accusations toward a student, member was ordered to successfully com- bullying and failed to protect her son. a colleague and another professional. The plete a pre-approved course, at her own Furthermore, she posted false comments panel said that “the member’s disregard for expense, regarding boundary violations. about the student and his parent on a pub- others’ privacy and reputation forfeits her In its written decision, the panel said that lic website, using a pseudonym. Welland, request that her name not be published.” PS “counselling is appropriate in this matter and using a different pseudonym, made false acts as a specific deterrent to the member.” allegations about another professional by Copies of the full decisions Information about the disciplinary action emailing his principal and alleging that he are available at bit.ly/1gkIGOS. appears online at bit.ly/13KbVs9. planned to take several sick days off to

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70 Professionally Speaking | June 2015 OCT is the designation for teachers in Ontario.

I am an Ontario Certiﬁed Teacher Oliver Moh, OCT

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Oliver-Moh-OCT-Advert-EN-PRINT.indd 1 2015-05-01 10:55 AM FINAL EXAM NAME: Scot t Russell • Born in Oshawa, Ont.,1958; lived in Pickering, Ont., until he was ﬁve; moved to England, then Scotland, for a year; eventually settled in Don Mills, Ont. • Went to Flemington Park PS (Grade 1), Cassandra Boulevard PS (Grades 2–6), Milneford Junior HS (Grades 7–9) and Victoria Park SS (Grades 9–13) • Obtained his B.Ed. from the University of Western Ontario in 1982; received an MA in journalism from the University of Western Ontario in 1985 • Taught history, consumer education and geography at West Hill SS in Owen Sound from 1981–84 • Joined CBC Charlottetown as a reporter in 1985; became a sports reporter and anchor for CBMT in Montréal from 1988–92 • Moved to Toronto as a CBC sports commentator in 1992 • Wrote The Rink: Stories from Hockey’s Home Towns (1997), co-written with Chris Cuthbert, and Ice Time: A Canadian Hockey Journey (2000), as well as Open House: Canada and the Magic of Curling (2003) • Has covered 11 Olympic Games; is a member of the Canadian Olympic Committee’s Education Committee • Nominated nine times for a Gemini Award/Canadian Screen Award; won in 2005 for Best Host or Interviewer in a Sports Program or Sportscast • Received the Queen Elizabeth II Diamond Jubilee Medal for his contributions to Canadian sports in 2012 TEAM PLAYER • Teaches a course on Canadian sports history at Toronto’s CBC Pan Am Games sportscaster Scott Russell Centennial College comments on the role sports play in the school of life. • Hosts CBC Sports Weekend; will lead CBC’s coverage of the Toronto Pan Am Games from July 10–26 BY LAURA BICKLE

Describe your elementary school self. Favourite fictional teacher? What’s your fondest school memory? Shy, bespectacled and happy. John Keating in Dead Poets Society. It was 1972. I remember our French teacher Describe yourself in high school. He encouraged students to express rolling in the TV and watching Canada play Shy, bespectacled and curious. themselves and see the world. Russia in hockey. At the time, it was what What was your favourite subject? What do you wish you had been mattered most. Everyone was interested History. It has the word story in it. taught in school but weren’t? and understood the magnitude of it. Most challenging subject? Patience. The focus was always on getting Important lesson learned at school? Math. It was too logical and rigid. homework and projects done. Being able Teamwork. Which subject do you wish you had to reflect is important. The best advice received? paid more attention to? What was your dream career? Think big. Dream big. And don’t worry French. It was always teaching. I taught high school about the details. Favourite literary piece studied? for two years but I had this romantic notion If you could create a new course, The Great Gatsby. I read it in Grade 11 about it. I found marking papers and having which would you choose? and I’ve read it many times since. Gatsby to make students pay attention frustrating. The Field of Play: Why Sport Matters. was this outsider who wanted to belong. Most memorable teacher? For a time at Centennial College, I It was a tragic story with such grandeur. Mr. Heffernan. He taught high school taught that course. Most of life’s les- Favourite historical figures? law and he was the best basketball coach sons stem from sport — hard work, the Abraham Lincoln, Winston Churchill and ever. He also played professional lacrosse. competitive spirit, individual excellence, Nelson Mandela. I’m fascinated by their He taught the value of hard work and physical literacy, teamwork. They are struggles to survive and be better. was as honest as the day is long. core to what we are as human beings. PS

Tweet @OCT_OEEO [include #FinalExam] a selﬁe of your favourite Professionally Speaking article for a chance to win a Scott Russell-signed copy of Open House: Canada and the Magic of Curling. PHOTO: CBC

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