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FALL 2023 | VOLUME 90, NO. 1

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MEET THE TEACHERS BEHIND THE CHILDREN’S BOOK

NIMOSÔM ANIMA | NIMIHŠŌMIHŠ TA-MINCIWŌNCIMAN: GRANDFATHER’S REMINDER 8

WORKING FOR YOU

FEATURE

How the tone of bargaining has shifted and what to expect this fall.

Home Visits: Proceed With Caution.

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A NEW SIMPLIFIED STF LOGIN PROCESS

FALL 2023 | VOLUME 90, NO. 1

Table of Contents President’s Update

ISSN 2816-3885 (Print) ISSN 2816-3893 (Digital) The Saskatchewan Teachers’ Federation Bulletin is published four times during the school year and is distributed both electronically and in print. Have a story idea or a topic you would like us to include? We’d love to hear from you. Reach us at stfcommunications@stf.sk.ca. For our current advertising rate card or to book an advertisement, please contact stfcommunications@stf.sk.ca. Editor: Courtney Forseth, Managing Director of Communications and Public Relations www.stf.sk.ca

The Story of Nimosôm Anima | Nimihšōmihšo Ta-minciwonciman: Grandfather’s Reminder 4 Provincial Collective Bargaining Update Collective Bargaining Terms: Definitions of Key Words Used in the Bargaining Process Reconciliation in Action – Royal Saskatchewan Museum Shares Indigenous Voices and Experiences With Learners of All Ages In the Classroom With STFPL – Beginning With Belonging: Setting the Tone for a Positive School Year

please contact the editorial office.

Northern Lights School Division No Longer In Dispute

A Look Inside the Saskatchewan Drama Association

Relaunched Film Challenges Viewers’ Perspectives Exposing Inequities in Education 26 10

Substitute Teachers Added to Member and Family Assistance Plan

Principals’ Notes – 6 Ways to Increase Leadership Visibility

Home Visits: Proceed With Caution 32 14

   @SaskTeachersFed

Inclusive Education Award Winners 2023 16 One Less Password to Remember: New MySTF Login to Offer Convenient Options for Members

Upcoming Events

The Changing Face of Education – How Tone of Voice Shapes Your Classroom Culture

For You and Your Family – Top 5 Underutilized STF Benefits

Indexed in the Canadian Education Index ISSN 0036‑4886. Member of the Canadian Educational Press Association and the Educational Press Association of America. All images by Brittany Bellamy, unless otherwise noted.

 BRITTANY BELLAMY

PRESIDENT’S UPDATE

RECONCILIATION IN ACTION

eptember is usually a time of anticipation and optimism for the start of a new school year. This year, the back-to-school experience is overshadowed by contentious negotiations for a new collective agreement and reactionary government policies that challenge both our commitment to students and our professional autonomy.

It is clear: the provincial government is refusing to take responsibility for the deterioration of publicly funded education during its watch and is actively inserting its political agenda into the education sector. There is little understanding of the needs of all students and what is required to improve the learning experience in Saskatchewan schools. Our political leaders continue to demonstrate a lack of respect for our profession, and they refuse to listen to the chorus of parents and teachers who want more for students and our province. The challenges that face teachers and education are at the heart of our bargaining proposals: class size and complexity, violence-free classrooms, professional autonomy, recruitment and retention, conditions of employment for substitute teachers and a salary increase that restores teachers’ purchasing power and reflects the intensification of your workload. In response, the government has used taxpayer dollars to fund a negative advertising campaign. Instead of working with us to address difficult issues, it’s clear this government’s bargaining strategy is to mislead the public and hope we will simply settle for a few dollars more. The Saskatchewan Teachers' Federation is committed to addressing the issues you have identified, but success at the bargaining table requires our collective determination. Your willingness to share your classroom experiences is vital to inform our collective bargaining effort and provide parents and the public with insight into the teaching and learning conditions in Saskatchewan schools. I encourage you to continue sharing your thoughts and perspectives through www.tellthemtuesday.com and advocacy@stf.sk.ca. When we are united, we are strong. I ask that you stay engaged, stay informed and stay connected to your Federation. Your Teachers’ Bargaining Committee is committed to advancing the issues that are important to you. Together, we will press forward in support of Saskatchewan’s teachers, students and communities. On behalf of myself and members of your STF Executive, thank you for your dedication to students and our profession. Best wishes for a successful school year.

 BRITTANY BELLAMY

Samantha Becotte Saskatchewan Teachers' Federation President

TEACHERS INSPIRE

THE STORY OF

Nimosôm Anima | Nimihšōmihš Ta-Minciwēnciman:

BY STAFF WRITER

 BRITTANY BELLAMY

A tale about cherishing the land, renewal and treasured traditions can be found on the pages of a beautifully illustrated children’s book entitled Nimosôm Anima | Nimihšōmihš Ta-Minciwēnciman: Grandfather’s Reminder. Co-authored by educators Alberta-Rose Bear and Dr. Kathleen O’Reilly and illustrated by Lindsey Bear, sister to Alberta-Rose, the book follows a grandfather and his grandchild on a visit to a chokecherry patch and the valuable lessons about respect and gratitude for Earth’s many gifts.

TEACHERS INSPIRE

EARLY BEGINNINGS It all began with a collection of stories in an earlier book, Posâkanacîwiyiniwak: Nitaskînân, The Touchwood Hills People: Our Land. The book is a collaboration of Elders of the Touchwood Agency Tribal Council and Dr. Andrew Miller, professor and researcher at the First Nations University of Canada and the University of Saskatchewan. Dr. Kathleen O'Reilly, a teacher educator in antiracist education and justice studies at the First Nations University of Canada, recalls Miller asking her to invite her students to work with him on a study to collect stories from Elders in the TATC. Alberta-Rose Bear, a Cree woman in her second year of studies at the time, expressed an interest. This was the first of several projects Alberta-Rose Bear would be part of with O’Reilly and Miller, including developing lesson plans so that young people could come to know the stories of the Elders. The Elders asked O’Reilly to write a children’s book based on their stories, a collection of memories and lived experiences involving the land, important landmarks and educational practices. It was then she invited Alberta-Rose Bear to join her as coauthor. “The stories were about my home community and that felt personal to me,” Alberta-Rose Bear remembers. “As a Cree woman I think the stories and teachings of the Elders are so important, I wanted to be involved.” Alberta-Rose Bear has since graduated and is a teacher at George Gordon Education Centre in the Horizon School Division. Her childhood memories along with stories told by Elders and people in the community inspired the book’s themes of abundance, gratitude and revitalization.

 BRITTANY BELLAMY  BRITTANY BELLAMY

“When I was a child, my family moved to this house that was surrounded by nothing but grass. When we returned from picking berries, my sister and I would take a bite of the berries and then throw them on the grass,” she says. “Today, there is a large bush of chokecherries behind my parents’ house in the spot where we tossed the berries away. It’s a wonderful example of how regrowth and renewal can happen with time.”

PICTURES TELL A STORY Lindsey Bear, vice-principal at the George Gordon Education Centre and an artist, recalls her sister, AlbertaRose Bear, and O’Reilly visiting her classroom at the end of the school year. “They sat at one of the tables and read

TEACHERS INSPIRE

“Language is culture. Our goal is to revitalize the languages of the First Nations and give children the opportunity to learn about them.”

Lindsey Bear had captured the essence of the story so well that the co-authors asked her to contribute illustrations for the book. Using acrylics, she created bright, colourful pictures with subtle messages about her community’s culture and history. “You’ll notice the grandfather has short hair, but it was long with braids as a young boy,” Lindsey Bear says. “This was the experience of a lot of the older gentlemen in our community who went to residential schools where their hair was cut. Many of them never grew their hair long after that. I felt it was important to share this.”

LANGUAGE MATTERS The story of Grandfather’s Reminder is told in paskwâwinîmowin (Plains Cree), anihšinapemowin (Saulteaux) and English. Educators and language experts Solomon Ratt, Lorena Lynn Cote, and the late Margaret Cote with First Nations University of Canada, lent their rare knowledge and expertise to tell the story in Plains Cree and Saulteaux. The afterword includes a Saulteaux and Plains Cree pronunciation guide. “Language is culture,” O’Reilly says. “Our goal is to revitalize the languages of the First Nations and give children the opportunity to learn about them.” Since the book was published in 2022, O’Reilly and the Bear sisters have travelled to schools in Saskatchewan, speaking about why they wrote the book and what they hope readers will take away from the story. Grandfather’s Reminder has been recognized by the Saskatchewan Book Awards, the Moonbeam Children’s Book Awards and the Next Generation Indie Book Awards. Members of the team travelled to Australia to present it at the 2022 World Indigenous Peoples’ Conference on Education. Proceeds from sales of the book go to the Touchwood Agency Tribal Council Education Fund. It is available for sale at local bookstores and online.

Enter to win a copy of the book!

 BRITTANY BELLAMY

the story to me. There was a part where the grandfather is remembering his grandmother’s teachings. I pictured how that story would look and went up to the chalkboard and started sketching.”

The Bear sisters pick chokecherries on George Gordon First Nation.

SAVE THE DATES Date: April 11-12, 2024 Location: Delta Hotel Saskatoon Downtown, Saskatoon Target audience: principals, vice-principals, women in leadership, Indigenous leaders, governance leaders and members aspiring to these and other leadership roles.

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The Saskatchewan Music Educators Association (SMEA) is one of the STF’s Professional Growth Networks. SMEA provides professional development opportunities for music teachers and educators in the province by providing workshops, resources and connections with clinicians to improve students’ experiences with music.

WORKING FOR YOU

Provincial Collective Bargaining Update BY STAFF WRITER After only three sets of negotiation meetings, there’s already been a significant shift in tone. The Teachers’ Bargaining Committee and Government-Trustee Bargaining Committee planned to meet over the summer in July and August; however, the STF Executive and TBC decided not to proceed with the August meeting. If you missed updates over the summer, here’s a look at what’s happened so far.

The government publicly announced details of its proposal following the June meeting, and then bought advertisements containing incorrect information about teacher salaries, falsely stating the average teacher salary in Saskatchewan is $92,000 a year. The advertisements are also an attempt to distract from the real issue at hand – the growing crisis in classrooms that has been caused by government cuts and chronic underfunding.

M AY

The TBC completes their proposal presentations. The GTBC presents their proposals.

AU G UST

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The TBC and GTBC begin negotiations. The TBC presents the Proposals for Teachers’ Provincial Collective Bargaining.

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NEGOTIATIONS TO DATE

The TBC has growing concerns about the GTBC’s refusal to negotiate any items regarding class size and complexity, violence-free classrooms, actionable items for Truth and Reconciliation, and several other proposals. The TBC and STF Executive decide not to proceed with negotiations scheduled for August to allow additional time to respond to the GTBC proposals and consider strategy in light of the government’s decision to announce its salary offer in media and public ads. Future meetings are scheduled for September and October.

Government billboard advertisement stating false information.

“We’ve challenged the government to provide the data to back up this claim and so far, they haven’t. Instead, they have doubled down and bought even more advertisements,” said STF Executive Director and TBC Chairperson Bobbi Taillefer. In response to the advertisements, the STF submitted a letter of complaint to Saskatchewan’s chief electoral officer over concerns that the ads may have violated The Election Act, 1996, as advertisements were running during three byelections in the province. While there is concern over the lack of progress at the bargaining table, the TBC is committed to pressing ahead on the issues teachers have identified as important. In addition to a detailed salary package, the TBC brought forward a series of proposals aimed at reducing overcrowded classrooms, providing added supports for children who require special services, while also addressing serious concerns over the growing problem of classroom violence.

TBC Chairperson Bobbi Taillefer. Teachers' Bargaining Committee preparing for negotiations.

“We want to engage in meaningful negotiations at the table and focus on the issues facing education,” said STF President Samantha Becotte. “The GTBC is refusing to negotiate on critical matters, like class size and complexity. Instead of wasting taxpayers’ money on misinformation, this money could have gone towards professional supports students need.”

Read all Bargaining Updates and the letter to the chief electoral officer at www.stf.sk.ca > Teaching in Saskatchewan > Collective Bargaining. Log in to access this member-only content.

This round of bargaining may grow more challenging. While there is no pre-determined course of action, it is important that members are prepared for all possible outcomes. A series of regional meetings will be held in late September and early October. Visit the Events Calendar on the STF website and plan to attend a meeting so you can hear directly from the bargaining team, share your perspectives and ask questions.

Back in February, the STF encouraged members to start saving money in the event there is a withdrawal of services or teachers are locked out. While it’s difficult to do in these economic circumstances, the STF recommends members review their finances and plan accordingly.

DID YOU KNOW? The STF now uses Interac e-transfer, rather than issuing cheques to members for eligible expenses or other payments. Fund transfers are sent to the preferred email address members have saved in their MySTF profile. Please sign in to MySTF to ensure your information is up to date.

Collective Bargaining Terms: Definitions of Key Words Used in the Bargaining Process BY STAFF WRITER

Fundamental to building this collective voice is the use of common and consistent language. Let’s break down some of the key terms and phrases used in the collective bargaining process. Arbitration: A process to settle disputes when a board (Educational Relations Board) hears submissions from each party. Judgments made by the board are binding on both parties. Bargaining Spokesperson: The person appointed by a bargaining committee to speak on behalf of the committee at the bargaining table. Conciliation: A process for settling disputes where a board (Educational Relations Board) is selected to hear submissions from each party. Where an arbitration board makes a final decision that is binding on both parties, a conciliation board assists the parties in concluding an agreement. Dispute or Impasse: A point in negotiations where progress toward reaching a tentative agreement has stalled. Educational Relations Board: A provincially legislated board that oversees the processes for settlement of disputes in teacher collective bargaining. Grievance: A formal process used to resolve differences in meaning or application of the collective bargaining agreement. Mediation: A process for solving disputes in which a person is appointed to assist parties in resolving their differences. Both parties must agree to enter mediation. Negotiations: Processes used to address employee/ employer issues such as compensation, pension and benefits, or teaching and learning conditions at the provincial and local bargaining tables. Ratification: A process that enables teachers to vote to accept or reject a tentative agreement and is based on the principles of transparency, fairness, accessibility, accountability and accuracy.

Sanctions: A range of actions used to advance bargaining positions, considered only when dispute resolution processes such as mediation, binding arbitration or conciliation are unsuccessful. Examples may include: work-to-rule, withdrawal of voluntary services such as extracurricular, rotating strikes or full-scale withdrawal of services in specific regions, towns or school divisions. Tentative Agreement: An agreement reached by the parties at the bargaining table that is presented for ratification to teachers and to boards of education. In 2022, the STF published a valuable guide for members entitled Guidelines for Local Implementation and Negotiating Committees. To access this resource, visit the Federation website.

RECENT TEACHER BARGAINING ACHIEVEMENTS • In December, BC teachers ratified a new agreement that includes: • Salary grid increases, plus general wage increase of 3.24% in year 1; 5.5% to 6.75% (dependent on CPI) in year 2; and 2% to 3% (dependent on CPI) in year 3. • Prep time increase for FTE teachers from 110 to 120 minutes per week. • For the first time, Manitoba teachers are negotiating a new contract provincially. For over a century, all negotiations took place at the local level. Provincial negotiations began in 2023. • New Brunswick teachers have reached a tentative agreement and a ratification vote is expected in September.

 SUPPLIED BY RSM

RECONCILIATION IN ACTION

ROYAL SASKATCHEWAN MUSEUM

InfoRed (Brad Bellegarde) at RSM Traditional Knowledge Keepers event.

Shares Indigenous Voices and Experiences With Learners of All Ages BY STAFF WRITER The Traditional Knowledge Keepers Program presented by the Royal Saskatchewan Museum (RSM) provides visitors a rare opportunity to learn firsthand about Indigenous people and culture through the voices and experiences of Indigenous Elders and Knowledge Keepers. “When we talk about cultures, we know they change and move over time. We want to be able to talk about this and we can’t always do this in exhibits. People really need to hear the voices of Elders and Knowledge Keepers so they can better understand Indigenous cultures in this province,” says Sarah Schafer, visitor experience supervisor, Royal Saskatchewan Museum, Ministry of Parks, Culture and Sport.

Born out of a shared goal to further Indigenous education, the museum struck a partnership with the Saskatchewan Teachers’ Federation in 2019, when the STF committed to a multi-year sponsorship. The STF provides $10,000 annually to the Friends of the RSM to expand its Traditional Knowledge Keepers Program. “Education is a stepping stone to Truth and Reconciliation. It is a natural fit for us to partner with the STF to further Indigenous education,” Schafer says. After pandemic-related closures in 2020 and 2021, the museum produced a series of videos for the program, hosted on its YouTube Channel. They feature traditional Knowledge Keepers sharing stories about 11

RECONCILIATION IN ACTION

Quill workshop

 SUPPLIED BY RSM

National Indigenous Peoples Day, summer and winter solstices, Earth Day, the smudge ceremony, powwow dancing and more.

“People really need to hear the voices of Elders and Knowledge Keepers so they can better understand Indigenous cultures in this province.”

Now that the museum has reopened its doors, Schafer says she is happy to be working in-person with Elders and Knowledge Keepers to revive the program’s workshop series in which members of the Indigenous community teach traditional art such as quill working, beading and rug hooking. Participants in the workshops can also view exquisite handmade Indigenous creations that are housed in the museum’s Indigenous History Collection. Through workshops, events and resources, the museum and STF help teachers, students and the public recognize important milestones year-round, including Orange Shirt Day (September 30), Saskatchewan Indigenous Storytelling (January to March), National Indigenous History Month (June), National Indigenous Peoples Day (June 21), and other events involving morning prayers. Indigenous musicians such as Brad Bellegarde, aka InfoRed, who performed for 140 students and teachers with inspiring words and songs, lend their voices to engage youth and mark these important times of recognition. The museum also hosts school groups throughout the school year in which students can learn Indigenous ways while puzzle-making, examining artifacts and listening

 SUPPLIED BY RSM

Rug hooking

RECONCILIATION IN ACTION

to stories such as How the Turtle Got Its Shell told by Elder Hazel Dixon. There is also the option for Teacher Supervised Visits without booking a program. Worksheets are available to teachers in French and English to help them guide students through the First Nations Gallery and other galleries and exhibits. The museum recently renewed its partnership with the STF for two more years and is currently planning more exciting educational activities and experiences for students and teachers.

The Truth and Reconciliation Commission of Canada and the 94 Calls to Action are helping to shed light on one dark chapter of our Canadian history. The STF’s partnership with the Royal Saskatchewan Museum is an important part of the Federation’s commitment to reconciliation in education. The STF is proud to support this thoughtful and engaging program that helps young people, their families and educators understand the history of colonization, residential schools, and the impact the schools still have on Indigenous Peoples today.

MacPherson accepted her award at the CTF’s AGM, held in Ottawa in July. The STF is proud to have nominated MacPherson in recognition of her exemplary advocacy work in her role as an elected school board trustee. Colleen has served on the Saskatoon Public Schools Board since 2009, including as board chair since 2019.

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“The public has not always had access to Indigenous Knowledge Keepers. The learning and sharing that has come from connecting them with schools, newcomers, and other groups as part of the program has been profound,” Schafer says.

The Saskatchewan Teachers’ Federation congratulates Colleen MacPherson on receiving the Public Education Advocacy Award from the Canadian Teachers’ Federation.

 RSM’S YOUTUBE CHANNEL

Elder Hazel shares the story How the Turtle Got its Shell on RSM’s YouTube channel.

IN THE CLASSROOM WITH PROFESSIONAL LEARNING

Beginning With Belonging: Setting the Tone for a Positive School Year BY NICOLE TURCOTTE, STF PROFESSIONAL LEARNING ASSOCIATE DIRECTOR

s the new school year begins, we as educators are once again trying to think of the best ways to engage and support all our learners. From trauma-sensitive practice, to supporting mental health and well-being, to learning gaps and culturally responsive, anti-racist pedagogy, the research is rich. All these practices start at the same place – relationships! In the document Inclusive Education (2021), the Saskatchewan Ministry of Education has identified five “I” statements that “drive the goals of the education sector” (page 3). They are: I belong, I can be myself, I am learning what I need for my future, I feel safe and supported, and I am valued. As you begin welcoming students back and preparing lessons, keep in mind that there are some practical evidence-based strategies that support each of these “I” statements. The following are some examples.

I Belong: STRATEGY: Two-by-Ten Relationship Building WHAT IS IT: Spend two minutes per day for 10 consecutive school days connecting with a student individually about a topic of interest to the student that is non-academic and not related to the student’s behaviour. WHY IT WORKS: Research shows this strategy creates a positive connection between an adult and a student, increasing a sense of belonging and safety, and supports the teacher’s ability to connect learning outcomes to student interests.

I Can Be Myself: STRATEGY: Discursive and Collaborative Instruction WHAT IS IT: Creating opportunities that require group interaction and discussion. WHY IT WORKS: Instructional strategies that allow students to talk about their past learning, perspectives, experiences and cultural values promote a feeling of respect and understanding within the classroom community. This leads to greater student engagement and reduces classroom disruptions.

IN THE CLASSROOM WITH PROFESSIONAL LEARNING

I Am Learning What I Need for My Future:

FOR MORE IDEAS ON CREATING A SENSE OF BELONGING IN YOUR CLASSROOM, CHECK OUT THESE RESOURCES FROM THE EMMA STEWART RESOURCE CENTRE

STRATEGY: Providing Effective Feedback and Feed Forward WHAT IS IT: According to Hattie and Timperley (2007), “Effective feedback must answer three major questions … Where am I going? (What are the goals?), How am I doing? (What progress is being made toward the goal?), Where to next? (What activities need to be undertaken to make better progress?). These questions correspond to the notions of feed up, feedback and feed forward” (page 86).

Schools That Matter: Teaching the Mind, Reaching the Heart Van Bockern, Steve. (2018) University of Winnipeg. Winnipeg, MB

WHY IT WORKS: Focusing on specific criteria and progress towards goal achievement supports students in feeling successful and promotes a growth mindset.

Motivating Students Who Don’t Care: Successful Techniques for Educators Mendler, Allen N. (2000) National Educational Service. Bloomington, IN

I Feel Safe and Supported: STRATEGY: Teaching, Practicing and Reviewing Classroom Routines

Giving Students A Say: Smarter Assessment Practices to Empower and Engage

WHAT IS IT: Teaching students what to do during transitions and during instruction to maximize instruction time and minimize disruptive behaviour.

Dueck, Myron (2021) ASCD. Arlington, VA

WHY IT WORKS: Classroom routines create a sense of predictability and safety for students who may have been exposed to traumatic experiences. Furthermore, frequent repetition supports success for students who have difficulty remembering instructions.

Powerful Student Care: Honoring Each Learner as Distinctive and Irreplaceable Chandler, Grant A.; Budge, Kathleen M. (2023) ASCD

I Am Valued: STRATEGY: Providing Students With Opportunities to Make Choices WHAT IS IT: Creating opportunities for students to make authentic choices that support feelings of autonomy, competence and relationship to others. WHY IT WORKS: Students are often insightful about their interests and learning needs. Offering authentic opportunities to choose topics or ways to represent their learning increases student engagement and provides opportunities to display talents.

Sources: Hattie, J., & Timperley, H. (2007). The Power of Feedback. Review of Educational Research, 77(1), 81–112. https://doi. org/10.3102/003465430298487 Mendler, Allen N. (2001). Connecting With Students. ASCD. Arlington, VA. Parker, F.; Novak J.; Bartell, T. To Engage Students, Give Them Meaningful Choices in the Classroom. Phi Delta Kappan Vol. 99 (2). (2017). 37-41. Saskatchewan Ministry of Education (2021). Inclusive Education. Regina, SK.

Inclusive Education

INCLUSIVE SCHOOL OF 2023: KING GEORGE COMMUNITY SCHOOL IN SASKATOON

Award Winners 2023 BY INCLUSION SASKATCHEWAN

In June, Inclusion Saskatchewan presented its annual Inclusive Education Awards at a ceremony in Saskatoon. The awards recognize those who demonstrate innovation, student-centred approaches and dedication to inclusive education.

 INCLUSION SASKATCHEWAN

Members of King George School’s staff team, SPSD Superintendent Trish Reeve, Inclusion Saskatchewan board member Nytosha Kober, additional members of King George School’s staff and a student.

In partnership with Inclusion Canada’s National Inclusive Education Awards, Inclusion Saskatchewan was pleased to present this year’s Inclusive School Award to King George Community School! King George is a Saskatoon Public Schools Division elementary school serving prekindergarten through Grade 8 students in Saskatoon’s core neighbourhoods, often with complex socio-economic barriers that can multiply the impacts of a child’s disability. The school’s leadership team, teachers and support staff go above and beyond to ensure students are supported through strengths-based and family-centred approaches, often collaborating with community-based organizations to fill gaps both in the school and in the students’ homes and communities.

“They work incredibly hard to include all students and to ensure that each knows that they are seen, heard, valued and cared for,” shares a community member. Their classrooms are diverse and students who experience intellectual disability are fully included in every activity in shared learning environments, including within their popular drumming circle, hide tanning camps and community council meetings. Sensory spaces in each classroom allow students to continue learning while meeting their own sensory and regulation needs. Principal Michael Bradford says, “We don’t believe in having kids sent home for behaviours, as that isn’t a solution. All behaviour is communication, so we meet that communication’s need instead.”

 INCLUSION SASKATCHEWAN

Left to right: Award Recipient Patrick Winand, Inclusion Saskatchewan board member Nytosha Kober and STF Executive member Amy Korver.

Left to right: Kara and Sam Bernardin, student of recipient; recipient Kristin Boyd and daughter Audrey Boyd; award presenters and Inclusion Saskatchewan board members Tina Millar and Nytosha Kober.

INCLUSIVE TEACHER OF 2023: PATRICK WINAND OF WAKAW SCHOOL

DR. JOHN DOLAN SPIRIT OF EDUCATION AWARD 2023: KRISTIN BOYD OF SUNWEST DLC

In partnership with Inclusion Canada’s National Inclusive Education Awards, Inclusion Saskatchewan was pleased to present this year’s Inclusive Teacher Award to Patrick Winand! Patrick serves as vice-principal, learning resource teacher and classroom teacher at Wakaw School in Horizon School Division. His dedication to continued learning is evident in all that he does, and his intersectional approaches ensure that each student is treated as an individual with unique needs to be met.

Inclusion Saskatchewan was pleased to present the Dr. John Dolan Spirit of Education Award to celebrate the dedication to inclusive education by those outside of traditional classroom teaching roles. The inaugural award was proudly presented to Kristin Boyd of SunWest’s Distance Learning Centre (soon to be Saskatchewan DLC). While acclimating to the COVID-19 pandemic and the challenges faced by families of immune-compromised children, Kristin created an inclusive learning environment for students attending classes online across the province. She advocated for EA supports that students accessed virtually, created opportunities for students to connect and learn together through video calls, and reimagined Inclusion and Intervention Plans (IIPs) while adapting them to a virtual platform.

“Mr. Winand’s intuition, initiative and communication regarding inclusive education have helped positively change how our students, staff and community operate at Wakaw School. He’s strived to ensure that all our students are included and not left out based on ability,” says a parent. Patrick’s commitment to strengths-based approaches, mental wellness and meeting each student where they’re at has made a difference for many students, including one who shares, “I had come to Mr. Winand to find a solution so that I could be comfortable at school and stay for the whole day. He heard me and listened to what I had to say, and I appreciate him greatly for that … He made me comfortable and listened to me; I have never fully felt like that before in this school.”

“We have received the support that all families hope to get but so often don’t … The respectful, inclusive way we are considered is not only a breath of fresh air but also a reminder that disability doesn’t and shouldn’t prevent an individual from the respect and regard that any person deserves.”

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S E P T E M B E R

One Less Password to Remember: New MySTF Login to Offer Convenient Options for Members There will soon be a new and convenient way to access member-only information on the Saskatchewan Teachers’ Federation website. The new MySTF login process will soon offer secure options that allow members to log in using their Google, Facebook, Apple or LinkedIn accounts. These options are in addition to the traditional username and password combination. The member-only area of the Federation’s website provides important information on bargaining, benefits and other helpful content. In the past, accessing MySTF content meant members had to remember a specific username and password. If they forgot their login information or needed a password reset, members had to contact the Member Support Centre during business hours. “The Federation is responding to member requests to improve the user experience and simplify the log-in process to access member-only content,” says Senior Manager, Information Technology Jarod Ofstie. “Providing members with the opportunity to log in to MySTF using the familiar, secure credentials that they regularly use in other aspects of their daily lives is a positive option.”

“The Federation is responding to member requests to improve the user experience and simplify the log-in process to access member-only content.”

Ensuring the privacy and security of members’ personal information is a top priority for the Federation. Offering authentication through third-party providers such as Google and Facebook is an acknowledged best practice and provides a high level of assurance for members. When members visit the MySTF login page they will be prompted to log in using credentials from their preferred third-party. Members can continue to use a separate username and password combination for MySTF, and the site’s “Forgot Password” option has been reactivated to allow users to reset their password on their own. “The Federation wants members to have a positive, easyto-access experience when they log in to the website,” Ofstie says. “Providing these familiar log-in options means one less password to manage while also ensuring a high level of security for members and the Federation.”

ACHIEVE YOUR TEACHING AND CAREER GOALS WITH OUR GRADUATE AND CERTIFICATE PROGRAMS

grad.usask.ca/education

Educational Technology and Design • Curriculum Studies • Indigenous Languages • Indigenous Land-Based Education • Educational Psychology • School and Counselling Psychology • Special Education • Educational Administration • Educational Foundations • Scholarship of Teaching and Learning • English as an Additional Language Education

UPCOMING EVENTS ACCREDITATION SEMINARS SEPTEMBER

Saskatoon, Regina, Weyburn and Humboldt Initial, renewal and second subject seminars are being held throughout September in Saskatoon, Regina, Weyburn and Humboldt. Full details are available online.

SEPTEMBER – OCTOBER

REGIONAL PROVINCIAL COLLECTIVE BARGAINING MEETINGS Monday, September 25

Saskatoon

Tuesday, September 26

Prince Albert Lloydminster Yorkton

OCTOBER

Monday, October 16 9 a.m. to 3:30 p.m., Regina

OCTOBER

Wednesday, October 4 Virtual* * Pre-registration required. 6:30 p.m. Registration is not required for in-person meetings. Members can attend any meeting location that is convenient. All meetings start at 6:30 p.m. Visit the STF’s Events Calendar and log in for member-only information, including location details.

SSL-ELEBRATION OCTOBER

Saturday, October 14 Saturday, October 21

Saskatoon Prince Albert Regina

Time to celebrate the role of school staff liaison! The role will be evolving in 2023 and all school staff liaisons are invited to an information and training event: SSL-elebration! Visit the Events Calendar online for full details and to find the location assigned to your local association.

UNDERSTANDING AND FINDING OUR WAY – DECOLONIZING CANADIAN EDUCATION Friday, October 20 9 a.m. to 3:30 p.m., Saskatoon Begin or continue your personal journey of reflection about what the Truth and Reconciliation Calls to Action ask of educators. Explore overarching themes raised in the film, Understanding and Finding Our Way – Decolonizing Canadian Education, including the challenges, barriers and opportunities experienced in the education system.

Wednesday, September 27 Regina Melfort Weyburn Monday, October 2 North Battleford Swift Current

PHONEMIC AWARENESS AND PHONICS IN EARLY YEARS: MAKING EXPLICIT INSTRUCTION AND PLAY WORK!

OCTOBER

NOVEMBER

DECEMBER

PROMOTING POSITIVE STUDENT BEHAVIOUR Friday, October 27 9 a.m. to 3:30 p.m., Saskatoon

SUPPORTING INDIGENOUS WAYS OF KNOWING IN MATHEMATICS – HIGH SCHOOL Tuesday, November 21 9 a.m. to 3:30 p.m., Melfort

TRAUMA SENSITIVE PRACTICES: SUPPORTING EARLY LEARNERS THROUGH PLAY Friday, December 1 9 a.m. to 3:30 p.m., Regina

FOR MORE INFORMATION For additional event listings and registration information, visit the Events Calendar at www.stf.sk.ca.

AS PART OF OUR COMMITMENT TO TRUTH AND RECONCILIATION, AND PROMOTING DIVERSITY AND INCLUSION, WE ARE PLEASED TO HIGHLIGHT A FEW UPCOMING CELEBRATIONS AND DAYS OF RECOGNITION. September 24-25

Yom Kippur

September 26

Mawlid al-Nabīy

September 30 National Day for Truth and Reconciliation; Orange Shirt Day November 12

Diwali/Deepavali; Bandi Chhor Divas

December 8-15

Hanukkah

December 26-January 1

Kwanzaa

SASK ATO ON Saturday, October 14, 2023

The Federation is very excited to be hosting a brand-new style of school staff liaison forum this year. The SSL-ebration events will take place at three locations in October 2023. These events are part of our goal to revitalize the critical role and celebrate our school staff liaisons! Each school is asked to send one SSL only. Visit the Events Calendar at www.stf.sk.ca to register by October 3, 2023.

To be attended by the following local associations: ALEF, Horizon, Lloydminster, Prairie Spirit, Saskatoon, Sun West and Tri-West

PRINCE AL B ERT Saturday, October 21, 2023 To be attended by the following local associations: Creighton, Ile a la Crosse, North East, Northern Area, Northwest, Prince Albert & Area and Saskatchewan Distance Learning Corporation

REGINA Saturday, October 21, 2023 To be attended by the following local associations: Chinook, Christ the Teacher, Good Spirit, Holy Family, Holy Trinity, Prairie South, Prairie Valley, Regina Catholic, Regina Public and South East Cornerstone

stf-001508b/ 20230907

26th Annual E D U C AT I O N & C A R E E R FA I R

SASKATOON

REGINA

OCTOBER 30TH, 2023 TCU Place 9:45am – 3:00pm

OCTOBER 31ST, 2023 Evraz Place 9:45am – 3:00pm

Visit seeyourfuture.ca to register your school today!

CHECK US OUT!

(RE)

DISCOVER

YOUR TEACHING LIBRARY The Emma Stewar t Resources Centre has materials and services to meet your classroom, research and professional growth needs. Visit in person, search the online catalogue or contact us to request materials. Learn more at stf.sk.ca.

Northern Lights School Division No Longer In Dispute Proposals Outside Bargaining Pose a Threat to All Teachers and Principles of Good Faith BY STAFF WRITER An in-dispute designation placed on Northern Lights School Division on June 19, 2023, has been lifted effective July 24. “We are pleased we have been able to come to an agreement and resolve this issue,” says Saskatchewan Teachers’ Federation President Samantha Becotte. “Placing a division in dispute is rare and only used in the most serious cases.”

collective interests of all teachers across the province and their right to bargain as one, together. While this instance happened to just one local association, any attempt to undermine bargaining is a threat to all teachers in the province and future negotiations.

The Northern Area Teachers’ Association and Northern Lights School Division recently came to an impasse while trying to reach an agreement on local benefits and working conditions. NLSD Director of Education Jason Young then communicated the terms of a memorandum of understanding outside of the bargaining process and directly with all NLSD teachers. In response, the Saskatchewan Teachers' Federation took the rare step of placing the division “in dispute” for interfering with the collective bargaining process and demonstrating an abuse of power.

“We are pleased we have been able to come to an agreement and resolve this issue. Placing a division in dispute is rare and only used in the most serious cases.”

The STF has not placed a division in dispute since 2002 and has only done so 14 times since 1961. While a division remains in dispute, any teacher who applies for or accepts a contract to work there can be subject to complaint under the Federation’s Code of Collective Interests. The Code, set by the STF Council, guides the conduct of members with respect to the collective interests of the teaching profession. It calls for respect for the collective bargaining process as “the appropriate means to determine all conditions of employment.” A key role of the Saskatchewan Teachers’ Federation is to represent and advocate for 13,500 teachers who are employed in PreK-12 across the province. The STF supports this community of teachers who are united in their commitment to professionalism, the values they share and the desire for their students to succeed. One of the ways it does this is by offering comprehensive education to its members regarding the collective bargaining process and the principles of bargaining in good faith. When both parties meet, exchange proposals, and make a sincere attempt to reach an agreement, they are bargaining in good faith. Undermining this process goes against the

At the time, Northern Area Teachers’ Association President Debbie Banman expressed disappointment for its 300 members who received an email from their employer directing them to accept terms dictated by that same employer. “It represents an unfair bargaining tactic and shows a disregard for the volunteer members of our committee, our local association, and the right to collective bargaining that we have as employees,” says Banman. “Northern Area teachers care deeply about the students and families in our schools, the communities where we live and work, our colleagues and local association. “We are relieved this has been resolved without further escalation,” says NATA President Debbie Banman. “We look forward to returning to the bargaining table to reach a fair agreement for our local members that will include priority articles from both parties.” Now that the issue has been resolved, there are no restrictions on members applying for or accepting a position with NLSD. 23

A Look Inside the Saskatchewan Drama Association

BY RAY DEANS, SASKATCHEWAN DRAMA ASSOCIATION PRESIDENT

and connect remotely with adjudicators and workshop leaders. To enhance theatrical education, the organization collaborated with theatre leaders to record learning sessions accessible to students and teachers, covering various aspects of the craft.

Undeterred, the SDA board and executive director diligently worked on adapting to the situation and ensuring student engagement and connectivity. They introduced online performance opportunities, including a virtual theatre festival, allowing students to submit videos of their acting

The SDA partnered with other Canadian organizations to further facilitate development, expanding their virtual presence and enabling members to learn and grow despite the isolation. They joined forces with the National Theatre School, allowing SDA members to participate in and be observers at Dramafest. Additionally, the SDA became Saskatchewan's representative in the Educational Theatre Association Canada, allowing local schools to engage in EdTA national initiatives.

n May 2019, the Saskatchewan Drama Association celebrated 40 years of festivals and hosted its annual drama competition, bringing together numerous students, teachers, parents and audiences. The event fostered a strong camaraderie, renewing existing friendships and creating new ones. However, as the organization geared up for the following season, everything took an unexpected turn; the COVID-19 pandemic abruptly halted all performing arts activities.

 SUPPLIED BY THE SASKATCHEWAN DRAMA ASSOCIATION

Students participate in a musical theatre workshop.

Attendees wait for the next season of plays to begin.

Backstage in the light and sound booth at one of the performances.

Fast forward to 2022 and the festivals resumed inperson performances, which were eagerly anticipated by participants and audiences alike. Unfortunately, the pandemic took its toll on drama programs across the province. The regional festivals and participant numbers were approximately half of what they were pre-COVID-19. Nevertheless, the SDA adjusted its approach, inviting winners from each competition as well as the runnerup plays from each region to the provincial festival. Although smaller in scale compared to previous years, the provincial festival served as a heartwarming reunion for everyone involved.

festival, where they could perform before an enthusiastic audience and receive feedback from front-of-house and backstage adjudicators. Additionally, participants could attend 90-minute workshops throughout the festival focusing on acting, movement, playwriting and musical theatre. The festival also recognized the importance of fostering students’ connections from different regions by providing an evening social event on Friday night and an awards ceremony to wrap up the festivities. The Saskatchewan Drama Association board and participants thoroughly enjoyed the festival and eagerly anticipate further growth in the coming years.

Building on the success of 2022, the following school year commenced with great enthusiasm and excitement. More schools than the previous year entered the regional festivals, bringing an increased number of plays and students. There were still some spaces for runner-up plays at the provincial festival; the SDA held a draw to determine which regions would have the opportunity to send two plays to the competition. The SDA dedicated four days to celebrating the hard work of the students and teachers.

For those interested in learning more about the Saskatchewan Drama Association, a professional growth network affiliated with the STF, please visit our website at www.saskdrama.com. The SDA offers its members scripts and resources, free workshops and other support. Furthermore, the SDA offers numerous scholarships and bursaries for SDA student members continuing their education in a related field. To explore the available options, please visit www.saskdrama.com/bursaries and www.saskdrama.com/memberships.

The festival’s first day featured middle-years students presenting their prepared plays while receiving valuable workshops from front-of-house and backstage experts. The next three days welcomed hundreds of students to the

The SDA wishes you a fantastic school year, and we hope to see you in the theatre very soon. 25

“Life is a lot faster than when I was a child. Today our youth struggle. We need to embrace and honour the young people. They need to have a voice.”

Relaunched Film Challenges Viewers’ Perspective – Mary Lee, Cree Elder

Exposing Inequities in Education BY STAFF WRITER

 SUPPLIED

Understanding and Finding Our Way – Decolonizing Canadian Education is a powerful film that lays bare Saskatchewan’s education system and all the other systems and institutions that contribute to the oppression of Indigenous people. The film is available for viewing after a one-year hiatus to respect the cultural protocols of the family of the late Davis Swindler-Horse. SwindlerHorse played an important role in the creation of the film by providing Cree translations and narrating the Cree language in the film.

Film relaunch event on May 25, 2023, at the Gabriel Dumont Institute. Left to right: Milton Tootoosis, Michael Gatin, Angela Caron, Shelly Tootoosis and Verna St. Denis.

Nine years in the making, the film was produced by Dr. Verna St. Denis, an internationally renowned scholar in anti-racist education, and directed by award-winning filmmaker Alison Duke, in partnership with the universities of Saskatchewan and Waterloo and the Saskatchewan Teachers’ Federation. With the guidance, ceremony and prayers of Cree Elder Mary Lee, the 30-minute film embarks on a provocative discussion about race and education, offering important context for efforts to decolonize the Canadian school system. St. Denis says the goal of the film is that Indigenous People’s knowledge, their way of providing education, and their sovereignty and rights will be acknowledged, valued and respected. “I’ve been part of promoting change in public education all of my career and there’s change happening, but there has to be change at multiple levels

 UNDERSTANDING AND FINDING OUR WAY

Verna St. Denis speaks in the film.

to recognize the role of institutionalized structural racism, indeed all levels of racism,” St. Denis says. Shelly Tootoosis, former Associate Executive Director with the STF, was a community connector for the project, facilitating communication with teachers and participating in the film’s development, even after she retired in 2016. Tootoosis remembers 19-year-old Swindler-Horse and the valuable role he played before his death in April 2022. “Those who knew him knew of his commitment to the Cree language and Cree ways. He was raised by his grandparents and was wise beyond his years,” she says.

“I’ve been part of promoting change in public education all of my career and there’s change happening, but there has to be change at multiple levels to recognize the role of institutionalized structural racism, indeed all levels of racism.” Tootoosis spoke with Swindler-Horse’s grandmother knowing the film was already in the public domain. In Cree culture, the grieving period is a sacred time for those who have left us and for those who are left behind. It is tradition to set aside physical memories, photos and videos of loved ones for one year until the first memorial feast. “It was important for the STF to respect these traditions,” Tootoosis says. The decision

Top: Davis Swindler-Horse provided Cree translations and narration in the film. Middle: Excerpt from the film. Bottom: Opening of the film

was made to remove the film from viewing until the memorial feast in April 2023, when it was relaunched. “The film is timeless, and the messages still stand a year later,” Tootoosis says. “We can’t pretend that history did not happen and how society continues to perpetuate inequities. This film is a way to support the teaching profession with understanding and awareness, and to promote and support a socially just education for our children.” Two discussion and facilitation guides have been published to help teachers and pre-service teachers explore themes identified in the film and discuss ways to decolonize education, so all students can succeed. The film was created through the support of Dr. Jennifer Simpson, principal investigator of the Social Science and Humanities Research Council grant: Building and Mobilizing Knowledge on Race and Colonialism in Canada. You can watch Understanding and Finding Our Way – Decolonizing Canadian Education and find the discussion guides on the STF website.

Bonne rentrée scolaire

Visitez notre site web pour découvrir les ressources et ateliers disponibles pour les élèves. inscription infolettre

fresk.ca | info@fresk.ca 28

Ressources et services éducatifs fransaskois

Substitute Teachers Added to Member and Family Assistance Plan BY ROD DRABBLE, STF COMMUNICATIONS A commitment to support the well-being of Saskatchewan teachers has resulted in substitute teachers being enrolled in the Federation's Member and Family Assistance Plan as of September 1. The MFAP is a voluntary, confidential program provided by ComPsych Guidance Resources available to STF members at no additional cost. It is designed to provide members and their families with personalized support in areas including short-term counselling, work-life solutions, health and wellness coaching, financial guidance and legal consultations. Helpful online resources and self-guided learning tools are also offered. "We know substitute teachers are looking for support and that’s why we’re very happy to be able to offer them access to the MFAP,” said Senior Managing Director, Corporate Fund Services Troy Milnthorp. “It’s a valuable plan that goes beyond just short-term counselling. It also provides guidance for substitute teachers in many different areas of their lives and will go a long way to supporting the physical, mental and financial well-being of them and their families.”

“We know substitute teachers are looking for support and that’s why we’re very happy to be able to offer them access to the MFAP.”

The Plan is funded through teachers’ annual membership fees and is administered by the STF. Access is completely confidential – employers and the STF do not know if a teacher has accessed the Plan. The services provided though the MFAP are available to all STF teachers and their family members.

Details about the Plan have been shared directly with substitute teachers. Information about the MFAP and how to access services is available to all members under the Pension & Benefits menu on the STF website, within the MySTF portal. The Federation is continuing efforts to strengthen other benefits for substitute teachers. Beginning July 1, 2024, active substitute teachers will be eligible for pension plan upgrades that are currently not available. Retired teachers already have access to similar upgrades via the pension plan. The Federation hosts several meetings and focus groups during the school year to share information and resources tailored to the needs of substitute teachers. Teachers seeking more information or who would like to suggest topics may email stf@stf.sk.ca, attention Derek Barss.

MULTICULTURAL EDUCATION INITIATIVES (MEI) FUNDING Application Deadline October 30th Make your PreK - 12 classroom even more welcoming and equitable!

Apply Now! https://mcos.ca/funding/mei/

Grants of up to $400! 25-50 projects funded!

PRINCIPALS’ NOTES

6 Ways to Increase Leadership Visibility Being visible will foster trust with your staff and improve teaching and learning.

WANDER PURPOSEFULLY

HAVE LUNCH WITH STUDENTS

Wandering around was a management strategy used at Hewlett-Packard in the company’s early days. Wandering with a purpose allows an education leader to understand their school’s instructional needs and to make informed decisions that impact student learning.

When staffers see administrators connecting with others outside the office setting, they will be more open to collaboration. Why? Because they see leaders reinforcing that being able to, and engaging with, students and teachers is the priority.

VISIT CLASSROOMS

PLAY ON THE PLAYGROUND

To understand Instructional practice well enough to deliver constructive feedback, education leaders need to visit classrooms early and often, and to observe these rooms through multiple lenses: teachers interacting with students, students interacting with classmates, and teachers interacting with one another.

This strategy speaks for itself. It is a great way to have fun, be a part of your school and have staff see you outside the classroom. Also: Your students will love it.

TEACH CLASSES Getting back into the classroom is a highly effective way to bridge the gap between administration and staff. Encourage teachers to invite you in to teach a lesson. Use that time to model instructional practices that you feel strongly about and want others to use. 30

GET INVOLVED IN THE COMMUNITY Being involved outside your school allows community members to get to know, and hear from, their school leaders. It’s also a great time to promote and market your school. Reproduced from @PrincipalProj. What’s your favourite way to be “visible” for staff and students? (Inspiration via Leader @MatthewXJoseph.)

A CALL FOR N O M I N AT I O N S non-partisan professional development opportunity

Rare View of

Legislative Processes

Interactive 5-day Conference

Valuable Networking

Opportunities

ARBOS FOR CONTRIBUTIONS TO E D U C AT I O N A N D T H E T E A C H I N G PROFESSION The assistance of teachers is being sought in selecting the recipient for the Arbos for Contributions to Education and the Teaching Profession. This Arbos award honours teachers who have made outstanding contributions to education and the teaching profession that are broad and significant in their scope and impact.

• • •

Please consider nominating a teacher from your area. The deadline for nominations is November 15. For more information visit the STF Awards, Grants & Scholarships web page.

For More Information: (306) 787-2282 speaker@legassembly.sk.ca legassembly.sk.ca/about/role-speaker

@SKLegAssembly

stf-0022b / 20230907

Home Visits:

Proceed With Caution BY STAFF WRITER

arents are key stakeholders in education and finding ways to invite them to participate in their child’s education is something teachers take seriously. Teachers use several strategies to engage parents in their child’s education including conferences, mailouts, family nights, reading/learning programs, home visits and more.

“Home visits are not a magical solution for every problem. There are many challenges surrounding home visits. On the side of schools, they take time, which is at a premium for teachers. On the side of the family, they can also be challenging for various reasons.” – Byrd, 2012

With advances in technology and the need to move online during the COVID-19 pandemic, teachers have more ways to connect with families than ever before. Even with all of the avenues available for parent engagement, the Ministry of Education has funded two years of a Saskatchewan School Boards Association pilot project on home visits – a project that should raise serious concerns and questions for teachers. Some believe that home visits will help improve students’ academic achievement, classroom behaviour and attendance rates.1 Home visits require significant time and resources for training, organizing and implementing – time and resources that school divisions simply do not have. Advocates for home visit programs argue that the investments necessary for home visits are worth the cost – but how effective are they? McKie et al. (2021), observed that there is little evidence proving the effectiveness of home visit programs and that the research that suggests home visits show promise for improving student outcomes and parent engagement is “sparse and rarely drawn from high quality study designs.”2 Reviews of a number of home visit programs in the United States suggest that the benefits of home visit programs are overstated. Improvement in academic achievement ranged from 0.02 percent to 1.35 percent. They also found there was no significant improvement in student attendance or student behaviour.

Lauren Scher and Sherri Lauver, “Examining the Effects of HOME WORKS! The Teacher Home Visit Program on Student Academic Outcomes,” School Community Journal 31, no.2 (2021): 103. Allison McKie, Jeffrey Terziev, and Brian Gill, Institute of Education Sciences, Impacts of Home Visits on Students in District of Columbia Public Schools, November 2021, Pg. 1

PROGRAM REVIEWED

LOCATION

ACADEMIC ACHIEVEMENT

ATTENDANCE

DISCIPLINE

The Family Engagement Partnership and The Family Engagement Collaborative3

Washington, DC

0.11% improvement in mathematics scores. 0.02% improvement in ELA scores.

0.35% increase in attendance.

2.95% less likely to have a minor disciplinary incident. No difference in major disciplinary incident.

HOME WORKS!4

St. Louis, Mo.

No statistically significant difference in reading scores between students who received home visits and those who did not.

No statistically significant difference in attendance.

No statistically significant difference in classroom behaviour.

Independent Home Visit Program5

Texas

1.35% improvement in mathematics and ELA scores for students who received home visits.

N/A

No statistically significant difference in classroom behaviour.

It is difficult to generalize from studies on home visits because they are heavily influenced by the context of the school and family members; therefore, findings may not apply to schools within the same division, let alone schools in different cities, provinces/states or countries.6 As a pedagogical intervention, home visits do not appear to have a strong enough impact to warrant the time and expense that might be better spent on other interventions. Between 2016 and 2018 a full school research project was spearheaded by Dr. Debbie Pushor out of the University of Saskatchewan, an advocate for home visit programs. This program was to gather data on an expanded family engagement model, which included staff conducting home visits, increased family programming, engagement with curriculum decisions, extended library hours and programs offered outside school hours. Engagement with families occurred during the evenings following a meal where transportation and childcare was provided to community members. Overall, Pushor argued that the program brought about meaningful parent engagement and expressed hope that more of teachers’ extracurricular time would be spent in engaging with parents through home visits.7 The experiences showcased in the article, however, do not reflect the experience shared by school staff participating in the research. One staff participant commented:

3 4 5

6 7

McKie et al., 2021 Scher and Lauver, 2021 Kim Wright et al., “The Effects of Teacher Home Visits on Student Behavior, Student Academic Achievement, and Parent Involvement,” School Community Journal 28 No. 1 (2018): 78 McKie et al., 2021 Debbie Pushor, “Using Participatory Action Research to Create Systematic Parent Engagement,” Journal of Family Diversity in Education, Vol. 3, No. 2, 2018.

“The decision to have the school engage in the research project was not driven by teachers identifying a need in their classroom but rather by an outside group. Unfortunately, the legitimate concerns raised by teachers about the program were not addressed. Instead, resistance to the increased demands of parent engagement strategies was attributed to teachers not knowing or understanding the research on systematic parent engagement resulting in increased demands for professional learning. Parents, when asked to take part in curricular decision making, reiterated their trust in the expertise of teachers and did not feel it was their place to contribute to such activities – parents were focused on their own professions. Parents routinely expressed that they sent their children to school to learn from those whose profession was teaching. Staff participated in this program in good faith because of their belief in parent engagement. The project was described as action research, but this was not the experience of the staff. Over time, teacher voice was eroded as the project primarily focused on the ideas of the principal researcher. The project did not hold to the principles of action research but rather was an implementation plan of the researcher that undermined and dismissed the voices of staff.”

In 2021 the Ministry of Education provided funding for a Saskatchewan School Boards Association Parent Teacher Home Visits pilot project, based on an American program, led by Dr. Pushor. The PTHV program is vocal about its success and reach, yet the program has only reached 0.0006 percent of students across the United States and Canada.8 Proponents argue that home visits are a high impact practice – how impactful can a program really be that reaches less than one percent of the student population? The limited uptake on the program would suggest otherwise.

Separate from the projects in this article, a cohort of Saskatchewan education students were required to conduct home visits as a component of their internship. During scheduled home visits, a Saskatchewan teacher faced two incidents of inappropriate behaviour that made her feel both professionally disrespected and personally unsafe as a woman. She reported both incidents to Dr. Pushor.

A total of eight schools participated along with 48 staff and 143 families. The participants felt positive about the program but did experience challenges in getting parent buy-in as well as feelings of pressure to participate in order to meet pre-set quotas. Some of the participants noted many parents did not want teachers to visit their homes and the families that did volunteer were already heavily involved in their child’s education. This is further intensified by the legacy of Residential Schools and the

intergenerational trauma caused by them. A home visit may appear as the school overstepping and intruding into a private space, or make parents feel as though the school is coming to make sure they are fit to raise their children.9 On February 4, 2022, the Saskatchewan Teachers’ Federation wrote a letter to the project committee outlining numerous concerns regarding home visit programs including safety, compensation, professional expectations, intensification of workload, parent buy-in, privacy and a range of other issues. While the letter was included in the SSBA’s March 2022 interim report, none of the concerns were acted upon in the second year of the pilot program. Home visits pose direct challenges to the hard-bargained working conditions of teachers. In Saskatchewan, the requirements of home visits fall outside of existing provisions of The Education Act, 1995, the Provincial Collective Bargaining Agreement 2019-2023, and locally negotiated bargaining agreements. Home visits occur outside of school hours, but because they are directly linked to student academic outcomes, they cannot be considered extracurricular. The STF Executive raised these and other concerns with the SSBA Executive on March 2, 2023, followed by a heated debate. Once again, the concerns raised on behalf of Saskatchewan teachers were ignored. Teachers have complex, demanding jobs, especially in a post-pandemic world. They are expected to navigate larger and more complex classrooms with less and less resources. Adding home visits to this already growing workload will continue to put pressure on and expand the expectations of teaching in a profession already fraught with stress and burnout. As the Parent Teacher Home Visits participants gathered for a reflection following the second year of the program, one of the committee members mused that teachers might spend time on a Saturday carrying out home visits – this thought disrespects the work teachers do every day to build relationships with students and their caregivers. Home visits are not a one-size-fits-all solution to parent engagement. Parent engagement is an ongoing process, never one single tactic, and must be adaptable. The time and resources necessary for home visits for such limited results makes them unsuitable as a broad approach to parent engagement. Instead, the focus should be on improving and utilizing parent engagement strategies that respect teachers’ time, resources and safety.

Parent Teacher Home Visits, “2022 Annual Home Visit Tallies: Good News! See How Parent Teacher Home Visits Have Grown,” Parent Teacher Home Visits, https://pthvp.org/news/2022-annual-home-visit-tallies/. James McNinch, Parent Teacher Home Visits Initiative Final Report, (Regina, SK: Saskatchewan School Boards Association, 2022), 15.

THE CHANGING FACE OF EDUCATION

How Tone of Voice Shapes Your Classroom Culture BY YOUKI TERADA, REPRODUCED WITH PERMISSION FROM EDUTOPIA.ORG

sing your voice to manage a classroom is one of the most powerful

tools at your disposal. Teachers vocalize to impart information through direct instruction, gauge student understanding by asking questions, facilitate transitions between activities—and also manage behavior by redirecting wayward learners and issuing directives when necessary. It’s a deceptively complex, multifaceted tool, requiring constant modulation to fit changing classroom circumstances— and it can take teachers years to hone.

In a 2022 study, researchers set out to explore the nuances of tone, and especially how a teacher’s tone of voice can shape classroom culture. Researchers from the University of Essex and University of Reading analyzed how elementary students reacted to common classroom instructions—“It’s time to quiet down” or “Get in your seats, we’re starting the lesson,” for example—which were delivered in tones varying from controlling to neutral to supportive. While the words remained the same, shifts in tonality had a surprisingly large effect across multiple dimensions of classroom health, including students’ sense of belonging, autonomy, and enjoyment of the class, as well as the likelihood that they’d confide relevant personal information to educators, like their interests or academic struggles.

THE CHANGING FACE OF EDUCATION

The researchers concluded that controlling tones “undermined” students’ sense of competence, while supportive tones “enhanced” their sense of connection with teachers. An authoritarian disposition can erect barriers: Controlling voices “dissuaded children from intentions to share secrets with their teachers,” including whether students were being bullied, were suffering hardships, or had completed work they were proud of, said the researchers, eroding the bonds of trust that are needed to learn in the social setting of a classroom.

Shifts in tonality had a surprisingly large effect across multiple dimensions of classroom health, including students’ sense of belonging, autonomy, and enjoyment of the class, as well as the likelihood that they’d confide relevant personal information to educators, like their interests or academic struggles.

KEEP UP WITH EDUCATION RESEARCH CANARY IN THE COAL MINE Subtle changes in a teacher’s tone of voice can be the first signal that something is awry in the classroom. A note of panic that slips into verbal directions, a rise in vocal register or volume, or a sudden barrage of repeated instructions may indicate to students that things are starting to spin out of control and trigger a fight-or-flight response in the classroom, ratcheting up the anxiety and leading to outbursts.

Emotions are contagious, researchers explain in a 2021 study. When teachers convey warmth and express interest in a topic, students are more likely to stay engaged—and stay out of trouble. Conversely, teachers who overreact to student disruptions or are emotionally distant can unwittingly create a combative or unfriendly atmosphere. Exhibiting passion for the topic works wonders: Teachers who enjoy being in the classroom “sustained their positive attitudes when students struggled and reported spending more time teaching,” the researchers report. Meanwhile, developing a steady, calm demeanor in a dynamic classroom setting takes time and practice, particularly when students know how to press your buttons. Take things slowly and work from a place of empathy and compassion. One way to prepare for the inevitable tests of your patience is by running scenarios in your head or with a partner. “Think through scenarios that might happen in your classroom and how you want to respond before the start of the year,” suggests high school teacher and instructional coach Emily Terwilliger. “It will make those first redirects and interventions less intimidating.” As always, focusing on relationships first is a bedrock principle: “Bank time” with students and get to know them better, since these deposits can help ease future conflict. Finally, it’s important to let go and start fresh; it’s easy to overreact if a student keeps pushing your buttons. Try to start each day with a clean slate.

FINDING THE WARM IN YOUR ‘WARM DEMANDER’ Managing a classroom with your voice requires deftness— use a tone that’s too strict and demanding, and the research over decades is clear: Older students in particular will read it as a challenge and rebel. Go too soft on students, however, and they’ll spend a lot of time testing the boundaries of what they can get away with. The ideal tone is a blend of both approaches, says middle school teacher Kristine Napper. “Neither high expectations nor kind hearts can do the job alone,” writes Napper, who recommends adopting a warm demander tone that focuses first “on building strong relationships with students,” and then “draws on that wellspring of trust to hold students to high standards of deep engagement with course content.” When students misbehave in Nina Parrish’s classroom, she sees it as an opportunity to ask thoughtful questions and look for patterns. Did something spark the disruption? Are students trying to get attention from their friends, or are they bored? “Behaviors help students obtain something

THE CHANGING FACE OF EDUCATION

desirable or escape something undesirable,” she explains. Instead of demanding compliance as a first step, meet your students halfway: Set high expectations, but also spend time trying to understand what makes them tick.

Neither high expectations nor kind hears can do the job alone. Building strong relationships with students draws on that wellspring of trust to hold students to high standards of deep engagement with course content.

There will undoubtedly be times when you’ll need to raise your voice or speak sharply to a student, but the tactic should be used sparingly. “Developing a calm, neutral, assertive voice is part of the teacher’s own self-regulation, which allows them to help students to be self-regulated and to be secure in the knowledge that the teacher will be receptive to them, but also in control,” says Linda Darling-Hammond, president and CEO of the Learning Policy Institute.

A DOSE OF THE NONVERBAL It’s easy to forget that tone isn’t just conveyed through your voice—it can also be conveyed by facial expressions, hand gestures, and body language, which “help guide facilitation of student learning,” says Samford University professor Lisa Gurley in a 2018 study. Teachers often adopt a formal demeanor in the classroom, modeling behavior that mirrors a professional environment. Yet the difference between too-controlling and just-controlling-enough often relies not on what is said, but on the accompanying nonverbal cues that can soften perceptions.

Modern eye-tracking research suggests that teachers tend to make eye contact with students in the front row and the middle section, so consider circulating in your room and making an effort to acknowledge those sitting in the back (and on the peripheries) with your presence. You can be formal by nature and formal in speech, and still connect. Students can detect and appreciate teaching authenticity in many forms, according to recent research. And students usually “respond positively to professors who treat them with dignity and seem approachable, even if those professors are more formal in their speech and demeanor,” says Amber Dickinson, a political science professor at Oklahoma State University, in a 2017 study. Acknowledging students with eye contact or an approving nod can “reduce the psychological distance” and help build a trusting relationship without saying a single word, she writes.

THE CASE OF THE DISEMBODIED VOICE Vocalizing is not the only way that tone is expressed; our voice continues to have influence even in the absence of our physical presence. When giving feedback on an assignment, writing emails, or having an online discussion, the right tone can be harder to pin down—but it remains crucial—when communicating with students. “A professor in a classroom may provide succinct instructions that students understand and appreciate, but a short email from a professor may be interpreted as cold or uncaring,” says Dickinson. In her study, she discovered that attempts to be efficient by communicating in a precise manner—such as giving clear instructions on how to upload an assignment—were often interpreted by her students as harsh. Stripped of the nonverbal cues that typically accompany a face-to-face conversation, her online persona became stern and distant, and she saw her students become less engaged as a result. When writing messages to students, be sure to include personal touches, suggests Dickinson. It not only will make them feel more comfortable but also can create a more positive classroom culture and encourage students to reach out for help. “For example, I included content to offer general encouragement by saying things such as ‘Don’t give up, the semester is almost over, and your hard work will pay off,’ or reminding students I was happy to help them in any way,” she writes.

Are you inadvertently frowning or looking exasperated when a student speaks up? Do you seem dismissive?

FOR YOU AND YOUR FAMILY

Top 5 Underutilized STF Benefits BY AARON STUCKEL, STF COMMUNICATIONS

The STF is proud to offer a comprehensive suite of benefits that supports the physical, mental and financial well-being of Saskatchewan’s teachers and their families. To help you maximize your STF benefits, we’re highlighting some of those benefits that are less commonly used but can make a big difference in your overall well-being.

STF OPTIONAL LIFE INSURANCE Did you know your mandatory Group Life Insurance under the Teachers’ Superannuation Commission covers you for just $205,000 if you pass away? Luckily, STF’s Optional Life Insurance plan (Portaplan) offers up to $400,000 in coverage at rates among the lowest in the industry. It makes for a great alternative to mortgage insurance. Plus, even if you quit teaching, you can keep your coverage. Get an instant quote on the STF website!

VOLUNTARY CONTRIBUTIONS TO THE SASKATCHEWAN TEACHERS' RETIREMENT PLAN Yes, times are tough right now and saving every month can be a challenge, but putting a little bit of money into a voluntary contribution account under the STRP is a really effective way to build an

SERVICE PURCHASES UNDER THE STRP Speaking of maternity leave, did you know you can buy back certain leave periods to make sure they count towards your STRP pension? Not only does that help boost your future pension payment, but it also helps you retire earlier! Check the e-Guide for more information.

MEMBER AND FAMILY ASSISTANCE PLAN You probably think of the MFAP as a counselling program, and you’re not wrong. Its primary purpose is to offer short-term counselling for things like anxiety, grief and burnout. But it’s so much more than that! Financial advice? Check. Legal advice? Check. Nutrition guidance? Check. When you’ve got too much on your plate, the MFAP can help. They’ll even help you plan a birthday party! All it takes is a phone call.

extra nest egg for retirement or to save some cash to buy back that maternity leave (more in the next bullet) to improve your STRP pension. Learn more about voluntary contributions in the STRP e-Guide.

GREEN SHIELD CANADA’S CHANGE4LIFE HEALTH PORTAL If you want to improve your health and get free stuff, check out the Change4Life portal in your GSC Everywhere app. Earn points for doing things that improve your health like taking a health risk assessment, signing up for health reminders or even just reading about health topics. Once you earn enough points, use them to bid on cool rewards. It’s a win-win! Check it out on GSC Everywhere today.

As always, if you need help or want to learn more about any of these benefits, contact the STF. You can call our office toll-free at 1-800-667-7762, email stf@stf.sk.ca, visit www.stf.sk.ca/pension-benefits or use the chat feature on the STF website.

Call for Research Grant Applications

Notice of Intent 2024-25 Funding The McDowell Foundation invites PreK-12 teachers and other educators to submit a Notice of Intent to begin the grant application process for research projects funded in the 2024-25 school year. Foundation grants provide funding, guidance, and release time to support recipients’ project goals and activities. The McDowell Foundation provides research grants to explore new and innovative ways to best meet the educational needs of students in Saskatchewan. Visit www.mcdowellfoundation.ca for more information.

Please contact the Foundation for further details or visit www.mcdowellfoundation.ca/grants.

Grant Application Process 1. Submit a Notice of Intent by November 30, 2023. 2. Applicants are invited to participate in a grant proposal development workshop in December 2023. 3. Applicants develop a draft grant proposal for review by February 5, 2024. 4. Applicants may revise the draft grant proposal based on the feedback and advice received and shall submit a final grant proposal by April 19, 2024. The Notice of Intent should be emailed to mcdowell@stf.sk.ca by the November 30, 2023 deadline. The Notice of Intent can be submitted orally if the research team prefers.

bargaining regional meeting in your area to learn more and ask questions of the bargaining team.

REGIONAL MEETINGS September 25

October 2

S askatoon World Trade Center Saskatoon at Prairieland Park

N orth Battleford Dekker Centre for the Performing Arts Swift Current

September 26 P rince Albert

Coronet Hotel

October 4

Lloydminster

Legacy Centre

Virtual

Yorkton

Gallagher Centre

September 27 R egina

Delta Hotels by Marriott

Melfort

Kerry Vickar Centre

Weyburn

McKenna Hall

InnovationPlex

Registration required

All meetings begin at 6:30 p.m. Registration is only required for the virtual event. Visit the Events Calendar at www.stf.sk.ca for more information and to register for the virtual meeting.

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