NOTES
Learn how to navigate highly charged conversations.
From Mines to the Classroom
To address the two outstanding issues of wages and class complexity.
Danielle Welter’s journey from an environmental scientist to high school teacher in Prince Albert. PAGE 10
WINTER 2024 | VOLUME 91, NO.2
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.
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Editor: Courtney Forseth, Managing Director of Communications and Public Relations
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@SaskTeachersFed
©20 24 . For permission to reprint, please contact the editorial office. Indexed in the Canadian Education Index ISSN 0036‑4886.
Member of the Canadian Educational Press Association and the Educational Press Association of America.
images by Brittany Bellamy, unless otherwise noted.
the Classroom With STF Professional Learning – Aga Khan Foundation
Education Community Mourns the Passing of a Friend, Legacy Teacher and Educational Leader
With provincial and local trustee elections in our rearview mirror, we now have a clearer picture of what the next four years of public education policy and governance will look like. Thank you to all Saskatchewan Teachers’ Federation members, school staff liaisons and local association leaders for your action related to these elections. Whether distributing lawn signs and flyers, door knocking or talking with friends and family, members’ efforts ensured that public education was a top priority for Saskatchewan voters. While it was disappointing to review the Saskatchewan Party’s platform and see no new promises for education, following the election, newly re elected Premier Scott Moe acknowledged that their management of education had an impact on their support and added that there is a need for government to work for all people in the province.
As a non partisan organization, our political focus remains on education policies and the impact on public education, students and teachers. The STF knows the importance of positive relationships; therefore, we must strive to foster new relationships and rebuild damaged relationships at local and provincial levels. As we strengthen relationships, our advocacy is not put on hold. We must continue to hold elected officials and division leaders accountable for their responsibility to public education, students and teachers.
Looking ahead, arbitration meetings will be held December 16 to 20 and we will present a compelling case on the two key issues for teachers: wages and class complexity. Thank you to the over 1,000 teachers who took time to submit testimonials to support arbitration. Your experiences clearly demonstrate the significant challenges in Saskatchewan schools and classrooms. The time and effort teachers took to share their experiences is a gift to our profession.
Speaking of gifts to the teaching profession, I want to close by sharing my most heartfelt thanks to Bobbi Taillefer. As Executive Director of the STF since March 2021, Bobbi has led our Federation through some of the most challenging times in our sector’s history. She has done this with deep and unwavering passion, tenacity and grace. Bobbi will stay with us until March of 2025, but she has left an indelible mark and legacy on our organization that will carry forward long into the future. While words don’t do the sentiment justice, I want to close this message by simply saying: thank you, Bobbi.
Samantha Becotte
Saskatchewan Teachers’ Federation President
STF COMMUNICATIONS
When Danielle Welter traded her career as an environmental scientist at a uranium mine to that of a high school science teacher, she didn’t leave her previous role behind. Instead, she found ways to integrate it into her lessons, using her real-world experiences to engage her students.
Welter, a science teacher at École St. Mary High School in Prince Albert, was thriving in her job at Cameco’s McArthur River Uranium Mine in northern Saskatchewan when she and her husband, Kevin, who is also a teacher at St. Mary, learned she was pregnant with their first child, Noah. They were living in Prince Albert, and she was flying in and out of the mine for work every other week. Bi weekly parenting was not an option she wanted to consider, so something needed to change.
“I thought to myself, if I can’t do the science, am I interested in teaching the science? Yeah, okay, let’s pivot. And the moment I came to terms with that, we just switched, and I truly haven’t looked back,” she says.
Northern Connections
Welter grew up in northern Saskatchewan. Her mom was a high school English teacher, and her father worked in aviation. Her early childhood was spent in Buffalo Narrows and Meadow Lake. When she was in Grade 6, her family settled in La Ronge, where her parents still live.
While studying at the University of Saskatchewan, Welter got a summer job in an office at the McArthur River Uranium Mine. She watched staff from the environment department exploring the land around the mine and was intrigued. That fall she switched her major from psychology to environmental earth sciences.
“I fell in love with the degree. Every summer I went back to different mines and one summer I worked at the Cameco office in Saskatoon,” Welter recalls.
After earning her B.Sc. in 2004, Welter received Natural Sciences and Engineering Research Council of Canada funding to pursue an M.Sc. in soil physics. She hadn’t yet completed her thesis when Cameco offered her an environmental scientist position at the McArthur River Uranium Mine. It was an opportunity she didn’t want to pass up, so she took it, planning to finish her degree while working.
Her job involved monitoring the water, air and soil around the mine for levels of radionuclides and heavy metals.
“I got to look at the data and see what we were actually doing there. It’s not just taking samples; it’s looking at what the samples mean,” Welter explains.
She spent a lot of time outside, taking ATVs and canoes to different locations to do the monitoring during summer months, and snowmobiles and snowshoes for winter sampling. There were encounters with moose, bears and even wolves.
Welter loved the outdoor aspects of the job, and the sense of camaraderie at the mine, with everyone spending weeks at a time together in the remote wilderness.
“I love my job 100 percent because I love to teach science. I feel like I really am where I should be.”
Danielle and Kevin Welter during a family and friends trip to McArthur River Uranium Mine in 2006.
“I take experiences that I had as a student and as an environmental scientist ... as a way to get these kids outside and enjoying nature and engaged in science.”
“When we were up there it felt amazing because we knew we had to rely on each other in terms of safety, for one, but also for that community. We would have volleyball games in the evening or something else that was fun. There’s not a lot of women but I never felt ostracized,” she says.
Welter got to do interesting work in the mine, including a project to study if cattails could absorb some of the radionuclides from wastewater. She also found time to complete her master’s degree in 2009. But having a family was reason enough to make a career change and pursue education.
Welter was a resident of northern Saskatchewan, so she opted to study education through the Northern Teacher Education Program in La Ronge. She moved back in with her parents, who helped care for baby Noah, and Kevin visited on weekends. During her second year, Kevin kept Noah, and she commuted. “I knew in the back of my mind that NORTEP was a good fit because in Prince Albert we get so many students from the north,” says Welter.
When she completed her B.Ed. in 2011, she got a job at École St. Mary High School, where she has been ever since. Welter and her husband appreciate that since they’re both teachers, they get to spend all their holidays together with their three kids, Noah, now 16, Nicolas, 13, and Olivia, 10. Their family life was worth Welter’s career change.
For the Love of Teaching Science
Although Welter misses the mines, she enjoys bringing elements of her past career into the classroom. One of the outcomes of the Physics 30 curriculum is to assess the impacts of nuclear radioactivity and the applications of nuclear technology on society and the environment. Students learn about decay equations and penetrating power. Welter tells them how nuclear energy workers use personal protective equipment, as well as distance and shielding, to limit their exposure to radiation.
“I even bring up the fact that when I was pregnant, I was still going underground, but I would wear a different type of dosimetry device and it would let me know my real time radiation dose,” she says.
With her education and experience, she teaches Environmental Science 20 in a variety of ways, such as going on field trips to dig soil pits and examine layers of earth, or to lakes where students don hip waders, take water samples and study the macro invertebrates in the water to assess the water’s health.
“I take experiences that I had as a student and as an environmental scientist … as a way to get these kids outside and enjoying nature and engaged in science,” explains Welter.
In Earth Science 30, the students investigate the processes and technologies used to locate and extract mineral resources and fossil fuels locally, provincially and globally, and there is a career section where Welter talks about the different mining industry jobs. In Chemistry 30 she talks about selective precipitation and how it is used in mining.
Welter says many of her students have family members who work in mining, forestry and agriculture, so there are a lot of real world connections to the science classes she teaches. They talk about the value of those sectors to Saskatchewan’s economy and how they can impact the environment, both positively and negatively.
Welter has been able to weave her passion for science into teaching, a career she also finds incredibly rewarding. Ever one to explore new opportunities, Welter recently became the science department’s learning leader, which is what department heads are called at St. Mary. Her role includes ordering supplies for all the labs, ensuring the teachers are assessing and evaluating in similar ways, and mentoring new teachers.
Welter encourages other science, technology, engineering and mathematics field professionals to consider teaching if they are ready for a career change.
“They should switch to teaching if they are interested in inspiring youth. You have to be a teacher for the love of teaching or for the love of science. I love my job 100 percent because I love to teach science. I feel like I really am where I should be,” she concludes.
Respond to the World at Saskatchewan’s Doorstep
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BY: LESLEY PORTER,
Education was certainly a top issue heading into the 2024 provincial and trustee elections. After a challenging year that included bargaining, sanctions and the longest stretch of teacher job action in Saskatchewan history, parents and guardians – as well as the general public – were more tuned in to education issues than ever before.
The Saskatchewan Teachers’ Federation is a non partisan organization and operates under The Teachers’ Federation Act, 2006. This legislation aims to advance the interest of teachers and advocate, on behalf of the collective, for excellence in public education. As such, the Federation did not endorse any single party or candidate, but encouraged the electorate to take an active role in the democratic process.
To further the advocacy mandate, the Federation launched its Vote for Public Education campaign in September. This included the Ballot Box ad, which urged the public to vote to invest in our kids and their public schools. Also launched in September was the platform document, Check All the Boxes, which highlighted three key issues for Saskatchewan teachers: Restore and maintain per student funding; address class size and complexity; and address the growing concerns about classroom violence.
For the first time, the Federation offered lawn signs bearing the Vote for Public Education slogan; more than 4,500 were distributed across the province. Stickers, printable signs and downloadable images for social media were also available and proved to be popular. Additionally, the Federation created direct mail flyers that addressed both the provincial and trustee elections. These were sent to targeted constituencies and encouraged voters to ask questions of campaigning candidates; several local teachers’ associations also handed these materials out door to door.
The Federation’s advocacy site, www.TellThemTuesday.com, began contacting subscribers in August, forming a public education defense team. This included email campaigns to candidates and promotion for all STF election resources.
The writ was dropped on October 1. Two days later, the Federation held a Vote for Public Education Election Forum. All seven registered political parties were invited, and six participated. The virtual event saw party representatives provide a statement and respond to moderated questions before an invited audience of teachers, retired teachers and post secondary education students. The forum was moderated by Jennifer Quesnel – podcast host, producer and reporter for television and radio.
Participants included:
• Valerie Brooks, Saskatchewan Green Party
• Rose Buscholl, Progressive Conservative Party of Saskatchewan
• Jeremy Cockrill, Saskatchewan Party; Jeremy served as Education Minister since August 2023
• Matt Love, Saskatchewan NDP; Matt served as education critic while in opposition
• Jahangir Valiani, Saskatchewan Progress Party
• Phil Zajac, Buffalo Party of Saskatchewan
At the conclusion of the 90 minute forum, candidates were asked to make a pledge for public education. The
pledge read: Do you promise to advocate for public education in Saskatchewan and ensure our students and teachers get the support they need to succeed in the classroom? All six candidates took the pledge. The pledge cards were later sent to all provincial candidates. They were encouraged to sign the card, snap a photo and share it on social media, tagging the Federation to share further with its followers.
The parties each unveiled their platform documents (see sidebar) throughout the month. On October 21, STF staff and members took part in a sticker Day of Action (similar to previous bargaining sticker Days of Action in 2023). This served as a reminder that polling opened the next day, October 22. Dozens of members took selfies with their Vote for Public Education stickers and uploaded them to their social media accounts, tagging the Federation to share further.
At a campaign stop on October 17, Saskatchewan Party leader Scott Moe said the party’s “first order of business” would be a policy directive restricting students to use school change rooms that match their sex assigned at birth. The policy, not part of the party’s election platform, was in response to a reported complaint at a school in the Prairie Valley School Division. In response, the Federation issued a joint statement with the Prairie Valley Teachers’ Association addressing the situation and offering support to members, adding that “the lives of children should not be used as political fodder purposefully designed to divide communities.” Shortly after the election, Moe said he misspoke and this is no longer a top priority.
On October 28, the Saskatchewan Party received its fifth mandate to form a majority government, winning 34 out of 61 seats – a decline from the 42 they held previously. The NDP more than doubled their representation in the legislature, gaining 13 seats for a total of 27. Several constituencies were too close to call on election night and were determined in the following days by mail in ballots.
Public education was also a focus in municipal elections, where citizens voted for their school board trustees
(note: the Bulletin went to print before the November 13 election date). Trustees are responsible for spending the provincial budget allocated for schools, as well as representing and advocating for the unique local interests of students in their communities. An unfortunate reality is that 59 percent of trustee positions were acclaimed in 2020. The STF worked with local teacher associations to survey candidates, asking for their take on addressing classroom challenges and what motivated them to run.
The Ballot Box ad and the Vote for Public Education Election Forum are both available to watch on the STF YouTube channel
PARTY PLATFORM HIGHLIGHTS
Throughout October, each party released a platform document that outlined where they stand on issues and what policies they plan to enact if elected.
SASKATCHEWAN PARTY
Touted their 2024 25 budget, including infrastructure spending in Saskatoon and Regina
SASKATCHEWAN NDP
Invest $2 billion to reduce class sizes and support students with complex needs
SASKATCHEWAN UNITED PARTY
Implement standardized testing to address those ranking lower in certain subjects
BUFFALO PARTY OF SASKATCHEWAN
Introduce required courses on financial management, marketing and entrepreneurship
PROGRESSIVE CONSERVATIVE PARTY OF SASKATCHEWAN
Eliminate out of pocket fees, typically charged by divisions as cost recovery
SASKATCHEWAN PROGRESS PARTY
Reinstate mill rate powers back to school divisions
SASKATCHEWAN GREEN PARTY
Merge public and separate school boards to
Binding Arbitration Set for Later This Month
BY: STAFF WRITER
Binding arbitration for a new provincial collective agreement will take place from December 16 to 20 in Saskatoon. Binding arbitration will be used to address the two outstanding issues of wages and class complexity.
WHO IS ON THE PANEL?
Mr. Daniel Ish is the arbitrator for these proceedings. Ish is emeritus professor at the University of Saskatchewan College of Law. He was professor of tax and labour relations law, director of the Centre for the Study of Co operatives and served three terms as dean. In retirement, he served as chief adjudicator of the Indian Residential Schools Adjudication Secretariat.
Ms. Dawn Harkness is the Teachers’ Bargaining Committee nominee for the arbitration panel. Harkness spent 25 years with Saskatoon Public Schools as a classroom teacher, special education teacher, vice principal and principal prior to retirement in 2023. During that time, she served on the school division’s budget advisory and assessment/ literacy committees. She has continued her involvement in education as a sessional lecturer for the Saskatchewan Urban Native Teacher Education Program at the University of Saskatchewan, an intern supervisor for university
Both sides present their positions during the hearing December 16-20.
programs and a substitute teacher. Her extensive professional background means Harkness will speak with authority on the experiences of teachers and students in Saskatchewan classrooms.
Mr. Greg Chatlain is the Government Trustee Bargaining Committee nominee. Chatlain is a former director of education with Greater Saskatoon Catholic Schools. His experience includes more than 32 years with GSCS in various leadership roles until he retired in 2022. He recently served as the GTBC nominee for the conciliation board in 2023 24.
TEACHERS SHARE EXPERIENCES
In June, and again in September, the STF asked members to submit class complexity related experiences from the 2023 24 school year or 2024 25 school start up. More than 1,000 submissions were received. Each submission will be used during arbitration.
The arbitrator deliberates and writes a legally binding report.
The award granted is added to the PCBA.
These submissions add valuable information and context to the TBC’s submission. Thank you for sharing your lived experiences and contributing to the binding arbitration process.
WHAT HAPPENS DURING THE PROCEEDINGS?
During the arbitration hearing, both sides will have the opportunity to make presentations and provide a written brief on the two issues: wages and class complexity.
The panel will weigh the facts and rationale presented, and the arbitrator’s decision will be delivered in the form of a legally binding written report, delivered after the process has been completed. The award through the arbitration process will become part of the final Provincial Collective Bargaining Agreement.
WHAT PROPOSALS WILL THE TEACHERS’ BARGAINING COMMITTEE ADVANCE?
The TBC will not put forward any new or different proposals than what was advanced during bargaining. Similar to the conciliation process that took place last December, the TBC
will advance the original proposals that were approved by Council and presented to the Government Trustee Bargaining Committee at the onset of provincial collective bargaining on the matters of wages and class complexity.
To support the TBC’s position, additional legal, economic analysis, updated information and statistics will also be presented. Every teacher experience submitted will also be included.
WHAT HAPPENS AFTER THE PROCEEDINGS?
Once the proceedings are complete, the arbitrator deliberates and writes the legally binding report. There is no pre determined date for when the report will be delivered. Once the report is delivered, the STF will notify members of the result. The award granted by the arbitrator will be added to the new PCBA.
Read Asking Package Highlights
Provincial Collective Bargaining 2023.
A SASKATCHEWAN WHERE EVERYONE BELONGS AND HISTORIES MATTER
Foster curiosity, critical thinking skills and empathy by learning about Saskatchewan’s diverse histories through WDM exhibits, artifacts, archival material, curriculum-connected inquiry-based learning opportunities and hands-on experiences.
For information on visiting a WDM, in-Museum school programs, teacher-led experiences, virtual programs, resources for your classroom and an opportunity to save 10% on your next trip to the WDM visit wdm.ca/education Book today using discount code STF2024
The STF is proud to collaborate with AKFC in bringing this programming to Saskatchewan teachers. The AKFC first contacted the STF in January 2024 and staff members from both organizations met to move the idea forward. In March 2024, the STF Executive approved the endorsement of and member participation in the AKFC International Development Education and Awareness program. Resources accompanying IDEA have been aligned with the Saskatchewan curriculum and are free to access for all STF members.
Aga Khan Foundation Canada: International Development Education and Awareness Program
BY: AGA KHAN FOUNDATION CANADA
Aga Khan Foundation Canada is excited to offer Saskatchewan educators a range of free, curriculum-connected resources designed to make global citizenship education seamless and engaging. From ready-to-use lesson plans on the Sustainable Development Goals, to innovative teaching approaches through art, AKFC’s interactive tools will enrich your classroom while inspiring students to think critically about global issues.
About AKFC
Aga Khan Foundation Canada is an international development organization and registered charity that collaborates with communities, businesses and governments to find innovative, lasting solutions that promote inclusive development. With a footprint in North America, Africa and Asia, AKFC invests in local institutions and systems that anchor progress over the long term.
In Canada, AKFC works closely with educators like you to provide practical tools and strategies that bring global citizenship education to life. Through AKFC, you’ll have access to a variety of resources, including professional development workshops, videos and student centred activities, all designed to help you engage and foster a new generation of globally conscious citizens.
What Is IDEA?
Funded by Global Affairs Canada and designed by AKFC, the International Development Education and Awareness, or Éducation et sensibilisation au développement international program, brings experiential learning to the forefront. Through IDEA, we aim to:
• Equip youth in Canada (aged 12 to 18) with a deeper understanding of international development.
• Enhance the involvement of youth and educators in Canada’s global efforts, aligned with achieving the Sustainable Development Goals and Feminist International Assistance Policy.
• Ensure equitable access to and use of innovative global citizenship resources.
• Provide educators with tools and professional development opportunities that seamlessly align with curriculum requirements.
And the best part? All of this comes at no cost to you, your school or school division!
Tailored Resources for Your Classroom
AKFC’s resources are designed to engage youth aged 12 to 18 and are aligned with Saskatchewan curriculum outcomes:
• Inspiring Global Citizens Series: Explore dynamic lesson plans and activities centred around the United Nations SDGs. Inspire critical thinking and creativity with real world examples, videos and discussions that help students link personal, local and global contexts. The toolkit supports curriculum expectations for Grade 9 to 12 learners across Canada, as well as those enrolled in an International Baccalaureate programme.
• Teaching the SDGs Through Art: A creative series that integrates art with SDG topics, helping students explore contemporary issues like health and well being, gender equality, biodiversity, sustainability, and clean water and sanitation through historical art and artifacts.
• Global Citizenship Reading List: A curated list of books that nurtures themes of equity, social justice, environmental stewardship and the interconnectedness of global challenges – ideal for building critical thinking in Saskatchewan classrooms.
All resources are available for free download and are reviewed by educators across Canada to ensure they meet regional curricular needs. Visit www.akfc.ca/resources/ educators to explore these materials today.
New Initiatives Coming Soon!
AKFC is excited to bring Saskatchewan educators even more ways to engage with global citizenship education in 2025, including through:
• Digital Interactive Maps: An exciting collaboration with the Royal Canadian Geographical Society that allows students to explore global development efforts through an interactive world map, featuring case studies, lesson plans and game based learning.
• Teacher Institutes: A fully funded, multi day professional development opportunity that brings together educators and subject matter experts from across the country to share best practices in global citizenship education.
• Peer Learning Circles: Regional, peer supported learning groups that encourage dialogue, collaboration and experimentation in teaching global citizenship.
• Webinar Series: A deep dive into global citizenship topics, tailored to Saskatchewan educators, that will help you integrate SDG learning into your classroom.
• Travelling Exhibit: Coming soon to Saskatchewan, this exhibit will bring global development content to life with immersive, interactive displays. A great opportunity for both students and educators!
Ready to inspire your students and bring global citizenship education to life in your classroom? Contact us at akfc.education@akdn.org to bring IDEA to your classroom and school today, and subscribe to AKFC’s Educator Newsletter to receive our favourite activities, videos and resources each month!
CERTIFICATE IN INCLUSIVE EDUCATION
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Sending gratitude and a heartfelt thanks this holiday season and best wishes for the New Year!
The Education Community Mourns the Passing of a Friend, Legacy Teacher and Educational Leader
BY: ALLIE HEARNDON, STF COMMUNICATIONS
Fred Herron started school in a two-room building nestled in the prairie town of Shaunavon, Saskatchewan. Unknown to five-year-old Fred was the permanent mark he would leave on the educational community.
After graduating high school in Shaunavon, Herron attended Saskatchewan Teachers’ College and began his teaching career in Cadillac, Saskatchewan at just 19 years old. By his third year of teaching, he was principal of the school. While carrying out his leadership duties, Herron was actively involved with the Saskatchewan Teachers’ Federation, serving as an elected member of the STF Executive. In 1977, Herron took on the role of director of education for the Eastend School Division, further demonstrating his leadership and vision for a better educational landscape.
In 1983, Herron rejoined the STF as an executive assistant, representing the Northeast region. His career trajectory continued upward as he became the General Secretary of the STF, where he played a pivotal role in founding the Dr. Stirling McDowell Foundation for Research Into Teaching. The McDowell Foundation has since provided invaluable support for educators and research initiatives. Herron was also instrumental in the success of Greystone Capital Management Corporation, which invested the teachers’ pension plan funds.
After retiring from the STF 28 years ago, Herron served as the Executive Director of the Superannuated Teachers of Saskatchewan. His passion, vision and relentless advocacy leave an indelible mark on Saskatchewan’s educational landscape.
In a nomination letter for the Order of Canada, 2006 STF President Heather Vermeersch says, “we can not begin to articulate adequately the magnitude of this individual. He exemplifies ‘life long learner’ and ‘contributing citizen of society.’ We were proud to honour him on behalf of our organization and consider his achievements outstanding and remarkable.”
Herron’s legacy is one of unwavering commitment to education, leadership and the empowerment of teachers. His contributions have benefitted all aspects of teachers’ lives including classroom supports, action research, working conditions, collective bargaining, and pension and benefits.
In 1998, when Herron retired from his position as STF General Secretary, he said he would like to be thought of as a teacher advocate who stood behind teachers and made a difference for teachers and students. The archives at the STF are full of Fred Herron’s accomplishments so it’s safe to say he will be remembered as he had hoped. The STF extends its heartfelt condolences to Herron’s family knowing his legacy will endure.
In lieu of flowers, the family requests donations in Herron’s memory be made to the McDowell Foundation
Bottom: The Saskatchewan Bulletin, November 2, 1970, p. 4. Wanda Eddingfield,
Dean Kirkpatrick and convention chairperson Fred Herron chat during coffee break at the Swift Current School Unit Convention.
The Saskatchewan Bulletin 1998-03.
Top: 1976 Canadian Teachers’ Federation annual general meeting. Saskatchewan delegates included, from left, Mike Badham, Wanda Eddingfield, Fred Herron, Matt Karcha, seen here seated along a table at the CTF AGM.
(left)
UPCOMING EVENTS
JANUARY
17
FACILITATOR SERIES: WHAT IS FACILITATION ANYWAY?
STF Arbos Centre for Learning, Saskatoon
9 a.m. – 4 p.m.
When working with adults, facilitators engage in a variety of roles as they purposefully create a supportive space for professional learning, dialogue and reflection. Participants will develop a deeper understanding of facilitator stance and its impact in learning, explore the effects on engagement when shifting stances and develop skills for effective communication as a facilitator.
MARCH
03
MARCH
12
SUPPORTING WRITERS IN THE EARLY YEARS
Online
9 a.m. – 3:30 p.m.
Come explore ways to support student success through playful exploration. This session is for Pre K to Grade 2 teachers. Participants will examine the curriculum writing scope and sequence for moving from speech to print, and examine strategies for student use of self assessment and goal setting.
SUBSTITUTE TEACHER DISCUSSION SERIES
Online
4:30 – 5:30 p.m.
Join colleagues from across the province for the Substitute Teacher Discussion Series. This hour long gathering on Zoom offers information and discussion that supports the
FOR MORE INFORMATION
For additional event listings and registration information, visit the Events Calendar at www.stf.sk.ca.
MARCH 13-14
BECOMING 2SLGBTQ+ INCLUSIVE EDUCATORS: USING THE SOGI 123 FRAMEWORK FOR ADVANCING 2SLGBTQ+ INCLUSION
STF Arbos Centre for Learning, Saskatoon
9 a.m. - 3:30 p.m
Created in partnership with the ARC Foundation, this two day intensive will support participants in becoming a sexual orientation and gender identity (SOGI) inclusive teacher by developing an awareness of lived experiences and diversity of the 2SLGBTQ+ community, learn practices to advance SOGI inclusive education and engage in critical anti oppressive self reflection.
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.
December 21: Winter Solstice
December 26 January 2: Hanukkah
January 4: National Ribbon Skirt Day
January 29: Lunar New Year
February 28 March 30: Ramadan
Advocacy on the International Stage
BY: LESLEY PORTER, STF COMMUNICATIONS
Saskatchewan Teachers’ Federation leaders recently had the opportunity to bring public education advocacy to the international stage.
President Samantha Becotte and Executive Director Bobbi Taillefer attended the Education International World Congress in Buenos Aires, Argentina this summer as Canadian Teachers’ Federation board members. The CTF is a member organization of Education International.
Education International is a global voice for teachers and education support workers, spanning from early education to post secondary. Through its 383 member organizations, including CTF, EI represents more than 32 million teachers and support staff in 178 countries and territories.
Breakout session topics included the rise of Artificial Intelligence, reclaiming professional autonomy, increased privatization, and solutions for violence and harassment. Larger caucuses were held pertaining to Indigenous rights in education, 2SLGBTQ+ inclusion and challenges faced by women in the sector.
“Education International’s advocacy strategy is very direct: every child, regardless of background, should have access to quality learning in a public school,” says Becotte. “To see this level of solidarity at the international level is very inspiring.”
Becotte and Taillefer also attended the Atlantic Rim Collaboratory Summit in Edinburgh, Scotland, at the end of September. ARC is a global group that aims to advance values of equity, excellence, well being, inclusion, sustainability, democracy and human rights in education systems. The summit is a meeting of leaders from different education systems to share best practices, challenge each other and find solutions.
for strengthening and defending public education as a public good.
“Sitting alongside our counterparts from around the world, these sessions were some of the most robust exchanges about how to create responsive and thriving public school systems,” says Taillefer.
Summit attendees also had the opportunity to visit one of five schools in the area that align with ARC’s values and directions, whether in their programming or their strategic goals. One such school, Lasswade High School, is located just outside of Edinburgh. As part of its vision and values, the school aims to close the poverty related attainment gap for its students using quality improvement processes and adaptive teaching and learning.
New Resources on Literacy
BY JOAN ELLIOTT, ESRC MANAGER
The Emma Stewart Resources Centre has an exciting array of teaching resources. Visit in person or contact us to request materials. The mailout service is free to wherever you are in the province, and we prepay the return postage for you.
BUILDING CRITICAL LITERACY AND EMPATHY WITH GRAPHIC NOVELS
Author Jason D. Dehart describes how comics and graphic novels can be used to foster critical literacy and empathy across grade levels. Recommended titles and lesson plans on such topics as anti-bias and anti-bullying, gender representation, diverse abilities, Black Lives Matter, Indigenous Peoples, immigration, mental health and grief are included.
CONNECTING EQUITY, LITERACY, AND LANGUAGE: PATHWAYS TOWARD ADVOCACY-FOCUSED TEACHING
A concise framework for how to become an advocacy-focused literacy teacher is provided by authors Althier M. Lazar, Kaitlin K. Moran and Shoshana Edwards-Alexander. Insights for developing critical awareness of race and inequities in schools, as well as strategies for culturally centered and critical pedagogy, are included.
CRITICAL
ENCOUNTERS IN SECONDARY ENGLISH: TEACHING LITERARY THEORY TO ADOLESCENTS
The fourth edition of this classic volume by Deborah Appleman discusses a variety of lenses from which to interpret and teach literature, including: reader-response, critical race theory, postcolonial, postmodern and social constructions of gender.
EQUITABLE LITERACY INSTRUCTION FOR STUDENTS IN POVERTY
Explore topics such as disrupting inequities that hinder learning, supporting culturally relevant literacy instruction, validating identities through children’s literature, supporting text comprehension and addressing reading difficulties and trauma in this important new book by Doris Walker-Dalhouse and Victoria J. Risko.
THE LITERACY 50: REAL-WORLD ANSWERS TO QUESTIONS ABOUT READING THAT KEEP YOU UP AT NIGHT
Delve into the five key components of a structured literacy approach including phonemic awareness, phonics, fluency, vocabulary and comprehension in this practical book by Melissa Loftus and Lori Sappington.
RESTORYING YOUNG ADULT LITERATURE: EXPANDING STUDENTS’ PERSPECTIVES WITH DIGITAL TEXTS
Discover ways of integrating digital texts in high school English language arts curricula in this innovative new book by James Joshua Coleman, Autumn A. Griffin and Ebony Elizabeth Thomas.
SO MUCH MORE THAN THE ABCs: THE EARLY PHASES OF READING AND WRITING, REVISED EDITION
Early childhood teachers will find invaluable the strategies for supporting early language, literacy and content learning presented by Molly F. Collins and Judith A. Schickedanz.
WORKSHOPPING THE CANON FOR DEMOCRACY AND JUSTICE
Geared to middle and secondary English language arts teachers, this volume by Mary E. Styslinger illustrates how democratic skills can be fostered through social justice units based on workshopping classic texts that are enhanced with diverse contemporary literature, art, movies and music.
This article was originally published in the Fall 2024 edition of the Superannuated Teachers of Saskatchewan’s Outreach magazine.
Conversations Understanding for
BY: DAVE DERKSEN
When someone raises a highly charged issue from the news – maybe the carbon tax, education funding, gender identity, or some other hot button political topic – how do you react?
I’ve Got an Opinion but I Don’t Want to Argue … What’s the Alternative?
Lately when I experience this, I feel a dilemma. I have the urge to just nod and agree with what’s being said. But another part of me wants to make counter points, to debate. I feel caught between two unappealing choices: “go along to get along” or get into an angry argument.
There is a third option: conversations for understanding in which we consider other perspectives and (maybe) find common ground.
OBJECTIVITY ABOUT BELIEFS –A TEST OF MATURITY
Conversations for understanding are possible when we remain open to evolving our beliefs through objective analysis. I feel somewhat threatened when confronted by new information and perspectives that challenge my opinions and I may argue to defend the position with which I identify. My opinions and beliefs have developed from a lifetime of experiences and influences and provide me with valuable insights. And yet they come with biases and blind spots. When I acknowledge that it’s alright for my thinking to develop, I can participate in a constructive exchange of ideas and grow in understanding.
The desire for more learning opens up when I recognize the limitations of my insights.
Beena Sharma says, “We get our assumptions challenged over and over, time and again. Newer and newer understandings of reality emerge if we are open to that learning.” Maturity is when we come closer and closer to what is, rather than what we had thought or assumed.
Try it:
Ask yourself:
• Where do my opinions and beliefs come from?
• What blind spots or biases prevent me from understanding other perspectives? (We all have them!)
CONVERSATIONS FOR UNDERSTANDING –4 ESSENTIAL STRATEGIES
Next time an issue comes up on coffee row or at a family gathering, try one or more of these four strategies if you want to open a Conversation for understanding.
1 Maintain a Learning Mindset – Listen and Ask Questions
With a learning mindset I realize that no matter how much I think I know about an issue, my opinion reflects only my current understanding, not the absolute truth. I always have more to learn.
Practically, when applied to real conversations, the learning mindset means listening and asking questions to reveal new insights. When I stay curious and open – when I truly consider other perspectives – I can evolve and clarify my own opinions.
How we ask questions is important:
“Ask questions from a place of curiosity rather than judgment. Don’t try to lure someone into saying something inconsistent or incorrect and then leaping on them with a ‘gotcha’ – it won’t help anything, and it’s disrespectful” (Tania Israel).
Try it:
• Let others speak their full thought.
• Ask open ended questions to explore their thinking further.
• Immediately after listening, summarize what you have heard and understand.
“It’s a little bit magical how much people appreciate being heard and understood” (Tania Israel).
The Saskatchewan Mathematics Teachers’ Society presents…
#SUM2025
April 7 & 8, 2025
keynote presenters
Chris Luzniak
Author of Up for Debate
Host of DebateMath Podcast
Jenna Laib
Creator of Slow Reveal Graphs
Maegan Giroux
Co-Author of Mathematics
Tasks for the Thinking Classroom, Grades K-5
Pre-Conference Workshop
Nat Banting Prime Minister’s Award for Teaching Excellence in STEM Rosenthal Prize for Innovation and Inspiration in Math Teaching
April 7, 2025 | 9:00 a.m. - 12:00 p.m. | $75
(Early Bird Pricing until March 1, 2025 – $60)
SUM Conference
April 7 & 8, 2025 | Delta Hotel, Saskatoon SK | $200 (Early Bird Pricing until March 1, 2025 – $175)
Keynotes/Break Out Sessions on April 7
1:00 p.m. - 3:30 p.m. & 7:00p.m. - 9:00 p.m.
Keynotes/Break Out Sessions on April 8 | 9:00 a.m. - 3:30 p.m.
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2 Engage in Dialogue, Not Debate – Listen and Speak With Humility
Dialogue and the learning mindset are based on the principle of two ears and one mouth – listening more than speaking. In dialogue, when we do speak it is important to do so with humility. Acknowledging that our opinions are our best understanding right now – but may not tell the whole story – takes some courage. It makes us vulnerable.
“Vulnerability is not knowing how the other person will respond but making space for it anyway. We need to embrace, or at least tolerate, this vulnerability if we want to understand another person more than we want to advocate for our own perspective” (Tania Israel).
The more I think I know, the more likely I am to be dismissive or condescending, which will extinguish the collaborative spirit of dialogue. Instead, I can explain my in depth thinking in relatable terms. A gentle presentation of ideas may allow others to benefit from what I share without feeling they need to defend themselves or their position. This invites people into the conversation as an opportunity for learning and growth.
Try it:
When you share an opinion about an issue, explain that:
• This is your best understanding to date.
• Disclose the sources you have drawn on to form your opinions.
• You believe it is worthy of consideration,
• You offer it to add to common understanding, and
• You recognize there are many valid points of view.
3 Accept Complexity and Ambiguity –Practice “Yes And” Thinking
While political parties and media outlets reduce issues to simple binaries, the reality is usually more complex and nuanced. In controversial issues there are levels of complexity that make consensus difficult to achieve (Harvard Business).
I often leave conversations about big issues feeling confused – solutions often aren’t obvious; positions haven’t changed much. But when I reflect on a conversation for understanding, I usually feel optimistic because I have some new ideas to consider and it’s not resolution that’s important; it’s the process of engaging with community that matters.
Try it:
• Look for opportunities to say “yes and” rather than “but,”
• Listen for and acknowledge the helpful or positive aspects of others’ positions, and
• Consider how others’ information could inform your own position.
4 Focus on What You Are FOR – Talk Values Not Villains
Conversations for understanding focus on what we are FOR – how our values can be expressed through actions and policy. When we speak about what we are for and the benefits we see in various choices, we can find more in common and develop more empathy.
Try it:
• Describe actions or policies that you believe are positive. Speak about:
• Effective strategies and initiatives
• Avoid creating heroes and villains –talk about what (not who) you like,
• How policies create benefit, and
• Who benefits from initiatives.
As neighbours, friends, and colleagues we share this country and province. We all play a role in setting its direction. We express our values and beliefs by how we vote, of course, and also through what we say and how we say it. We open the door to growth as citizens when we model a commitment to dialogue and speak about what we are for, with respect for various perspectives.
Conversations for understanding strengthen our democracy and contribute to progress in society, one dialogue at a time.
Dave Derksen spent 31 years with Saskatoon Public Schools. In retirement, he enjoys life with Marlys, his wife of 35 years, and their growing family. He features diverse human experiences on his podcast, Stories Told by Friends, and is a regular guest on TPI’s The Kitchen Table.
NEED MORE RESOURCES OR SUPPORT? CONTACT THE STF:
• Speak to a senior administrative staff member.
• Find out more about STF Professional Learning’s Crucial Conversations workshop.
Quick Tips
BY: STAFF WRITER
These quick tips are based on a presentation called Difficult Conversations that was made at the 2023 Local Leadership Gathering.
1. SET THE STAGE
• Consider the time, place and whether anyone else should be present.
• Know what you want to achieve and what you are willing to do.
• Don’t rush it. Time can be helpful.
2. CONSIDER STRATEGIES
• Be prepared.
• Have the facts and don’t make assumptions.
• Be respectful and professional.
3. PRACTICE ACTIVE LISTENING
• Create an environment where the speaker feels heard and understood.
• Clarify, restate content, reflect on feelings and summarize.
• Acknowledge and validate the other person’s perspective.
4. USE QUESTIONS EFFECTIVELY
• Ask questions to get the other person’s views.
• Confirm understanding, validate how they feel, and be careful to not talk too much.
5. CONSIDER CONFIDENTIALITY AND DOCUMENTATION
• Consider who else needs to know.
• Reference the STF Code of Professional Ethics, school division administrative procedures and any school policies that may apply.
• It is always wise to document the conversation, so you have a record of the process followed and what was discussed. This can be done during or after the conversation.
Update: Bill 137
BY LESLEY PORTER, STF COMMUNICATIONS
This July, the Saskatchewan Teachers’ Federation joined a union coalition taking action on Bill 137, otherwise known as the Pronoun Policy.
The coalition includes the Canadian Union of Public Employees, the Saskatchewan Federation of Labour and the Canadian Teachers’ Federation, of which the STF is a member. Each organization now holds intervener status in the court case.
The original policy was introduced in August of 2023. The UR Pride Centre for Sexuality and Gender Diversity challenged its legality soon after, claiming it violated sections 7 and 15 of the Canadian Charter of Rights and Freedoms, guaranteeing security and equality rights, respectively.
In retaliation, the provincial government invoked the notwithstanding clause in the Canadian Charter of Rights and Freedoms to keep the legislation from being struck down by the courts.
Bill 137 was introduced in an emergency session of the legislature last October. It was the first time the legislature had been called back early in more than two decades. The bill was debated and passed in a matter of days.
The bill requires parental consent for students under 16 who wish to change their name or pronouns at school. Under the bill, parents may also pull their children out of any sexual education programming. Third party sexual education organizations, including those that teach about consent, safety and sexual assault, are also barred from presenting in schools.
“We support the advocacy of the Canadian Teachers’ Federation on an issue that deeply affects our profession,” says STF President Samantha Becotte. “Saskatchewan teachers are committed to ensuring safe and welcoming learning environments. Teachers must be able to exercise professional judgement and autonomy in supporting students and working with parents to help youth appropriately navigate challenges in their lives.”
Later in the month, another high profile organization signed on as an intervener. The Saskatchewan Court of Appeal approved Amnesty International Canada’s request to participate in the court hearing. The organization had previously condemned the bill, as well as similar legislation in New Brunswick and Alberta, for impeding on the rights of trans and non binary children.
These issues came to a head at a Prince Albert Pride demonstration at the PA Exhibition Grounds on September 12. Not too far across the parking lot, guests were heading into the Premier’s Dinner fundraiser event. CTF President Heidi Yetman provided a recorded message of solidarity at the Pride event, advocating for educational systems that are safe, welcoming, inclusive and affirming for people of all gender identities. Other speakers included representatives from PA Pride, and Heather Kuttai, a former Saskatchewan human rights commissioner who resigned from her role over Bill 137.
On September 23, the legal battle was taken to the Court of Appeal. A decision date is unknown at this time.
STF Member Wins Board of Reference Case: A Win for One Is a Win for All
BY: STAFF WRITER
In early November, the Saskatchewan Teachers’ Federation was notified it had won a board of reference case on behalf of a member working in Prairie Valley School Division. The case involved the dismissal of a teacher in early 2023.
The STF’s position, which was ultimately supported by the Board of Reference, was that due process was not followed. The STF will always stand up for members and ensure they have a fair process.
THE STF’S POSITION
The STF argued that the employer breached the teacher’s human rights, breached its legal obligations owed towards the teacher in the manner in which they terminated the teacher, and breached its legal obligations of good faith, fair dealing and procedural fairness owed to the teacher in how they carried out their performance appraisal and supervision process.
THE DECISION
In the decision, the chairperson of the Board of Reference ruled in favour of the STF’s position. The decision from the Board of Reference states that “the employer breached its legal obligation of procedural fairness and failed to act in good faith …” based on:
• The number of classroom observations, often with both the principal and superintendent doing the observations, was beyond reasonable. The situation was exacerbated by short turnaround times between observations with little time for the teacher to address or improve.
• An incorrect and false allegation was part of the package of materials that the employer prepared and presented to the school board for its meeting in which the school board decided to accept the recommendation to terminate the teacher’s contract. This information was highly prejudicial because it impugned the professional integrity of the teacher.
• The school division refused to consider medical information offered to it on at least three, possibly four, occasions that purported to draw a connection between the teacher’s health and the teacher’s work performance during the time which performance was being assessed.
A board of reference is a mechanism granted under The Education Act, 1995 for teachers to appeal the termination of a contract. The board consists of three people: one nominated by the teacher, one by the employer, and a third who acts as chairperson and is selected jointly by the other parties. A board of reference weighs evidence and testimony provided by both sides and makes a legally binding decision.
THE RESOLUTION
The Board ordered the continuation of the teacher’s contract, that the teacher receive reimbursement for all salary and benefits from the date that he was terminated, subject to the obligation to mitigate, and that he be placed in a position where he is not supervised by either the principal or learning superintendent who were involved in the teacher’s supervision and assessment processes.
The outcome of this board of reference case should serve as a reminder to all school divisions that they must seek to provide accommodations, they have a duty to inquire, that fair and reasonable supervision must be in place, and due process must be followed.
WHAT TEACHERS NEED TO KNOW
The teacher in this case demonstrated strength and perseverance in enduring this process. By standing up for their own rights to reasonable and fair practices for evaluations, supervision and due process, they have contributed to protecting those rights for all teachers. The STF commends this teacher for their commitment to the process, not just for their own benefit, but that of the entire membership and collective.
The STF is committed to ensuring due process for all STF members. Unfortunately, proper procedures are not always followed by employers. If you are facing a disciplinary matter, or another sensitive issue, contact an STF senior administrative staff member. The Federation will ensure you are supported, represented and that the process is unbiased and fair.
The STF has been served notice that the Saskatchewan School Boards Association is seeking a judicial review of this decision.
Connecting Indigenous Leaders in Education
BY: LANCE HILTZ, STF COMMUNICATIONS
With the smell of sage in the air in the STF’s Eamer Auditorium, Indigenous Leadership Advisory Committee members make their way to the boardroom where they will hold their first meeting of the 2024-25 school year. It was an early request of the Committee that all their meetings begin with a smudge to start their work in a good way.
Watching them gather around the table for the day, sharing warm greetings, laughs, asking after one another’s families and catching up like long time friends, you might think that they’ve been working closely together for many years. In fact, members of this Committee only met when they first convened in 2023. Establishing strong personal connections was a critical priority for the Committee, allowing them to be fully open, trusting and vulnerable in their conversations.
“Typically, when a committee comes together, they will introduce themselves, say where they work and move on,” says Angela Caron. Angela is a senior administrative staff member with the STF, a proud Métis woman, and leads the STF’s Indigenous Leadership portfolio. “With this group, we spent almost the whole first morning on introductions. It was important to know about each other, to establish connections to families, to communities, and really get to know who the people were around the table. It’s important because it’s very seldom that Indigenous leaders in
education end up in a room filled with other Indigenous leaders – they’re often the only ones in the room. It makes this Committee very special and what our Committee members tell me is that this group fills their cup. Since that first day, these people are a community.”
“All too often, when we work on Indigenizing or revitalizing or Reconciliation, we try to start at a five so we can rush to a 10. Here, we took time to create a baseline for the work, which set up a really solid foundation. We’re not here doing a token day. We’re all coming together, building up and building beyond us.”
“When we came together as a group of strangers, all the barriers between us went away as we talked about our shared experiences,” Big Eagle Bayliss says. “It’s a space where everyone’s listening to the similar concerns of colleagues from across the province. All too often, when we work on Indigenizing or revitalizing or Reconciliation, we try to start at a five so we can rush to a 10. Here, we took time to create a baseline for the work, which set up a really solid foundation. We’re not here doing a token day. We’re all coming together, building up and building beyond us.”
Caron explains that having someone continue supporting a committee after they are no longer an STF member is somewhat unique. “When these folks came to the table, they were all our members. Since then, we’ve had some folks move out into other leadership roles. Even though they are in other roles, we don’t just have them leave the circle. That thinking and that worldview is not necessarily typical of other STF committees,” she says.
While Ross is no longer part of the Committee, they maintain their connections and celebrate her new role. “She’s taking what we’re doing and going forward to the next level with it,” says Wayne Dahlgren, principal with Regina Public Schools. “Knowing that one of us has gone on to that next stage of leadership, and gets to be at that bigger table, it’s incredible.”
“And that’s the conversations that we’re having here,” adds Sylvia Delisle, principal with Saskatchewan Rivers School Division. “This is all about how we can find and encourage and develop those opportunities for Indigenous leaders within our own school divisions.”
The STF Executive approved the formation of the Indigenous Leadership Advisory Committee in January 2023. The Committee brought together Indigenous leaders from within the STF’s membership to help frame and define Indigenous leadership and the barriers Indigenous leaders face. The work of the Committee will provide recommendations to support and encourage Indigenous leaders in Saskatchewan’s public education system. The Committee met several times throughout the 2022 23, 2023 24 and now 2024 25 school years.
The original makeup of the Committee included eight STF members – Misti Big Eagle Bayliss, Cheryl Ermine, Sylvia Delisle, Reona Brass, Wayne Dahlgren, Leanne Gailey, Lisa Kuchler and Marnie Ross – along with Angela Caron and support from STF Research and Policy Analyst Adam Grieve. Since the Committee first came together, Marnie Ross has moved into a superintendent of education position with Saskatoon Public Schools and Misti Big Eagle Bayliss has become a lecturer at the First Nations University of Canada, meaning that they are no longer members of the STF. Despite this, Big Eagle Bayliss has been able to continue providing her insights and expertise as part of the advisory committee.
Reona Brass, Indigenous advocate learning facilitator with Prairie Valley School Division, was skeptical when she was first brought onto the Committee. “I associated the STF with a non Indigenous entity. I didn’t know what this was going to be about. Right away, I got to know Angie [Caron], and I realized we’re being led by an Indigenous woman. The fact that we are being led by an Indigenous woman, to me, means that we can be completely truthful and completely vulnerable. I think it’s really significant that this woman has decided to lead this, and I think that’s why it's working out the way it is.”
Cheryl Ermine is the coordinator responsible for Jordan’s Principle and anti racist, anti oppressive education with Saskatoon Public Schools. She shares what this Committee has meant to her, her work and her own leadership. “For me, it's about a continued journey of understanding myself as a biracial woman in a leadership position, and how that is so tied to the shared lived experiences in this group. I think that experience is distinct from other people’s experiences as a leader – how we navigate our way through systems to become leaders; to be seen as leaders.
The work we’ve done together over these years has both professional and personal meaning. That would never have happened without a group like this.”
“I never thought I’d have this job,” Dahlgren says. “It was never a possibility when I was 16 years old and barely making it through high school. That’s what makes us unique in our trajectory to leadership, that grace and that experience and that survivalism. Being Indigenous, our lives in education are different from day one. I’m going to be very blunt: people spend an awful lot of time ego stroking and acting like everything’s great out there. It’s not. I think this is the first group that I’ve been a part of where we talk real talk, we are reality based and there is no pretense. We are here to make change. I think that’s what means the most to me about this; I'm part of making change.”
Delisle shares her hopes for the future of the Committee and what their work will achieve for other Indigenous leaders in education. “With the challenges that we’ve been presented within our own educational journeys, the hope is for some of that to be resolved so it’s not so hard for other people to achieve those leadership positions. As leaders, we try to have our voices heard and come up with solutions. We might not have all the answers, but if our voices can reach someone and encourage them to be part of this work in the future, then we will have progress.”
While the Committee has been tasked with bringing forward their recommendations, they are very clear that their recommendations will not be the end of this work. They are approaching their time with the Committee
with an understanding that they will each give what they have to give, and people will come after them to continue adding to the work as time goes on. Their recommendations are intended to provide an ever growing knowledge base that the next generation of teachers will continue to add to and engage with.
“We have begun thinking and talking about who will come after us and continue building upon what we’ve started. We are all looking for those people who we can eventually bring into this work and keep it moving forward,” Caron says. “That inter generational thinking is another way that our Committee is so unique.”
INDIGENOUS LEADERSHIP ADVISORY COMMITTEE
Misti Big Eagle-Bayliss – lecturer at the First Nations University of Canada, Treaty 4
Cheryl Ermine – coordinator responsible for Jordan’s Principle and anti racist, anti oppressive education, Treaty 6
Sylvia Delisle – principal, Saskatchewan Rivers School Division, Treaty 6
Reona Brass – Indigenous advocate learning facilitator at Prairie Valley School Division, Treaty 4
Wayne Dahlgren – principal, Regina Public Schools, Treaty 4
Leanne Gailey – principal, Northern Lights School Division, Treaty 8
Lisa Kuchler – vice principal, Prairie Spirit School Division, Treaty 6
STF’s Indigenous Leadership Advisory Committee: L-R: Adam Grieve, Misti Big Eagle-Bayliss, Cheryl Ermine, Sylvia Delisle, Angela Caron, Reona Brass and Wayne Dahlgren. Not pictured: Leanne Gailey and Lisa Kuchler.
STF Bids Farewell to Executive Director Bobbi Taillefer
Bobbi Taillefer’s favourite words when reflecting on leadership of the Saskatchewan Teachers’ Federation are “we” and “the team.”
Taillefer will leave the Federation in March 2025 after four years as Executive Director and more than 38 years as an educator and advocate for teachers and their work. As she reflects on her time with the STF, it’s obvious that working for and alongside teachers is what she will miss the most.
“It has nothing to do with me; it has everything to do with our collective teams,” she says. “The involvement of members and the caring of members for their organization and their profession is astounding. To watch what teachers did this whole bargaining process was so amazing.
“Members are well served by the commitment of the provincial STF Executive to sound, ethical governance. Working with presidents Patrick Maze and Samantha Becotte has been a professional highlight. President Becotte has been a model of servant leadership throughout collective bargaining.”
Bargaining was the defining focus of Taillefer’s time as Executive Director. Work began almost from the moment she assumed the role in March 2021 and has been a continuous thread throughout her tenure leading up to binding arbitration in December 2024.
“All roads lead to bargaining,” she says. “The stature of our profession; the pension, benefits, professional autonomy, treating people right, and working to foster an environment in which Saskatchewan children can flourish is all bargaining. Everything is bargaining.”
Taillefer is convinced that the collective bargaining journey – beginning with member consultations, to the massive rally at the Saskatchewan legislature, through sanctions and into this fall’s elections – has amplified the voice of teachers in the public discussion of education and positioned the STF and its members as a positive force in the province.
Although her tenure has been short, Taillefer believes her work alongside members, staff and education sector partners has made a difference. She sees a changed perspective, a renewed focus on learning and learning conditions, and a commitment to the values of the Federation and the profession at the provincial and local association levels.
“It is about building a vision, collectively, of what we can achieve. It’s not achieved overnight; what we have done is a step and we carry on.”
“Members and education sector partners welcomed me, and for that I am truly grateful,” she says. “It is a privilege to work collaboratively to improve public education. It is about building a vision, collectively, of what we can achieve. It’s not achieved overnight; what we have done is a step and we carry on.
“I have loved this job. I love the teachers, the Executive and local leaders, and I love the STF staff.”
Taillefer’s future includes a return with husband Paul to Manitoba, where she taught before spending 21 years with the Manitoba Teachers’ Society. She has been named as that province’s first ever independent education commissioner, a role designed to uphold the standards of the teaching profession.
Federation Offers Many Paths to Member Involvement
BY: ROD DRABBLE, STF COMMUNICATIONS
The programs and resources offered by the Federation are designed to enhance the well-being and success of teachers, and the contributions of members play a big role in ensuring the STF is meeting the needs of teachers.
The importance of member voice and community was demonstrated during the past year through collective bargaining, rallies and other activities, but there are many opportunities for members to engage in the Federation’s work and support the teaching profession.
“Often people think being involved in the work of the Federation means something like serving in a role like councillor,” says STF Manager of Member Experience and Operations Grayson Beaudin. “But becoming involved doesn’t have to mean attending meetings or making a significant time commitment; it’s about getting the most value for your membership by finding an entry point that suits your interests or needs.”
Being involved can be as simple as taking advantage of the services and opportunities provided to you as a member. That can include accessing teaching resources from the Emma Stewart Resources Centre, joining a professional growth network or attending a professional learning workshop or other STF event. Participation in this
way informs your professional practice and, by extension, benefits your students.
For those seeking a higher level of engagement or service to colleagues and the teaching community, professional committees or advisory boards are a way to contribute.
The STF’s Get Involved web page lists available board, committee, facilitation and curricula related opportunities. At a school level, school staff liaison positions play an important role in connecting teachers with the Federation and its services.
“Becoming involved doesn’t have to mean attending meetings or making a significant time commitment; it’s about getting the most value for your membership by finding an entry point that suits your interests or needs.”
School staff liaisons gather to network and learn at a series of SSL-elebrations.
“Participating in committees involves slightly more commitment because you get to attend several events per year to share your perspective and learn with like minded people,” Beaudin explains. “While those serving as SSLs get to attend forums, participate in workshops and receive or share information on behalf of teachers within their school.”
At the governance level, involvement through a member’s local association can serve as a starting point. Local associations offer their own distinct opportunities for representation or leadership. In addition, local associations elect councillors to serve on the STF Council, which guides the overall work of the Federation.
“Being a councillor is your opportunity to learn from, and build solidarity with, teachers from across the province. Governance is engaging as part of the collective to steer the direction of the Federation through resolutions, policy and bylaw changes, and accountability,” Beaudin says. “Through shared knowledge and solidarity, you ensure the Federation is serving the needs of members and raising the profile of public education in the province. It’s also a lot of fun.”
Whatever path you choose, member participation in the opportunities and work of the Federation is an investment in Saskatchewan’s teaching community. Visit www.stf.sk.ca to learn more about the services and opportunities available to members.
RESOLUTIONS
Resolutions to Council may be submitted by any member. Additional information, as well as the submission form, is available when logged in to MySTF at www.stf.sk.ca/ about-stf/our-team/council/resolutions-notices-motion/ . The deadline for submissions is noon on Friday, February 7, 2025.
ELECTION DEADLINE
Councillors seeking election to the 2025-27 Executive of the Federation may announce their candidacy in the 2025 Elections and Candidate Statements booklet. For more information, access the Nomination and Candidate’s Declaration form when logged in to MySTF at www.stf.sk.ca/resource/nomination-andcandidates-declaration-form .
Get in Shape With MFAP’s Personalized Exercise Coaching
BY SARAH MACDONALD, STF COMMUNICATIONS
Are you interested in getting physically active but don’t know where to start? Or is your workout routine in a rut? Whatever your fitness needs, you can get personalized exercise coaching through your Member and Family Assistance Plan.
Whether you need support to start exercising, or you are already in good shape but want to add a new challenge and improve your approach to physical activity, one on one coaching can help you meet your fitness goals.
We spoke to Rachel Hammack, a senior health and well being coach from ComPsych, to learn more about the personalized fitness sessions that help you design a program specifically for your needs.
Hammack says coaches offer a safe and non judgemental space where you can discuss your targets and plan steps to set yourself up for success.
“[Clients] can view their coach as an accountability partner who is ready to brainstorm realistic action steps and provide relevant and up to date information to support their goals, troubleshoot challenges along the way, and build on their strengths,” Hammack explains.
ComPsych’s coaches work with clients to create individualized action plans using current recommendations from the Canadian Society for Exercise Physiology. This includes recommendations for cardiovascular exercise, resistance training, and flexibility and balance exercises.
Whatever your fitness level, the coaches tailor their recommendations to fit your needs, ensuring your goals are realistic and attainable. Important aspects for
beginners, such as proper form and techniques to avoid injury, are also addressed.
“The coach helps them build confidence and empower them, regardless of their current fitness or experience level,” says Hammack.
Even if you are in great shape, play sports or go to the gym regularly, you can benefit from the service.
“Coaching can bring to light new goals of even the most advanced exerciser. Whether it’s athletic performance, body composition goals or expanding into other kinds of training to further enhance their results,” she notes.
Exercise coaching through ComPsych includes a minimum of five 30 minute sessions over the phone per year. Once you reach your fifth session, you may feel confident moving forward independently, using the tools and strategies you’ve developed during coaching to sustain your progress.
You also have the option of continuing with coaching sessions to refine your action plan and keep up momentum and consistency. You may also schedule monthly or quarterly check ins to maintain accountability and stay on track with goals.
Visit www.stf.sk.ca > Pension & Benefits > Teacher Benefits > Member and Family Assistance Plan to learn more and access the coaching.
RESSOURCES ET SERVICES ÉDUCATIFS FRANSASKOIS
LIMITED TIME OFFER!
Until December 31, 2024, eligible STF members and spouses applying for new life insurance policies can be automatically approved for up to $40,000 in term life insurance without providing evidence of good health.
If you have any health concerns and have been thinking about getting insurance, now is the time!
Scan the QR code to learn more about Portaplan.
SAVE THE DATES
Date: March 27-28, 2025
Location: Delta Bessborough, Saskatoon
Target audience: principals, vice-principals, women in leadership, Indigenous leaders, governance leaders and members aspiring to these and other leadership roles.
Fee: $125
Registration opens January 2025
STF members-only event