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Editor: Courtney Forseth, Managing Director of Communications and Public Relations
Teachers, together we did it! Class complexity will now be in the Provincial Collective Bargaining Agreement and working conditions are negotiable at the provincial level. Your willingness to bravely share your experiences and take part in job action created a wave of public support. Initially, the Government Trustee Bargaining Committee was unwilling to negotiate class complexity – insisting it had no place in provincial bargaining.
It is due to your tenacity and collective strength that parents, business owners and other community members loudly showed their support. The GTBC was compelled to change its position and send the important matter of class complexity, along with salary, to binding arbitration. This would not have happened without you.
At the time of writing this, we have just received the arbitration decision and are analyzing it. While it will not solve every problem immediately, make no mistake – this decision is historic and has been a decade in the making. Not only will teachers and students in classrooms today benefit from it, it also provides a foundation for us to build on in future rounds of bargaining.
Our work advocating for public education continues. The Saskatchewan Teachers’ Federation Executive passed a motion asking local associations to meet with their MLAs on topics such as the National School Food Program and the results from the Canadian Teachers’ Federation pan Canadian educator survey series called Parachute. To date, I have had very positive discussions with our Minister of Education, Everett Hindley, and Education Critic Matt Love. Both have been responsive to my messages, requests and questions, which shows promise for the education sector moving forward. We are also turning our attention to provincial Budget Day on March 19. Saskatchewan has one of the top performing economies in the country and the province has the capacity to invest in public education in a meaningful way. We expect to see the K 12 operating budget reflect the province’s good fiscal standing and its commitment to making education a priority.
I’d also like to officially welcome Angela Banda to her new role as Executive Director of the STF. It is a very bittersweet time for the organization, also saying goodbye to Bobbi Taillefer as she takes on her new role as Commissioner of Teacher Professional Conduct in Manitoba. While her presence and guidance will be deeply missed, Bobbi is leaving the organization in very good hands with Angela. I look forward to working with Angela in this new capacity and seeing all the incredible things she will bring to the role for our members.
Together, we will continue to advance public education in Saskatchewan. We are STF.
Samantha Becotte Saskatchewan Teachers’ Federation President
Binding Arbitration Board Delivers Historic Decision on Class Complexity
BY: COURTNEY FORSETH, STF COMMUNICATIONS
The March 4 decision of the Arbitration Board is historic. It marks the beginning of a new opportunity to improve and protect teachers’ working conditions and students’ learning conditions. The Board’s decision to include class complexity provisions in the Provincial Collective Bargaining Agreement settles any debate about whether class complexity can be negotiated provincially and the provisions be built upon in future rounds of bargaining.
“I want to thank the Board for their dedication and professionalism throughout this process,” says STF President Samantha Becotte.
The Government Trustee Bargaining Committee’s original position was that class complexity had no place in provincial bargaining. Due to the incredible efforts of teachers and outpouring of support from the public, government and the Saskatchewan School Boards Association changed their position and agreed to send the matter to binding arbitration.
“Teachers, students, parents, business owners and everyone else who showed support should feel a great sense of pride,” says Becotte. “It was your collective action and tenacity that made this happen. Everyone who sent their MLA an email, showed up to a demonstration site on strike days, or helped spread the word about the significant challenges students and teachers are facing are responsible for this outcome.”
The Board has given the TBC and GTBC 60 days to agree on collective agreement language to implement the below noted provisions as detailed in the arbitration report.
• Each school with a student population of 150 students or more shall have an additional one (1.0) certified teacher to provide support to classroom teachers to address issues related to class complexity.
• Each school with a student population of 75 to 150 students shall have an additional half time (0.5) certified teacher to provide support to classroom teachers to address issues related to class complexity.
• A class complexity fund shall be created by the Government of Saskatchewan of $20 million per year in addition to all other provincial funding. The fund is to be utilized to assist schools with a student population of less than 75 students to address issues related to class complexity and other emergent issues related to class complexity in schools in the division.
2
1 SALARY
The salary provides an overall increase of nine percent over three years:
• Four percent retroactive to September 1, 2023.
• Three percent retroactive to September 1, 2024.
• Two percent as of September 1, 2025.
The salary increases are to be implemented as soon as practicable.
3
PREVIOUSLY AGREED-T0 ITEMS
Prior to arbitration, a number of other items were agreed to through negotiations. These include a preamble to recognize Treaty territories and the homeland of the Métis, and the Truth and Reconciliation Calls to Action, as well as updates to the following articles:
• Article 4: Allowances for Principals, Vice Principals and Assistant Principals
• Article 8: Supplemental Employment Benefits
• Article 15: Grievance Procedures
• Various Articles: Items to Support Clarity
More information is available at www.stf.sk.ca > Teaching in Saskatchewan > Collective Bargaining. Member Information Session sign up is available through the Events Calendar
Historical Context: Balcarres Teacher Recognized With National Teaching Award
BY: ROD DRABBLE, STF COMMUNICATIONS
History lives with and within Michele Schwab’s students at Balcarres Community School.
The school’s enrolment is approximately 96 percent Indigenous students from the Little Black Bear, Star Blanket, Okanese and Peepeekisis First Nations and surrounding towns. For these students, the knowledge, culture and experience of Indigenous people is more than just history; it’s an integral part of their life.
“My students are gifted with having people in their community willing to share history with them firsthand,” Schwab says. “My students are able to access information that other students have to seek in textbooks or the internet; [they] hear it straight from people who have lived through the history. That allows them the opportunity to see a truth and a real side of history, and I believe that that is why my students are going to be the generation that pushes forward with true reconciliation in our country.”
Schwab, a teacher at Balcarres for 26 years, was honoured last fall with the 2024 Governor General’s History Award for Excellence in Teaching. The award recognizes her commitment to fostering authentic, real world learning that allows students to build intergenerational connections within their community and discover the history and stories that have played a role in shaping their identities.
“Teaching with a historical perspective involves integrating instruction with historical context. I aim to deepen students’ understanding of literature and history that shaped their identities by exploring the social, cultural and historical factors and then offering opportunities for critical thinking and reflection,” she says.
The award, which recognizes teachers for innovative and impactful approaches to teaching Canadian history, is presented by Canada’s National History Society.
As part of a semester long project, a group of 48 students from Grades 9 to 12 interviewed Indigenous kêhtê ayak (old ones), community leaders and knowledge carriers in their communities and used the stories and information from those interviews to create art and expository, persuasive or explanatory pieces of writing. From there, students collaborated to publish a 64 page magazine that shared those stories, opinions and ideas.
“The motivation for the magazine was to capture the stories of our Elders and build community with youth and Elders,” Schwab says. “History has not paid attention to the way that nêhiyaw (Cree) people pass on their history; their stories are grounded in oral tradition. Their way of learning came from observation and listening; they needed to have a good memory to remember their experiences. Oral
A commitment to helping students understand and share their history saw Michele Schwab receive the 2024 Governor General’s History Award for Excellence in Teaching.
history was passed from generation to generation through action and role modelling; thus, my students were engaged in the process and learning lessons beyond the classroom. They are now the keepers of the stories and as such have a responsibility to share and preserve that knowledge.”
Schwab, who teaches high school English language arts, psychology, photography and graphic arts, believes historical perspectives can be successfully integrated in all subject areas, providing opportunities to foster critical thinking and deepen students’ understanding of the social, cultural and historical factors.
“Students need to be educated on both the glorious and scandalous history of Canada. We have been fed a predominately colonial view of history, which often leaves out the diverse perspectives of Canada,” she says.
“I choose representative literature so students can see themselves in the literature that I teach. Writing
assignments encourage my students to connect literature to historical themes and events. I integrate multimedia resources, such as historical photographs, artwork, music or film clips to enhance students’ understanding of the historical context surrounding literary works. I utilize modern forms of oral history including song lyrics and music videos. These diverse media sources provide additional layers of meaning and stimulate critical thinking.”
The magazine project provided students with an authentic experience that required them to go beyond classroom based learning. Through the interview process, students developed relationships with people in their communities and engaged in discussions about history and real
life issues. They learned how the events and actions of the past directly affected members of their family or community and about the continuing intergenerational impact on their own lives.
Interviews with knowledge carriers supported the oral tradition of passing history to the next generation, and the guidance of a kêhtê ayak emphasized Indigenous worldview and ways of knowing, which deepened students’ identity and pride. The gift of stories and knowledge also came with a question for students: what could they do with that knowledge?
For one Grade 12 student, interviewing her grandmother about the File Hills Farm Colony – an ill conceived social
“This project allowed students to deepen their identity and pride in transformative ways. Students and caregivers gained a sense of pride in sharing the stories of their relatives and community members. This created a bond between present and past generations, fostering a strong transfer of knowledge.”
Teacher Michele Schwab (centre) with Grade 12 students (left to right) Mikhail Gereaux, Kaden McKay, Tristen Kurek, Micheal Desjarlais, Ivy Jo Starblanket, Dante and Fayant-Velychko.
experiment between 1898 and the 1940s that caused Indigenous families to become detached from their homelands – represented a generational passing on of knowledge. By possessing this knowledge, Schwab says, the student feels it is her place to make sure it is not forgotten.
“This was an intricate project, which allowed the students to reclaim some of their history and knowledge of their ancestors. This project allowed students to deepen their identity and pride in transformative ways. Students and caregivers gained a sense of pride in sharing the stories of their relatives and community members. This created a bond between present and past generations, fostering a strong transfer of knowledge.”
Schwab feels blessed to be among teaching colleagues and community members who support her ideas and classroom environment. The magazine project had a significant impact on students and contributed to reconciliation efforts within the school and wider community, and the contributions of Elders and families who shared knowledge and experiences with students helped make the project a success.
Approaching history firsthand and delving into issues that can hold deep personal and cultural significance is challenging for both students and their teacher, Schwab acknowledges. Building a relationship with students and creating a welcoming and accepting classroom is essential when it comes to tackling subjects such as the Truth and Reconciliation Commission of Canada’ Calls to Action or the National Inquiry Into Missing and Murdered Indigenous Women.
“Some of these topics are still considered taboo, and for them to be addressed in an honest and genuine way, students need to feel confident and comfortable to offer their opinions, ask questions and be vulnerable,” she says.
“I pride myself on having a safe space for students, one where they know they can express their opinions, even if they differ from the norm or in a way that is raw and emotional.”
The magazine project responds directly to the lives and experiences of the students and communities served by her school. While other schools may not have the same educational or cultural dynamic, Schwab thinks there are opportunities to share this kind of authentic learning with students of all backgrounds and experiences.
“For this process to be successful, educators must reach out and make a connection with Indigenous knowledge carriers or Elders that are near to their area. Indigenous people are warm, welcoming and want to share their knowledge, history and worldview. Don’t be afraid to be uncomfortable,” she says.
“Students need to engage critically and respectfully with the knowledge shared by Indigenous Elders. They need to have an understanding of historical content and thinking skills through the lens of Indigenous oral histories and be respectful of Indigenous ways of knowing and protocols. Students will have to overcome their own inhibitions and understand that there may be moments where their ideals and beliefs are challenged.”
Schwab believes that providing students with the chance to engage with history and know their stories will help create the next generation of knowledge carriers. By sharing their knowledge with students, Elders have entrusted them with the responsibility for keeping those stories alive. The challenge for students is to accept that responsibility and determine what it means to them. Their teacher believes they are up to the task.
“Each time you begin a project, you cannot begin to imagine the profound impact it has on the students and community. This project, difficult in its execution, inspired a sense of place and belonging among our students. Students were gifted the stories and knowledge of their relatives and other members of their communities, and from this were asked what they would do with that knowledge,” she says.
“My students came to realize that they have a responsibility to share their history and to help educate the wider world on issues impacting Indigenous people. The students embraced the true definition of reconciliation. They must keep the history alive so that the stories are not lost and continue to be relevant for generations to come.”
From Canada’s History Society files.
Michele Schwab believes her students at Balcarres Community School must learn “both the glorious and scandalous history of Canada.”
He inherited one of the most contentious portfolios in Saskatchewan politics late last year, but newly minted Saskatchewan Minister of Education Everett Hindley is taking it all in stride and hoping to set a new tone.
One-on-One With Saskatchewan Education Minister Everett Hindley
BY: LYNN REDL, STF COMMUNICATIONS
“It’s been a very rewarding experience thus far, over the past number of weeks and months that I’ve been able to serve as Minister,” Hindley says. “I’m very much looking forward to the opportunity to engage with stakeholders, including teachers, along with those involved in school divisions and school boards around the province, and most importantly, with parents and families, about our education system in Saskatchewan.”
Hindley got his start in politics serving as executive assistant to former Premier Brad Wall. He was elected as MLA for Swift Current in a 2018 byelection, then re elected in the 2020 and 2024 general elections. Hindley joined cabinet in 2020 as Minister of Mental Health and Addictions, Seniors and Rural and Remote Health, and was named Minister of Health in 2023. He took over the education portfolio in November 2024, just as teachers and the government headed to binding arbitration after the longest job action taken by teachers in Saskatchewan’s history.
“There are some challenges in the system and we’re working very hard to try to address those. It’s why in the current fiscal year we’ve made some significant, major investments into the education system,” explains Hindley. “We know that there’s more work to do, which is why in the throne speech we saw a renewed focus on education.”
The November 2024 throne speech saw the province commit to expanding its specialized support classroom pilot project to 200 more schools across the province, with a focus on improving reading levels in kindergarten to Grade 3. Funding to school divisions was increased to
add more teachers and support staff to help meet the pressures of growing student enrolment and address the challenges of class complexity.
“We’ve heard and seen some excellent feedback from the initial pilot projects. I’ve had the opportunity to visit one of those classrooms already, see the results first hand, and talk to the teachers about how it works and how it’s been able to benefit students. I look forward to visiting more of these programs,” says Hindley, who grew up on a family farm in northeast Saskatchewan and attended elementary school in Melfort.
While the throne speech pointed to positive improvements coming to public education in Saskatchewan, data from a recent pan Canadian survey of educators painted a vivid picture of poor working and learning conditions both across the country and in Saskatchewan. When asked to describe their feelings about working in public education, 44 percent of Saskatchewan respondents said “I am feeling exhausted” while another 30 percent said “I am feeling overwhelmed.”
“What is important is making sure that that we’re collaborating with teachers and saying, ‘OK, let’s have a look at what some of the challenges are in your profession and in your career, and how can we work together to help find some solutions to these.’ I’m looking forward to working with teachers to see how we can address some of these issues when it comes to some of the challenges they face, whether it’s working conditions, the size and the complexity of classrooms, issues around violence and aggression that are growing in schools, and concerns around prep time. I’m looking forward to being able to collaborate with teachers to find some solutions,” Hindley says.
“With a growing province and a growing population, we see that when it comes to both our education system and health care, we know that the provincial government can’t be – as much as we’d like to be – the source of funding all the asks. That’s where some of the difficult choices come in, but that’s where we try to work with our partners and say, ‘How can we best suit your needs with the resources we have available?’” says Hindley, who has a seven year old grandson currently in public education in Saskatchewan.
“I’m looking forward to working with teachers to see how we can address some of these issues when it comes to some of the challenges they face, whether it’s working conditions, the size and the complexity of classrooms, issues around violence and aggression that are growing in schools, and concerns around prep time. I’m looking forward to being able to collaborate with teachers to find some solutions.”
While he’s only been on the job for a few months, Hindley notes that he’s keen to build strong relationships within the public education sector in his new role.
“What stands out to me is the passion involved, how everyone that’s involved in the education system really does truly care about providing the best possible education system we can for the students in our province,” he says. “I’m hopeful and very much looking forward to a positive working relationship in the months ahead.”
Budgets in Review
While student population grows and needs become more complex, K 12 school operating funding is a shrinking portion of the provincial budget.
Saskatchewan’s 27 School Divisions Operating Funding on Budget Day as a Percentage of Total Government Expense: 2012-13 to 2024-25
Provincial Budget 2025 Preview
BY: COURTNEY FORSETH, STF COMMUNICATIONS
Later this month, the province will table its budget for 2024-25. Unlike last year when the Government of Saskatchewan made the unprecedented move of preannouncing the education portion, there have not been many hints of what to expect.
Source: Data on school operating funding on Budget Day from 2012-13 to 2020-21 was provided by Kiefer Erin, Finance Executive Director, Ministry of Education, while 2021-22 to 2024-25 data is based on school operating funding on Budget Day reports. Total government expense based
From 2016 17 to 2023 24, the student population experienced a growth of 15,875 students, representing an 8.8 percent increase. Yet, the number of classroom teachers increased by only 10 teachers, or 0.1 percent, over the same period.
Student and Teacher Increases From 2016-17 to 2023-24
The speech from the throne promised to make education, along with healthcare, the top priority. In the government’s news release, Premier Scott Moe stated those are two areas where “government needs to do better.” Government stated it will:
• Expand its specialized support classroom pilot to 200 more schools throughout the province;
• Focus on improving reading levels, specifically in kindergarten to Grade 3; and,
• Increase funding to school divisions and add more teachers and support staff to help meet the pressures of growing student enrolment and the challenges of classroom complexity.
“It took a decade of underfunding to get us here and we know that can’t be solved with one budget. But it can, and must, start with this budget,” says STF President Samantha Becotte. “The budget needs to address three factors: increasing enrolment, unavoidable inflationary pressures, and gaps that have been created over the last decade of underfunding.”
The STF has been asking the provincial government to include funding for these commitments in the upcoming budget, as well as provide necessary funding to begin addressing class size and complexity. In 2012 13, Saskatchewan had the highest per student funding in the country. By 2021 22 it had dropped to eighth place. Analysis of Budget 2024 25 showed Saskatchewan students would fall even further behind. This fall, the STF urged candidates in the provincial election to commit to restoring per student funding.
“It took a decade of underfunding to get us here and we know that can’t be solved with one budget. But it can, and must, start with this budget.”
At the STF Local Leadership Gathering in February, STF Analyst, Labour Economics and Policy Zac Saltis told the audience, “Saskatchewan’s economy is strong and growing. Businesses continue to invest in the province. Job growth is solid, as Saskatchewan posts some of the lowest unemployment rates in the country. Wage growth in Saskatchewan continues to impress. This is good for the economy. Forecasters are bullish about Saskatchewan. The pie is growing, so we have the capacity to invest in public education in a meaningful way.”
A Government of Saskatchewan news release on February 7 confirms Saltis’ remarks. According to the release, Saskatchewan:
• Is tied for the lowest unemployment rate amongst provinces at 5.4 percent, below the national average of 6.6 percent.
• Added 9,900 new jobs year over year for the month of January.
• Ranked second in year over year retail trade growth with a 5.1 percent increase from November 2023 to November 2024.
• Ranked second in the nation for month over month growth in building construction investment with an increase of 5.7 percent.
• Experienced an 11.8 percent increase in year over year construction investment from November 2023 to November 2024.
STF President Samantha Becotte will be at the Saskatchewan Legislative Building on Budget Day and provide comments on the budget to media. The STF will also provide members with an analysis of the budget following its release.
youth. Table 18-10-0005-01 Consumer Price Index.
STF Welcomes New Executive Director Angela Banda
BY ROD DRABBLE, STF COMMUNICATIONS
Angela Banda smiles when asked what members should know about her as she moves into the position of Executive Director of the Saskatchewan Teachers’ Federation.
“I have been accused of being feisty,” she says. “I want to work together, and I am a friendly, collaborative person by nature. Those who don’t know me yet will find that I am passionate and energetic, and I bring that to every role I have had.”
Banda, who spent the past three years as the STF’s Associate Executive Director, Labour Relations, replaced the retiring Bobbi Taillefer in the Federation’s top administrative position effective February 3.
“I am a teacher – I’ve always been a teacher at heart – and my passion for the teaching profession and for public education has taken me to the point I’m at currently; it is my primary motivation,” says Banda, who was a teacher, principal, vice principal and instructional consultant in Saskatoon Public Schools before joining the Federation in 2017.
In her role as Associate Executive Director, Labour Relations, Banda served as the administrative lead on provincial collective bargaining and was a member of the Teachers’ Bargaining Committee. She had a prominent role in strategically planning and then communicating the STF’s position and bargaining process to members during in person and virtual gatherings, leading the implementation of provincewide job action and advocating for the needs of teachers and students.
During seven plus years as a member of the senior administrative staff, Banda has served and advocated for members with school divisions and provided leadership in areas ranging from classroom complexity to women
“ I am open, I am available, I am here for teachers –period. That is the centre of my decision making. I will gather the information, and I will take a step back and say, ‘What is in the best interest of teachers?’”
in leadership to executive vision and strategic planning. During her teaching career, Banda was involved in overseas teaching initiatives and was a representative on Canadian Teachers’ Federation committees. She was a staff representative and executive member of the Saskatoon Teachers’ Association and served as an STF councillor.
Bargaining was recently the dominant issue for the Federation and its members for more than two years, and as the organization looks ahead, Banda believes the legacy of this bargaining and the collective action taken by more than 13,500 members provincewide has defined the future of the STF.
“I think I can honestly say there is no turning back and our members don’t want us to turn back,” she says. “We still have a lot of work to do but we have become the voice for public education. With our job action and solidarity during this round of bargaining and throughout provincial and school board elections, teachers’ voices were heard. And to think that we aren’t going to continue to use that voice or amplify that voice is naïve; that is our path.”
Part of the work Banda has set for herself and the organization is to redefine teachers’ relationships with others in the educational community. She welcomes the opportunity to work alongside the Federation’s President and Executive and with stakeholders such as the Minister of Education, the Saskatchewan School Boards Association, and the League of Educational Administrators, Directors and Superintendents on issues outside of collective bargaining. Her goal is to engage collaboratively in a “Saskatchewan way” to address the challenges facing teachers and students.
“Society has changed, schools have changed, teaching is different … I do believe we are now at the point where all parties recognize that the change has been quite substantial. We just need to get to the point where we can sit down to respectfully problem solve together with a true voice from those people who are experiencing it daily,” she says. “I hope we get a little bit of the ‘Saskatchewan way’ back, but I am also quite cognizant of the fact that if that doesn’t work, I am prepared – we are prepared – to take a stand on behalf of teachers.”
Effectively engaging and communicating with members when it comes to the value of the Federation and the importance of member collectively is a priority. As the organization and its members look to the future, Banda believes in nurturing the commitment to each other embodied in the “We are STF” and “I am STF” campaigns.
“A lot of our members were awakened during bargaining, and we need to keep them that way – we need to continue to inform and to engage,” she says. “The reality of collectivity and what that did was amazing. The Federation’s role is to create a path and provide that opportunity for collectivity. When teachers see that they can participate in the collective in so many different ways and not feel vulnerable when acting in solidarity with others, they will do it – and they showed that.”
She emphasizes the importance of ensuring members are aware of and have access to all the privileges of membership, everything from pension and benefits to professional learning, as well as the opportunity to be part of governance and decision making through STF Council and local associations. That effort includes a commitment to working closely with local association leaders and
strengthening the grassroots through the provincewide network of more than 700 school staff liaisons to support a two way flow of information between teachers and the Federation.
Banda’s appointment is a return to the practice of internal promotion to the Federation’s top job. She said the opportunity to work with predecessors Randy Schmaltz and Bobbi Taillefer provides valuable insight and experience into the role of Executive Director and the importance of leadership that truly connects with and represents members.
“ I am prepared – we are prepared – to take a stand on behalf of teachers.”
“I have had the benefit to work with both Randy and Bobbi, who had different leadership styles but were working towards the same thing – raising teacher voice to the point that it was heard. I like to think that over the last few years, we have truly matured as an organization,” she says.
Banda places high value on the work done by Federation staff and the importance of a positive, professional culture within the organization. Ensuring a collaborative workplace is a focus of the STF’s commitment to attracting and retaining highly qualified staff to serve members in all areas of operations.
As she begins her new role, Banda is committed to the challenge of strengthening teachers’ relationship with the Federation and ensuring member voice within the STF and the province’s education community.
“I look forward to working even more closely with our Executive. They are elected to represent teachers in all matters. They are the voice of our Federation and their consideration and decision making are essential to the running of the organization,” she says.
“I want members to know that I am open, I am available, I am here for teachers – period. That is the centre of my decision making. I will gather the information, and I will take a step back and say, ‘What is in the best interest of teachers?’ That’s who I am and that’s who I will continue to be as the Executive Director of the Federation.”
Beyond the City
The Value of Rural Teaching Internships
BY ALLIE HEARNDEN, STF COMMUNICATIONS
When University of Regina graduate Chelsea ven der Buhs filled out her placement survey for her fourth-year education internship, she asked to be as close to Saskatoon as possible. Instead, she was assigned to Bengough, Saskatchewan, a small town with a population of just over 330. What began as a reluctant step outside her comfort zone quickly turned into a life-changing experience.
From day one, ven der Buhs felt the sense of community in Bengough. Three neighbours introduced themselves on her very first day, and in just four months, she attended more community events than she had in her entire life growing up in Martensville, Saskatchewan. The sense of belonging was undeniable. She quickly found that the support of a tight knit community was just one of the benefits of working in rural Saskatchewan.
An advantage of a rural internship is the breadth of experience it provides. Teaching in a rural school often means instructing multiple grade levels simultaneously. Ven der Buhs, for example, had to manage at least two different curriculums per hour, an experience that
strengthened her adaptability and confidence. As she puts it, “If you can teach three curriculums at one time, you for sure can teach one at a time.”
One of the things ven der Buhs loves most about rural teaching is the ability to support and guide her students throughout their high school journey. Even after they graduate, she remains connected – whether it’s seeing former students around town, teaching their younger siblings, or running into their parents at the grocery store. This sense of connection continued when ven der Buhs accepted a full time teaching position in Carlyle, Saskatchewan. Now, she refers to Carlyle as “my town,” a testament to the deep rooted ties she has built.
“The one thing that brought me to Carlyle was to get a job, but the thing that made me stay here was the community, the kids, and the ability to watch them grow through their lives.”
“The one thing that brought me to Carlyle was to get a job, but the thing that made me stay here was the community, the kids, and the ability to watch them grow through their lives,” ven der Buhs shares.
This sense of connection is mutual – when a new teacher arrives in a rural town, it’s a significant event for the entire community. In small towns, schools are more than just places of learning; they are the heart of the community. Teachers quickly become familiar faces, not only to their students but also to parents, local business owners and neighbours. Beyond the classroom, teachers contribute to the town’s culture by attending events, supporting local sports teams and becoming role models. Teaching in a rural setting is more than a job – it’s an opportunity to make a lasting impact, not just on students but on the entire community.
Dr. Cristyne Hébert, director of professional development and field experiences at the University of Regina, highlights a crucial point: job availability. Many graduating education students will find opportunities in rural settings rather than urban centres as demand for positions in urban settings often exceeds supply. Gaining firsthand experience through an internship in a small town can provide a competitive edge when applying for jobs.
This past year, the University of Regina has made an effort to increase the number of students placed in rural areas for their internships. Interning in rural Saskatchewan is an opportunity for students to broaden their horizons both personally and professionally. Rural schools offer strong support networks, making it an ideal learning environment for new teachers.
One of the challenges that arises with rural placements is securing housing. To address this, the University of Regina collaborates with school divisions to develop strategies that assist students in finding suitable accommodations.
Many school divisions offer bursaries to help alleviate financial burdens, and the university itself provides additional funding for students placed more than 100 kilometres away from campus.
Ven der Buhs encourages hesitant students to take the leap. She explains that an internship is the perfect time to try something new, as there is built in support through the cooperating teacher and school community. It is also only a four month commitment – long enough to gain valuable experience, yet short enough to be manageable. Many students, like ven der Buhs, find themselves falling in love with rural teaching, choosing to stay beyond their placements.
For fourth year education students, an internship in rural Saskatchewan offers opportunities for professional development, community engagement and career advancement. While initially daunting, a rural internship can lead to unexpected personal and professional fulfillment. As ven der Buhs’ journey demonstrates, sometimes the greatest rewards come from stepping outside one’s comfort zone. For education students considering their internship options, rural Saskatchewan may just be the perfect place to start their teaching careers.
This story was created in partnership with the University of Regina. Watch their video by scanning the QR code.
SUPPLIED
Chelsea ven der Buhs.
Be What the World Needs
Become a Collaborating Teacher
Mentor teacher candidates during their student teaching placements or extended practicum.
Support teacher candidates in meeting Teacher Education Classification and Certification competencies. Work with the College of Education Field Experiences Team
Collaborating teacher requirements:
Be a certified teacher registered with the SPTRB, with at least three years of teaching experience.
Be currently employed by a Saskatchewan K-12 school division or education centre, including First Nations schools.
Interested? Contact education.fieldoffice@usask.ca to find out more. Collaborating teachers are recommended by their school administrator and division.
Federation Offers Learning, Connection to USask Students
BY: ROD DRABBLE, STF COMMUNICATIONS
Establishing a connection with the next generation of teachers and helping thirdyear College of Education students prepare for the classroom was the goal of a recent Saskatchewan Teachers’ Federation Day event at the University of Saskatchewan.
The half day gathering introduced students to the Federation’s work, shared ways that the STF can support them as students and created discussion on topics important to students as they prepare for their third year practicum placement.
“Federation Day is an excellent opportunity for students to make a connection with the STF. We want to encourage them to be an active, engaged member from the start of their teaching career,” says Withman Jaigobin, an STF senior administrative staff member.
“As a student, they have a membership with the STF that provides them with advice and support throughout their time at the College of Education. Our goal is to have students know what the STF is about before they go out to their practicum, and to give them some tools that will help them be successful not only in their practicum, but also when they begin their career.”
The event provided an opportunity for students to network and ask questions of Federation staff. Panel sessions that included a collaborating teacher, a recent practicum
student, and representation from both the college and the STF provided insight and guidance to students on the topics of teacher professionalism and avoiding professional missteps and misunderstandings.
Attendance at the morning event wasn’t a requirement but it attracted a good crowd of 90 students and created positive buzz among students both during and after the session. Students received co curricular credit from the college for attending, along with breakfast, swag and door prizes from the Federation.
Jaigobin says the event was a positive collaboration with the college that has the potential to grow in the future, perhaps with additional learning and experiences for students.
“The college was supportive in helping this event move forward. We are certainly looking forward to continuing to work with the college, its leadership and its students to build on this event in support of students as members of the Saskatchewan Teachers’ Federation.”
Membership Has Its Privileges: Substitute Teachers
Have Access to a Range of Benefits and Services
BY: ROD DRABBLE, STF COMMUNICATIONS
Substitute teaching is a challenging role, and the professional contributions of substitute teachers play a significant part in Saskatchewan’s education system.
The skills offered by the approximately 5,000 substitute teachers in Saskatchewan are crucial to classrooms across the province. Certified substitutes ensure education continuity for students through experienced, capable instruction, and provide valuable support for their teacher colleagues.
As members of the Saskatchewan Teachers’ Federation, substitute teachers have access to a growing range of membership and individual privileges. Recent additions include access to the Member and Family Assistance Plan, eligibility for election as an STF councillor through their local association and membership in a professional growth network of their choice.
“The Federation recognizes the importance of supporting substitute teachers and their unique contributions to the profession and education in our province,” says Derek Barss, a member of the STF’s senior administrative staff. “That includes such things as benefits and services, as well as advocacy from a labour relations standpoint to ensure their rights with their employers.”
In terms of representation, the status of substitute teachers on their days of employment is considered identical to regular teacher members and the Federation is committed to advocating for and defending the rights of substitute teacher members. A recent arbitration decision affirmed the right of substitutes to STF representation in cases where disciplinary action by employers may be involved, although that ruling is currently under judicial review.
“The Federation recognizes the importance of supporting substitute teachers and their unique contributions to the profession and education in our province. That includes such things as benefits and services as well as advocacy ... to ensure their rights with their employers.”
Providing opportunities to assist substitute teachers in growing their instructional and classroom management skills is an important part of the work done by the Federation. The Substitute Teacher Discussion Series offers free, virtual professional development and networking sessions specifically for substitutes with relevant topics such as promoting positive behaviour and technology in the classroom.
Substitutes are also part of two current focus groups, one examining resource development and a second seeking ways to share knowledge of administrative policies and practices that will help substitute teachers be better oriented in their various school assignments.
“Substitute teachers are diverse, and the Federation believes in responding to their needs,” says Samantha Becotte, STF President. “They are an important group within the overall membership and we want to ensure their voice is amplified within the membership and also in the general education sector in the province.”
Becotte says advocacy from substitute teachers initiated efforts toward raising the profile and position of the role within the Federation and education system. Recommendations put forward by a substitute teacher working committee serve as a guide to help to respond to the topics and needs identified when strengthening available supports.
The Federation also works to support local associations in bargaining for substitute teachers and in moving toward a standardization of practice and procedures so substitutes can anticipate a similar experience in any school throughout the province in terms of their role, pay and professional expectations.
Substitute teachers who want to bring attention to specific issues can advocate as members of their local association, particularly in advance of and during local bargaining. They can amplify their voice at the Federation level by seeking election as an STF councillor and attending Council’s biannual governance meetings.
“Getting involved in your local association is the key. That’s where members can have the most influence on substitute teacher issues,” says Barss.
Professional resources offered by the Federation include the Substitute Teacher Discussion Series that provides professional learning and addresses issues relevant to substitutes. In addition, workshops can be accessed through STF Professional Learning, books and lesson plans via the Emma Stewart Resources Centre, and networking and information opportunities through membership in a professional growth network.
“Our goal is to make sure substitute teachers are aware of and can access the resources available to them,” says Barss. “We want them to know where to go to get more information about professional practice as well as support in their careers and employment.”
Substitute Teachers’ Membership and Individual Privileges
Considered regular teacher members on days of employment
Receive Federation representation and support
May be elected by a local association as an STF councillor
Access to members only information through MySTF
Access to the STF Pension Plan
Access to the Member and Family Assistance Plan
Access to STF Optional Life Insurance
Membership in one professional growth network
Access to the Emma Stewart Resources Centre
Access to STF publications (that are not restricted to STF members only)
Information about programs, benefits and resources are available on the Substitute Teachers page located under the Teaching in Saskatchewan header of the STF website. Members who need information or have questions about their benefits or employment can contact the Member Support Centre during business hours by email at
Information about programs, benefits and resources are available on the Substitute Teachers web page located under the Teaching in Saskatchewan header of the STF website. Members who need information or have questions about their benefits or employment can contact the Member Support Centre during business hours by email at stf@stf.sk.ca, phone at 306 373 1660 or 1 800 667 7762, or by using the STF website’s chat feature
UPCOMING EVENTS
MARCH
24
MARCH
24-25
CRACKING THE CODE: BUILDING SKILLS FOR SUCCESSFUL READERS
North Battleford
9 a.m. – 3:30 p.m.
This interactive session for kindergarten to Grade 5 teachers will focus on building strong readers. It will look at the connections among curriculum, effective programming, cues and conventions, oral language and formative assessment.
BEGINNING YOUR JOURNEY TO BECOMING AN ANTI-RACIST EDUCATOR
STF Arbos Centre for Learning Saskatoon
9 a.m. – 4 p.m.
This two day intensive will support you in understanding the disparities you witness within the education system, the frustrations and questions you may experience about the practices and approaches within schools, and the assumptions and ideologies that perpetuate ongoing inequities.
MARCH
28 PARENT AND FAMILY ENGAGEMENT: INVITING FAMILIES AND PARENTS TO SHARE FUNDS OF KNOWLEDGE
Online
9 a.m. – 12 p.m.
Join us to explore the impacts of collaborative and trusting relationships with families, which can allow educators to walk alongside and connect family funds of knowledge to student learning and the school landscape. We will examine criteria for involvement and engagement and share strategies for ways to create authentic engagement opportunities working alongside families.
MARCH
28 USING EDSBY TO ENGAGE WITH FAMILIES: MOVING BEYOND REPORTING TO SHARING LEARNING
Online
12:45 – 3:45 p.m.
Learn how to harness the power of Edsby to positively engage families and promote authentic connections between home and school.
APRIL
10
MAY 1
UNDERSTANDING NEURODIVERGENCE: INSIGHTS INTO AUTISM AND BEHAVIOUR
STF Arbos Centre for Learning Saskatoon
9 a.m. – 4 p.m.
Developed and facilitated in partnership with Autism Services, this workshop offers a foundational understanding of neurodiversity and Autism. Participants will gain actionable insights to create supportive and inclusive learning environments.
NUMERACY IN NATURE: MATH OUTSIDE THE BOX
STF Arbos Centre for Learning Saskatoon
9 a.m. – 3:30 p.m.
This interactive workshop empowers educators to transform their natural surroundings into learning spaces where math comes to life. Explore how to teach essential numeracy skills through hands on activities that get students moving and thinking.
IT SUMMIT
MAY
5-6
Delta Hotels by Marriott Saskatoon 405 20th Street East 8:45 a.m. – 4 p.m.
STF Professional Learning is hosting the annual provincial IT Summit Conference on May 5 and 6, 2025. We are excited to welcome Katie White and Teresa Greco as this year’s keynote presenters.
FOR MORE INFORMATION
For additional event listings and registration information, visit the Events Calendar at www.stf.sk.ca.
Monday and Tuesday, May 5-6, 2025
Saskatoon – Delta Hotels by Marriott Saskatoon Downtown Featuring Keynote Speakers: Teresa Greco and Katie White
The IT Summit will create opportunities to:
• Explore exemplary practices for teaching and learning with technology, including opportunities in distance education.
• Share best practices that support student learning through technology use in schools and school divisions.
• Promote professional learning communities that foster effective teaching and learning with technology.
• Celebrate and support existing partnerships and encourage new partnership opportunities.
To register or for more information visit the Saskatchewan Teachers’ Federation website at www.stf.sk.ca > Professional Resources > Events Calendar > IT Summit 2025
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.
February 28 – March 31: Ramadan
March 14: Holi
March 20: Spring Equinox, Naw Ruz, Nowruz
April 12-20: Passover
The Future of Nutrition in Canadian Schools
BY: LANCE HILTZ, STF COMMUNICATIONS
When the Government of Canada announced plans for a national school food program last spring – committing $1 billion over five years –Canada was the only G7 country without a national policy in this area. School nutrition programs exist in some form in schools across the country, but there has not been a national standard or funding prior to this announcement. Existing programs run on provincial or territorial funding plus private sector partnerships, community donations and volunteers. In Saskatchewan, approximately half of our K 12 schools offer a school food program of some kind, with funding from local school boards, charitable organizations and community fundraising. Federal funding through this national program promises to expand existing programs and availability to serve an additional 400,000 students nationwide. A stated goal of the program is to provide “a safety net for the kids who are most impacted by the lack of access to food.”
SUPPORT IN SASKATCHEWAN
To date, Saskatchewan has not signed on. Both the Saskatchewan School Boards Association and the
Saskatchewan Teachers’ Federation are in full support of developing a school food program in Saskatchewan. In 2023, the SSBA adopted a resolution to advocate provincially and nationally with the Canadian School Boards Association for “the development of a healthy, universal, cost shared school food program funded by the federal and provincial governments in consultation with all school boards.” When the program was announced by the federal government in 2024, the SSBA vocally supported the funding commitment and principles outlined in the policy. They have formed a School Food Roundtable with representatives from all school divisions with working school food programs sharing information, resources and ideas to help advance the programming in schools. The SSBA has also launched a Saskatchewan School Food Program Speaker Series to further its advocacy efforts.
Over the past two summers, the STF and Food Banks of Saskatchewan have partnered for the Food to Learn initiative, raising funds and awareness about the need for food bank services in July and August, when students are out of school and don’t have access to the programs that do exist to support their nutrition while in the classroom.
Through this initiative, the STF has donated $40,000 towards a total of approximately $140,000 raised to support the 36 food banks across the province.
Newfoundland and Labrador, Prince Edward Island, New Brunswick, Ontario and Manitoba have all signed agreements with the federal government. It is unclear how much federal funding Saskatchewan would receive, but the funding and impact in other provinces is significant.
HOW CAN YOU HELP?
The Canadian Teachers’ Federation has launched a nationwide campaign encouraging individuals to write to their premier and MLA and encourage them to work with the federal government to bring this much needed funding to the students in their schools. The campaign uses an email sending tool and an editable template message to allow supporters to easily send a message to their representatives in a few clicks or personalize their message to add their own insights and experiences. The campaign, along with resources such as a social media toolkit, can be found at www.ctf fce.ca
Call for a School Food Program in Every Province and Territory!
The SSBA has two more events in the Speaker Series planned for March 27 and May 1. More information is available at www.saskschoolboards.ca/events1/ school-food.
“Supporting school food programs has been an important focus for locally elected school boards as we know they reduce known barriers to learning, attendance and school success by helping to ensure children and youth are not hungry at school or worrying about their next meal,” says Shawn Davidson, president of the SSBA.
The SSBA’s 2025 Mosaic School Nutrition Challenge encourages grassroots initiatives to promote student nutrition and healthier school environments through nutrition related activities and programming. Ten successful school applicants will be selected to receive funding amounts of $15,000 each for a total of $150,000 in funding. More can be found at www.saskschoolboards.ca/ partner organizations/mosaic school nutrition challenge or by contacting challenge@saskschoolboards.ca. This challenge is open to all Saskatchewan schools and the deadline for submissions is March 31, 2025
UPDATE
On March 10, it was announced that the governments of Canada and Saskatchewan signed on to a $15.8 million, three year agreement. Read the announcement at www.www.saskatchewan.ca. The STF applauds this agreement.
FOOD INSECURITY AND CHILD POVERTY
Food Banks Canada says that more than one in three food bank users nationally are children, with children representing over 400,000 visits to food banks across the country every month.
In their 2024 Report Card on Child and Family Poverty in Canada, the Campaign to End Child and Family Poverty notes that Saskatchewan has the second-highest rate of child poverty among provinces, at 26.7 percent (according to Statistics Canada data).
“Nearly one in four children do not get enough food, and that has a real impact on their opportunities to learn and grow. According to studies, students who consistently consumed a nutritious breakfast attained higher grades in reading, math, and science compared to their peers who seldom or never did.” – Government of Canada news release
Crumbling Working Conditions: Parachute Offers Pan‑Canadian Context for Saskatchewan Teachers’ Uphill Battle
BY: ROLF-CARLOS KLAUSENER, STRATEGIC COMMUNICATIONS COORDINATOR, CTF/FCE AND DR. NICHOLE GRANT, DIRECTOR OF RESEARCH, CTF/FCE
A new report from the fall 2024 edition of the CTF/FCE Parachute Pan-Canadian Educator Survey Series confirms the challenging reality for Saskatchewan educators. The responses from Saskatchewan teachers paint a vivid picture of overwork, increasingly complex student needs, and a concerning rise in workplace violence. When compared to pan-Canadian insights, it’s clear that Saskatchewan teachers face some of the most difficult conditions in the country.
OVERWORKED AND OVERWHELMED
Saskatchewan teachers are working longer hours than ever; 77 percent of educators report working over 45 to 48 hours per week, closely aligning with the national average, where 73 percent of educators exceed 45 hours, and 35 percent surpass 48 hours. However, what stands out is how unmanageable these workloads have become – 84 percent of Saskatchewan educators say their workloads have worsened since 2019, signaling an unsustainable burden.
Teachers’ well being is suffering the consequences of these workloads. Nationally, nearly 80 percent of educators report struggling to cope, and Saskatchewan shows similar struggles, with 81 percent of teachers saying they are only “somewhat” to “barely” coping with daily work stress.
CLASSROOM COMPLEXITY IS ESCALATING
Across Canada, 77 percent of educators say students’ needs have become significantly more complex over the past five years. Saskatchewan teachers feel this even more acutely, with 82 percent reporting that student needs have intensified. The key contributors, both nationally and provincially, include:
• The increasing diversity of student needs.
• The rising number of high needs students without adequate support.
• Large class sizes.
• Insufficient support personnel.
Given these challenges, Saskatchewan teachers have made it clear that class complexity provisions and class size reductions are their top priorities for improving working conditions. These concerns are mirrored in national findings, where 75 percent of teachers nationwide advocate for smaller class sizes, and 66 percent call for policies to address class complexity.
THE ALARMING RISE IN SCHOOL VIOLENCE
One of the most distressing findings among the STF’s respondents is the growing prevalence of violence in schools.
Sixty three percent of Saskatchewan teachers have experienced workplace violence in the past year – a rate notably higher than the national average of 55 percent.
While most cases involve students, Saskatchewan educators report that:
• 50 percent of reported incidents involved physical or verbal aggression from a parent or guardian.
• Nearly 25 percent involved school staff.
Perhaps most alarming, more than 75 percent of violent incidents in Saskatchewan were not addressed by health and safety officers or committees. This lack of response is even worse than the national average, where only 25 percent of incidents resulted in appropriate action.
MINISTERIAL SUPPORT FOR TEACHERS: A FAILING GRADE?
Nationally, 63 percent of educators feel their ministries of education are “not supportive at all,” but in Saskatchewan, the situation is even more dire. Three quarters (75 percent) of Saskatchewan educators say the Ministry of Education provides no support for their worsening working conditions. This is a clear indicator of the growing disconnect between policymakers and the realities of today’s classrooms.
WHAT SASKATCHEWAN TEACHERS NEED
Educators across the country are calling for urgent action to address their working conditions. Saskatchewan teachers have identified three key solutions that would make the biggest difference:
1 Class Complexity Provisions – Ensuring that high needs students receive the proper support.
2 Class Size Reductions – Creating more manageable learning environments, improving student outcomes and improving teachers’ mental health.
3 More Dedicated Preparation Time – Giving teachers the time they need to plan effectively.
These priorities align with national recommendations, where 75 percent of educators support class size reductions, 71 percent want increased support staff and 65 percent call for more preparation time.
A CALL FOR IMMEDIATE ACTION
The findings from the fall 2024 Parachute Educator Survey Series make one thing abundantly clear: Saskatchewan educators are reaching a breaking point. Overwork, student complexity, rising violence and lack of ministerial support are all contributing to an unsustainable situation.
Collectively, we are at a critical juncture in the story of Canada’s public education system. The crisis we are facing is a deafening alarm bell; but as it tolls across provinces and territories, it is also an undeniable rallying call.
We can no longer afford to work in isolation as maligned governments trade disruptive strategies meant to devalue our profession. Equipped with irrefutable evidence, we must now work to inspire Canadians to demand more from ministerial leadership. Educators and the children they teach deserve a safe, well funded and inspiring public education system. We can no longer concede to the breadcrumbing of short sighted governments. As we move through 2025, the Canadian Teachers’ Federation will draw on our country’s rich palette of insight, and paint a future so vivid and realistic, that all Canadians will not only gaze at, but will feel compelled to step right into.
Supporting Indigenous Ways of Knowing in Mathematics
BY: CONNIE MOLNAR, STF PROFESSIONAL LEARNING
The Supporting Indigenous Ways of Knowing in Mathematics Committee is an STF initiative in support of Truth and Reconciliation. This committee consists of educators from both provincial and First Nations education systems and is supported by Elders and Knowledge Keepers.
The Committee is organized into three working groups of math educators at the elementary, middle years and high school levels. Each group has been together for several years, as the initiative began during the COVID 19 pandemic. They have worked collaboratively, sharing and exploring recent research, traditional knowledge and evidence based practices in mathematics with the goal of creating a series of professional learning sessions and resources for teachers.
By the end of the 2023 24 school year, each group had developed and piloted a two day, in person series, along with accompanying online learning supports specifically designed to meet the curricular needs of educators and students in those grades. These professional learning sessions are offered provincially but can also be contracted by school divisions or individual schools.
We would like to acknowledge the generosity of Lloydminster Public School Division, Prairie Spirit School Division, Regina Public Schools Division, North East School Division, Prince Albert Catholic School Division, Prairie Valley School Division, Light of Christ Catholic School Division and the First Nations University of Saskatchewan for hosting sessions in the
STF Professional Learning is in the process of developing an asynchronous offering entitled Supporting Indigenous Ways of Knowing in Online Instruction that will be released in fall 2025.
The Federation would like to acknowledge the contributions of teacher members, colleagues from First Nations education systems, and the Elders and Knowledge Keepers who contributed to this work.
Antler dice game. Photo supplied by Lamarr Oksasikewiyin.
A
High School Committee Members:
• Kimberly Andersen – Regina Public Schools Division
• Penny Mohr – North East School Division
• Sharon Meyer – Medicine Wheel Knowledge Keeper, Beardy’s and Okemasis First Nation
• Kathy Wahpepah – Traditional Knowledge Keeper, Carry the Kettle First Nation
Middle Years Committee Members:
• Derek Hyland – Lloydminster Public School Division
• Kristina Binette – Light of Christ Catholic School Division
• Kirsten Dyck – Prairie Spirit School Division
SASKATCHEWAN WHERE EVERYONE BELONGS AND HISTORIES MATTER
• Jessica Madiratta – Regina Public Schools Division
• Reanna Daniels – First Nations University of Canada
• Lamarr Oksasikewiyin –Knowledge Keeper, Sweetgrass First Nation
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
Top to bottom: double ball, beading.
Inspirational New Resources
BY JOAN ELLIOTT, ESRC MANAGER
If you haven’t used the Emma Stewart Resources Centre before, be sure to give us a try now. We have an exciting array of teaching resources that can be sent right to your school or home with all postage paid by us. Contact us at esrc@stf.sk.ca or request materials directly from the Online Catalogue.
Collaborative Problem Solving: A Step-by-Step Guide for School Leaders
A seven-step process for addressing many types of school problems is described in this comprehensive guide written by Lawrence A. Machi and Brenda T. McEvoy. Principles for successful collaboration, facilitation lesson plans and a problem solver’s toolbox are included.
Learning to Depolarize: Helping Students and Teachers Reach Across Lines of Disagreement
Learn how educators can prepare students to communicate respectfully in these deeply polarized times. This resource offers insightful suggestions on improving student collaboration, fostering social and emotional learning, and developing media literacy.
Pause, Ponder, and Persist in the Classroom: How Teachers Turn Challenges Into Opportunities for Impact
Explore the three-step framework developed by researcher Julie Schmidt Hasson, which involves pausing before reacting to an unforeseen challenge to allow time to intentionally choose a response, suspending assumptions to approach the problem with curiosity, and persisting with patient inquiry to improve the outcomes for students.
Teaching Literacy Effectively in the Modern Classroom for Ages 5-8: A Practical Guide for Teaching Reading and Writing in Diverse Learning Environments
Authors Sue Dymock and Tom Nicholson present systematic strategies for teaching decoding skills, reading comprehension and vocabulary, as well as spelling and writing in this approach to structured literacy.
STEM for All: How to Connect, Create, and Cultivate STEM Education for All Learners
Culturally responsive and justicecentred STEM strategies are featured in this guide by Leena Bakshi McLean. This resource provides suggestions on how to create a supportive and inclusive environment for students of colour and 2SLGBTQ+ students through anti-racist and anti-bias practices and by honouring Indigenous cultures.
Their Stories, Their Voices: Using Personal Narrative to Empower
Student Writers, Grades 6-12
Students tell personal stories to develop their skills in writing informative, analytical, persuasive and reflective narratives. Unit planning templates, sample units and notebook prompts are included.
STF Learning: A New Hub for Teacher Resources on Social Media
BY: ALLIE HEARNDEN, STF COMMUNICATIONS
Find all your resources in one spot.
The Saskatchewan Teachers’ Federation is excited to introduce STF Learning, a new social media channel designed to connect teachers with valuable professional learning opportunities and classroom resources. This new channel brings together engaging content, expert insights and a supportive community to help teachers enhance their teaching practice and stay up to date with the latest trends in education.
STF Learning combines the strengths of STF Professional Learning and the Emma Stewart Resources Centre into
one account, making it easier than ever to access high quality professional development and teaching materials. Content from both STFPL and the ESRC will be featured, offering a wide range of resources tailored specifically to Saskatchewan teachers. Whether you’re looking for fresh ideas for your classroom, strategies for professional growth or a place to connect with fellow educators, STF Learning is a central hub for Saskatchewan teachers looking to grow, connect and stay informed.
Join the community today and be part of an exciting network dedicated to supporting teachers. Follow STF Learning now on Instagram and Facebook at @STFLearning.
For advocacy and bargaining updates, and to stay
Rising Drug Prices and How Health Plans Can Address Them
BY SARAH MACDONALD, STF COMMUNICATIONS
Drug costs in Canada are rising quickly, and as a result, the cost of employee health plans is rising, too. The STF Members’ Health Plan and other plans have to make adjustments to account for these increases. The rise in benefits costs can largely be attributed to inflation. As the price of goods and services escalates, healthcare services and prescription medication follow, but the development of and demand for newer, more expensive drugs is also a factor.
According to the latest drug trend report from the STF Members’ Health Plan provider, Green Shield Canada, the total drug cost per claimant increased nearly 24 percent from $786 in 2019 to $971 in 2023. The cost of drugs per claim has increased nearly eight percent since 2019.
WHAT’S CAUSING THE INCREASES?
With rapid advancements in treatment and medical technologies aimed at improving patient outcomes, the associated high costs often lead to a significant increase in healthcare spending.
According to Ned Pojskic, vice president of enterprise and pharmacy benefits management at Green Shield Canada, the increases are largely attributed to newer, high cost drugs as well as increases in diagnoses of diseases such as diabetes and ADHD.
“Recently we’ve seen new platforms of development of drugs like biologics, specialty, high cost medications, and cell and gene therapies. They are more expensive to manufacture and more expensive to handle,” Pojskic explains.
Pojskic says 50 to 60 new drugs are approved by Health Canada each year, and about 75 percent of them are high cost therapies, meaning they cost $10,000 or more per patient per year.
Another category of medications that has increased in cost in recent years is GLP 1 medications, which treat diabetes, the prevalence of which doubled in Canada from 2000 to 2020. They are effective and revolutionizing diabetes care but can cost $2,000 to $3,000 per year per patient. “There are so many patients with diabetes that the sheer magnitude of cost is growing tremendously,” Pojskic notes.
Another contributing factor is the increased demand for ADHD medications, driven by a rapid increase in diagnoses, particularly among adults. More individuals are seeking medication to manage anxiety and depression, a trend that has surged following the COVID 19 pandemic. According to Green Shield Canada’s latest drug trends report, this upward trajectory will persist, due to the increase in mental health awareness and the destigmatizing of mental illnesses, which may encourage more people to seek treatment.
WHAT CAN BE DONE TO ADDRESS THE RISING COSTS?
A common way health plans are addressing the rising drug cost is by implementing biosimilar or generic prescription policies, Pojskic explains. These drugs are as effective as brand name, originator drugs, but are much cheaper, so adopting mandatory generic policies is an easy way to reduce costs.
Pojskic says it’s also important for health plan members who have chronic diseases to ensure their health is managed carefully to prevent or slow worsening symptoms, which then cost more to treat. “Provide these patients with a holistic program to manage the disease outside of drugs; so you manage it, so it doesn’t worsen,” he says.
Other strategies include cost sharing arrangements, such as employee contributions or deductibles, as well as offering customizable benefits plans that allow employees to select coverage options best suited to their needs and pay premiums accordingly.
The STF’s Pension and Benefits Board of Directors is currently studying the options for how the Members’ Health Plan will address the rising costs.
Biologic drug
A drug product that is produced from living organisms.
Biosimilar
A biologic drug that is highly similar to another biologic drug known as the “originator biologic.” Biosimilars are produced after patent expiry of the originator biologic.
Brand-name drugs
Also called “innovator,” “originator” or “reference” drugs. These drug products are initially marketed as new chemical entities. They are the first version sold by a single manufacturer that, in most cases, originally researched and developed the drug.
Generic drug
A copy of a brand name drug which is produced after the innovator drug patent expires. The generic drug is pharmaceutically equivalent to the brand name drug; it contains the identical medicinal ingredients, in the same amounts, and in a similar dosage form.
CERTIFICATE IN INCLUSIVE EDUCATION
This program meets the Saskatchewan Ministry of Education requirements for an Additional Qualification Certificate (AQC) for certified teachers.
THE POWER OF Teacher Activism
BY: LESLEY PORTER, STF COMMUNICATIONS
Advocacy has been a common theme for most of Trudy Keil’s career. “It’s just always been part of my job,” she says. “I think all teachers are advocates for their students.”
Keil, who is based in Regina, has been teaching for 20 years. She is finishing a PhD that examines the rise of teacher activism in Saskatchewan, particularly as a response to policies that undermine teacher professionalism and public education more broadly.
Keil’s sense of teacher advocacy became particularly pronounced in 2007. As a new English as an additional language teacher, she was witnessing the complexities her students had to navigate in learning a new language and adjusting to an unfamiliar culture.
“Our students and their families are still adjusting to their lives in Canada, so often we take on this additional advocacy role. That could be within the school, but it’s also accessing various resources within the broader community,” Keil says, pointing to organizations like the Regina Open Door Society that provide services to new Canadians.
“A lot of teachers might feel that we don’t have a lot of power or influence, but in fact we’re very impactful political actors.”
“Teachers got the public on board, and that made a difference in Saskatchewan schools for a certain amount of time. That activism had an impact on what happened in schools, and I really do believe it saved lives,” she says, referring to masking and smaller class cohorts that were implemented during this time.
She leaned into the advocacy element of her master’s project and decided to pursue it further with a doctoral degree.
“It got to the point where I felt like that advocacy maybe wasn’t enough,” says Keil. “I needed a bigger space for it because there are bigger issues in Saskatchewan’s education system that need to be dealt with.”
She started her PhD in 2020. This past fall, at Councillor Conference, Keil presented her work, entitled Rebels With a Cause: Teacher Activism Against Neoliberalism in Saskatchewan.
WHAT IS NEOLIBERALISM?
Neoliberalism can be thought of as an umbrella ideology that has broad social, political, and economic ramifications. It is characterized by privatization, individualism, free markets, austerity budgets, and government centralization with reduced local autonomy.
Keil put this knowledge to use for her master’s degree, which she completed in 2015. Her thesis looked at how EAL teachers collaborate with other teacher colleagues to collectively support EAL students.
A few years later, COVID 19 was wreaking havoc in classrooms, and Keil noticed the ensuing heightened political tension. This was countered by what she called grassroots activism from teacher colleagues across the province.
Trudy Keil is a Regina teacher and PhD student.
This ideology started to enter the mainstream in the 1980s, Keil says, pointing to the governments of former US President Ronald Reagan and UK Prime Minister Margaret Thatcher as contemporary examples of neoliberalism in the western world.
“It’s definitely an ideology that the world has shifted towards,” says Keil. “We’re so immersed in it that people don’t even realize it, because it becomes normalized.”
When it comes to educational policies, it can look like increased school hours, a reliance on public private partnerships, increased funding for independent or private schools, the use of unregulated teachers, and fundraising to make up for funding shortfalls.
“We’re already down that path in Saskatchewan, maybe more than we realize,” she says.
She explained that these policies, fueled by the intent to promote further privatization, gradually erode trust in teachers and public education.
“We know what students need,” she says, adding that one would never question a doctor’s intent when treating a patient. “We trust that the doctor is going to give us the right information and prescription to meet our needs. But we’ve moved away from that trust in education.”
WHAT ROLE DOES ACTIVISM HAVE IN ALL THIS?
Keil sees teacher activism as a conduit for disrupting inequitable systems and creating social and political change.
“A lot of teachers might feel that we don’t have a lot of power or influence, but in fact we’re very impactful political actors,” she says.
Her research explores the valuable role teacher unions can play to serve as a platform for activism; these organizations aim to enhance the capacity of teachers and have the means to mobilize many people. They also have the power of the collective – a crucial element for social support.
“It feels cliché at times, but solidarity is absolutely our strength,” she says. “When we have that solidarity and collectivity, teachers can feel more confident about speaking out because they’re part of a collective.”
Teacher activism can also take more of a grassroots approach where teachers might advocate on social media or through community involvement. Grassroots activism offers teachers an additional way to fight for public education by harnessing the transformative power of social movements.
“There are different ways to advocate,” she says. “Not every teacher needs to go to local association meetings or join the Executive. They can put a sticker on and take a picture and post it on social media. Teachers can still do their part to help the collective and maintain their work life balance.”
Keil recognizes that when there’s progress, there’s almost always pushback, because people don’t always like change. With that in mind, it’s important to celebrate successes along the way and recognize the impact of your actions. She points to the Tell Them Tuesday campaigns as an example that empowered people to contact decision makers in government.
“We got people to make phone calls and write letters,” says Keil. “Whether it was teachers or members of the public, it’s something they were willing to do – and that they felt was important to do.”
WHAT DOES THE FUTURE OF TEACHER ACTIVISM LOOK LIKE?
Over the last century, activism has evolved from in person events such as rallies and demonstrations to online initiatives and campaigns. Given rapid societal and technological changes, it is hard to say what form teacher activism will take in the next five to 10 years.
“It has to be about where the most effective places to advocate are,” says Keil. “I think it needs to be strategic based on what’s happening in a certain context.”
Regardless of how it looks, Keil hopes that teachers realize they have a voice – a powerful one, at that.
“A lot of teachers feel powerless. But we’re not. We actually have a great deal of power, but we need to believe that. And if we do, we take the actions and change things in the way we’re hoping for – in the best interest of our students.”
• Curriculum Studies
• Doctor of Education
• English as an Additional Language
• Educational Administration
• Educational Foundations
• Educational Psychology
• Educational Technology and Design
• Indigenous Land-Based Education
• Indigenous Language
• Scholarship of Teaching and Learning
• School and Counselling Psychology
• Special Education
McDowell Foundation Campaign Supports Teacher-Led Research
BY: NICOLE TAINSH, MCDOWELL FOUNDATION
Research into effective teaching strategies is crucial for enhancing teaching and learning in Saskatchewan and there is no one better to conduct that research than the teachers who plan, test, observe, and reflect on strategies and professional practice every day in their classrooms.
commitment to teacher led research is why the McDowell Foundation has launched its When Teachers Lead, Students Succeed campaign, a fundraising initiative designed to provide teachers with opportunities and resources to formalize their research and share their findings with others. The campaign’s goal is to increase donations, the Foundation’s roster of supporters, and awareness among teachers, local associations, school divisions and the general public.
“The importance of this campaign cannot be overstated – it serves as a vital platform to advance educational practices and ensure that our teachers are equipped with the tools and knowledge they need to shape the future,” says Diana Jemieff Hayes, president of the McDowell Foundation Board of Directors.
“The work supported by the McDowell Foundation enriches students’ classroom experiences and uplifts the entire educational community by providing a platform for professional inquiry and collaboration. By investing in educational research and innovation, we are investing in the success of future generations. This campaign is a testament to educators’ dedication and their enduring impact on society.”
For Mary Barrow, an intensive supports development coordinator with Regina Public Schools, receiving a McDowell grant provided the opportunity to examine methods of addressing increased requests for additional and intensive supports among the division’s youngest learners post COVID 19.
“We wanted to examine if and how applying one strategy/ support universally in a classroom could support students, teachers and adults working in classrooms without intensifying the workload of anyone. It is wonderful to report that using visual supports as a Tier 1 intervention was supportive of all these groups,” Barrow says.
This research has helped inform teacher practice and improved student engagement, understanding and achievement. One teacher who participated in Barrow’s project notes, “This project has enhanced my daily routines
“It has transformed my outlook on teacher professional development because I see the power of educators learning from other educators – we don’t always have to seek out experts because there is so much to learn from the lived experiences of other educators in your province.”
Mary Barrow, McDowell Foundation researcher.
tremendously. I use so many of the little tips and tricks we learned and it’s a game changer!”
Barrow’s research affirmed her belief in the value of using visual supports in all classrooms.
“It is validating to see that the strategy of using visual supports, which has been evidence informed for particular populations of learners, indeed has benefits for all learners and for their teachers.”
Teacher led research supports Saskatchewan educators in fostering a collaborative culture, creating dynamic, timely and evidence based resources and developing teaching techniques that encourage continuous growth and improvement, all things that benefit both teachers and students. It’s clear that when teachers lead, students succeed.
Jessica Madiratta’s McDowell funded research into culturally responsive teaching resulted in the development of a strong community of practice among six Saskatchewan educators.
“My project used participatory action research; that means I was as much a part of the project as my participants were,” says Madiratta, a teacher with Regina Public Schools. “I spent the 2023 24 school year learning about culturally responsive teaching alongside my participants and trying these teaching approaches with the classrooms that I was working with … I am glad to have these six folks to reach out to for support if I need it.
“It has transformed my outlook on teacher professional development because I see the power of educators learning from other educators – we don’t always have to seek out experts because there is so much to learn from the lived experiences of other educators in your province.”
The McDowell Foundation is the only organization of its kind in Canada providing direct support to teacherled research. Since 1991 it has funded more than 300 projects totaling more than $2 million in grants.
The McDowell Foundation is the only organization of its kind in Canada providing direct support to teacher led research. Since 1991 it has funded more than 300 projects totaling more than $2 million in grants. The research it supports is timely, relevant to the Saskatchewan context, and has benefitted hundreds of teachers and countless students and classrooms.
The work of the McDowell Foundation is only possible thanks to the many donors who see value in teacher led research. By contributing to the When Teachers Lead, Students Succeed campaign, you’re helping to shape the future of public education for generations to come. Teachers can contribute through payroll deduction by completing the form available on the Foundation’s website and submitting it to their school division’s payroll office.
To learn more about the Foundation and how to provide support through ongoing, one time or legacy donations visit www.mcdowellfoundation.ca.
Friday, May 9, 2025
Delta Hotels Bessborough, Saskatoon
BARRIERS
is an STF conference rooted in human rights bringing people together to envision a more inclusive future. This gathering is an opportunity for attendees to hear from under-represented voices across the education sector, share experiences and engage in dialogue with education leaders to inspire change.
Keynote Speakers
Anthony Johnson and Dr. James Makokis are renowned as the trailblazing two-spirit team on The Amazing Race Canada. Their compelling Season 7 victory brought gender, sexuality and Indigenous issues to the forefront and reshaped societal perceptions. They bring diverse experiences and a profound depth of expertise to their advocacy efforts, championing the rights of First Nations and 2SLGBTQ+ communities.
A brief morning ‘non-meeting’ of the school leadership team will ensure that everyone knows the priorities for the day.
How a Morning Huddle Can Organize a Principal’s Day
BY: PAUL G. YOUNG
Reprinted with permission from Edutopia.org, a publication of the George Lucas Educational Foundation.
Have you ever considered that when trying to do it all, you really get nothing done well? Principals must be able to multitask, but in doing so, you might be wearing yourself out, making mistakes, and wasting time. Busy principals are always searching for more effective ways to restructure the workday.
If you’re constantly bombarded with phone calls, interrupted by staff members stopping by your office, distracted by new emails dinging in your inbox, buried under multiple piles of work with approaching deadlines, or frequently called away to deal with a student behavioral issue, you’re likely moving rapidly between active and passive switch tasking.
You determine your active switches; passive switches are initiated by someone else. The consequences for constantly
switching your focus and attention are less attention to details and increased potential for mistakes.
If you’re switching between activities at a rapid rate, chances are your office staff is, too. Everyone has a full to do list, but when passive switches undermine the tasks at hand, everyone can feel stressed and overburdened. No one feels the weight of the multitasking office staff more than the secretary.
THE MORNING HUDDLE
The need to multitask will never end. But you can take action to reduce the stress and dysfunction that it causes. One strategy is to develop a morning huddle for your team: your assistant principal, secretary, lead custodian, managing cook, nurse, social worker—anyone in your office or staff who works closely with the office to create smooth daily operations within the school. And don’t overlook the coordinators of your before and after school staff and your transportation services. Their contribution to the success of your school operation should never be minimized.
The purpose of the team huddle is to check in with team members about what your day will look like. It’s not to plan for the week or projects—that’s what other meetings are for. An effective morning huddle gives your closest team members the opportunity to connect with you each day, disseminate information, and create alignment of their schedules and prioritization of goals for your mutual work. The practice will increase morale and productivity for everyone.
HOW A MORNING HUDDLE WORKS
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When and where. Your team gathers in a circle at a designated place and the same time each day. An early morning time before the students arrive is recommended. Participants stand. Standing will help keep meetings short and to the point.
How long? Huddles can and should vary in length, but if they become 45 minute discussions, they’ll likely fail. Keep them at 15 minutes or less most of the time.
THE BENEFITS
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Who speaks? Everyone speaks and shares something about what they’re working on. Vocalizing work priorities and status updates in front of others will lead to greater commitment and task accountability. As the leader, you’ll likely speak first, but be sure to hear from everyone. Participants can speak in order by going around the circle in a clockwise or counterclockwise direction. Keep it simple.
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More efficient office operations. Once your secretary knows your priorities for the day, he or she can align their own work in a more effective manner. Your right hand person can better determine when you’re free to be seen or interrupted by staff, students, or parents. Visitors can be more effectively greeted when there’s advance notice of their expected time of arrival.
Clarification of your open-door policy. There are times when it becomes essential, such as with a pressing deadline for a report, that you close your door. When your team knows that you must not be interrupted, they’ll waste less time trying to find out if you’re available and respect your need for privacy.
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Stay on topic. If someone tends to talk too much, assign a timekeeper. Everyone must keep their update short and crisp—a minute or two, depending on the number of people in the huddle.
What should be said? Participants should state their priorities for the day, provide status updates, share roadblocks and concerns, and celebrate wins. Identify pressing issues and problems but tackle them after the huddle. Recognize the accomplishments of your team.
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Awareness/sharing. Not only will your team know your priorities for the day, but they’ll learn about each other’s as well. Communication will become free and open.
Team building. You’ll strengthen and solidify your school’s culture with constant attention devoted to envisioning and realizing the values and habits necessary for an effective school operation. You can’t create a culture alone or in isolation. Share the responsibility for success.
Morale. When team members learn each other’s priorities for the day, feel they’re free to be heard and contribute, and receive adequate direction from their leader, they’ll be energized by their connections. When people feel good about their work and appreciated for their contribution, morale soars.
Dedicating just 15 minutes at the start of your day to support those you need most to ensure that your school operates efficiently shouldn’t add to your already full plate. Instead, the morning huddle has great potential to empower others, solidify your structures, and prevent disruptions and distractions the rest of the workday. It may be the best meeting you’ll ever have.
