Legacy 2011

Faculty of Education 2011

encouraging the next generation...

become a teacher

“The Faculty of Education and travelling has taught me the importance of bringing the world into my classroom. Making a school a global community teaches students to be ambassadors of peace.”

Tory Doty Current Student

• nationally-recognized teacher education program • 27-weeks of practical classroom experience in a broad range of schools from rural to urban and elementary to secondary • this program is about quality and graduating superior educators

becomeateacher.ca Or contact the Faculty of Education at edu.sps@uleth.ca

Faculty of Education

Contents

2

Opening Words

4

At a Glance

8

Teach Your Passion - Alumni Stories

12 Educational Research

Contributors Lorraine Beaudin Brenda Bell Kerry Bernes Cathy Campbell Erv Fehr Thelma Gunn Ken Heidebrecht Joyce Ito Carol Knibbs Lori Lavallee Judy Lavorato Rod Leland Craig Loewen Greg Martin Elizabeth McLachlan Diane McKenzie Jim McNally Rick Mrazek Kristin Mrazek Darcy Novakowski Jane O’Dea Shari Platt Marlo Steed Wayne Street Kelly Vaselenak Pamela Winsor Caroline Zentner Special Thanks Bill Bartlett and students of LCI Printing University of Lethbridge Printing Services

18

Partners in Education

25

Student Profile

The Legacy is produced by the Faculty of Education at the University of Lethbridge in collaboration with the Communications Office.

Correspondence is welcome and may be addressed to:

26 10% Post Consumer Recycled Content

Importance of Mentorship

Faculty of Education University of Lethbridge 4401 University Drive W Lethbridge, AB T1K 3M4 edu.communications@uleth.ca 403-332-4550

/insp ’rāSH n/ e

e

Noun: The process of being mentally stimulated to do or feel something, esp. to do something creative (web definition).

Inspiration inspiration

Inspiration can be found in large initiatives or small endeavours. Inspiration can be personal or shared.

This is a time of great innovation and change in the broader educational community, and as a Faculty of Education we experience it every day as we carefully consider our program and how it prepares our students to meet the needs of the next generation.

Inspiration can be found in the words of those you admire: “Education is the most powerful weapon you can use to change the world” – Nelson Mandela, 1994.

Inspiration can be found in the eyes of children as they solve a mathematical task. The moment of finding a solution to a geometric problem when none seemed evident before is an example of inspiration, and a moment of much joy in learning.

These instances represent inspiration because they evoke change in the community, in the self, or in the soul. Be inspired as you enjoy this edition of the Legacy.

Craig Loewen, PhD Interim Dean of Education 2

The L eg ac y |

2011

Photographer: Rod Leland

Opening Words

Fleetwood Bawden Elementary School students with Craig Loewen, Interim Dean, Faculty of Education L - R: Oliver Young, Lizzi McLeod, Kayden Papworth, Mallay Phillips

At a Glance

Quality

National Counselling Leadership Since she joined the Faculty of Education in 2008, Blythe Shepard has continued to promote excellence in counselling. Shepard is working on the first Canadian textbook for career practitioners and writing a national handbook for the supervision of counsellors and psychotherapists. In recognition of her work she received the 2011 Canadian Counselling and Psychotherapy Association’s (CCPA) Professional Contribution Award. She was also recently nominated as president-elect of CCPA.

Inspiration Alumni

Dr. Marla Middleton Freitag (B.Ed. ’81), program co-ordinator and instructor at Medicine Hat College, brings innovation and passion to her classrooms. She has earned numerous awards for her contributions to the field of education, including the National Institute for Staff and Organizational Development Excellence Award and the Alberta Colleges and Institutes Faculties Association Award.

Dr. Craig Loewen (B.Ed. ‘84) has been member of the Faculty of Education since 1987 and is widely respected for his dedication to education. He has received the university’s Distinguished Teaching Award and the Educational Research Award from the Alberta Teachers’ Association. His research includes understanding how students learn and how teachers can enrich that experience.

The U of L Faculty of Education is a nationally-renowned teacher preparation program that offers some of the most extensive practical teaching experience in Canada

Writer: Caroline Zentner, Photographer: Ken Heidebrecht, Lorne Kemmet

Alumni Honours Society: 2011 Inductees

Awards

Celebrating Students Lori Braun was surprised and humbled to receive the William Aberhart Gold Medal for the highest general proficiency in the final two years of a bachelor of education program. To Braun, the award symbolizes the challenges she conquered and instilled the confidence to pursue her future goals as a teacher.

For Jennifer Shuster, receiving the Faculty of Education Gold Medal for the most distinguished graduate in the academic year was a great way to end her studies at the U of L. She’s honoured to be recognized by a faculty that “truly influenced the way I look at the world.”

Sylvie de Grandpre was excited to receive the Medal of Merit for high academic standing in her Master of Education program. She says the award validates the concept that investing in purposeful relationships with students as a teacher raises their engagement and achievement. The award also provides “definite motivation” for future doctoral studies.

Lori Braun and Jennifer Shuster

Sylvie de Grandpré

Welcome New Faculty Members

David Slomp brings expertise in language arts and literacy assessment. “I love the teaching of writing as much as the work of writing, and in both my research and my teaching on writing assessment, I work to encourage and promote practices that foster students’ passion for writing,” he says. Slomp has experience teaching language arts at both the high school and university level.

Richelle Marynowski (B.Ed ‘94) is back in the Faculty of Education, this time as an instructor. She’s enjoyed a 17-year career teaching all grades in urban, rural and alternative schools. Richelle specializes in classroom assessment and evaluation, as well as in mathematics teaching and learning.

Ramona Big Head, Many Sweat Lodge Woman, brings experience teaching from a First Nations perspective to the Faculty of Education. She taught English and drama at Kainai High School on the Blood Reserve for 14 years. A playwright herself, Big Head’s area of research is how indigenous people can come to know themselves through theatre.

David Slomp, Richelle Marynowski, and Ramona Big Head

Photograph Courtesy of Alberta Education

At a Glance

Partnership Alberta Education Signing of Memorandum On February 1, 2011, interim dean of the Faculty of Education Dr. Craig Loewen, president of the University of Lethbridge Dr. Mike Mahon, andAlberta Minister of Education Dave Hancock signed a Memorandum of Agreement establishing their united commitment to shaping teachers of excellence. The partnership will continue their efforts toward ever-emerging opportunities in teacher preparation while adhering to the competencies specified in the Teacher Quality Standards of Alberta.

Ni tsi koh tsi tsi ih ka si

I am honoured to meet you

Conversational Blackfoot This spring, members of the Faculty of Education and educational partners from the community participated in a unique learning experience. As part of the Professional Development Series, Conversational Blackfoot workshops were held as part of the Professional Development Series. Those in attendance were privileged to learn a few words from Blackfoot elders and educators.

Ni tsi ksi ksi ma tsi tsi pa thank you

Elder, Bruce Wolf Child

Summer School 2011

Graduate Studies

Brenna Duckett

Monica Braat, Barb Norgard, Kimberley Kerr, Ciera Sonntag

What is a QR Code?

Throughout this edition of Legacy, you’ll see QR Codes.

What are they? They are a way for you to have a cross-media experience by either seeing a video, hearing an audio interview, or connecting to a website.

To learn more scan the QR Code below or visit www.uleth.ca/education/120#node-2834

In 2012 the

Sean Alaric

Around 80 education professionals began part-time studies in graduate programs this summer. They include the Master of Counselling program and Master of Education programs in Leadership, Counselling Psychology and the new speciality in Inclusive Education and Neuroscience. “All four cohorts are off to a good start,” says Kerry Bernes, Assistant Dean, Graduate Studies and Research for the Faculty of Education. “We wish them well as they continue their journey.”

celebrate

Gordon Vatcher, Richard Tapajna, Jason Prebushewski

celebrates...

time to

Writer: Caroline Zentner, Photographer: Ken Heidebrecht

University of Lethbridge

In an effort to stay in touch and also for us to learn what is new with you, please log on to the University of Lethbridge Alumni site at uleth.ca/alumni and complete the electronic address update form. You can also update your information by emailing alumni@uleth.ca or by calling 403-317-2825 or toll-free 1-866-522-2582.

Hockey 101 The opportunity to pass his passion for hockey on to students has enriched the teaching career of Jim Kerr (BA/BEd ’93, MEd ’99)

When Jim Kerr (BEd ’93, MEd ’99) gave up playing hockey for the University of Lethbridge to focus on his studies in the Faculty of Education, it didn’t occur to him that the two passions he was choosing between could ever converge again. Over time, however, the math teacher and vice principal noticed a trend towards specialized school programming. “The Vauxhall Baseball Academy started as a way to keep the school dynamic,” he states as one example. “What an impact on that school and community.”

Kerr began to imagine possibilities for a hockey skills development program, but it wasn’t until he moved to Gilbert 8

The L eg ac y |

2011

Paterson Middle School in Lethbridge that he pursued the idea. “I presented it as something that was going to add another element to our school and offer something to a group of students that isn’t offered now,” he states. After one year of operation the Paterson Hockey Development program is a huge success. “Enrollment for next year has almost doubled,” says Kerr.

The opportunity to pass his passion for hockey on to students has enriched Kerr’s career. “It’s really renewed my love of the teaching profession.” The students are benefitting too. “They’re staying caught up with their work and we haven’t had issues with their behaviour because they know

it’s all hinging on their participation in the program,” says Kerr. “In education today we want to keep kids motivated. We want to keep them in our schools. There’s probably more student mobility now than there’s ever been because of choices to attend different schools that offer different things.”

Kerr believes the timing has never been better for teachers to incorporate their passions into their work. He encourages them to talk about their interests. “Bounce ideas around. Put a plan together. That’s something we, as administrators, would love to hear about.”

Visit: becomeateacher.ca

Writer: Elizabeth McLachlan, Photography: Rod Leland

Alumni Teach Your Passion

Scan here to watch video

On With the Dance Throughout her high school and post-secondary journey, dance and choreography was always part of Kristi Legge’s (BA/BEd ‘07) world – a guiding aspiration. Now as a teacher, she can share her lifelong passion with her students.

I didn’t think I would ever get a job within the field of dance,” says Kristi Legge, who earned her BA (2004) and BEd (2007) from the University of Lethbridge Faculty of Education.

But others had noticed the kinesiology major who’d been choreographing and teaching dance since high school, and who founded the university’s Lethbridge Alberta Dance Company.

When G. S. Lakie Middle School in Lethbridge requested Legge’s placement with them as a physical education practicum student, she didn’t know they were aware of her background.

“They had me teach the entire school a dance unit,” she states.

Writer: Elizabeth McLachlan, Photographer: Rod Leland

Alumni Teach Your Passion

It was so popular she was invited to develop a dance option which rapidly grew into a full-time program.

Today she teaches jazz, ballet, breakdancing, stomp and many more styles to overflowing classes. “We’re getting to the point where we have to turn kids away,” she states. “Whatever their passion is, I think it’s great for teachers to involve it in their work. It doesn’t have to be a class; it can be a club or an after school program. It creates a school that’s vibrant with happy kids, because they feel that teachers actually care. And

it’s a great way to fall in love with your job all over again.”

Visit: becomeateacher.ca

If you have a particular story related to teaching your passion that you think would be of interest please share with us! edu.communications@uleth.ca

Scan here to watch video

Strengthening the Program “We’re interested in what students and alumni have to say about the overall program. If there was something good we want to keep it, if there was something they think could have been done differently, we want to know. “

Writer: Elizabeth McLachlan, Photographer: Rob Ollson

Dr. Thelma Gunn

The University of Lethbridge Faculty of Education is embarking upon a unique partnership with students and alumni to better understand and further strengthen the Faculty’s academic program.

“This teacher education program has always been successful,” says Dr. Thelma Gunn, Assistant Dean of Student Program Services. Why it has been successful, however, has never been formally researched. “We want to know specifically what components of the educational program had the most impact on pre-service teachers—and then how those components were eventually perceived out in the field.”

Data collection will initially be survey-based, with interviews and possibly focus groups developing as the study progresses.

“We’d like to start with individuals who would agree, even in ED 2500, to be tracked as they go into PSI, II, III, and then out into the profession.”

A major facet of the initiative will be feedback from former graduates. “We value what they know and understand about being a teacher. Now we want to find out more information about how our on-campus components contributed to their development as a teacher,” says Gunn.

“Alumni can provide at least two important ideas for us,” adds Dr. Craig Loewen. “One is reflection on what parts of their 12

Th e L egac y |

2011

program had the greatest impact on their teaching career. The other is current experience in the field and advice on what new we might need to add.”

Although the program has changed over time, the study isn’t limited to recent graduates. “It’s mostly the academic portion that’s changed, not necessarily the feeling,” says Gunn. “We don’t know specifically what people have valued. It might be the personal experiences they had here—the small groups, the collegiality, the professors who were committed to developing teachers.” Veteran teachers often see trends that newer teachers can’t, she notes, and may have “something intriguing to state in terms of how our program could move forward.”

“We’re interested in anyone who was a graduate of the faculty,” says Gunn, “even if they use their BEd in another capacity. Then there are people who’ve left the profession altogether. Why they left is equally interesting to us.”

“We’re just really interested in what students and alumni have to say about the overall program. If there was something good we want to keep it, and if there was something they think could have been done differently, we want to know. We’re looking for genuine, authentic perceptions of the program.”

For more information: edu.sps@uleth.ca

Educational Research

Educational Research

Living the Integrated Life For Drs. Mary and Robert Runté, connecting common threads often leads to

Writer: Elizabeth McLachlan, Photographer: Rod Leland

collaborative research

University of Lethbridge team, professors Robert and Mary Runté work together on-, off-, and across-campus, blending every aspect of their lives, including research. “It’s about having an integrated life and not seeing everything as compartmentalized,” says Mary. This is fitting, considering the couple’s interest in work/ family boundaries, an area Mary, Director of Social Responsibility and Not-for-Profit Programs in the Faculty of Management, studied for her PhD, and that she and Robert, a sociologist in the Faculty of Education, continue to research.

Although they pursue individual projects, they often identify connecting threads that lead to collaborative studies. Robert’s fascination for Canadian science fiction ties into his interest in “kid 14

Th e L egac y |

2011

culture” as well as emerging technologies, both of which tie into work/family issues. The mindset of youth leads from his teaching and his research into his more creative work as well – an example is his recently published story in Tesseracts 15, an anthology of young adult Canadian speculative fiction.

The Runtés’ non-compartmentalized approach opens them to multiple, diverse avenues of inquiry. Together they’ve examined the implications of new technologies in the workplace, as well as employer provision of services traditionally reserved for the home sphere, such as childcare.

A lot of their shared research interests come out of life. When their oldest daughter was in elementary school they developed a

Dr. Robert Runté has been publishing, editing, reviewing and actively promoting speculative fiction since the early 1970s. In 1989 he helped found SF Canada, the national writer’s association.

Runté believes SF, which encompasses science fiction and fantasy, has relevance in the classroom. For one thing, its popularity among young people facilitates positive teacher/student connections.

“A lot of reluctant readers watch shows like Star Trek,” he notes.

Introducing them to the novelizations encourages them to read. “The whole quest website providing resources for aspects of the curriculum. “Part of it was to model to student teachers how easy it is to produce quality materials,” says Robert.

Current and future areas of investigation include the marketing of vacations as educational, and the role of parent volunteers in the classroom.

“The fact that we do collaborative research is natural,” says Mary. “There are linkages everywhere. Whether they’re schools or corporations, they have similar organizational structures and needs, and human resource management is the same everywhere.”

motif – who am I? how do I discover myself? – is very popular with adolescents.

Teaching teachers to understand – that helps promote literacy.”

Visit: SFeditor.ca

Writer: Elizabeth McLachlan, Photographer: Rod Leland

The Impact of Educational Leadership Through case studies, Drs. George Bedard, Carmen Mombourquette and Art Aitken ask the question: How does school district leadership affect student learning?

The relationship between school district leadership practices and student achievement is the focus of a College of Alberta School Superintendents (CASS) sponsored study conducted by the universities of Lethbridge, Calgary and Alberta. “It’s in conjunction with a similar study initiated by Dr. Kenneth Leithwood of the University of Toronto,” says U of L Faculty of Education lead researcher, Dr. George Bedard. “CASS’s intention was to generate a number of case studies that would be of particular use to its members.”

With this in mind Bedard and co-researchers Drs. Carmen 16

Th e L egac y |

2011

Mombourquette and Art Aitken interviewed division leaders, school principals and trustees in three high-achieving districts: Prairie Rose, Grande Yellowhead and Calgary Catholic.

A significant finding was “how superintendents build trust, rapport and confidence within the system,” says Mombourquette.

They instill a sense of teamwork in the principals they work with.

“In all three districts superintendents have a profound presence in schools,” adds Bedard. “They’re there talking about teaching and learning, helping with workshops, and working with teachers in classrooms.”

Educational Research

They also encourage principals to be innovative. If new initiatives fail, it’s considered a learning experience.

“Whatever people in senior administration do or say, all the stakeholders—trustees, parents and people in the schools—have a chance to give their voice to it,” notes Bedard. Programming is research-based. School-generated surveys and student and teacher anecdotes complement traditional data sources.

In these districts, three-year education plans were shortened from upwards of eighty goals and measures down to three main focus areas. “Their plans met all the requirements of Alberta

Education, were usable for people in their schools, and are worthy of emulation by other jurisdictions,” states Mombourquette.

Bedard’s team found “a fair degree of commonality” between their case studies and Leithwood’s. Blending the results “may well produce an understanding of district leadership practices that educators beyond Alberta and Ontario should find highly relevant.”

Visit: cass.ab.ca

Writer: Lori Lavallee Photographer: Rod Leland

The communities of the University of Lethbridge Faculty of Education and the Holy Spirit Roman Catholic Separate Regional Division are equally blessed. Both are characterized by strong leadership, a desire to understand the current barriers to educational success for First Nations Metis and Inuit (FNMI) students, and a commitment to facilitating necessary change.

With 13 per cent of Holy Spirit’s student population coming from the Kainai and Piikani communities, “it is critical that our classrooms become places where indigenous children feel they belong,” explains Chris Smeaton, Superintendent of Schools.

In fact, the integration of FNMI content and perspective across curriculum has been under discussion for a decade within the context of Alberta Education’s FNMI Policy Framework (2002) and, most recently, the Memorandum of Agreement For First Nations Education in Alberta (2010).

“Many of us, including indigenous peoples, do not have a firm

understanding of First Nations history and culture,” says faculty member, Dr. Cathy Campbell. “For this reason, FNMI content must be included in subjects across all grade levels so that another whole generation of Albertans doesn’t grow up without this knowledge.”

Under the leadership of Mary Anne Murphy, (MEd ‘05), FNMI division principal and Jamie Medicine Crane (BEd ‘04), lead teacher, Holy Spirit teachers have been actively involved in professional development opportunities enabling them to build relationships with students and families. In addition to learning about the history and culture of the Blackfoot peoples, “we are learning to respond appropriately to the needs of our students,” says Murphy.

During the course of laying the groundwork for these initiatives, Holy Spirit was offered a grant by Alberta Education, enabling them to further explore strategies that would enable teachers to

Partners in Education

First Nations, Métis, and Inuit Initiatives “It’s critical that our classrooms become places where indigenous children feel like they belong.”

L - R: Mary Anne Murphy, Dr. Cathy Campbell, Jamie Medicine Crane, and Chris Smeaton

more fully meet the varied needs of FNMI learners. As a result, senior administrators and principals visited the Kainai reserve and toured the schools. “We met with teachers and Kainai Board of Education representatives and spoke about the unique challenges facing our students,” Medicine Crane explains. With the Piikani nation, Holy Spirit collaboratively planned the Building Bridges Conference which took place on the reserve and welcomed parents and educators together as partners in education.

Meanwhile, nine PSIII intern teachers with a focus on Aboriginal Studies Education, were placed in Holy Spirit Schools.

They developed lessons and units across curriculum and grades that incorporated FNMI content. They co-lead workshops for PSI students going to Holy Spirit Schools so they could better meet the expectation of including FNMI content in at least five lessons during their practicum. Both initiatives will continue in the Fall of 2011.

Chris Smeaton, Superintendent of Schools

View the new Faculty FNMI Curriculum Collection that includes FNMI resources as well as lesson and unit plans.: uleth.ca/education/resources/fnmi-collection View the video created by Holy Spirit School Division as part of the Alberta Education Grant, capturing many of the specific examples of the strategies that teachers are using to help FNMI students achieve success in school: youtube.com/watch?v=kyNlb4DvQMQ

Scan here to visit the FNMI Curriculum Collection

20

Th e L egac y |

2011

Student Profile

Inuit Qaujimajatuqangit “I don’t expect to change the world, but I hope to make a difference in one child’s life or be a role model. I think going up north is where I’ll be most influential.”

Kelli McClarty

As a kindergarten student, Kelli McLarty remembers going home crying, “Mom, they say I’m not Inuk; I don’t get it.”

Living in the small town of Rankin Inlet McLarty grew up surrounded by Inuit culture. She later came to understand that, even though she wasn’t born Inuk, she could still embrace the culture around her.

She speaks Inuktitut, throat sings with other Inuk women, wears seal skin boots and is proud to be from Nunavut.

McLarty says she’s wanted to be a teacher ever since she was in kindergarten. She admired her teacher and wanted to be just like her when she grew up.

Now in her final year of studies at the University of Lethbridge in the Faculty of Education, McLarty is working on a combined degree in education and kinesiology. She’s eager to begin her career teaching youth in Nunavut.

In high school McLarty saw the issues her friends faced. Some took their own lives, some became

pregnant at a young age and others abused tobacco or alcohol. Her desire to make a difference in their lives led her straight to the U of L for education studies.

“I’ll definitely be a teacher as well as a coach,” she says. “I don’t expect to change the world, but I hope to make a difference in one child’s life or be a role model. I think going up north is where I’ll be most influential. I can relate to every challenge the youth may face because I’ve been there, too.”

McLarty strongly supports the Nunavut government implementation of Inuit Qaujimajatuqangit (IQ) values. Respect for the land, sharing with others, and a strong sense of community are all backbones of life in the north – all reflected in these IQ values.

“It really means traditional Inuit knowledge. We focus on principles like generosity, family, patience, strength, teamwork and being resourceful,” she says.

Visit: gov.nu.ca/hr/site/beliefsystem.htm

Northern Knowledge in the Classroom Dr. Rick Mrazek’s (B.Sc., B.Ed. ‘78) interest in the North began more than 30 years ago with his research to define a Canadian context for science education that includes regional and traditional ecological knowledge.

His present work in Nunavut, sponsored by the Canadian Wildlife Federation, attempts to bring authentic representation of northern knowledge to classrooms across Canada. Teachers and students have first-hand opportunities to share the experience of those whose home is the North, including Inuit youth and elders.

Webisodes created from the filming this year will become a permanent resource for teachers.

Visit: cwf-fcf.org

Writer: Caroline Zentner Photographer: Jim McNally

Writer: Lori Lavallee Photography: Rod Leland

Graduate Studies New Program

22

Th e L egac y |

2011

Addictions and Mental Health Counselling Initiated by Drs. Kerry Bernes and Gary Nixon, University of Lethbridge faculties of Education and Health Sciences collaborate to launch an exclusive Graduate Studies program When we think about addictions many of us tend to think conventionally – substance abuse, eating disorders and gambling come to mind. But what about internet addictions, shopping compulsions or sex addictions?

In clinical terms, Dr. Gary Nixon of the University of Lethbridge, Faculty of Health Sciences, describes addiction as a habituated pattern, “when something, a substance, relationship or material thing takes over someone’s life, to the detriment of work life, intimate family life, and social life.”

“Addictions can occur at any juncture of our life, adolescence, mid-life, or even post-retirement,” explains Dr. Kerry Bernes, Assistant Dean Graduate Studies and Research, Faculty of Education. Although some people are more susceptible to addictions, due to less access to resources and education, no one is immune. Often, addiction is symptomatic of broader mental health issues.

The Faculty of Health Sciences currently offers an undergraduate degree in Addictions Counselling, and approval has recently been granted to establish a Master’s program specifically designed to address the interconnection between addictions issues and mental health issues.

The new M.Ed. in Addictions and Mental Health Counselling will provide a “stronger clinical focus through the integration of a wide spectrum of recognized evidence-based interventions,” Nixon explains. Moreover, it will be offered as a partnership between the Faculties of Health Sciences and Education.

Prospective students are those who have been working in addictions counselling or related fields with two or more years of counselling experience.

Like the M.Ed Counselling Psychology program, this new program will provide a pathway to being registered as a psychologist.

This is a critical direction given that, unlike nursing and social work, addictions counselling is currently a non-regulated health profession.

Organizations such as Alberta Health Services are, however, beginning to demand that these practioners be licensed.

“Our goal is to attract practioners with strong clinical skills who are interested in more advanced clinical counselling theory and practice,” says Nixon. In fact, the first half of the program is devoted to hands-on clinical practice, in Markin Hall’s state-of-the-art labs.

For more information: edu.masters@uleth.ca

Writer: Lori Lavallee Photographer: Rod Leland

Dr. Marlo Steed guides Faculty of Education student, Katie Maxwell and Mike Mountain Horse Elementary School student, Amy Layton through a lesson in Digital Narratives

Technology in Education

Digital Narratives into video and audio format, and then upload In the spring of 2011, a group of future them to the Internet. teachers worked with three Grade 5 classes to “It was exciting for them to get out of their help them develop their own digital stories. With environment, see our facilities, and work with the guidance of Dr. Marlo Steed at the Faculty future teachers from the U of L,” says Steed. of Education, and the mentorship of classroom “The Grade 5 students received individualized teacher, Mike Wevers of Mike Mountain attention and constructive comments from the Horse School (MMH), practicum students student teachers which helped to scaffold their were involved in the Digital Story Project. This learning. in addition, this gave future teachers endeavour was a language arts assignment that invaluable experience working with children.” blended the traditional concepts of writing and “On one hand, the Digital Story Project is about illustration with New Media technology. the use of New Media to tell a compelling story As part of the public school curriculum, and create a sophisticated product,” says Steed. students at MMH were learning how to write “On the other, it’s about cross-collaboration and and draw their own stories. Meanwhile, scholarly teaching.”

Steed’s students were learning video editing Having an opportunity to see a New Media technologies. Following numerous informal project modeled by a teacher provided U of L discussions, the two educators created an students, with critical insight into how to design opportunity for Steed’s EDU 4765 (New and orchestrate this type of learning experience Media and Learning) students to work with in their own classrooms. Additionally, it is the elementary students – the U of L students important for other practicing teachers to see the were offered the unique challenge of a minipossibility of this kind of collaboration. practicum.

The MMH students visited the campus and were taught to convert their hand-written stories Visit: web.me.com/marlo.steed/Visual_Narratives/

Digital Literacy Specializing in the integration of technology in education, Dr. Lorraine Beaudin, Assistant Dean of Field Experiences says, ““Technology in education is about education. It’s not about technology,” she says. The challenge is to find ways of teaching digital technologies that enhances learning and gives students the opportunity to gain an understanding about the nature of that technology.”

Digital Literacy is about making responsible, ethical and critical use of technology and exploring the potential of new technologies to communicate, learn, solve problems and make decisions (Alberta Education).

As classroom teachers, our graduates have the responsibility of teaching students how to be “digital citizens,” essentially how to operate in this environment in a safe, ethical and productive manner, Beaudin explains.

Scan here to visit the Digitial Narratives website

For more information on Digital Literacy and Citizenship, visit education.alberta.ca/admin/aisi/themes/21-century.aspx or www.media-awareness.ca/english/index.cfm

Photographers: Ken Heidebrecht and Kristen Mrazek

Writing, drawing, scanning, editing visuals and digitizing audio: an elementary class learns how to communicate their stories into a multimedia format

Community Partners

Sharing Teacher Wisdom The dedicated commitment of Teacher Associates/Mentors such as Deb Yanota are vital to the success of the teacher preparation program and ultimately to the profession

“I always saw taking student teachers as professional development,” says Deb Yanota. “You pick their brains at the same time that you’re hoping you can share something with them.” During her thirty-three year career Yanota (BEd ’77, MEd ‘92) supervised interns as both a teacher associate and an administrator. “You sit and watch them and see yourself in them,” she says. “You pick up things that might work differently with your students. You grow by watching how others respond to them.”

Another benefit she notes is increased collegiality. “Teachers

don’t have a lot of chances to sit down with colleagues to talk about curriculum, classroom management, or a particular student in confidence.”

“Student teachers renew you,” says Yanota. She recalls mentoring student, Brenda Bower (an intern who came to her after Yanota had been teaching almost twenty years). “I needed rejuvenation. Bringing Brenda in gave me that fresh set of eyes.”

As an administrator Yanota helped place student teachers in classrooms and met with them weekly. “It was another layer of

Become a

MENTOR “Teachers are professional learners from year one to year forty-one,” says Dr. Pamela Adams, who along with her colleague, Dr. Gerald McConaghy, launched the Educational Partners Orientation Program (EPOP).

The program supports and builds community among all who have a stake in supervising interns: teacher associates and mentors, administrators, school board associations, parents and superintendents.

“The real crux of this, however, is recognizing the varying needs of teachers,” states McConaghy.

Teachers who are supervising for the first time have different needs from those who’ve been doing so for many years. “We need to provide different things for those different levels.”

“Teachers are excited to work with our students,” says McConaghy. “The new knowledge and perspectives student teachers have is often shared with exuberance, enthusiasm and energy,” adds Adams.

Student teachers see with fresh eyes, and add new Writer: Elizabeth McLachlan, Photographer: Rod Leland

ideas and excitement to classrooms. They provide teachers with opportunities for discussion and extra time to engage in their own professional growth.

Adams and McConaghy encourage Faculty of

mentoring. Anytime you can talk about teaching is valuable.”

Eventually she was seconded to the University of Lethbridge Faculty of Education to supervise interns. “Again it was incredible professional development, because I had the opportunity to go into so many southern Alberta schools.”

Yanota’s experiences as a teacher associate were so gratifying that she hopes to come out of retirement and work with the Faculty of Education, supervising practicum students once more. “To get into those classrooms again and talk with student teachers. It’d be fun.”

Education graduates to participate as teacher associates and mentors. “They’ve learned to become effective teachers. We want them to understand that we’ll continue to support them as they learn to become effective supervisors.”

For inquiries please contact Dr. Gerald McConaghy at gerald.mcconaghy@uleth.ca or 403-329-2468.

28

Th e L egac y |

2011

Teach Your Passion Q&A

Language Opens Doorways Faculty of Education professor of Modern Languages Dr. Peter Heffernan recently sat down with colleague, Dr. Jane O’Dea to discuss the challenges and benefits of learning another language.

J.O. You’ve obviously always been intrigued by languages. What is it about them that fascinates you?

P.H. When I was a young child in my father’s general store a woman began speaking French one day. I hadn’t heard that there was any language other than English; it was a small world then and the strikingly multicultural Canada we know today was yet to become a reality. I decided at that moment I was going to learn this thing called French. Then I followed up with other languages. Languages open doorways. They open our minds to other ways and perspectives.

J.O. What intellectual or cultural advantages do you think people can acquire from learning a second language?

P.H. So much distrust in life is based on lack of knowledge about ‘the other.’ Sartre once stated: “L’autre, c’est moi.” In knowing ‘the other,’ we also come to know ourselves more deeply. One of the big positives in gaining insights into another language, and by extension another culture, is coming to understand and know ‘the other.’

J.O. What is the optimal age for learning a second language?

P.H. The research tends to suggest any age. There is some argument based on neuro-linguistic research that there’s a better time to learn a second language for quite young children based on the pronunciation of the language, but in terms of morphology, syntax and other parts of language acquisition, more mature learners are more capable.

J.O. What are the challenges adults face when learning a second language?

P.H. We have a big investment of our personal identity inside our mother tongue. When entering a

new language we don’t come across as the sophisticated, articulate individuals that we do in our mother tongue. We need to adopt again the stance of a child. Willing suspension of one’s adulthood to enter a childlike state would be the biggest challenge.

Question and Answer J.O. How important is grammar?

P.H. We really haven’t moved away in our thinking from the significant role of grammar in learning languages. With the rules of language, sometimes we just have to do the drill work. Making the learning as fun as possible is the language teacher’s challenge, and many teachers are very good at that today.

J.O. Is it possible to acquire fluency in a language, Italian for example, without taking on some of the mannerisms and cultural behaviors of Italians?

P.H. I don’t think so. As you move up the scale in your ability with the language, it’s always in sync with your understanding and appreciation of the culture, and certainly gestures and such are part of that.

J.O. It is easy to become discouraged when learning a new language. Have you any advice or suggestions that might help learners persist in their efforts?

P.H. The more students can embed themselves in the real culture the better. Try to create activities that are as authentic as possible. The Internet, in particular, can bring the world of other languages and cultures into our classrooms. It’s a brave new world we live in today.

Visit: uleth.ca/education/resources/publications/ legacy/interview-peter-heffernan

Scan here to listen to the Peter Heffernan audio interview Th e Le g acy |

2011

29

Writer: Elizabeth McLachlan, Photography: Ken Heidebrecht

J.O. How many languages do you speak?

P.H. I speak English, French and Spanish well, and I have a good familiarity with Italian, German, Japanese and Latin. I’ve dabbled a modest bit with the Blackfoot language as well.

Student Profile

Life Lessons “Seeing people in so much need, but so happy...I gained perspective.”

Tory Doty

“Africa sparked something in me,” says Tory Doty, who worked with AIDS-afflicted orphans in Uganda in 2010. The fifth-year Faculty of Education student felt compelled to volunteer again for the international relief organization, Global Youth Network.

This time she joined eight University of Lethbridge students bound for an orphanage in Nepal. For four weeks they repaired and repainted, built water filters and cleared garbage from the polluted river that is the region’s main water source. They also sang, danced and played games with twenty-four children whose stark poverty couldn’t quell hearts overflowing with love, joy and laughter.

“Seeing people in so much need, but so happy,” says Doty, “I gained perspective.

Without each other and without sharing 30

Th e L egac y |

2011

resources they’d have nothing. I realized how important that is and how I want that to be part of my life.”

The team delighted the children with books, modelling clay, umbrellas and other items from Canada, including donated jerseys from the university soccer team.

“In this orphanage they were lucky,” says

Doty. “They were being educated.” Children started school as teenagers. After school the oldest child taught the youngsters. One day he left, and Doty was asked to help prepare the next oldest to replace him.

“They had one computer,” she says.

“So I showed the oldest girl how to find resources and to access the Alberta curriculum to see what kids the same age are learning in Canada.” Doty also taught some demonstration classes.

She’s excited to begin her professional career. “I’ll be able to open my students’ eyes to things that are going on across the world. I want to set up a culture corner, and start a global justice club.” Doty is dauntless. “Maybe I can plan a trip like these and take students myself. It’s a longterm goal I have.”

Writer: Elizabeth McLachlan, Photographer: Rod Leland

Undergraduate Studies Milestone

Award-winning author, Michael Kusugak helps celebrate ten years of Literature Fair

Writer: Elizabeth McLachlan, Photographer: Rod Leland

Literature Fair Celebrates 10 Years “All teachers are teachers of literacy,” says Dr. Robin Bright, “and there are so many great books to help them teach not just Language Arts, but Math and Social Studies and so on.”

Bright and her colleagues in language and literacy at the University of Lethbridge Faculty of Education communicate this through Reading the Word, Reading the World, an annual, one-day literature fair attended by all PSI students. Now in its tenth year, the conference-style event features a keynote speaker and a dozen or more breakout sessions, each covering a genre or topic specific to children and young adults.

“We try to focus on every curriculum area,” says Bright. In addition to literature in all the core academic subjects, this year’s presentations included Fit Lit (literature and Physical Education), Books for Boys, Mixed Language Books, First Nations/Métis/Inuit Literature, and much more.

“There’s nothing you could teach that you wouldn’t be able to find a fabulous book for,” says Bright.

This observation has been a theme over the years. Erin George-Samuel says, “I’m a music teacher and it was never my first thought to teach music through literature. The literature Fair presents new teachers with thousands of

options on how literature can be used in the classroom.”

“It made me excited about books,” adds Renee Houle. “I know now that it means the world to students if they know you’ve read or know of the same books they’re interested in.”

Sara Thomas provides a case in point. “I was introduced to graphic novels at Lit. Fair,” says the Math major. “The knowledge and insight I gained allowed me to relate to a young boy in Grade 6. Talking to him about books in this genre gave me a connecting point I wouldn’t have had otherwise.”

“We’re able to pursue some of the best Canadian authors,” says Bright of the plenary speakers. In celebration of this year’s tenth anniversary, the faculty hosted Michael Kusugak, Inuit author and storyteller. “We brought him in early so we could share him with the community. He did a couple of young writers’ workshops at the Lethbridge Public Library.”

“Even though we can only host 250, we’re able to make our resources available to a much wider group,” she notes, as this year the fair’s booklists were posted on the faculty website.

“If you know how to make reading exciting and motivating,” Bright says, “why would you keep it to yourself?”

“There’s nothing you could teach that you wouldn’t be able to find a fabulous book for.”

Dr. Robin Bright

Th e Le g acy |

2011

31

Writer: Caroline Zentner, Photographer: Rod Leland

students building community

Inspiration

Student Milestone

Jorin Gaudet, Justine Shaw, Kyle Wynnyk, Larissa Wakeman, Sarah Sampson, Gayle Nanninga, Christa Kreutz, Kevan Hayes, Catherine Siebring, Daniel Wyton, Stephanie Vincent, Chelsey Merkel, Ashley Lepage, Alisha Janiga, Danica Anderson

Education Undergraduate Society Turns 30

For 30 years Faculty of Education students have supported their learning and each other through the Education Undergraduate Society (EUS). These future teachers demonstrate a commitment to youth in the community.

EUS endeavours include: the Bust the Backpack campaign which fills backpacks with supplies that are distributed to schools throughout southern Alberta; the annual anti-bullying and cyberbullying conference which provides workshops that offer beginning teachers information

and useful strategies in dealing with bullying; and this year they’ve launched a volunteer tutoring program in partnership with the Boys and Girls Club of Lethbridge & District.

“Our primary focus is to be a support to our student members who are future teachers,” says Ashley Lepage, Vice-President External. “Part of being a teacher is being a community member.”

Congratulations EUS! Visit: uleth.ca/education/eus

Dear Alumni: In an effort to stay in touch, and also for us to learn what is new with you, please log on to the University of Lethbridge Alumni site at www.uleth. ca/alumni and complete the electronic address update form. You can also update your information by emailing alumni@uleth.ca or by calling 403-317-2825 or toll-free 1-866-552-2582.

We encourage you to update your information to ensure that you receive University of Lethbridge publications, eNewsletters, as well as invitations to events. We would also like to share your alumni stories in our publications and online so please do keep in touch with us!

For correspondence related to the Legacy Magazine email edu.communications@uleth.ca.

Best regards, Your friends at the Faculty of Education 32

Th e L egac y |

2011

continue the journey discover your potential

“My interest in research and aspiration to continually add to my knowledge base were encouraged and supported in this program.”

Joy Medori Graduate (2011) Faculty of Education

You have your degree, now enhance your career.

Explore our offerings in graduate studies:

MASTER OF EDUCATION • Educational Leadership (annual intake) • Counselling Psychology (next intake 2013) • General – study themes are currently being developed for 2013. Study themes are designed to reflect new curricula and professional needs from the field

MASTER OF COUNSELLING (annual intake) For information on programs and admissions please visit our website at edgradstudies.ca

APPLICATION DEADLINE NOVEMBER 1

edgradstudies.ca

Faculty of Education

Faculty of Education University of Lethbridge 4401 University Drive W Lethbridge, AB T1K 3M4 Phone: 403-329-2051 ulethbridge.ca/edu becomeateacher.ca edgradstudies.ca