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Posts Tagged ‘Canadian Teachers Federation’

Striving for the “full inclusion” of all students in the regular classroom may be a worthy goal, but it makes teaching far more challenging and cannot satisfactorily meet the needs of all children.   A few Canadian provincial school systems, following the lead of New Brunswick, have elevated “inclusive education” to an exalted status. For many children and teens with severe learning disabilities or complex needs, it is not the most enabling learning environment. It’s also rendering today’s diverse classes, at certain times, nearly impossible for regular teachers to teach.

spedclasscompositionTeacher surveys identify class management as a fundamental problem and “class composition” as the biggest obstacle to professional satisfaction.  Building upon Canadian school research, it’s clear that special needs policy, designed by theorists, is not working and needs rethinking to achieve a better educational environment for teachers and students alike. That was the theme of my recent researchED presentation, October 29, 2016, in Washington, DC. 

Class size is a well-diagnosed and much studied question with much of the research driven by teacher unions. Back in September 2013, Gordon Thomas of the Alberta Teachers Association (ATA), used a class of 37 students as an example of the challenges facing stressed-out high school teachers. In his worst case scenario, out of the 37 students, four had learning disabilities, five were in transition from other provinces, one exhibited serious behavioural issues, three were repeating the course, seven were functioning below grade level, and one was chronically absent because of a dysfunctional home life.

In such overcrowded classes, Thomas asked, how can we expect teachers to provide constructive and rewarding learning experiences, let alone introduce innovative practices? Coping in such diverse classrooms goes far beyond class size and raises the hidden issue of “class composition.”

Most Special Education researchers concur that “smaller classes have the greatest positive impact on students with the greatest educational needs.” (OISE-UT/CEA, 2010). It is now clear that both class size and diversity matter.

spedintensivesupportspedovercrowdedteacherToday teachers try to adapt their teaching to address the individual needs of the learners in their regular classrooms. As the classroom becomes larger and more diverse, this task becomes increasingly onerous. All of this has obvious implications for inclusive education. The success of “Inclusion” is, in large measure, determined by the extent to which teachers have the necessary supports and services to be able to effectively integrate students with special educational needs into their classrooms and schools.

Class size reductions from K to 3 and possibly beyond can produce student achievement gains (Canadian Council on Learning 2005), provided that the total context is conducive to such improvement. Three critical factors have been identified:

1.Complementary policies and practice supporting higher student achievement (i.e., raised expectations, positive discipline, regular assessment, teacher PD);

2. Contradictory policies and practice that undermines the potential benefit of class size reductions (i.e., full inclusion, social promotion, student competencies gap, language challenges);

3. Rising class sizes at higher grade levels – from grades 7 to 12 (i.e., removal of class size caps, integration of learning disabilities and ELL students).

Class sizes have actually dropped in all Canadian provinces except British Columbia over the past 15 years. At the macro-economic level from 2001-o2 to 2010-11, student enrollment has dropped 6.5%, the number of educators rose 7.5%, the student-teacher ratio declined by 12.9%, and spending per pupil rose by 61.4%. Class size reductions and caps from K to Grade 3 or Grade 6 may explain the overall smaller class sizes.

In the Spring of 2011, the Canadian Teacher’s Federation (CTF) conducted a national teacher survey on the theme of The Teacher Voice on Teaching and Learning to seek input from across Canada on teacher concerns. The CTF survey provided a snapshot of what class size and composition looked like across the country. The survey secured responses from  nearly 3,800 teachers representing 9,894 classes in English and French schools.  The sample teacher pool was drawn from 12 participating CTF member organizations.

Class Size Analysis: Average class size was 21.3 students, ranging from 22.1 students for grades 4-8 to 19 students for junior kindergarten or kindergarten (JK-K). English schools (including French Immersion) had an average class size of nearly 22 students, while French as a first language schools had a slightly smaller average class size of just over 19 students.

spedavpergradelevelctfClass Size by Grade Level: Over a third of the classes for all grade levels combined contained 25 students or more (8.3% contained 30 students or more). For grades 4-8, nearly 39% of classes contained 25 students or more (6.5% contained 30 or more); for grades 9 and over, 40.3% of classes contained 25 students or more (13.5% – over 1 in 7 classrooms – contained 30 or more students); for grades 1-3, just over 14% of classes contained 25 students or more; for JK-K, nearly 12% of classes contained 25 students or more.

Average Number of Special Needs Students: Students with identified exceptionalities (i.e., designated behavioural problems or mental or physical disabilities, as well as other special needs students including gifted students); and English Language Learners and French Language Learners (defined as students whose first language differs from the school’s primary language of instruction, and requiring supports).  The average number of students with identified exceptionalities per class was 3.5, ranging from 3.8 students for grades 4-8 to 1.9 students for junior kindergarten/kindergarten.

Class Composition – Grade 4 and Over: Students with identified exceptionalities accounted for 16.3% of total students in the surveyed classrooms, ranging from respective shares of 17.1% for grades 4-8 to 10% of students for junior kindergarten and kindergarten. Of classes surveyed, over 81% have at least one student with formally identified exceptionalities, and 27.7% contain 5 or more students with identified exceptionalities. In grades 4 and over, not only were class sizes generally larger but almost 1 in 3 (30.6%) classes contained 5 or more students with identified exceptionalities.

Students with Language Learning Challenges: The average number of English Language Learners and French Language Learners (ELL/FLL students) per class was 2.6. The prevalence was higher the lower the grade, ranging from 4.7 students for junior kindergarten/kindergarten to 1.7 students for grades 9 and over. ELL/FLL students accounted for an average 12.2% of total students in the classroom, ranging from respective shares of 24.7% for junior kindergarten / kindergarten to 8.2% for grades 9 and over.

The CTF survey looked at students “identified” as Special Needs, but did not include students who were undiagnosed or those with other glaring needs such as students from low-income families (with poverty-related issues of hunger, illness, instability), students with mental health problems, or immigrant and refugee students.

spednbclassroomMy researchED 2016 Washington  presentation also delved into two Class Composition case studies – Inclusive Education in New Brunswick, 2006 to 2016, and Class Size and Composition in British Columbia, 2012 to 2016. In the case of New Brunswick, a province recently honoured by Zero Project for its “legally-binding policy of inclusion” in Feburary 2016, Guy Arsenault and the NBTA are now demanding a full Special Education review to secure “positive learning environments” and come to the aid of teachers forced to “don Kelvar clothing in the classrooms.”  Out west, in British Columbia, a five-week 2015 BCTF teachers’ strike has produced only meagre gains in containing class sizes, while more and more classes have four or more and seven or more Special Needs students.

The real life classroom is not only far more diverse, it’s increasing challenging to manage let alone teach anything substantive. Class Size based upon Student-Teacher Ratios has long been accepted and used in staffing schools, but its utility is now being questioned by front line teachers. Student diversity, driven by “Inclusion” and the growing numbers of severely learning-challenged and disadvantaged kids is the new normal. The rise of “Coddled Kids” and “Helicopter Parents” has compounded the challenges. Tackling Class Composition is emerging as the top priority in teacher-led school reform.

Why is class composition emerging as the biggest problem facing front line teachers?  Why do we continue to focus so much on simply reducing class sizes? What’s standing in the way of us tackling the ‘elephant in the room’ — class composition in today’s schools? 

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Every September a fresh crop of hundreds of mostly novice teachers head North to teach in remote, mostly First Nations populated communities. Hired by northern public school districts or aboriginal education authorities, the recruits arrive flush with excitement and prepared to ‘sink or swim’ on a mostly unfamiliar educational terrain. This year is different for one reason: Teach for Canada (TFC) is a new ‘wild card’ on the educational scene and it’s an independent NGO committed to addressing the teacher shortage, filling vacant teaching posts, and ‘closing the education gap’ affecting Ontario’s northern First Nations communities.

RoxanneMartinTFC“By working with First Nations elders and educators and better preparing teachers, the program is filling a void,” says Cynthia Wesley-Esquimault, Lakehead University’s Director of Aboriginal Initiatives. “That’s why we hosted the four-week long Teach for Canada summer enrichment training session here at Lakehead.”

All eyes are on that one specially trained group of thirty-one teachers who have just taken up their posts in seven different communities in the Ontario North. They are, after all, the first cohort of emissaries recruited, selected and supported by Teach for Canada, co-founded by three energetic former Action Canada fellows, Kyle Hill, Mark Podlasly, and Adam Goldenberg

Although welcomed by most First Nations chiefs and lead educators, TFC has received an icy reception from the Canadian Teachers Federation (CTF) and vocal teacher union activists. When teacher unionists see the Teach for Canada logo with its quintessentially Canadian flying geese, they see its big bad American counterpart, Teach for America, and the thin edge of the wedge of creeping “privatization.” They are also leery of TFC recruits signing on with First Nations schools for salaries off the public school grid.

Since its inception, TFC has not only sparked a series of openly hostile teacher union blog posts, but prompted the CTF to issue a “Briefing Document” and greet the new TFC graduates in August 2015 with a condemnatory media release.

Close observers of First Nations communities are downright puzzled by the reaction of teacher unionists to the Teach for Canada pilot project in northern Ontario. “We currently do nothing to train and acclimatize new recruits entering First Nations communities,” notes Wesley-Esquimault, “and so it’s definitely an improvement.”

“Teach for Canada is filling a hole,” says Wawatay News reporter Rick Garrick, “so how can you complain?” In addition, he adds, “they are building a network of teaching colleagues to help with the feelings of isolation and provide ongoing support in the transition.” The highly acclaimed principal of Thunder Bay’s First Nations high school, Jonathan Kakegamic, winner of a 2013 Learning Partnership Outstanding Principal’s Award, is also supportive of the initiative. “I just found out about it this August,” he says, “but it looks like a step in the right direction. It’s hard to find qualified teachers, especially in high school, so it fills an immediate need.”

Northern Ontario public school boards have been slow to react to the TFC initiative. This is perhaps understandable because, right from the beginning, they too have been reluctant to embrace Teach for Canada. True to form, they have been disinclined to acknowledge, let alone respond to, this initiative from outside the system.

The initial Teach for Canada project only got off the ground in the Ontario North when the Nishnawbe Aski Nation (NAN) based in Thunder Bay, Ontario, jumped at the opportunity to secure motivated, committed and eager new teachers for their remote, far-flung elementary schools.

One of TRC’s most impressive recruits, Roxanne Martin, an Anishinaabe raised in Toronto, is effusive in her praise for the project. Growing up in Ontario’s teeming metropolis, she longed to know more about her cultural identity and is delighted to be a pioneer for Teach for Canada teaching this fall at the Lac Seul First Nation school. “Knowing that we have a great support system and being able to incorporating First Nations culture into our teaching is great,” she told CBC News. “I don’t think you could find it anywhere else.”

Fresh from a four-week training session, including a five-day stay at Lac Seul First Nation, Martin and the first cohort of Teach for Canada recruits are better prepared than any previous group of teachers destined for teaching in First Nations communities.

Sweeping condemnations of educational innovations originating outside the system are all too common. From the ground level, it looks like a positive development, if only as a transitional program.  The ultimate goal is, of course, to provide First Nations education by fully qualified indigenous teachers. It will not happen if we keep shooting down promising teacher recruitment and training projects.

Why have First Nations communities in the Ontario North embraced Teach for Canada?  What’s really driving the resistance mounted by the Canadian Teachers Federation and outspoken teacher union activists? Who can complain when previous teacher preparation for teaching on First Nations reserves was so limited?  Is it possible that Teach for Canada is what is needed to spark the transition to First Nations education delivered by indigenous teachers?

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