Teacher Education outside the classroom - pages 26-29 - BC Teachers' Federation
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Teacher
BC Teachers’ Federation
Jan l Feb 2021
Education outside
the classroom
pages 26–29
Black History Month
pages 20–23
A teacher’s
reconciliation journey
pages 12–13
Columbia Basin Environmental Education Network photo
IN THIS ISSUE
26
20 32
Volume 33, Number 3—Jan/Feb 2021
6 Congratulations Nancy Knickerbocker on 22 Black History Month and beyond:
your retirement from the BCTF! African descent history in Canada
7 New West teachers make BCTF history— 24 El Salvadorian teachers help students and
100 years ago families cope with the pandemic
8 Mentoring: Learning together, learning 25 The end of snow days?
forward 26 Education outside the classroom
10 Diversity audits in library learning commons 28 An outdoor learning album
11 Outrageous homework assignment sparks 30 Detours: Connecting classrooms and
anger, then reflection universities
12 Reconciliation: A slow journey 31 Online learning: An obstacle for many in
14 A journey with the Project of Heart Canoe adult education
16 Re-envisioning classroom management: 32 Unlearning biases: The work of generations
No room for rewards 33 Quiz: Should you talk to your BIPOC
17 Self-directed professional development colleague about racism?
18 Pandemic increases inequity for special Regular features
education students and teachers 4 Letters to the editor
19 Improvisation and communication: 5 President’s message
Facilitating language skills 5 Message de la présidente
20 Is change in our future? 34 Book reviews
36 Classifieds
2 TEACHER Jan/Feb 2021
THIS IS YOUR
M AGA ZINE
Do you enjoy writing? Have a story to
Teacher
BC Teachers’ Federation
tell? Know of a project at your school
or in your local you want to share with
Jan l Feb 2021
colleagues? Then consider writing for
Teacher, the flagship publication of the
Education outside BCTF! Submission guidelines are available
the classroom at bctf.ca/newsmag.
pages 26–29
We also welcome letters to the editor.
Send your letter to teachermag@bctf.ca.
Teacher reserves the right to edit or
condense any contribution considered
12
for publication. We are unable to publish
Black History Month
pages 20–23 all submissions we receive.
A teacher’s
reconciliation journey Deadlines
pages 12–13
Columbia Basin Environmental Education Network photo
May/June 2021 March 26, 2021
Articles reflect the views of the authors EDITOR’S NOTE BCTF Executive Committee
and do not necessarily express The BCTF supports the use of masks Violette Baillargeon Clint Johnston
official policy of the BCTF. The BCTF to prevent the spread of COVID-19. Benula Bunjun Teri Mooring
does not endorse or promote any Outdoor learning photos in this edition Karen Edwards Jody Polukoshko
products or services advertised in the show students without masks. This is Rae Figursky Robin Tosczak
magazine. Advertisements reviewed because of the significantly lower risk Carole Gordon Katherine Trepanier
and approved by the BCTF must of COVID-19 transmission in outdoor Peggy Janicki Matt Westphal
reflect BCTF policy and be politically, environments.
Teacher Magazine Advisory Board
environmentally, and professionally
Contact us Back L to R: Mahima Lamba, Jennifer
appropriate.
BC Teachers’ Federation Fox, Renée Willock. Front L to R: Shelley
Toll free 1-800-663-9163 Balfour, Catherine Quanstrom.
Notice of the BCTF 2021 AGM Email teachermag@bctf.ca
As required by the Societies Act, the Web bctf.ca/newsmag
following formal notice of the 2021 Editor Sunjum Jhaj, sjhaj@bctf.ca
Annual General Meeting is made to Assistant Editor/Designer Sarah Young
all BCTF members pursuant to by-law ISSN 0841-9574
8.1 by publication in this edition of
Teacher.
The 105th AGM of the British
Columbia Teachers’ Federation
will be held virtually beginning
on Saturday, March 20, 2021, and
continuing to Tuesday, March 23,
2021.
Jan/Feb 2021 TEACHER 3
LETTERS TO THE EDITOR
Grateful for Gurpreet gone. She survived the Holodomor. Millions of Ukrainians
When I immigrated did not. I encourage Caitlin Johnston to submit a follow-
to Canada in 1983, up article on her program, accompanied perhaps by
my family took up testimonials from some of her students.
residence in Vancouver.
We had never known Best wishes. And to all BC teachers, keep safe.
discrimination when we
Gord Yakimow, retired teacher, Chilliwack
lived in Mauritius, but from
the moment I started
Read Caitlin Johnston’s article “Holodomor: The genocidal
school in Canada, I could
famine in Ukraine” in the Nov/Dec 2020 issue of Teacher.
see just how ingrained it
was in our culture.
BC Student Sick Out
For my own children, I My name is Emma Sullivan-Collins, I am in Grade 7 from
would specifically look for books that included characters Fraser River Middle School in New Westminster and I part-
that looked like them and shared their ancestry. They were icipated in the December 1, 2020, BC Student Sick Out
very hard to find. This is why I am so proud that one of our campaign.
own BCTF members, who identifies as a member of colour,
The reason for this protest is that us students do not agree
has authored a book on Sikhism.
with the decisions the schools, the Ministry of Health, and
How wonderful it would be if my children were young again the Government of Canada have been making.
and could see a person of colour as a protagonist in a
children’s book. This book makes it okay for kids to be who These are some examples of the precautions that all
they are, no matter the colour of their skin. This is a must in schools have not been taking:
our libraries, and in our lives.
• Students do not have to wear masks inside the class-
Benula Bunjun, Member-at-Large, BCTF Executive room. To achieve this goal, we could make them
Committee mandatory.
Read the Q&A a with Harman Pandher, teacher and • Having the exploratory teacher/music teacher see
author of Gurpreet Goes to Gurdwara, in the Nov/Dec 2020 everyone in the school. If they get sick, then the whole
issue of Teacher. school is at risk of being sick.
• Desks should be six feet away from each other so that
Holodomor remembered
the students can social distance, because not all the
My attention was drawn to
students are wearing masks. To achieve this goal, we
Caitlin Johnston’s description of
her Holodomor unit, as part of could lower class sizes.
her Genocide Studies 12 course.
We want to be and feel safe in school. Some students and
As a first-generation Ukrainian-
teachers may not appreciate these rules because some
Canadian, I am pleased that she
people do not like having to wear masks inside and outside
is teaching her students about
all the time. Who can blame them? I don’t like wearing my
that wretchedly inhumane event
mask, but it’s for the safety of me, my friends, my parents,
in the history of our humanity.
my teachers, and other people in my community.
I visited my father’s village in
If the school could help solve these problems, or adjust
2011 and spoke with an elderly
some of these measures, that would help and comfort the
“baba” who recounted to me
rest of the students who agree with me.
the time when the Russians came
and took all their food. When If these changes are made, parents will feel a lot more
her mother protested, they were comfortable with their child going to school, and teachers
beaten and thrown into their will feel a lot safer in their workspace.
home that was set afire. They
escaped through the back and Emma Sullivan-Collins, student, New Westminster
hid until the “Moscalee” were This letter first appeared in the New West Record.
4 TEACHER Jan/Feb 2021
PRESIDENT’S MESSAGE DE
MESSAGE LA PRÉSIDENTE
Teri Mooring, BCTF President
A safe and inclusive new year Une nouvelle année sécuritaire et inclusive
The reality of a vaccine for COVID-19 has brought La réalité d’un vaccin contre la COVID-19 a apporté une lueur
a glimmer of hope to the new year. The BCTF and d’espoir pour la nouvelle année. La FECB et la Fédération
the Canadian Teachers’ Federation are strenuously canadienne des enseignant(e)s militent énergiquement pour que
advocating for teachers, as frontline workers, to be les enseignant(e)s, en tant que travailleurs(-euses) de première
in the priority order for vaccination, but a return to ligne, soient placé(e)s en priorité pour la vaccination, bien qu’un
normalcy is still many months away. retour à la normal n’aura pas lieu avant encore de nombreux mois.
In the meantime, teachers continue to work under Entre-temps, les enseignant(e)s continuent de travailler sous
inadequate health and safety measures with increased des mesures de santé et de sécurité inadéquates, en plus
workloads. We have shared our concerns and rec- d’une charge de travail accrue. Nous avons fait part de nos
ommendations with the new Education Minister Jennifer préoccupations et de nos recommandations à la nouvelle ministre
Whiteside and continue to press for improved safety de l’Éducation, Jennifer Whiteside, et nous continuons de faire
measures. pression pour améliorer ces mesures.
The troubleshooting process that came from our Le processus de dépannage découlant de notre demande
successful application to the Labour Relations Board auprès de la Commission des relations de travail (LRB) s’est révélé
(LRB) has proven to be effective in finding quick solu- efficace pour résoudre rapidement certains problèmes auxquels
tions to some of the issues teachers are facing. We are les enseignant(e)s font face. Nous poursuivons notre action auprès
continuing our advocacy at the Ministry of Education du comité directeur du ministère de l’Éducation et prévoyons des
steering committee and anticipate positive changes changements positifs dans les structures de communication suite à
to the communication structures because of the la mise en œuvre des recommandations de la LRB.
implementation of the recommendations from the LRB.
Malgré les difficultés actuelles, les enseignant(e)s continuent
Despite the ongoing challenges, teachers have con- de soutenir les élèves, à la fois académiquement et
tinued to support students both academically and émotionnellement. Vos soins, votre créativité et votre dévouement
emotionally. Your care, creativity, and dedication to envers les élèves et leur famille témoignent de l’engagement et de
students and their families speak to the commitment la détermination des enseignant(e)s de la C.-B.
and resolve of BC teachers.
Les enseignant(e)s méritent d’être remercié(e)s et applaudi(e)s
Teachers deserve to be thanked and applauded for all pour tout le travail qu’ils/qu’elles font. Nous avons vu des parents
the work you do. We’ve seen parents and students from et des élèves à travers la province exprimer leur soutien et leur
across the province voice their support and gratitude gratitude envers les enseignant(e)s, solidairement, alors que
for teachers, standing in solidarity as we fight for safe nous luttons pour des conditions de travail sécuritaires tout en
working conditions while continuing to be pillars of continuant d’être des piliers de soutien pour nos communautés.
support for our communities.
J’ai espoir que 2021 sera une année plus sécuritaire et plus
I have hope that 2021 will be a safer and more inclusive inclusive. À mesure que la nouvelle année progresse, la FECB
year. As the new year progresses, the BCTF will continue continuera de mettre l’accent sur notre engagement envers
to focus on our commitment to equity and inclusion l’équité et l’inclusion par l’entremise d’un nouveau groupe
through a new task force on the Representative de travail sur l’Assemblée des représentant(e)s. Ce groupe de
Assembly. This task force will identify and seek to address travail identifiera et cherchera à éliminer les obstacles dans le
barriers, with the aim of creating more equitable and but de créer, pour les membres, des possibilités plus équitables
inclusive opportunities for members to engage with the et inclusives de s’engager avec l’organisme décisionnel de la
Federation’s key decision-making body. Fédération.
Along with our commitment to equity, we must also En plus de notre engagement envers l’équité, nous devons aussi
commit to our own well-being. I encourage you to focus nous engager à assurer notre propre bien-être. Je vous encourage
on your well-being and take time to care for yourselves, à vous concentrer sur votre bien-être et que vous preniez le temps
as well as your families and colleagues. de prendre soin de vous, de vos familles et de vos collègues.
Thank you and take care, Merci et prenez soin de vous,
Teri Mooring Teri Mooring
BCTF President Présidente de la FECB
Jan/Feb 2021 TEACHER 5
Congratulations Nancy Knickerbocker
on your retirement from the BCTF!
A steady hand
Immediately after I was elected president of the BCTF,
literally the moment I stepped down from the microphone,
I was searching for Nancy at the AGM and saying, “I need
you.” And I did need her! That day and for every day after
that, I needed her calm and steady hand to help guide me
through our work with the media. For more than 20 years,
every president and every Executive Committee has needed
Nancy to help us face every struggle and every challenge. Her
skills, her professionalism, and her commitment served us all
incredibly well. Nancy has always been there: writing, crafting
messages, teaching us to communicate, leading us, and
helping to promote our values. They are also her values: the
values of public education.
– David Chudnovsky, BCTF president 1999–2002
A strong union sister
Nancy has a heart of gold, a deep sense of social justice, and
Luis Isidoro photo
she is a fabulous writer. She brought her energy, enthusiasm,
sense of humour, and very considerable talents to the BCTF
to support teachers and public education, but she didn’t
stop there. Nancy also embraced the BCTF’s commitment to
international solidarity. Nancy is loved by teachers and activists
Journalist. around the world, particularly in Latin America and Africa. She
will be remembered everywhere for her fierce advocacy, her
Communications Expert. dedication to equality, her sense of fun, her amazing writing
talent, and her excellent Spanish. Enjoy the summer that never
Advocate. ends, Nancy!
– Irene Lanzinger, BCTF president 2007–2010
By Teri Mooring, BCTF President A supportive and caring friend
Nancy is not only a powerful social justice advocate; she is also
IN 1997, Nancy Knickerbocker joined the staff at the a caring friend and ally. She was always there for me as a kind
BCTF as our Media Relations Officer after a successful and supportive friend as well as a colleague. Whether it was
first career as a reporter and freelance journalist. In translating or keeping me on track during trips to Latin America
December 2020, Nancy retired after 23 amazing years in among mass protests, she was there to help me. Her skills
our Communications and Campaigns Division, where she helped me to communicate and connect with people as well
wrapped up her career as Director. as understand their struggle for rights and justice. In the BCTF
building, local offices, and around the world, her colleagues
I can speak from experience that every president over the and friends could always count on her. She has a huge heart
last 23 years, and all BCTF members, have been incredibly and she pours it into her work and relationships. She also knows
well served by Nancy’s keen eye and journalistic instincts. how to have fun and brighten up your day with a great laugh.
She has been a champion for teachers in BC and around Congrats Nancy! And, thank you.
the world. Over her career, she has helped the BCTF make
huge strides in equity and inclusion. Her deep personal – Jim Iker, BCTF president 2013–2016
commitment to social justice is perhaps best shown
through her work with teachers on resources, stories, and A dedicated advocate
articles to support Truth and Reconciliation. Nancy is always someone you can depend upon for both
high-quality work and sage advice. I appreciated all the times
Nancy’s heart is also evident in her writing. She has con- that Nancy would draw upon her experience as a journalist,
tributed many memorable pieces over her years at the parent, and active community member to better equip those
Federation. During the COVID-19 pandemic, she penned a of us in BCTF spokesperson roles in our efforts connecting with
heartfelt and memorable op. ed., “Schools may be closed the broader public and inspiring action on K–12 and labour
but teachers’ hearts are open.” issues. Thank you, Nancy, for your amazing contributions and
years of dedication to public education, students’ well-being,
Congratulations on your retirement Nancy, and thank you and teachers.
for your immense contributions to our Federation. – Glen Hansman, BCTF president 2016–2019
6 TEACHER Jan/Feb 2021
New Westminster teachers make
BCTF history—100 years ago
By Ken Novakowski, Labour Heritage Centre board member and retired teacher,
and Sarah Wethered, New Westminster Teachers’ Association President
ONE HUNDRED YEARS AGO on February
14, 1921, 84 New Westminster teachers,
most of whom were women, went
on strike. The seven primary and two
secondary schools were closed, affect-
ing 3,000 students. This was remarkable
because BC teachers did not obtain the
legal right to strike until 1988, and it was
quite uncommon to see women taking
strike action during the early part of the
last century.
New Westminster teachers had sign- Teachers at Lord Lister School, New
ificant reasons to go on strike when they Westminster (192-). New Westminster
did. They were paid based on a salary Museum and Archives, IHP9860-278.
schedule established unilaterally by
the school board. Years of experience At the civic election in January 1922, Westminster local any substantive
and education were not considered in the recalcitrant members of the board support. This experience would even-
determining what each teacher was were swept out of office. The new school tually result in changes to the BCTF that
paid: it was an unfair and inequitable board quickly agreed with the teachers’ would allow it to become the effective
system. The New Westminster Teachers’ association and finally paid their body it is today in assisting locals.
Association (NWTA) proposed a new arbitrated salaries.
salary grid with significant increases Supportive messages came from
so New Westminster teacher salaries The New Westminster teacher strike was teacher organizations across Canada,
would be more in line with those in an important event in BCTF history. New and teacher associations in BC sent
surrounding school districts. The school Westminster teachers demonstrated funds to the New Westminster local to
board ignored the teachers’ submission, that unity and strength helped obtain help them in their struggle. As it turned
so teachers made a very reasonable their collective goals. They achieved out, these funds were not needed and
request that the matter be referred to a fairer form of salary allocation, and the local turned them over to the BCTF,
arbitration. The board refused to agree their salaries were more in keeping with which used them to establish the BCTF
to arbitration and the strike was on. those in surrounding districts. The New Reserve Fund. This fund became an
Westminster Teachers’ Association was important emergency fund for the BCTF
Despite board threats to fire teachers now recognized by their employer as the over the next 65 years when it then
who continued to strike, teachers official bargaining agent for teachers in morphed into the Collective Bargaining
remained out and united. Teachers the district. Further, two NWTA teachers, Defence Fund. One of the main uses
also had strong community support Ernest Lock and George Ford, went on of the fund was to provide strike pay to
that eventually resulted in the board to become BCTF presidents and winners teachers.
agreeing to arbitration. The strike lasted of the BCTF’s G.A. Ferguson Memorial
five school days, and the subsequent Award, which recognizes outstanding In 2017, the 100th anniversary of the
arbitration award favoured the contributions to public education. founding of the BCTF, a plaque was
teachers’ proposal. installed by the BC Labour Heritage
The New Westminster teacher strike Centre across from New Westminster City
The board had not budgeted for a salary took place only four years after the BC Hall, on 6th Street and Royal Avenue.
increase, so a supplemental estimate Teachers’ Federation was founded; This is the approximate location where
had to be approved by city council. the NWTA was one of seven teacher the 1921 school board offices stood.
Teachers carried on teaching until the organizations that came together to This plaque commemorates the 1921
end of the year when it became clear create the provincial body. But the New Westminster teacher strike and
that the board did not intend to include strike exposed a major weakness of acknowledges its important role in the
any provision for back pay. In response, the BCTF as it was then structured. ongoing struggle for fairness and full
the teachers’ association delivered the The BCTF did not have a membership bargaining rights. It is one of five local
signed resignations of all the teachers structure independent of local teachers’ events recognized around the province
in the district to take effect if the board associations and proved ineffective as contributing to the eventual gaining
failed to provide the arbitration award. in being able to provide the New of full bargaining rights in 1987–88.
Jan/Feb 2021 TEACHER 7
Mentoring:
Working together, learning forward
“Watch carefully, the magic that occurs,
when you give a person just enough comfort to be themselves.”
– Harper Lee
By Barb Wilson, Jennifer MacDonald, and Tamara Sengotta, co-chairs of Teacher Mentors of BC
THIS PROFESSION IS HARD; we are charged with the Most often, teachers who become mentors were mentored
intellectual and emotional well-being of our students themselves. Mentors are colleagues wanting to give
while also balancing parent involvement, administrator’s back. They are collaborative partners who do not create
expectations, professional relationships, and district evaluations or report back to anyone. In fact, it would be
initiatives. We do most of our learning on the job, but it against our Code of Ethics to do so. Mentors are great
can be a lot less overwhelming with someone by your listeners, colleagues to debrief with after a rough day or
side. It takes a community to support and encourage new celebrate with after a great day.
colleagues.
Everyone has their own passions, values, and strengths that
Teachers are natural helpers. Classroom teachers often they bring to teaching. In mentoring, time is initially spent
share resources and unit plans, and support teachers getting to know one another, finding ways to trust and
may share sage words of advice after a long day. These be vulnerable together so that learning and growth can
moments of kindness play an important role in creating happen. The relationship facilitates listening, questioning,
communities of support for new- to-role and early career and talking through problems that arise. Mentors attend
teachers. Mentoring is an extension of this support network specialized professional learning opportunities to esta-
and offers long-term, personalized, learning-focused blish the skills needed to facilitate learning forward
opportunities. conversations. These conversations can be reflective
and involve planning or problem-solving depending on
the needs of the new teacher in the moment. Mentoring
skills ensure a new-to-role teacher is feeling supported,
challenged, and connected to their professional vision.
Engaging in mentoring can be a lifelong pursuit. Mentors
are helpful when you engage in something new, whether
that be taking on a new grade, leaning into teacher
leadership, or learning the art of facilitation. Connecting
with a mentor who has lived experiences and strong
communication skills can help a new-to-role teacher build
confidence and contribute to improved student learning.
Mentoring is synonymous with lifelong learning.
Left: Teresa O’Sullivan and Corinna Fair work together on a mentee needs
assessment and mentoring plan at the Whistler Mentorship Retreat.
Opposite: Jeremy Wiebe and Tawnie Hildebrandt collaborate on strategies
to actively engage students in their learning during the Whistler Mentorship
Retreat. Photos provided by Barb Wilson.
8 TEACHER Jan/Feb 2021
A NEW TEACHER’S JOURNEY
My journey as a teacher started when I was a child. I would
line up my stuffed animals and teach them for hours at a
time. My mom was my biggest supporter, helping me set
up my makeshift classroom and praising my lessons. As I
worked toward my goal of being a teacher, the stuffies
came to life as students, and my mom’s presence was
replaced by an extraordinary school associate who
allowed me to learn in his classroom. His support and
tutelage helped me navigate curriculum, classroom
behaviour, and many other aspects of being a student
teacher.
The journey suddenly reached warp speed as I received my
first classroom assignment. All at once the “stuffies” weren’t
co-operating, the curriculum was a blur, and I wasn’t sure
the principal would appreciate me phoning my mom CONNECT WITH A MENTOR IF YOU WANT TO:
during class time.
increase your confidence.
After some deep breaths and tears of joy and trepidation, improve student learning.
I contacted the district mentorship program. I was paired become an empowered decision-maker.
with an amazing mentor who guided me through my develop better ways of communicating with students,
wonderings, listened to my ideas, collaborated with families, and colleagues.
me on lessons, extended my thinking, and helped me learn from the experiences of others.
formulate who I wanted to be as a teacher. Her thoughtful develop strategies for problem-solving.
questioning enabled me to be more intentional about my
instruction. She was supportive, even when asking me hard BECOME A MENTOR IF YOU HAVE A:
questions. She allowed me to fail forward and encouraged compassionate lens and a joyful heart.
reflection rather than giving correction. She didn’t just share desire to help others and give back.
resources—she supported my growth in understanding the willingness to be open to other perspectives and
why behind the how. engage in new learning.
desire to learn deeper communication skills (listening,
This year I have made a significant change in grade levels questioning, pausing, paraphrasing).
and have asked to work with someone else who can help capacity to invest your time in helping others.
me navigate the different curriculum, but my first mentor
will always be in my life. I call my mentors during the work RESOURCES TO SUPPORT MENTOR LEARNING
week; I call my mom on the weekend. Mentoring Matters, by Laura Lipton, Bruce Wellman,
and Carrlette Humbard
A MENTOR’S JOURNEY The Art of Coaching, by Elena Aguilar
Cognitive Coaching, by Arthur Costa and Robert
When I was first approached to be a mentor to an early Garmston
career teacher, I was hesitant. I’d been teaching for a Better Conversations, by Ted Knight
number of years and felt reasonably comfortable with The Coaching Habit, by Michael Bungay Stanier
what I was doing in my classroom, but was I comfortable Mentoring Minutes, a video series that takes you
enough to mentor someone who was new to the profes- through the skill set of effective mentoring. Each video
sion? I took a leap of faith and decided to give it a try. is two to four minutes long. Follow the Mentoring
Mentoring turned out to be an amazing experience. Minutes YouTube channel: www.youtube.com/channel/
Through working together, my mentee and I developed a UCmao_iDJ5FMKKbXA8OSq8hQ
close relationship. We engaged in deep and provocative
conversations, we planned units and co-taught lessons MORE INFORMATION
together, we watched each other teach, we laughed, we
Are you interested in or are you currently running a
cried, and we had fun. We learned so much from each
mentoring program in your district? Then you are invited to
other. Mentoring afforded me so many benefits, and I
contact the Teacher Mentors of BC (TMBC). We are a group
think one of the biggest was that it forced me to closely
of educators who meet regularly to share our journeys of
examine my own practice. While working with a mentee, I
mentorship and collaborate on plans for supporting early
had to reflect on why I did what I did, and that has made
career teachers. Email teachermentorsbc@gmail.com for
me a better teacher. I learned a lot from my mentoring
more information.
interactions. Being exposed to their new ideas has enriched
my practice too.
Jan/Feb 2021 TEACHER 9
Diversity audits in library learning
commons: Equity in action
“Libraries need to speak the truth so hard it hurts.”
– Chief Stacey Laforme, Ontario Library Association Super Conference, Toronto, January 2020
iStock.com/clu
By Rebeca Rubio, co-ordinator for libraries and information services,
and Leanne McColl, teacher consultant, Richmond
WE ARE IN A TIME of social revolution. A diversity audit can be summarized a marker, in a deliberate attempt to
The Truth and Reconciliation as four key steps: taking a random honour authors authentically writing
Commission, in addition to the sampling of the collection, tracking it about their own experiences, as opp-
Pride, Black Lives Matter, and Me against diversity markers, generating osed to having others appropriate
Too movements, have demanded data, and then using the data their voices. We then pulled a random
that we collectively examine our to inform future acquisitions and sampling of our young adult fiction
understandings of equity and dis- directions. However, it is much more and started tracking it against these
crimination. The demands by these complex than these simple steps. selected markers.
movements are necessary, and It is a rich journey of professional
responses to these demands are long development that addresses our Our next step will be to analyze our
overdue. implied biases. It also tackles a critical data and then use it to inform our
question: to what extent is the LLC practice and update our collections.
Schools, like other institutions, are collection representative of the school, Whose voices, histories, worldviews,
complicit in systemic discrimination the community, and even the world? and perspectives have we neglected?
and are part of a system that The diversity audit will be followed
needs examination. Equally, school Secondary teacher-librarians in by advocacy, applying pressure on
library learning commons (LLCs) are Richmond are currently immersed in a publishing companies to invest more
structures within this system. They diversity audit. Our journey began in in diverse literature. We will continue
can be fierce allies who commit to September as we unpacked concepts to amplify the voices that have not
equity and inclusion in their practice, of identity, positionality, privilege, had equitable space on our shelves,
collections, and programming. So, as racism, systemic discrimination, in our buildings, or in our classroom
teacher-librarians, it is time for us to ask diversity, equity, and intersectionality. conversations.
ourselves some hard questions: Which
aspects of our practice have we failed Considering our desire to expose Rabia Khokhar, a teacher-librarian
to examine lately? Which voices, underrepresented voices, we set from Toronto, noted, “Equity is not
histories, stories and perspectives have out to establish categories of self- something we do every once in a
we amplified in our collections, and identification, also called “diversity while, but rather the lens through
which ones have been silenced or markers.” In setting those, we grappled which we intentionally plan and carry
excluded? with big ideas: How do we define out our vision for the school library.”
race? What is decolonization? What is
One way to actively answer these gender? What are our understandings Equity is something we can champ-
questions is to launch an LLC diversity of sexual orientation and gender ion all the time: refusing silence,
audit. LLCs have a duty to ensure identity? How do we define “ability” committing to learning and
that all patrons have access to and “disability,” “visible” or “invisible”? unlearning, and understanding
high-interest, high-quality books How do we decide which groups are that this important work begins with
that are representative of their lives underrepresented or marginalized? an examination of the self. An LLC
and the lives of those who make up diversity audit is important work—it is
their communities. A diversity audit We settled on markers of race, gender, equity in action.
is a thorough review or inventory ability, and sexual orientation and
of items in the LLC, with the goal of gender identity. We also included MORE INFORMATION
determining exactly how diverse the Muslim voices, as a response to The BC Teacher-Librarians’
collection is. increasing Islamophobia in Canada. Association hosted a webinar on
Finally, we included “Own Voices” as LLC diversity audits in January
2021; it is available at bctla.ca.
10 TEACHER Jan/Feb 2021Outrageous homework assignment
sparks anger, then reflection
By Sunjum Jhaj, Editor,
Teacher magazine
IN LATE NOVEMBER, an Indigenous
mother from Abbotsford shared
a TikTok video documenting her
heartbreak and outrage at a school
assignment her daughter brought
home. The Grade 6 student was asked
to list five or more positive stories about This has been a humbling experience for all of us. As a school district, we
residential schools. This assignment, like will redouble our efforts to interrupt and disrupt racism and all forms of
so much conventional history, drew on discrimination and remain committed to revealing and correcting miseducation
colonial narratives that intentionally related to Indigenous Peoples. We will work with Indigenous community Elders to
omit Indigenous perspectives. It is a move forward together in a manner that honours each of our children and our
denial of the central role residential common humanity.
schools played in Canada’s cultural – Dr. Kevin Godden, Superintendent of Schools, Abbotsford
genocide against Indigenous Peoples. teachers reaching out more and deep personal and professional
Unfortunately, this assignment was not building capacity in this area.” learning, deconstructing stereotypes,
an isolated incident. and acknowledging privilege. For
There are several resources and pro- reconciliation to be meaningful,
Our schools mirror the racism that fessional development opportunities we must commit to understanding
exists in society. We’ve repeatedly available for teachers to learn and the lived experiences of Indigenous
called for Lynn Beyak’s expulsion from commit to reconciliation. One of the peoples and confronting our com-
Senate following her inappropriate most valuable resources for settler- plicities in anti-Indigenous racism.
comments about positive residential teachers are colleagues in district
school experiences. This Abbotsford Indigenous education departments. The BCTF offers several workshops to
incident occurred just as law professor help teachers learn how they can
Mary Ellen Turpel-Lafond released “I value my relationships with my participate in reconciliation and work
In Plain Sight, her searing report on colleagues, and make sure they toward antiracism. Some examples
the prevalence of anti-Indigenous know the door in the Indigenous include the Gladys We Never Knew
racism in our healthcare system. Room is always open should they ever workshop and accompanying
We’ve also recently seen widespread have questions or apprehensions in resource, and other workshops
police violence against the BIPOC confronting the topic of residential covering the UN Declaration on the
community and learned of our schools. My hope is that through these Rights of Indigenous Peoples, the
government’s failure to provide professional relationships our staff Sixties Scoop, and antiracism. These
Indigenous people with the most basic feel supported and well-informed and other professional learning
of necessities: clean drinking water. to deliver content that will correct modules are available on the BCTF
misinformation on the history of website, under the Social Justice
Several teachers and district leaders residential schools in Canada,” said Programs and Workshops tab.
responded to the incident quickly Taryn MacDonald, a teacher for
and thoughtfully. They acknowledged Indigenous success in Abbotsford. Schools have the power to create
the harm caused by this assignment, societal change by educating future
apologized, and, more importantly, Janelle Dick, a teacher from generations. Through the inclusion
discussed actions to prevent future Abbotsford’s Indigenous Education of Indigenous perspectives across all
incidents. Department, also highlighted the grades and subject levels, we can
importance of collaborating with work toward creating positive change.
Jessica Richardson, a teacher Indigenous people. In this way, “We need to take every opportunity
with Abbotsford’s Indigenous “Indigenous education is being led by to learn, talk, and share. We need to
Education Department, noted, “My Indigenous people.” be open to different perspectives that
fear is that this incident will have bring us closer to equity. We need to
teachers stepping back from the While collaboration is an important move forward in a restorative, healing
content to avoid falling into a similar first step, it’s essential to recognize way,” shared Jessica.
circumstance. Instead, I hope to see that true reconciliation requires
Photo: The General Synod Archives, Anglican Church of Canada: Old Sun Indian Residential School, Gleichen, AB,
Jan/Feb 2021 TEACHER 11
1945. P75-103 S7-184.Reconciliation:
A slow journey
By Shelley Balfour, Cranbrook District Teachers’ Association president
and Teacher Magazine Advisory Board member
AS A SETTLER in British Columbia, schools for abuse and neglect of
identifying the part I play in recon- students. In 2019, when I was home to
ciliation has been a circuitous journey. attend the BCTF Summer Leadership
I have known for a long time that Conference, I took a tour of the school
things were unequal and dreadfully for the first time. The main part of the
unfair, but I couldn’t find my part in the building remains untouched. Even
work that needed to be done. Now, today, the sadness is palpable—I
at 58 years old, I can say that I am couldn’t hear the tour guide’s voice, I
working on acknowledging the past, could only hear the tiny voices in the
making changes to be a better ally, night. Those little voices I didn’t hear as
and starting to help others see their we drove past every day in my youth.
part in the journey to reconciliation.
At age 20, I packed up my belongings
I lived most of my childhood in to head north, with a “quick stop” in
Kamloops. My family owned a trucking Lethbridge to visit relatives. I ended
company that leased property up staying. I found a job in a law firm
“on the reserve.” That was my first and met my husband. I immediately
connection to those words. noticed Lethbridge had a much
more visible presence of Indigenous
Every day we drove past the beautiful people and a more overtly racist
setting of the Kamloops Indian tone to it. From my legal secretary’s
Residential School. At the time, I chair, I became very aware of the
didn’t think it had anything to do with racist comments, the mistreatment of
me. However, in 1977, the year the Indigenous people, and the inequity
Kamloops Indian Residential School of the justice system. Thoughts were
closed, a group of Indigenous students starting to percolate about what I
joined our junior high. Prior to this could do to make a difference.
unexpected arrival, my school was
a sea of white faces with very few My husband graduated from the
people of colour, including the staff. teaching program the summer we
We had an opportunity to welcome got married. His first teaching job was
the survivors of the residential school at Upper Hay River Day School (now
into our classroom, school, and Upper Hay River School) in Meander
community, but my recollection is River, a tiny Dene Thá community
that we did not. As settler teenagers, in northern Alberta. I worked as the
we watched, we judged, but mostly, school secretary while he taught a
we ignored the new students. I don’t class of eight students. For us this was a
recall the teachers making an effort to grand adventure, but for the folks who
discuss the residential school system, lived there it was a sad reality. The only
although they must have known buildings with electricity and running
where the students had arrived from. water were the school, the Catholic
church, the Hudson’s Bay trading post,
Several summers ago, while visiting the and the teacherages we lived in. The
Human Rights Museum in Winnipeg, rest of the village lived in darkness. The
where an entire floor is dedicated to settlers received the luxuries, while the
the history of the residential schools in community members lived without. In
Canada, I learned that the Kamloops winter, I often had a lineup at my door
residential school was one of the worst to fill water jugs or to do laundry. I had
12 TEACHER Jan/Feb 2021many cups of tea with friends while Mary Paul: “Since it was within the St. and reading the words of Chief Sophie
the washer did its work. It was during Eugene Mission school that the culture Pierre, I realized my place as a settler
these laundry dates I learned that of the Kootenay Indian was taken on this land is a privilege, and I began
these women sitting in my living room away, it should be within that building to understand that the only way for
were among the first to return from the that it is returned.” Mary Paul knew the healing to begin, for settlers and
residential school in Hay River after that to destroy the building would not Indigenous Peoples, is for people like
its closure in 1969. Their children were destroy the memories. The year 2020 me to commit to acknowledging past
the first in generations to start at the marked the 20th anniversary of the crimes and to work tirelessly to make
“day” school in their own community. opening of the very successful and sure we don’t assimilate, but celebrate
They told me stories of the heartbreak, beautiful St. Eugene Mission and Golf what we all bring to the world. I have
the violence, and the difficult return Course. some reconciliation of my own to do.
to their homes, where they were
strangers to their own families. For my Masters’ degree, I did
an appreciative inquiry on the
During our second year in Meander transformation of St. Eugene Mission Opposite: lkamnin’tik (The Children)
River, I went so far as to foster a young Residential School. I was struck by sculpture by Cameron Douglas
girl named Roberta. We took Roberta the words I remembered of Mary honours all students of St. Eugene
with us when we moved south to Paul and used them as the basis of Mission Residential School.
Dawson Creek at the end of that year the paper. Sifting through the many Below: Monument outside the
with no formal agreement in place— documents on Canada’s residential Kamloops Indian Residential School.
we just took her. As we prepared to schools, the stories of survivors, the Photo courtesy of Ken Favrholdt.
drive out of Meander River, Roberta Truth and Reconciliation Commission,
stood in the back seat with silent tears
and not uttering a word. Roberta
stayed with us for almost two years.
Her mom checked in periodically. I
believed that I had a responsibility to
change Roberta’s life for the better. I
had no experience as a parent and
couldn’t manage the behaviours.
It took me two years to realize what
she actually needed was her family,
not another white settler here to save
her. The village already had their
share of that with the Hudson’s Bay
trading post, the Catholic church,
and the school filled with white
teachers. I reached out to Roberta’s
mom and she arrived a month later
by Greyhound bus to pick her up. I
will never forget Roberta staring out
the window of the bus, tears rolling
down her face again as the bus pulled
away, my husband and I crying on the
dock. A regret I still live with.
A further move south, brought us to
Cranbrook in 1995. I discovered the
St. Eugene Mission Residential School
during a drive to explore our new
surroundings. It was a heartbreaking
scene of broken windows, neglect,
and sadness nestled amongst the
beautiful Rockies. In 1970 it closed and
sat empty until Chief Sophie Pierre and
her council had to make a decision.
They could tear the building down to
rid the community of the sorrow, or
they could heed the words of Elder
Jan/Feb 2021 TEACHER 13A journey with the
Project of Heart Canoe
By Rick Joe, teacher, Chilliwack
THE FIRST TIME I saw the Project of Heart Canoe was at a Development in Chilliwack. The Speaking to Memory
Truth and Reconciliation Commission event in September exhibit is a collection of documents that share stories of
2013. I am a canoe puller and have a high regard for residential school survivors who attended St. Michael’s
canoes. I knew immediately that I wanted to participate Indian Residential School in Alert Bay.
in this initiative. At that time, I didn’t know much about the
canoe. It wasn’t until I joined the BCTF Aboriginal Education When the canoe first arrived, we hosted a traditional Stó:lo-
Advisory Committee that I learned of the canoe’s history brushing off ceremony. The canoe does important work by
and travels across the province. providing space and time for us to learn about residential
schools. As people pass through and participate in this
The canoe was carved by Derrick George, a Tsleil-Waututh project, they share their emotions and energy with the
carver, and his three sons. Una Ann Moyer, a Tahltan artist, canoe. By brushing off the canoe, we cleanse the energy
took on the task of embellishing the canoe. She used tiles and start fresh.
created by students from across the province. Each tile is
a witness piece, representing something meaningful from I am St’at’mic from the Lil’wat Nation and was honoured
one person’s journey of learning about residential schools. to be involved in the brushing off ceremony, but knew it
was only appropriate for a Stó:lo- person to perform the
In June, I travelled to Port Alberni to pick up the canoe ceremony. Previous Lieutenant Governor Steven Point
and bring it to Chilliwack, where I teach. In Port Alberni, completed the ceremony.
Ahousaht Elder Tim Sutherland blessed the canoe and sang
a travelling song for a safe journey. The Stó:lo- Nation Research and Resource Development has
an education longhouse with enough space for a class to
Currently, the canoe, along with the Speaking to Memory sit with and learn from the canoe together. Unfortunately,
exhibit, is housed by Stó:lo- Nation Research and Resource COVID-19 has limited opportunities for classes to interact
14 TEACHER Jan/Feb 2021with the canoe. A group of Chilliwack teachers, including
myself, were accepted into the BCTF Teacher Inquiry
Project and will investigate how to create virtual learning
opportunities involving the canoe as part of our inquiry.
Chilliwack is also hosting the Light Box as part of our Project
of Heart exhibit. The Light Box is housed in the Chilliwack
Museum. The Light Box was created by the Comox Valley
School District’s Aboriginal Education Department. It has a
stained-glass top with the image of the canoe. When you
plug it in, the box lights up and the canoe glows.
The Light Box is a legacy project. Each local that hosts the
canoe creates a legacy project, so that the learning can
continue even after the canoe moves on to another local. The Light Box, created by the
Port Alberni created a resource bank filled with units and Comox Valley Aboriginal Education
lesson plans as their legacy project. They have offered to Department as a Project of Heart
share this legacy project with anyone who wants to host Canoe legacy project. Alan
Macunalty photo courtesy of
the canoe.
Comox Valley Art Gallery (CVAG).
The Project of Heart Canoe has toured the province,
visiting different locals and creating lasting and dynamic
relationships. The canoe gives us an opportunity to take ACKNOWLEDGMENTS
time to learn about residential schools. It brings history I want to thank my wife, Peggy Janicki, and our
into the present and helps us understand that residential friend, Lillian Morton, for their help getting the canoe
schools are not simply something from the past. Together, to Chilliwack. The work of the Aboriginal Education
Chilliwack teachers and students will be working on a Departments from Comox Valley and Port Alberni
legacy project from our time with the canoe. It is my hope is very much appreciated. Each local, and each
that we will use this opportunity to honour the students who person involved in this project, has taken care of the
attended residential schools and create a lasting legacy in canoe in a good way. My hope is that every local will
our local before the canoe continues its journey to spread have a chance to host and learn from the Project of
its teachings in another local. Heart Canoe.
Students sit with the POH Canoe. Alan Macunalty photo courtesy
of CVAG. Opposite: The canoe at the Sto:lo- Nation Research and
Resource Development education longhouse. Rick Joe photo.
Jan/Feb 2021 TEACHER 15Re-envisioning classroom management:
There is no room for rewards in the
21st century classroom iStock.com/Daisy-Daisy
By Ryleigh Jacobs, teacher on educational leave, Chilliwack
PICTURE A BEAUTIFUL, as educators: instead of motivating Rewards demand that our students
bright middle school students to learn, rewards motivate quantify each experience as they ask
classroom, one that students to get more rewards. If the goal the question, “What will I get if I do this?”
screams Pinterest on in our classrooms is to create effective Restorative practices, on the other hand,
every bulletin board. communicators, critical-thinkers, and invite our students to wrestle with the
Suddenly, a 12-year-old boy stands up problem-solvers who care about the important question, “Who do I want to
mid-lesson and starts twerking while well-being of others, then a prerequisite be?” in a way that celebrates, values,
obnoxiously singing “Earthworm Sally.” is the removal of rewards. and challenges them within a safe
His classmates aren’t sure how to react. community.
Some laugh, some roll their eyes, while I am not advocating for anarchy, nor
others look to the mortified first-year am I intending to leave you in the One leader in actualizing communities
teacher frozen at the front of the dark, stifled by classroom manage- of trust, compassion and awareness
classroom. ment hopelessness. I am, however, in BC classrooms is the North Shore
advocating for something that might Restorative Justice Project (www.nsrj.ca/
The naïve and overwhelmed first-year seem messy in the interim but is never- programs/schools-initiative). In providing
teacher in this scenario (yours truly) theless holistic and emblematic of 21st a framework to build community
decided she was well past punitive century learning. One such avenue to and restore broken relationships, they
solutions like detention. While diffusing achieve this is restorative practices. effectively help all students to grow in
the situation as best I could, I made a a way that beautifully aligns with our
mental note to implement a positive Restorative practices is a relational BC core competencies of personal
behaviour rewards system as soon approach to learning that aims to awareness, social responsibility, and
as possible. My guess is, we have all establish an inclusive, safe, respectful, communication.
struggled with management issues and responsible classroom environment.
and find ourselves somewhere on the As an alternative to traditional discipline, Now picture a young girl stepping off
continuum between punishment and restorative practices invite students to the bus, angry and desiring destruction.
rewards. Unfortunately, these two staples consider their role within a community, During morning circle time, she shares
of classroom management are two sides encourage self-regulation, and teach about hardships no Grade 6 student
of the same coin. While we have long healthy conflict resolution through should ever face. It took five months to
touted that punishment is dismayingly structured time and activities. Simply get to that point of sharing: five months
ineffective at promoting the skills requir- put, it is a way of being and learning of vulgar language and mild violence
ed of 21st century citizens, I believe it is with others that closely reflects the First toward myself and peers. Instead of
time we realize the same about rewards. Nations principles in our reformed BC shoving her peers in the halls, her go-to
curriculum. coping mechanism, she learned to
When it comes to classroom manage- regulate her emotions in the presence of
ment, it may seem like rewards do When we ditch the rewards and adopt her peers who had grown to respect her
the trick by incentivizing students to restorative practices, we are forced to through restorative practices.
effectively conform to expectations. examine the social dynamics of our
Unfortunately, this is akin to slapping classroom and grow together. Living As forward-thinking educators, we are
a Band-Aid on a wart: a short-term in a community is messy, and our obliged to ask ourselves the following:
fix. Rewards erroneously shortcut the students deserve to not only know this, how can we cultivate autonomous,
essential process of cultivating values in but be equipped to deal with it too. In critical-thinking learners if we continually
our students that can only be done from leveraging the mechanisms for social insist that students act in prescribed
the inside out. engagement rather than social control, ways based on reward systems? As such,
we can offer the space and time for I invite you to abandon the status-quo
Research initiated by Alfie Kohn1 reveals students to develop their potential of rewards, and recognize that your true
that rewards are ineffective: people and recognize their role in a dynamic power lies not in student compliance but
tend to revert to their default behaviour community where belonging is not in empowerment of all students through
once reward systems are removed. contingent on conformity. restorative practices.
Even worse, rewards tend to undermine
1 Kohn, A. (1993). Punished by rewards: The trouble with gold stars, incentive plans,
the very thing we strive to promote
A’s, praise, and other bribes. Boston: Houghton Mifflin Co.
16 TEACHER Jan/Feb 2021Self-directed professional development
By Robyn Ladner, teacher and BCTF Professional Issues Advisory Committee chairperson, Vernon
TEACHERS, like students, have different of supporting their growth. But where You can use such guiding questions
learning styles and needs. Our profes- do you start and how can you move to create a set of goals or ideas that
sional development (PD) activities should forward? can be referred to when looking for
reflect this. Research tells us that the PD opportunities. Themes and areas of
most effective PD occurs when teachers Choices for self-directed PD should interest begin to reveal themselves and
are in control of their own learning. The be made carefully. A starting point is can guide you as you search for and
COVID-19 pandemic has shifted how reflecting on your practice and teaching browse learning experiences that may
teachers engage in PD opportunities. needs. What are you interested in fit your needs.
Time together in-person at conferences improving or knowing more about?
or in collaboration isn’t possible. Web- What additions and improvements to Self-directed PD can be transform-
inars and online conferences are often your professional repertoire would best ational. It is a method in which teachers
our only choices on PD days. Many support the needs of your students? are truly in control of their learning
teachers, weary of this format, are What parts of your teaching practice do experiences, in their own time, and
turning to self-directed PD as an option you want to strengthen? under their own conditions.
THE PROFESSIONAL DEVELOPMENT LENS Some options to consider when
creating your self-directed PD plan:
At the centre of the lens are teachers and their learning, both as a collective and as individuals. The term “teachers’
professional development” is used to highlight its use both in thinking about individual PD and PD as a collective endeavor.
• Read educational journals, books,
The Inner Ring: Key criteria The Outer Ring: Necessary factors or articles.
The inner ring consists of three factors that are The factors in the outer ring are critical to the success of • Engage in a teacher inquiry project
necessary for an activity to be considered professional teacher-directed professional development as a collective
development. If any of the three are not present, then the endeavor. In turn, this collective work provides the necessary or form a teacher research group.
activity should not be seen as professional development. conditions for all teachers to be able to create their own rich
tapestries of appropriate professional learning. • Conduct online research of a
professional topic of interest.
• Watch professional videos online.
Diverse Collaborative
Teacher-directed professional Teacher-directed professional • Develop and/or facilitate a
development opportunities development is best when teachers
work together to plan, to workshop for colleagues.
should span a wide range
of topics and learning deliver and to share their • Develop and/or publish a
methods. professional learning.
professional resource/article.
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The Professional Development Lens
Appropriate
opportunities Adequate funds for both
for teacher-directed individual and collective The PD Lens (left) is a tool for members
professional development teacher-directed professional
span the full range of a development opportunities must to consider when making informed and
teacher’s career. be available. autonomous professional development
Career-long Funded and Supported choices: bctf.ca/PD-Lens
BCTF PROFESSIONAL DEVELOPMENT #ThisIsMyPD Jan/Feb 2021 TEACHER 17You can also read
