PQP Pt.1-Module 1 (Introductions and the Role of the Principal)

  As Per Course, 

(1.5)

Watch the video: https://www.youtube.com/watch?v=lmyZMtPVodo 

"Simon Sinek"

Reflect,

Consider the following questions/ideas to guide your reflection: How does the video clip relate to the Ontario Leadership Framework, specifically Setting Directions and Building Relationships? What are the core leadership practices and characteristics Sinek identifies that promote relationships and safe, inclusive workspaces? How can the characteristics and practices Sinek describe lead to building staff efficacy? Are these core leadership practices consistent with promoting equity?

Post your responses in the discussion forum.

Reflection:

Simon Sinek takes the idea of a leader in his TED Talk Why Great Leaders Make You Feel Safe (2014) critically and depicts what an effective leader wielding the power of pathoscan achieve. His sentiment in regards to power and numbers, speaks especially to the criteria within Setting Directions of the Ontario Leadership Framework through the ideas of developing high expectations, as well as identifying shared and short-term goals. Furthermore it is important to note that through the criteria within Building Relationships of The Ontario Leadership Framework that Sinek’s core value of leader (trust and respect), is identified as the criteria, Building trusting relationships with and among staff, students and parents as well as through, Establishing productive working relationships with teacher federation representatives. Realistically, it is through trust that a leader can demonstrate their team’s needs are understood and respected. Through the respect to the generality that all team members are human and their needs sometimes need to take priority or may impact efficacy, the leader will need to be understanding and congenial. In doing this, the team understands that they are safe, and in feeling safe, feel like they can trust their leader. In trusting their leader, it is expected that efficacy will improve through the support system that is “the team”.

I would personally categorize these learning practices as equitable, Sinek describes an experience in which he believes embodies the core of his talk (2014), CEO of a company need to save the company through lay-offs but instead mandates unpaid vacation for “x” amount of time. Each employee must participate, but what ended up happening was not only was their seemingly less resistance to this approach, there was in fact an increased efficacy based on the inner-understandings of the employees. Where some could take more time and others couldn’t, there was an immense amount of cooperation involved to save the company by all employees through cooperating and sharing the amount of work based on what they could afford to sacrifice.

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(1.6)

"Effective Collaboration is a critical component leadership. Principals must demonstrate a willingness to explore critical, innovative leading-edge thinking  and are instrumental in collaborating with others in championing risk-taking and innovation.

 Read:

Principal as Co-Learner

Capacity Building Series: Collaborative Inquiry

Discussion:

Reflect on your own learning experiences in different settings and discuss what was successful/engaging and why. What were the leadership moves you observed that inspired collaboration and risk taking in learning? What moves were inhibitors of learning, risk taking, and collaboration? Post your thinking in the discussion.

Reflection:

"In the past I had watched the video, Ken Leithwood: Principal as Co-Learner and Enabler , (https://vimeo.com/88174131 ), this was an author mentioned in the Building Capacities journal. Keith Leithwood (2014) describes how Principals are not to necessarily be critical of their learners, but be an observer and a learner. Leithwood's idea of recognizing that they do not know what happens in every single classroom in regards to content, but is important as someone who can recruit other teachers and find examples that can be brought to a PLC where it is used to help build a model of what achievement will look like. The analogy of learning through inquiry as a leader is important because of the fact that each principal is coming from an area of their own background, for the principal to walk into a classroom and provide feedback or context to feedback is difficult if their understanding of the content hinders what the understanding of the teacher's in class effectiveness. As a community when one is discussing what they are learning with another, we are turning a wheel of advocacy for lifelong learning that promotes professionalism among school community staff, but an awe by onlookers into the school community.

After reading building capacties I wanted to inquire further on Fullan, and came across Michael Fullan: Leader as Learner

(https://vimeo.com/118495104), I found that Fullan (2015) echoes a lot of Leithwood's ideas where the leader as a learner is effective in organizing a staff/team that trying to achieve student achievement/success. Fullan offers insights into theoretical management practices and although it is helpful it is certainly presented more on the management side of the discussion with more of a focus on why it is effective rather than the "how" to make sure it is effective. In order for what Fullan says to work, there needs to be a pool of individuals who want/can move into the school community to participate in a way that allows for the production of this growth. Fullan's ideas take time for a Principal or leader to develop and foster, first within their school and then within their board.

After watching these videos and reading through the Building Capacities article, I reflect on my own experience in regards to what works well as a leader is an openness to share what is learned as an administrator, what challenges a school community is facing and a co-created vision. 

As teacher, and leader I found that it was successful (on the part of leadership), when they were able to bring staff together in times of challenge (we had a very strong staff in the way of SEL) through professional development and school community functions. Stressful times of the year (reporting terms namely) were coupled with various dinners/banquets hosted by our school.

The leaders I am working with now, inhibit my willingness to learning more about administrative positions because of the way they seem to often have their hands tied (figuratively). It is great to hear about the struggles and areas that need attention, however I don't like feeling an immimnent sense of chicken little ("the sky is falling, the sky is falling"). It sometimes look like a figurehead position in the grand scheme of our school as far as school decision and vision go sometimes. Our principal is an excellent leader and co-learner with/of teachers, however the table is too crowded it seems sometimes."

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(1.7)

Explore the following Resources:

Exploring the Cognitive PLRs

Exploring the Social PLRs

Exporing the Psychological PLRs

Discussion:

Consider the three domains of Personal Resources.  Reflect on each and connect with your understanding of the role of the Principal. Which domain and resources do feel are strengths? Which challenge you? Share your thoughts in your post.  Throughout the course, reflect on opportunities to strengthen areas for growth and consider how your current strengths can help you as you reflect on the duties and responsibilities of the Principal.

Choose the one that challenges you the most.  

Reflection:

"PLR's seems to be (to me) a summary of lived experiences in regards to be rational and relational. The social domain being a lage area of focus on leaders in team work and collaboration settings. This is probably the area I (in the past) would feel I excel in most, being able to drive conversation, input-likewise though, I do feel to an extent at times, other leaders emerge thereafter creating an opportunity to support. I have been willing to support, but more recently I often feel sometimes I'm less enthusastic about collaborations because I will give an idea, and although there is some area for improvement, no one wants to offer and alternative-basically pinning it on my particular cognitive resources to figure out what I need to change about my idea to get more support.

My cognitive resources I feel are not as "ready to go" or sharp as I would like them to be at times. I have a very cluttered situation and to be frank, if I have a certain period of time to solve a problem within, I can-and I can do it well-in reality though, I do it best with teammates who are willing to work together. As a principal a sense of foresight is important, reminders are necessary, doesn't matter how sharp you are-no one is perfect. I currently have been working on getting access to more of the fitness and gym facilities at our school that overrun and unscheduable. This is a drop compared to the bucket of problems pouring in from the more academic side of the program for us. He constantly makes a point of telling me these concerns are pending, but to continually check-in as reminder to inquire after "x" period of time, because the departments he needs to coordinate with in the more business side of the organization, may toss it to the side and expect it to be "forgotten". In the meantime though, I have had his approval in basically converting our agora/lobby into a make shift badminton court, area for physical activity during rain days, etc (PPL3O). A principal can certain have spatial awareness in regards to situations that require coordination and immediate alterations and/or situational awarness to the needs of teachers/students in general that may pose as a temporary solution.

My psychological resources were certainly at the peak of my career early on, until I met a "seasoned and respectable member of staff", who basically told me in a frank matter that all our students are second-rate learners and none can achieve perfection in the way that they should in order to justify marks like what the students expect to see. "giving them excellence with having yet achieved excellence is doing them a grand disservice". That was in my first year teaching with the BC curriculum long ago. Granted standarized testing is still a portion of assessment with the BC curriculum, but to undermine encouragement because of how it might reflect you (the teacher signing off the student's report), it put me in a place where I played it off, but this toxicity developed into the department more and more to a point where I actually stepped into a different subject area because of how pessimistic it became, every assessment was painful to mark, or lead teachers for a portion of that time didn't make it any better either. Getting back into my subject area I tried so hard to change it up, now being in a new environment trying to align our department, I'm able to remain optimistic but the amount of work fallen upon me required to keep that optimism is overwhelming, COVID added (I'm in China), my situation has been deterioritive to say the least. Hopes to getting back to onsite teaching (here in Guangzhou), will improve that a bit, added with my co-teacher arriving, alignment will be so much easier-I still remain optimistic where it counts. As a principal I think this has been a telling time of his faith in us to deliver quality lessons online, but a time in which one needs to be vigilent in how efforts to foster optimism become determintal as they add to an evergrowing and unending list of "things to do".

My areas to strengthen my shortcomings in PLR's will include school community functions and events, showing support, requesting support is a way where most/all teachers can certainly be expected to rally together. Our principal is trying to offer opportunities to students and teachers to highlight exceptional moments of learning in the classroom/school community, but instead of making it optional-its mandatory and very small tedious tasking that has befallen teachers. I felt, I did well to address the situation with my principal on behalf of concerned teachers, but certainly felt that in the eyes of my leader I lost a bit of that Psychological resource that he would commend me for in the past-in his eyes.

In regards to the three domains, Social, Psychological and Cognitive, I think that it is most important to recognize they usually include an element of understanding in regards to one's self in verious situations before being able to apply. Meaning there should be a depth developed in these areas through lived experiences. This is important because of the fact that in regards to a social domain, if you are a leader with no experience in coordinating a social outing or has limited experience with team work, how can one have resources to depend on in depth, likewise with exposure to challenge. What should be noted in regards to PLR's is that with so many lived experiences there is a portion of this idea in regards to professionalism and these resources that begs the question of 'a line'."

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Reflection:

Reflection:

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PQP Pt.1: Introduction Module to the Course

Welcome to Principal’s Qualification Program Part 1 at Lakehead University. Congratulations on beginning the next stage of your leadership journey. In Ontario, the Principal’s Qualification Program, as governed by the OCT Act and corresponding guideline, consists of two courses and a practicum. The courses and the practicum are designed to help you to explore your personal leadership qualities, to understand the landscape and requirements for principals in Ontario, and to challenge you. Each course, in conjunction with a component of the practicum, has a corresponding credential. The learning goals for the program can be found in Rubric 7.1, which will be discussed in module 1.

The information below will help inform your Practicum, which forms an integral piece of both PQP Part 1 and PQP Part 2. 

The requirements for PQP Part 1 include the completion of the Practicum Proposal form. This means that before we can recommend you to the College for your PQP Part 1 credential, you must submit your proposal and have it approved by your PQP Part 1 instructor. 

In order to be recommended to the College for your PQP Part 2, you must complete your practicum. This is accompanied by the practicum report, which must be submitted to our independent practicum coordinator for evaluation.

In most cases, the practicum is evaluated by the provider that approved it, which is typically the provider where you took PQP Part 1.

If you have any questions about the Practicum please do not hesitate to ask.  We will also be setting up a Google Meet to discuss the Practicum requirement.  

Lakehead Practicum Form:  https://drive.google.com/file/d/1eB_gncVoUMSq6MmoM6Ni-6u7CwiDS8qT/view?usp=sharing

Practicum Power Point:  https://drive.google.com/file/d/1q-XR6rfFMp32AC3VagLjaNtieVJ5ZyUe/view?usp=sharing

Total Course Hours: 125

Module 1: Introductions and the Role of the Principal (18 hours)

Frameworks for Case Studies: (1 hour)

Candidates must use one (or elements of both) of the following Case Study Analysis frameworks below when analyzing case studies in the Course:

Ontario College of Teachers Case Book Guide Pages 7 – 9

https://www.oct.ca/-/media/PDF/Exploring%20Leadership%20Practices%20through%20Case%20Inquiry/ExplLdrshpPrctcsCseInqry_en__web.pdf

Case Studies on Diversity and Social Justice Education: Chapter 2 Analyzing Case Studies Using the Equity Literacy Framework

Discussion:

Review both the case study frameworks and reflect on their elements in the following Discussion Post.

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"Hailing from Ontario Canada, graduated from Lakehead University, I made my way into China where I have conducted most of my experience and teaching. Prior to China, I was a literacy coach in a couple different settings and completed my practicums in Thunder Bay. Professionally, I didn't think I would actually make it this far into my career where I find myself learning amongst such experienced individuals, let alone online. I love the classroom, I like being "boots on the ground", at the same time though as I have seen the way that administrative roles need to change to meet the needs of learners and school communities over the last decade (or so), it has become a point of accepting I can take on such responsibility and not only that I can take it on, but I can provide something that many can't, my own experiences and perspectives on the role within the community. This is a challenge (as it is for all), leadership role, full-time position, and a family-many hats. I am becoming an administrator with specializations in ESL and Literacy Advoacy. I really want to work alongside a team of people that want to make something outside of the expectations, but who are willing to see it through from the rough and rocky initial snapshot to the refined product that might not even be something we might be around to see personally. I'd like to inspire a staff to commit to a legacy, ultimately as teachers the one thing that separates one teacher from the next is their own spark in the classroom, and as a College of Teachers, we should not look so introvertly on "my practice" and "my name" but break that barrier and share out what we do/how we do it, so we can build on that.

One thing that urks a unique and creative teacher is indeed recognition, as a member of this group of people who have a common goal though, we want to ensure we keep in mind that if one falls, we all fall. Being overseas I see very close to firsthand how a reputation makes and breaks a school, in some cases it may not even be the school itself that is under fire, but the accreditation body.

Take something like "AdvancEd" (now Cognia) as an example, this is supposed to be an accreditation body that sets standards of educational practice and guides/informs next steps. Seeing first hand how much paper work is invovled without the body actually stepping onto the grounds (maybe it is a different process now that they rebranded), it certainly instills a sense of weariness and uncertainty as a parent, educator, employer when this is used to legitamize a school's credibility more than the practice of the teachers or school community itself. 

Basically, as an OCT I want to say I work to build/strengthen the reputation that our province brings (almost from a point of pride), and strives to improve-I know there are a lot more politics in that statement then I let on, but for the sake of simplicity, I hope to instil a sense of pride in a staff to foster a sense of ownership over one's position in a school. Not just an educator in that school or this school, but "an English/PE/etc Subject teacher/educator in my school"; not just having "a staff at the school that works well together", but having "colleageus who are supportive to me/or who appreciate what I bring to the school/or who inspire me to work towards..."

There are multiple ways of looking at the idea of an "I" vs "Us" in a school, and I hope to foster an "us" rather than an "I" mentality-a dual/open-minded mentality would be nice, but we only have one lifetime, here is to hoping!

Cheers!"

PQP Pt.1-Module 7: Teacher Performance Appraisal (Discussion 7.2)

Module Prompt,

Welcome to the Module on Teacher Performance Appraisals (TPA) and the New Teacher Induction Program (NTIP)!   Please take some time to explore these documents and resources.

Teacher Performance Appraisal:  Technical Requirements

New Teacher Induction Program:  Induction Elements Program

New Teacher Induction Program Resources

NTIP Overview

NTIP Longitudinal Research Findings

NTIP Resources for School Boards

Making the Annual Learning Plan Meaningful

ALP/ TPA Resources

Discussion:

Completing Teacher Performance appraisals is part of the legislated duties of the Principal. However, it also connects to many of the OLF domains in school level leadership.  In what ways does the TPA process and the role of the Principal within it support effective, accountable, and transparent school leadership?

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Discussion post,

"When a teacher decides that they are going to make their claim into becoming a qualified principal, they are allowing and inviting someone to come into the classroom and evaluate them, measure them and ultimately make stake in their ascension into the position of a principal.

It is a possibility I suppose, a TPA could cripple a teacher’s reputation and career in a very unfortunate way, and sets a significant tone for that school/school board. Its not a line I would ever be willing to cross as a principal though. With such an opportunity to enter a teacher's sanctum and then basically dismantle in such vulgarity. When I first started teaching professionally I was in China and it was for a BC school (offshore). Our principal had no time and our staffing was 170 something teachers (the golden years of international education in China). It is interesting, in the module section in regards to policy and grievances there was a mention of how “some may criticize the way you uncovered information”, and now I see what it means.

The administration at that time designed a program called "watching others work", this was a way in which the teachers would take opportunities to go in an observe (professionally) each other. These documents would be submitted and the administration would say they are going to check them out for whatever reasons. Usually they were positive opportunities to draw attention to unsung heroes in the school. There were times in which lead teachers and administrators used it as an excuse to STRICTLY observe and create an opportunity for professional discussion rather than punishment. This actually reflections the OLF in the way that the principal at the time,“ provide teachers with the opportunity to observe effective instructional practices among colleagues in their own school as well as in other schools” and this seems to be what the principal and lead teachers successfully built back in 2015/2016.

I sometimes feel in regards to TPA's that the intentions however good, are sometimes too easily misplaced through connotation that yes, at one point there were too many teachers and too many teachers who did things the way they used to be. I think now especially, with all the positive feedback for teachers who at least attempt inclusive education and differentiation, its an opportunity. The OLF states, “actively oversee the instructional program” and that is exactly what I understand an TPA to be."

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Through the discussions with colleagues in this module, this was something that after I shared as a passing thought, I actually appreciated,

"I mean, the ALP is a teacher's opportunity and or nudge to move up or prepare to move up into administration in a positive working environment-I would wager. As a professional, we were pushed to consistently provide professional growth plans with one principal I had here overseas. I think her intention with it was to take stock on which bodies were leaders and which were checking boxes. Starting up as a teacher, I actually (at first), was shy to say I had aspirations of leaderships, as though they might have felt that I was interested in their position within the school or they thought I might not appreciate their leadership (which isn't true at all). As I spent more time teaching and participating in growth sessions, I saw some of my colleagues move up, and when I speaking with them variously through whatever period of time, I found there were three things I didn't do. State my interest clearly in leadership prior to postings; create a clear picture of what kind of leader I am within the school as well as what it is I am bringing to the school as a leader and a resume that represented someone who was wholesomely interested in moving into leadership.

I was fairly upset with the idea that after so long, my admin had a difficult time imagining that I hadn't been working towards that the whole time, but that's just it. Other people didn't expect them to passively imagine their acension, it was documented, discussed and done. 

I am aware of this now, thus why I am taking a PQP. Endorse the ALP to your staff to promote leadership opportunities :)"

See link to "TPA Process",  at the bottom of the page is a link to the ODT file for the ALP (Annual Learning Plan); Note: this kind of file can be opened with Wordpad in a PC

EDUC-4767: Religious Educ Catholic Pt.1 (M7)

  As per course,

"Module 7 - The Faith Journey – Key Concepts

exploring the joys, processes, challenges and responsibilities of the spiritual journey for the Catholic educator

reflecting on how one’s relationship with Jesus Christ is at the core of Catholic teacher spirituality

exploring insights related to spirituality from Scripture, Tradition, experiences with other faiths and post-modern perspectives

exploring different forms of prayer that nurture the vocation of the Catholic educator

reflecting and engaging in dialogue regarding the faith journey of teachers, students, parish and the Christian community

exploring the importance of lifelong learning and the faith journey for Catholic educators

understanding the importance of being a conscious and living witness of faith for realizing the transformational mission of Catholic education

understanding that Catholic faith journey is an invitation to believe that Christians are "clothed with the life of Christ himself" (Galatians 3.27) and called to be faithful witnesses by inspiring others in the Catholic school environment to also become "salt of all mankind and light for the whole world" (Matthew 5.13-14).

Read Text: Theology for Teachers. (1999). Part 1, pp. 11 - 60

Tasks

Read the submodule entitled Personal Faith Journey

Review the requirements for Assignment #4 - Practicum, and submit when completed.

Read the resources listed in the file entitled Discussion Resources

Post a response in the discussion forum to the questions below. Please read and respond to at least two of your colleague's discussion postings.

As Pope Francis has stated “The journey of life is not easy” and neither is the journey of Catholic education. We are well aware of the challenges facing Catholic education and the criticism levelled against Catholic education. Read the articles, reflect on your vocation as Catholic educators and post your response to the questions:

Why do we need Catholic schools? How are we, how are our students, fulfilling the expectations of the OCSGE? How do we demonstrate that we are all conscious and living witnesses of faith in realizing the mission of Catholic education?

How do we, as individuals, as partners in Catholic education work to ensure the future of Catholic education?

“You did not choose me.  I chose you and appointed you to go out and bear fruit, fruit that will last.”  John 15:16-17

The experience of a vocation begins with God’s invitation to the individual. One’s vocation is discovered at different stages of development and in relationship with others (Archdiocese of Toronto 2006). Accordingly, the Archdiocese of Toronto states:

We do not "have" a vocation; we discover how we "are" our vocation as we journey through life led by the Spirit.                            

(Archdiocese of Toronto 2006)

The free response that is expected is not a single act, but one that is carried out over a life long journey of faith (Archdiocese of Toronto 2006).

Parker Palmer helps us understand vocation. In Let Your Life Speak – Listening for the Voice of Vocation he contends one needs to ask, “How can I let my life speak?”(Palmer 2000, 23). Before one can tell their life what they want to do with it, they must listen to their life telling them who they are. 

“Before you tell your life what you intend to do with it, listen for what it intends to do with you.  Before you tell your life what truths and values you have decided to live up to, let your life tell you what truths you embody, what values you represent. (Palmer 2000, p. 10). Vocation comes from listening.  The word “vocation” is rooted in the Latin for “voice”.  As Palmer explains, vocation is not a goal that we pursue, it is a calling that we hear. We must listen to our lives telling us the “who” that we are. (Palmer 2000, p. 21). Vocation does not come from a voice “out there” but from a voice “in here” calling us to be the person we were born to be, to fulfill the original selfhood given to us at birth by God (Palmer 2000, 27). Our deepest calling is to grow into our own authentic self, regardless of whether it conforms to some image of who we ought to be. (Palmer, p 33) 

When faced with new experiences, our vocation challenges us to undertake them. “Vocation at its deepest level is not, ’Oh, boy, do I want to go to this strange place where I have to learn a new way to live and where no one, including me, understand what I’m doing.’  Vocation at its deepest level is ‘This is something I can’t not do, for reasons I’m unable to explain to anyone else and don’t fully understand myself but that are nonetheless compelling.’”  (Palmer, p. 42)

Palmer states that God does not ask us to conform to some abstract norm for the ideal self, but rather to honour our created nature, our limits as well as our potentials. In workshops he leads with teachers, he asks them to describe two recent moments in the classroom; a moment when things went extremely well and a moment when they went terribly wrong.  In small groups they discuss the two cases.  In the first case people help each other identify the gifts they possess that made the good moment possible.  Our strongest gifts are usually those we are unaware we possess, they are part of our God given nature.  In the second case, Palmer asks them to avoid the critical analysis of the case but to help each other see how limitations and liabilities are the flip side of our gifts; a particular weakness is a trade-off for a particular strength.  We will become better teachers not by trying to fill the potholes in our souls but by knowing them so well that we can avoid falling into them.” (Palmer, p. 70)

In the article 5 Things Every Catholic Teacher Needs to Know, Jonathon Doyle presents 5 simple things to keep us going. 

Vocare – You did not choose teaching, it chose you.  Or rather, God knew that you would have certain skills, talents and passions for service of young people and the world.  When you are tired or disillusioned, remember, your vocation is an integral part of how God is redeeming the world – one lesson or one schoolyard conversation at a time.

Missio Dei – You have been chosen to be sent forth.  Mission Dei translates as “the sending of God.” 

The Human Person – The Catholic message for the new millennium is that each human person is made in the image and likeness of God.  At the heart of your mission is the call to see the person of Christ in every student, every colleague, every person you meet.  Your teaching will be as effective as your ability to see God in every person and every student, even the student or colleague you like the least.  

Self-care – Teaching is perhaps, the most exhausting, demanding and challenging vocation and most teachers are terrible at self-care.  Plan activities, hobbies, sports, interests that restore your soul.  Do it for yourself, do it for your family who has to live with you, do it for your students and staff that are stuck with you when you are exhausted. 

The School and The Church – Catholic education does not exist outside the Church and regardless of your relationship with the Church, this needs to be recognized. The Church, the one with humans in it as opposed to the mystical body of Christ, is not perfect.   It is important to stop expecting perfection from people.  However, your ability to really become the teacher God created you to be will be dependent on you being able to draw on deep sources beyond yourself; silence, prayer, the Eucharist.  Seek out God’s help in nurturing your vocation.

Personal Faith Journey

You did not choose teaching.  It chose you.  

When Pope Francis met with students and teachers from Italian and Albanian Jesuit schools in Rome in June 2013 he spoke directly to educators.

“Do not be discouraged by the difficulties that the educational challenge presents. Educating is not a job but an attitude. It is a way of being. To educate well, we need to step out of ourselves and be among young people, to accompany them in the stages of their growth, placing ourselves at their side. Give them hope, and confidence for their journey in the world. Teach them to see the beauty and the goodness of creation and of humanity, which always retains the imprint of the Creator. Most importantly, be witnesses with your lives. Educators –Jesuits, teachers, school staff, or parents – convey knowledge and values with their words, but they make a difference when they back up words with their personal example; that is with the coherence of their life. Without this coherence, it is not possible to educate. You are all educators; there are no proxies in this field.”

During the question and answer session, one teenager told the Pope that he was trying hard to believe in God and be faithful, but that he often struggled with doubt is applicable to all of us. We should all heed the Pope’s response. 

“The journey of life is not easy, because it requires juggling the need to move forward with the importance of taking time to reflect. If we go too quickly, we’ll get tired and won’t be able to reach our destination, yet if we stop or take our time, we won’t get there either. Life’s journey is truly the art of looking at the horizon, reflecting on where I want to go, but also putting up with the fatigue from this journey. Don’t be afraid of failure. The problem with the journey of life and faith isn’t falling; it’s not getting back up. Get right back up, immediately and keep going. Don’t embark on this journey alone, either, because that would be awful and boring. Go as a community with friends and people who care about you very much, because that will help us get to our destination.”

References

Archdiocese of Toronto. The Office of Vocations. “A Vocation.” (9 Sept. 2006). http://www.vocationstoronto.ca/voc_res_what_is.html.

Doyle, Jonathan, 5 Things Every Catholic Teacher Needs to Know, Catholic Education Resource Centre, 2013  https://www.catholiceducation.org/en/education/catholic-contributions/5-things-every-catholic-teacher-needs-to-know.html

Palmer, Parker J. Let Your Life Speak: Listening for the Voice of Vocation. San Francisco: Jossey-Bass Inc., Publishers, 2000.

As per discussion,

"It is true, Catholic schools are dated and were benefactors of a time before, but have instrumentally provided education that (in my experience) allows for choice on behalf of all stakeholders in a school community, the public, the parents, students and potential staff.

From a parental perspective, I am looking more sending my (baptized) son to a Catholic school so as long as I have the option and it is government funded for a slew of reasons (however personal and superficial the range of those reasons may be), but distinctly it is the seeming force of a Catholic School Community that is built that makes it as strong an educational experience as it is (or was for me at least). The Catholic school system was a place where teachers, staff, and administration (all in general), from where I could see as a student, held themselves in a light that was reflective of values expected of us students. Every student has a different interaction with their teacher that may be in align with my own or gravely different, but ultimately that is where a lot of the former rigid expectations that Catholic school boards held of their staff and the routine of Catholic practice that they were expected to uphold within their community created a standard to either live up to or to motivate oneself to change by getting into the system to change that. 

I don't look forward to paying for a uniform, but I do commend schools on building "civies" or dress down days for students. At the same time that uniform presented a burden of standard that we were expected to uphold and when the time comes as a student that the uniform presents itself in that light to you, something changes, your understanding of community being a part of it but more so your understanding of "public sphere". 

One thing I liked about the Catholic School System as well was that students and teachers had a venue to come together to exact change and lobby for the change student as well as classroom environment through shared values and core beliefs of characteristic quality that are expected of the school board, and its facilities. To say that there is no allyship in a school board or a school, the question being-where are the advocates? 

I'm not a principal, and understanding that no principal (maybe in the past), wanted to put their livelihood on the line by making a ruckus changing the way things were-its the 21st century, show me a principal that says "I can't" and I'd ask them why they chose to become a principal.

In my time as a high school student, it was a talking point and there were students who needed support. Looking at the school site now, I can't tell if it is something that was ever publiczied as a student support group/service and I'd question why not. Looking beyond my scope of experience though there are Catholic schools spanning the province that support multitudes of areas that students may need support. With that being said though comes the rub, a lot of the articles discussing the dismantling of a 4/2 divided publicly funded education system is exactly a factor in why it is so difficult for some of these schools to conjure up the will to make changes, create physical space, provide training, and everything else that comes along with supporting every student. Money is not an excuse, however I mean, in the school boards everywhere there are a lot of people following the money to see it goes to where it needs to go, can a school (in of itself), provide resources and space to exact the necessary supports APPROPRIATELY (creating an alliance corner of the guidance counsellor's office would be inappropriate-no? debatable-is something better than nothing?) or do they need to rely on shared resources (human and informational)?

Going back to the heart of the issue, does a Catholic School board do something that Public schools do not? In light of my deductions above, I'd say yes-they have provided opportunity for students who in some cases may even identify as athiest to observe and participate in the Church as an institution. Is it really such a bad thing to allow a visitor into your home where they settle, call it their home after 3 years, put up posters, participate in family pictures together and then later move out saying, "I am still not a Catholic, but those people, that place, their values, its impact on my education-gave me a perspective I wouldn't have had going elsewhere."? I can't imagine many Catholics could appreciate the sentiment of that as a statement in discussion, but in practice/real-life tell me you wouldn't invite a friend who holds no religious belief but was curious about the Sunday Missal you attend (let's religiously, weekly). As Catholic Educators especially, is it not within our value to welcome all, we take additional qualifications to allow us to hold water in our discussions in subject areas we are not experts in, PLC's welcome that outsider/fresh perspective on the situation/conditions of the area as it makes for opportunity to collaborate as well. As Catholic Educators it is not our job to convert or assimilate (cringed a bit typing those words), but to educate and herald to all-what we do and who we are.

All in all, it is within our best interest as stakeholders of our faith communities, learning communities and families to uphold our values that make us Catholics (devout or otherwise), so that we may spread the word of God and allow others to see how the teachings of God's Son, God themselves and the Holy Spirit make us what many other places aren't, warm, unified in our social goals and welcoming. Reflecting on social teachings and God's love for all are the two biggest ways we can ensure a future of our faith. Defending our right to constitution is desperate and although well-argued, it is not how we as Catholics should defend our educational practice as a publicly funded school-taking it beyond the idea of education, why hasn't any mentioned the volunteer activities and charity work that Catholic schools participate in to improve community and quality of life within the community or elsewhere globally? All 4-1/2 Public school supporters are willing to say that Catholic schools are supported more and have a superfluous spending habit, however is it being spoken of one board or all boards, can we say all public schools are orientated towards workplace and trades? Of course not! It is not accurate or likely true, its a notion that allows one to feel better about saying the government needs more money and we are going to take it from the parents, teachers, staff and students of a school board that "I am not associated with". (This is in reference to one of the readings that a seemingly disgruntled former Catholic Teacher had written back in 2018/2017?).

Honestly, some of the articles from this module seem like they aged poorly and it wasn't until 2018/2020 that The Catholic School Boards decided to throw the rigid expectations of educators and students out the window, but at the same time-with such a high population of jobless teachers and teachers holding positions-what could one expect a school board that is on a budget to do? I'm indeed fearful of being jobless upon my return as many of yourselves have been witness to the flood of hires happening. 

Okay, one last note as well, I really feel the Catholic school board is trying to reel in everyone use the slew of different perspectives to build something...CCSSA calls it a LIFE framework-International baccalaureate calls it their Framework, maybe the Ontario school board is preparing for the worst. Sorry, that is a kind of conspiracy theory way of looking at it, I have seen some unbelievable school paradigm shifts while living in China here and watching things fall apart and get rebuilt in different ways is all very interesting, but with the tides changing and the subtleties of ease in regards to different areas, I wonder."

EDUC-4767: Religious Educ Catholic Pt.1 (M6)

 As per course,

"Pedagogical Practices within Catholic Education –Key Concepts

developing an understanding of the Religious Education program in Catholic links to the curriculum for other subjects

developing an understanding of government policies, guidelines and new approaches in education, as well as the policies and documents of the Assembly of Catholic Bishops of Ontario and the Catholic district school boards

developing a critical approach to the selection and use of instructional resources and practices to support Catholic education

exploring various forms of prayer in professional practice

exploring processes for the creation of collaborative, positive, equitable, accepting, and safe learning communities that nurture holistic formation

exploring a range of approaches, methods, strategies, instructional resources and information and communication technologies to support student learning and formation in religious education

exploring pedagogical practices that respond to the individual needs and developmental levels of all students

critically exploring how faith is a personally lived reality that is intimately linked to one’s own culture

reflecting on personal teaching practice and engaging in dialogue on the relationship of theory and practice in the teaching of Religious Education

fostering a learning and living environment that nourishes knowledge, skills and interpersonal qualities through the light of the Gospel values

exploring fair and equitable assessment and evaluation methods that promote student learning and support the dignity, emotional wellness and development of all students in religious education and across the curriculum

integrating the theoretical understanding and knowledge necessary to design and assess programs and practices within the context of Catholic schools

understanding the importance of questioning, innovation and collaboration to enhance teaching practice

understanding the stages and processes associated with personal development and formation within faith education

understanding pedagogies that reflect the professional identity of educators as described in the ethical standards, the standards of practice and in the Foundations of Professional Practice

becoming familiar with the principles of adult education and group facilitation.

Resources:

HCDSB:         School Effectiveness Framework (2013)

                       http://www.hcdsb.org/Board/bip/Documents/2013%20School%20Effectiveness%20Framework.pdf

ICE:                Ontario Catholic Elementary Religious Education Policy Document Grades 1-8 (2012)

  Ontario Catholic Secondary Religious Education Curriculum Policy Document (2006) http://www.iceont.ca/ice-publications.aspx

EOCCC:         Eastern Ontario Catholic Curriculum Cooperative, (2005).

  Practical Tips 

  and

  Three Entry Points - http://www.eoccc.org/content/csfcs/additional.html

Pedagogical Practices within Catholic Education

The Assembly of Catholic Bishops states a primary role of the Catholic Teacher is to:

provide opportunities for students to relate their knowledge and skills to everyday life, they encourage them to take a critical look at the world around them and to make a commitment to witness with their lives to the kingdom of God, a kingdom of justice, peace and joy.

The Assembly also states:

Critical thinking is self-guided, self-disciplined thinking which attempts to reason at the highest level of quality in a fair-minded way. The development of critical thinking skills is central to a well-planned religious education program. Students are frequently asked to

critically analyze Sacred Scripture for what it might mean to them in their personal lives, to examine and make judgements regarding social and environmental issues in light of Church teaching, to explore all sides of a situation to make moral decisions, or to critically examine media and its message. They are asked to look for bias, compare and contrast different viewpoints, find contradictions or determine next steps.

(ICE, Ontario Catholic Elementary Curriculum Policy Document for Religious Education, Grades 1-8, 2012, pp. 11, 51).

Two documents that will help teachers in a Catholic school are the Curriculum Policy documents for religious education.  Both of these can be found in the Resources section. Ontario Catholic Elementary Religious Education Policy Document Grades 1-8 (2012)

Ontario Catholic Secondary Religious Education Curriculum Policy Document (2006)

These documents provide a foundation upon which our students base their beliefs and understanding. All expectations build on the expectations from the previous year, in order to slowly develop student’s faith and belief based on cognitive levels. The curriculum challenges the students to move from concrete to abstract concepts, from a simple acquisition of religious knowledge (the “what”), to a consideration of its meaning (the “so what”) to an appropriation of that meaning into their lives (the “now what”).   In this way, we will better prepare them to meet the challenges of today’s society and to bear witness to the gospel as they incorporate their faith into all aspects of their lives. 

Teaching through a Catholic lens requires the teacher to integrate, extend, and infuse the Catholic faith throughout the curriculum. It will allow the teacher to foster a learning and living environment that nourishes knowledge, skills and interpersonal qualities through the light of the Gospel values.

Integration:                            Incorporate Catholic faith throughout Curriculum.

Sample Prompt:                  I will use a literary device in the creation of my prayer.

Extension:                             Relate Curriculum to Catholic faith.

Sample Prompt:                  I will consider the value of human life as I examine the main idea.

Infusion:                                Infuse Catholic faith into teaching strategies throughout Curriculum.

Sample Prompt:                  I will analyze the data through the idea of stewardship.

Catholic Virtues and Literacy / Numeracy - Sample Prompts:

Examine how love of God and neighbor in this piece is presented in this piece?

How does your art work show the importance of peace and justice (fairness)?

Evaluate how the hero includes others?

Tell how your media shows the idea of making right choices and cautious

 behavior?

How does the article display the importance of fairness and mercy towards our

neighbour?

Compare and contrast how the main characters stay away from unrestrained

behavior.

Where in the game do you show the importance of doing good and being just?

How does the data show fairness in the availability of resources?

How do the figures indicate a control in spending?

The Resources titled Some Practical Tips for Using Curriculum Support for Catholic Schools: Enhancing the Religious Dimension of Catholic Education and

Curriculum Support for Catholic Schools: Enhancing the Religious Dimension of Catholic Education Three Entry Points will help Catholic educators develop and plan lessons and activities which announce the Gospel of Jesus in every aspect of school life, in all subject areas

Tasks:

Review the Ontario Catholic School Graduate Expectations and the file below entitled Pedagogical Practices within Catholic Education

Complete the task and post your response in your discussion group.  Also read and respond to at least 2 of your classmates’ posts.

The OCSGE can be found on the ICE website and both of these documents can be found in the Resources section.  

a. Which two do you feel are the most important specific expectations and which two are the least important?  Give a brief rationale for your choice of the two most important expectations. "

As per discussion, "

In the faith community, we come together for communion (prayer and worship), that is our faith community, however as a Catholic we may also believe that we also pray and worship in solitude. The Catholic faith holds many values that we grant our own importance to according to how we live our life. If one looks at the Catholic Social Teachings as core values, we may change the way we consider the importance of different OCSGE as introduced by the ICE. 

Therefore considering my practicum in the close reading and accumulation of learning resources in FNMI perspective, I look at the two most important Ontario Catholic Student Graduate Expectations as #3 A Reflective, Creative and Holistic Thinker and #4 A Self-Directed, Responsible, Lifelong Learner. From the Medicine wheel framework, a teacher can make an immediate connection to the qualities it is characterizing and the OCGSE as a reflective, creative and holistic thinker. 

The provided article here is from Ed Can Network, written by Nicole Bell, 2014. Discusses her observations and studies of the Medicine Wheel Framework in use at a school as a school framework. Before getting to that point of the experience, she describes her understandings from Anishnaabe guides that allow her to make the connections and transference of Anishnaabe traditional healing/learning into a coexistence with traditional educational philosophy.  

https://www.edcan.ca/articles/teaching-by-the-medicine-wheel/?gclid=CjwKCAjwrZOXBhACEiwA0EoRD-KQmbd_I866eOyJElGAVaR3KhkSGPjvBE6TIaOtvS2-dof3pR--zxoCpIYQAvD_BwE 

I you are not interested in reading that article in too much depth, or can't access it, I have attached it, but another consideration are the generic "First Nations Principles of Learning"

 As a lot of these principles are represented on different medicine wheel models in different settings, the idea here is that learning occurring is holistic as well. See image below of simplified "Medicine Wheel Framework"

In regards to self-directed, the idea of listening refers not only to the elders, and teachers but to the land as well. This calls the regulation of oneself physically and mentally as to be of the land (physically and/or metaphorically) one needs to consider the four R's Responsibility, Reciprocity, Respect and Relationship.

I have included the link to Bell's paper below regarding  "Anishinaabe Bimaadiziwin" in which she describes living in spirituality. You can access it with your Lakehead University account (presumably), if not let me know and I can send a copy of my resource portfolio that I working on for my practicum (assignment 4)

https://link.springer.com/chapter/10.1007/978-94-6209-293-8_6

If you don't have time or interest enough to read it in full, feel free to check out my "cole's notes"

Respect, relationship, reciprocity, and responsibility play an integral role in creating a spiritual connection to the environment to ensure both its survival and ours. (Bell, 2013)

Indigenous education is rooted in holistic practices that encompass all aspects of a child’s life, mental, physical, emotional, and spiritual (Bell, 2013). Learning begins at conception, teaching was primarily done orally and through role modelling, through repetition (Bell, 2013). “Anyone and anything has the potential to be a teacher, including children, youth, adults, the elderly, plants, animals, and spirits. All teachers may have the ability to teach perspective of harmony, thus all can help individuals develop their balance. Also, just as everything and everyone is a teacher, they are also all students. As we journey through our life stages we are in a continuous process of learning, with the help of many potential teachers”. (Hart, 1996) The land communicates as a teacher and is a receptacle of knowledge and wisdom (Bell, 2013). “Fundamental to Anishinaabe worldview is the link between individual responsibility and community well-being. One must be responsible for their own actions in relation to their community and ultimately the world” (Bell, 2013)

A group of Elders has described a learner of traditional times as having the following characteristics: • The foundation for the ‘good life’ or health and capacity for learning is modeled through the structure and behavior at home during the early years. As a child develops in age they can be asked to take on practical responsibilities relevant to their age. These responsibilities go beyond tasks to values, gathering experience, understanding it and expressing it in behavior. This changes developmentally as a child ages. Learning is a life-long process but each stage has different qualities. Learning involved mind, body, and spirit simultaneously not separately. 

• Experience is the foundation for learning. Understanding experience is developed over time through dialogue. Experience is neither good nor bad but a natural result of exploration. 

• Children should be allowed to make choices and to gather unique and individual experience within the framework of modeled values, discussion and community good. Each individual has something unique to offer as a result of who they are and their accumulated experience. 

• Learning is a process that is accomplished through interaction with others; it is always a shared, cooperative venture. 

• The foundation for interaction with others is expressed through respect, feeling, a good heart, good intentions, kindness, sharing and knowledge of self. 

• Each individual is unique yet a part of a whole community. The community and the individual have reciprocal responsibilities. In one sense the individual and the community and the world are the same entity, interdependent. What affects one, affects the others. 

• Learning begins with vision – of self, of goals, of the whole, of the direction a task is to go in. It is a process that goes through the stages of ‘seeing’ (vision), ‘relating’ to what it is, ‘figuring it out’ with heart and mind, and ‘acting’ on findings in some way (behavior). 

• The old and the young need each other: One to provide the understanding of experience from their own experiences; the other to frame that discussion in terms of current and changing needs. The child’s world may be different from that of the adult as it reflects a changing world. 

• Everyone has a responsibility to give back and to consider their actions in the light of their effect on generations to come. (Stigelbauer, 1992, p. 14) (Bell, 2013)

“The gifts of the four directions teach that respect is achieved when one uses spirit and their gift of vision to see inter-connections or how one is connected spiritually to everything else. Relationship is achieved when one takes the time to relate to the natural world by connecting with their heart and thus feelings. Reciprocity is achieved by using one’s mind to think, reason, and thus figure out how one exists only because one’s needs are met by everything else around them in the natural world. Responsibility is achieved when one uses their body and ability to move to do actions which ensure sustainability of the natural world. The northern direction teaches that true wisdom can only be attained when the awareness, understanding, and knowledge achieved is enacted in behaviors. It is not enough to know; one must do. Ways of living in nature are therefore action-oriented (Aikenhead & Michell, 2011). Indigenous “epistemology is participatory, experiential, process-oriented, and ultimately spiritual” (Michell, 2005, p. 36), (Bell, 2013).

“Responsibility can be understood as ‘response -ability’ meaning that one is expected to use their abilities to respond. Anishinaabe teachings articulate that every child is born with gifts and the education process entails ‘teachers’, family and community members watching for the child’s gifts and providing opportunities for him/her to foster and develop those gifts once they are identified,” (Bell, 2013).

All my relations: “All is one circle … The acknowledgement of everything in creation as having spirit and is therefore sacred is manifested in ceremony when ‘all my relations’ is spoken after prayers are said. “The expression ‘all my relations’ proclaims a profound reality: As we make our way through life we travel in a relational existence. Because all parts of life are interrelated, these relationships provide wholeness to existence” (Aikenhead & Michell, 2011, p. 78). “A reciprocal relationship with the natural world includes an understanding that “if you hurt Spirit in other beings in nature, you hurt the very essence of your own spirit; much like poisoning the water systems is identical to poisoning humankind” (Aikenhead & Michell, 2011, p. 93)"

Medicine Wheel - “There is an overwhelming emphasis on the mental and the physical in environmental education when there should be a balance between the mental, emotional, physical and spiritual aspects of being. Effective and meaningful environmental education would address all four aspects in balance. This would result in an ongoing interconnected relationship between the student and his/her world. Such a holistic environmental education teaches a student that they do not exist without the trees. The scaffolding of holistic education is therefore the teaching of interconnections,” (Bell, 2013).

“Balance implies that each part of the whole requires attention such that one part is not focused on to the detriment of any of the other parts (Manitowabi, 1992). “Balance occurs when a person is at peace and harmony within their physical, emotional, mental, and spiritual humanness; with others in their family, community, and the nation; and with all other living things, including the earth and natural world” (Hart, 2002, p. 41). While balance may be achieved, it is only temporary as the constant changing of reality and the environment makes it so. Ongoing readjustment, and thus focus on other parts to achieve balance, is required for harmony. “Harmony requires people to live within the natural cycles that move life and to find a fit between the components of life through collaboration, sharing of what is available, cooperation and respect for all elements of life” (Hart, 2002, p. 43).

Finally the least important of the expectations I feel are firstly "A Discerning Believer Formed" in the Catholic Faith Community and then, "Effective Communicator". Again, this being from the perspective of a FNMI subject area lens, because as a subject teacher however much we would like to say that we utilize the entirety of the expectations, it goes to say as with planning a lesson, one cannot expect to meaningfully focus on all expectations at one time. Given the little time to meaningful arouse our students' interest and commitment to different lessons, however much I can respect these expectations I admit these hold the least water for me.  As much as it is important to promote the heralding of faith, the expectations are specific in that they are mentioning Catholic and/or Christian faith. Not only from an FNMI lens would I feel I struggle with this, but even as a teacher of international or culturally diverse students, I cannot say that I'd expect every single one of my students to meet this expectation to its fullest as some of them are different faith followers. I appreciate how much of it is worded as "God" because this is a term that can resonate with many different faiths, however to say that they can speak to the Catholic story of faith is a task and avenue in itself. As for "Effective Communicator", as much as communication is important and relevant to many/much of our day-to-day life and from an FNMI, communication skills are not only necessary to keep one's oral story-telling traditions alive that is used to pass knowledge through, but requires the ability to listen as this is crucial for a learner to hear, listen and not underestimate the wisdom of elders, teachers and guides of the community.

EDUC-4767: Religious Educ Catholic Pt.1 (M5)

As per course,

"Faith in Action – Key Concepts

 developing the theoretical understandings necessary to develop teaching and learning tools and practices for religious education and pastoral experiences

experiencing faith in action through Christian leadership

understanding the importance of shared responsibility, partnerships and

leadership in the community as conveyed in the Foundations of Professional Practice

exploring shared responsibility and partnerships involving family, school, parish and the community in the expression of faith and the Catholic journey

understanding the key components and principles associated with the mission of Catholic schools and exploring ways of integrating them across the curriculum and in educational experiences

understanding the principles and significance of pastoral service for Catholic education.

Read Text:   The Catholic Source Book, Edition 3 (Rev. P. Brown. 2000): An Overview of the Tradition. pp. 61-80, 115-128. 

 or

The Catholic Source Book, Edition 4 (Rev. P. Brown. 2007): An Overview of the Tradition. pp. 55-74, 102-118.

Read Article:   Catholic Update:  Ten Good Reasons to Be Catholic , (1997) by Kathy Coffey

                          http://www.americancatholic.org/messenger/oct1997/feature2.asp

                          Reason Number Ten was a fill in the blank. 

Can you name your favourite reason for being Catholic?   

What Catholics Believe - Nine Things That Make Us Catholic  (2002).

http://www.peterpaul.org.uk/growing-in-faith/what-catholics-believe/

Tasks

Review the submodule entitled The Vocation of the Catholic Educator

Following the directions below, you will create a Personal Philosophy of Catholic Education. Post your completed philosophy to the discussion forum, and respond to at least two of your colleagues posts.

Your Philosophy of the Vocation of the Catholic Educator – The New Evangelization

The Ontario Catholic Elementary Religious Education Policy, (pp. 1, 6 - 7, 2012) emphasizes the importance of the Catholic school’s role in the new evangelization whereby all catechesis is to be placed in the context of evangelization:

As a genuine instrument of pastoral ministry, it participates in the evangelizing mission of the Church as a privileged environment of Christian education and a genuine experience of Church… Teachers have a place of privilege and a great responsibility to participate in this new evangelization.

In This Moment of Promise, (p. 26, 1989), the Bishops of Ontario have described teachers as “the ones involved most directly in creating a learning climate within Catholic Schools.”

These are heavy responsibilities that require teachers to live out their faith, become more faithful, and directly affect the evangelization of our young people.

Using some of the documents and passages below for support, write your personal      Philosophy of Catholic Education. It will be approximately one to two pages. 

In light of the challenges facing Christianity and the Catholic faith today (decreasing participation in formal religious practices, sexual abuse issues within the Church, the legacy of residential schools, societal influences on young people) how do you see yourself as a modern-day evangelizer? 

What background, history, or gifts have brought you to this stage in your life? How can you as an educator be a witness to Catholic education?

How would you integrate Catholicity across the curriculum?

How can you experience faith in action through your Christian leadership?

How would you promote the Home - School - Parish partnership?"

The Vocation Of The Catholic Educator

The Role of Catholic Education

      As an expression of the evangelizing mission of the Roman Catholic Church, the primary task of the Catholic school is to educate and form students in faith, in partnership with the home and parish, so that they may become people of Christ. Perhaps the best understanding of what it means to be the people of Christ can be found in the Gospel of Matthew 25:31-46, where Christians are called to “feed the hungry; welcome the stranger; clothe the naked; visit the sick and the isolated.”

      In our own time, we hear a great deal about work being done in Ontario’s Schools to create ‘schools of character’. Society can only benefit from such efforts. At the same time, however, Catholic schools must continue to be schools of transformation, transforming not only students but society as a whole, into the image of Christ.

     “A Catholic school could never be simply a place where students accumulate skills and information, a place where they learn how to get ahead and sell their gifts on the open market. If this were so, our schools would prepare students for nothing more than a shallow life far removed from the profound vision of life revealed in the gospel. A Catholic school must be a place where all knowledge and relationships are transformed by questions of meaning, by the quest for meaning.”

This Moment of Promise, Ontario Conference of Catholic Bishops, 1989

The Catholic School Graduate

     Catholic education is a holistic education designed to form and inform students, mind, body, heart and soul. It is committed to excellence as it invites students to respond in the context in which they live in the light of their faith. Catholic education is dedicated to ensuring that students reach their full potential so that there is success for all. This desire is expressed well in the Ontario Catholic School Graduate Expectations where the vision of the learner is summarized.

 The Graduate of a Catholic school will be:

A discerning believer formed in the Catholic faith community.

An effective communicator.

A reflective, creative and holistic thinker.

A self-directed, responsible, lifelong learner.

A collaborative contributor.

A caring family member.

A responsible citizen.

The OCSGE were developed through The Institute for Catholic Education – You will find the OCSGE listed on the ICE website.  http://iceont.ca/resources/ontario-catholic-school-graduate-expectations/

Scripture Passages Instructing Us In

Our Responsibilities as Catholic Educators

The mission of Catholic schools reflects our way to salvation. (Matt. 28:18-20)

We are the messengers. Who will hear if we do not speak? (Rom. 10:13-17)  (2 Timothy 4:1-5)

I want you to know that Yahweh God is really Abba our Father. (John 17:20-26)

To hear me speaking to you, to allow the word to become alive, you need to pray and reflect and listen. (Mark 1:35) (John 8:32)

What you do with the lost ones is the criteria of authentic discipleship. (Luke 15:1-32) (Matthew 18:10-14)

I have come to call you to the fullness of human life. (John 10:10)

My way is a way of hope and dream and vision. (Matt 28:5-8)

I call you to a simple way of life, a conversion to the child. (Matt 18:1-4)

The Spirit will come to you as support, as presence. (John 16:7-16) (John 14:15-17)

I remind you to reach out in forgiveness and reconciliation. (Matt. 5:23) (Matt 18:21-22)

Love is the heart of my message. (John 15:9-10) (Matt. 22:37-40) (Mark 9:30-37)

When you come together in my name, celebrate my presence. (Matt. 18:20) (Luke 22:19-20)

Often when I walk with you, I will be a stranger figure, in disguise. (Luke 24:13-35)

Make sure your actions accompany your words. (Matt. 7:21-27) ( James 2:14-17)

I invite you to be partners with me, a branch to the vine. (John 15:1-17)

Be people of compassion and people of service. (Matt. 25:34-40)

Online Resources Supporting the Mission of Catholic Schools

The Catholic Partners’ Website www.ocean.net contains links to all Catholic Provincial organizations sites.

The three Catholic curriculum Cooperatives provide a wide variety of curriculum resources, religion and family life support and teacher professional development.

Catholic Curriculum Cooperative http://www.catholic-curr-coop.org

Eastern Ontario Catholic Curriculum cooperative http://www.eoccc.org

CARFLEO is the Catholic Association of religious and Family Life Educators of Ontario.

Archived editions of Catholic Update are available on the web. TheAmericanCatholic.org is the home of the online editions of St. Anthony messenger, Catholic Update, Millennium Monthly, Youth Update, Scripture from Scratch and other Catholic features. http://www.americancatholic.org/newsletter/CU/Archive.asp

An encyclopedia of Catholic terms, words and phrases is available online. http://www.catholic.org/encyclopedia

The Catholic Register offers news and commentary on to pictures including religion, moral and spiritual matters, politics, and popular culture. http://www.catholicregister.org

New Catholic Times Newsletter http://www.newcatholictimes.com

http://www.catholicteacher.com The online companion to Today’s Catholic Teacher Magazine

                  ***Many other sites are available to support Catholic Education. If you use or find a site that you would recommend and like to share, please send to the instructor and an extended list of resources will be made available to all.

Catholic Government Documents Guiding Us In Our Vocation as Catholic Educators

ACBO:            This Moment of Promise (1989)

                        http://acbo.on.ca/englishweb/publications/promise.htm       

HCDSB:        School Effectiveness Framework (2013)

                        http://www.hcdsb.org/Board/bip/Documents/2013%20School%20Effectiveness%20Framework.pdf

ICE:                Ontario Catholic Elementary Religious Education Policy Document Grades 1-8 (2012) 

Ontario Catholic Secondary Religious Education Curriculum Policy Document (2006) 

                        http://www.iceont.ca/ice-publications.aspx

OCSTA:          68 Years of Success

http://www.ocsta.on.ca/ocsta/wp-content/uploads/2013/04/168-years-of-success.pdf

As per discussion, "

Sample Catholic Educator Cover Letter:

Scientists understand the “Killer” whale (Orca) as one of the most socially adept creatures on the planet, even more so than humans-the lobe of the brain which regulates emotional responses is an enlarged part of their brain, 5 times larger than that of a human. I feel like teachers naturally aspire to the empathetic capacity and altruism that this creature is capable of. My name is Carmelo Bono and I am applying for an occasional teaching position within Niagara Catholic District School Board. What interests me in a position as a Catholic occasional teacher is the experience that it provides space for to support my faith community and the Church (as an institution) in another meaningful way. My experience assessing and evaluating in accordance with Growing Success while abroad and studying FNMI Medicine Wheel Framework, has given me a perspective on how I assess students’ and triangulate their progress using conversation and observations from classroom experiences. My experience in equitable teaching with predominantly second language learners has provided unique opportunity to revisit the bible from the way I experienced it as a child, through the stories as lessons and God as a unifying idea of what connects all living things. My classroom scaffolding and differentiation techniques vary between technological activities and active learning lessons depending on availability of resources and policies. My experiences at MLIS (an offshore BC school in China) provide me with necessary abilities to manage a classroom positively. I am currently teaching at I/S level in the English department of HBIC. Other teaching subject experiences are in teaching Careers Ed., Mathematics (Junior/Intermediate) Food and Nutrition, HPE, ESL, and Tourism. I am hopeful in continual completion of additional qualifications in FSL. My time in private offshore Canadian international schools required a strong basis and confidence in transparency and fairness, specifically in regards to ELL teaching. Schools here in Ontario will greatly benefit from having a teacher with practical experience in special education and ELL on staff.

I serve not only as a classroom teacher, but a representative of my faith and a sponsor for the following extra-curriculars Sanshou Club, Cooking Club, Skateboarding Club and Comic Club. I actively participate in Annual Activity Day, Sports Day (of which I have also organized and facilitated with my colleagues), tutorials and other extra-curricular events for the student body (socially and academically). In participating, it is faith in the teachings of the lord that makes me confident my efforts serve to help students develop themselves. Upon realizing that the only enhancement to this experience is the investment in my skills, I began participating in Professional Development Committee Meetings as a facilitator. Soon after I find myself showcasing my abilities in the kitchen for teachers during Professional Development Activities, among other things. My activities in the PLC really inspire me to inquire more about additional qualifications. This leads me to my completion of Specializations in Reading and Teaching ELL along with numerous other AQ’s and ABQ’s.

What a lot of faith educators don’t consider is that Jesus himself was working in a turn of the century profession before he took on the responsibilities bestowed upon him by God. We may not be educating the 21st century savior directly, but we as faith educators can certainly use the experiences and reflections of faith through Catholic Social Teachings (as an example) to emphasize how in the 21st century, these are a necessity for not only understanding technology in the workplace but utilizing it to its full potential. Jesus doesn’t just create things with tools, he mends and bends what individuals think they know about themselves and the world through questioning what they know. 

Working with students and helping them develop themselves as parts of a larger community has always been a passion of mine. As a Eucharist person, or a herald of my faith, I hope that I can have the opportunity to serve my faith in a similar way as that of those we admire, our role models and faith leaders. Thank you for taking the time to read my cover letter and resume. To reach me, e-mail (csbono@lakeheadu.ca) and skype are the only ways (Skype: carm.bono). Thanks again and enjoy the rest of your day.

Seasonal blessings,

Sample Catholic Teacher Philosophy of Education:

Being a Eucharist person, my values strongly surround the beatitudes and principles that are reflected in the ten commandments. Law is law, no matter where in the world one may be, and to say one does not know, is bliss. As a teacher I take a stand in the things I do and say to/for my students as an advocate. The responsibility to act as a witness to my faith has prepared me well for the responsibility that a care provider during a field trip or class time is intended to take.

Students, however they may identify (2SLGBTQQIA, First Nations, Metis, Inuit, or a Passport holder of another nation) are the future of the world; they are going to be the doctors who we go to when sick; the policy makers who decide whether or not taxes go up or down; our students are the most important people in and to society. I do not believe in handing out answers, but building opportunities for learning through supporting students through their signature strengths through a medicine wheel framework. Supporting students to build themselves through the community and grandfather teachings of the FNMI perspectives as it is not only a path towards truth and reconciliation for Canada but a matter of inclusive school-community development.

While studying to become a teacher, “Growing Success”, considered the most sacred educational document in Ontario as it offers guidance through a crucial shift in assessment and evaluation of Ontario’s practices in education. Students are not eligible to score a zero, unless the course ends and nothing is handed in, every student deserves opportunity to succeed and surpass their expectations of their abilities. Ontario asks teachers to focus their practices on assessments for learning rather than solely of learning in order to support growth mindsets in classrooms and to reflect most recent and relevant examples of student’s best work. Students are not expected to be held back. If a student is “held back”, it means the teacher failed somewhere along the line, or the supports are not in place at a school to offer the accommodation needed to support that student’s learning difficulties. I spent so many years teaching abroad with the British Columbia Curriculum, because of the adjustments it made on a provincial level to accommodate learners who come from different cultures, their provincial exams were disheartening to overseas students to say the least because of the disconnect of cultural references students would be exposed to on an exam.

As a classroom teacher I teach to success and as a herald of my faith. Working with my students to build the competency to not only express themselves, but their skills, critical thinking competencies and reading abilities is how promote inclusive and equitable teaching practices. My strategies to enhance critical thinking, apply to active learning models such as experiential (cooking with students in kitchens), inquiry and/or project-based. In these students are all actively using English as well as comprehension skills to communicate with each other verbally, physically or visually. Participating in school showcase events with materials that are specific to the engagement of the student body in a related topic/subject area; as well as classroom communal learning in say “Mystery of…” Family event (most notably) are initial ways I survey the school parents and teachers interest and activeness in a new learning community.

A teacher is not only a teacher though. I where many hats, I offer post-secondary education advice to my students (as a portion of rapport), when discussing progress and or goals of their learning; coaching advice on sports teams (Ball Hockey and Volleyball most notably); as well as support in areas of interest such as comic book clubs and charity fundraisers. I offer my evenings to school events.

I am a teacher among the many other things that I do for my school and students, I am Carmelo Bono.

Sr. FNMI ABQ: Module 5 "Learning Portfolio"

Carmelo Bono

Professor Bell

July 22, 2022

EDAQ S829-E

Module 5-Learning by Doing

As an educator in the field of FNMI, there is a lot to figure out, as mentioned in Module 5, it is best to be up to date with the work and learning of those who model the journey forward in this relationship between the multiple groups within Canada, identifying namely non-idigenous and Indigenous People. After demonstrating the abilities to comprehend and understand, the “figuring it out” portion of the learning is ultimately the portion of experience in which an educator asks oneself, “where is next?” and the answer to this question is simple, “within the community”. An educator should be familiar to discuss the details of the land, culture or identity of indigenous peoples to that geographical area that they practice in while leveraging the supports and experts within their school (or wider) community. Bringing this learning experience to the PLC is the single-most important thing someone can do when coming into a school that is driving the implementation of the FNMI framework and/or learning content. In taking this course (FNMI ABQ) it feels like that is already one's acknowledgement to the "Learning to Know". For an educator's classroom it goes without saying that after an ABQ like this, there are things seen, heard and learned that one can not easily forget.

What an educator can say they have completed in the course of this journey, is through the examinations of FNMI curriculum/framework, is that they have developed a sense of heightened understanding in regards to where people are from and how to be sensitive to their personal backgrounds showing ability to appropriately discuss different cultures without under or mis-representation (Singh, 2013). Educators in FNMI will also be educators who are willing to go beyond the powerpoints and cultural rhetoric that makes many uncomfortable to really indulge in the romance of a new revitalised learning experience,  as well as beauty of FNMI learning perspectives as outlined through the readings of Little Bear L. in acknowledging the truths of Canadian education and considering how to change the paradigm to allow a co-existence that evolves into harmonious drive intertwining two paths together.

The challenges of FNMI learning is not so much a challenge of the education in this subject area as much as it is of the peoples that it represents. This is noticeable and worth mentioning consistently in the delivery of course materials or in the support given to indigenous students. Reminders of one’s support should be something of a reflection point for educators and students. Educators are role models and this is seen when it is done well, and together with the wider-community.