Building Futures

TEACHER DEVELOPMENT EBOOK SERIES 2014/15

What is the Building Futures Program? Building Futures (BF) is a Ministry of Education program designed to help teacher candidates in their final year of study at a publicly funded faculty of education across Ontario, make the transition from their faculty to the classroom.

Teacher Candidates DISCOVER Essential information about ministry policies and

programs Practical tools for their teaching career Interactive workshops and a panel discussion delivered

by experienced educators

Teacher Candidates RECEIVE

Professional learning as they transition from the faculty to the classroom

Links to downloadable ministry resources Certificate of participation

What can I expect to learn from BF? The focus of BF is to provide teacher candidates with current information about the goals and priorities of Ontario's publicly funded education system by developing and delivering English and French workshops and resources on important topics such as:

Occasional Teaching

Special Education

Ontario Curriculum

Aboriginal Education

Student Well-Being & Positive Mental Health

Assessment and Evaluation

New Teacher Induction Program

Building Safe, Inclusive and Accepting Classrooms

Teachers Engaging and Communicating with Parents

Early Years Program

Working with your Associate Teachers

Literacy and Numeracy

French as a Second Language

Student Success/ Learning to 18 Initiatives

Where can I learn more?

Ministry of Education BF site http://www.edu.gov.on.ca/eng/teachers/buildingfutures Detailed overview of BF along with resources

Mentoring Moments Ning http://mentoringmoments.ning.com/group/buildingfutures Downloadable resources to support teacher candidates

Each year in Ontario

approximately 7,800

teacher candidates across

13 faculties of education

participate in the Building

Futures program

BF supports the ministrys renewed goals for education:

Achieving Excellence Ensuring Equity Promoting Well-Being Enhancing Public Confidence

http://mentoringmoments.ning.com/

What is EduGAINS all about?

What types of resources can I find on EduGAINS?

How do I get started on EduGAINS?

What are some other ongoing supports? Ontario Educational Resource Bank (OERB): an online password-protected provincial repository of learning resources https://resources.elearningontario.ca Ontario Software Acquisition Program Advisory Committee (OSAPAC): a database of all the licensed software with links to online tutorials and resources, including information on use for special needs students. www.osapac.ca Learning Management System (LMS)/virtual Learning Environment (vLE): an online digital teaching and learning space accessible to authorized users. https://courses.elearningontario.ca/

SUPPORTS FOR TEACHING AND LEARNING AT A GLANCE CURRICULUM, ASSESSMENT AND MORE

Simply go on to www.eduGAINS.ca to publicly access ministry developed digital resources. Subscribe to the RSS feed to stay informed about new learning materials, upcoming professional learning sessions and other updates.

classroom-ready resources and supports (e.g., sample lessons and unit plans)

planning and implementation guides research papers, including articles regarding

effective instructional practices videos (e.g., interviews, examples of classroom

coaching, testimonials, e-modules) webcasts professional learning opportunities via Adobe

Connect sessions policies and frameworks (e.g., curriculum policy

documents) facilitator guides and templates

Resources on EduGAINS support policies and programs related to improving learning and teaching. Some examples of resources available for access:

EduGAINS (www.eduGAINS.ca) provides Ontario educators from Kindergarten to Grade 12 with one stop access to ministry developed teaching and learning resources. Currently, the site is organized by 13 content areas, representing ministry policies, programs and initiatives. This website is continually updated.

EduGAINS = Growing Accessible Interactive Network Support EduGAINS CONTENT AREAS

https://resources.elearningontario.ca/http://www.osapac.ca/https://courses.elearningontario.ca/http://www.edugains.ca/http://www.edugains.ca/

WHAT IS THE VISION? Ontarios children and families are well supported by:

o A system of responsive, high-quality, accessible and increasingly integrated early years programs and

o Services that contribute to healthy child development today and a stronger future tomorrow.

Ontarios children and families have access to:

o Family support programs and services,

o Child care,

o Full-day kindergarten; and

o Other supports and services to address specific needs.

WHAT ARE THE EARLY YEARS PROGRAMS?

WHERE CAN I LEARN MORE? - http://www.edu.gov.on.ca/kindergarten/ - http://www.edugains.ca/newsite/earlyPrimary/index.html - http://edusourceontario.com/content.aspx?name=Cycles prparatoire et primaire&id=22 - http://www.edu.gov.on.ca/childcare/pedagogy.html

High quality early learning programs are based on the latest research about child development.

To support quality in kindergarten, the Ministry released the Full-Day Early Learning Draft Kindergarten (FDELK) Program document:

o FDELK supports a child-centered, integrated and inquiry play-based program and provides a strong foundation for success in school and beyond.

To support quality in child care and family support

programs, the Ministry released How Does Learning Happen?(HDLH):

o HDLH is a professional learning resource to support program development and pedagogy in all early years settings.

As part of a continuum of learning and teaching both documents are organized around six key pedagogical approaches that form the foundation for learning and inform the work of educators across all early learning settings and beyond.

A Continuum of Learning

http://www.edu.gov.on.ca/kindergarten/http://www.edugains.ca/newsite/earlyPrimary/index.htmlhttp://edusourceontario.com/content.aspx?name=Cycles%20pr%C3%A9paratoire%20et%20primaire&id=22http://www.edu.gov.on.ca/childcare/pedagogy.htmlhttp://www.edu.gov.on.ca/eng/curriculum/elementary/kindergarten_english_june3.pdfhttp://www.edu.gov.on.ca/eng/curriculum/elementary/kindergarten_english_june3.pdfhttp://www.edu.gov.on.ca/childcare/HowLearningHappens.pdfhttp://www.edu.gov.on.ca/childcare/HowLearningHappens.pdf

Student Learning Confidence

Efficacy

Practice

Commitment to Continuous Learning

Improved Teacher

NEW TEACHER INDUCTION PROGRAM AT A GLANCE

What is the New Teacher Induction Program?

The New Teacher Induction Program (NTIP) supports the growth and professional learning of new teachers.

It is the second job-embedded step in a continuum of professional learning for teachers to support effective teaching, learning, and assessment practices, building on and complementing the first step: initial teacher education programs.

The NTIP consists of the following induction elements: Orientation for all new teachers to the school

and school board Professional development appropriate to the

individual needs of new teachers Mentoring for new teachers by experienced

teachers

NEW TEACHER INDUCTION PROGRAM GOALS

Mentorship is truly the heart of the NTIP. Multiple models of mentorship provide a web of personalized support for beginning teachers and directly align with the key goals of the New Teacher Induction Program.

Who is supported by NTIP?

Each year in Ontario approximately 12,000 new teachers access NTIP supports.

In addition to the NTIP induction elements, new permanent hires are evaluated twice within their first 12 months of employment through the Teacher Performance Appraisal process. Upon completion of 2 satisfactory evaluations a notation reflecting completion of NTIP is placed on the teachers certificate of qualification and registration which appears on Ontario College of Teachers public register.

Where can I learn more?

Ministry of Education NTIP site http://www.edu.gov.on.ca/eng/teacher/induction.html Detailed overview of NTIP along with resource guides

Mentoring Moments Ning http://mentoringmoments.ning.com Practical resources to support NTIP mentors

http://www.edu.gov.on.ca/eng/teacher/induction.htmlhttp://www.edu.gov.on.ca/eng/teacher/induction.htmlhttp://mentoringmoments.ning.com/http://mentoringmoments.ning.com/

TEACHERS ENGAGING AND COMMUNICATING WITH PARENTS

Why is Ontarios Parent Engagement Policy Important? Parents need to hold high aspirations and expectations for their children, and schools need to work in partnership with parents so that the home and the school can share in these expectations and support learning. J. Hattie, 2009. Ontarios parent engagement policy recognizes and supports parents as both valued partners and active participants in their childrens education. In this session, teacher candidates actively explored the topic of parent engagement. They learned elements from the policy, were directed to evidence-based research and parent/school resources, and explored strategies to involve parents in their childrens learning at home and at school. The participants discussed ways to communicate more effectively and build strong partnerships with parents. What were some key take-aways?

A sampling of Capsule Family vignettes: Reading at Home, Home and School Collaboration, The Telephone Call, Support for a Child who is being Bullied, and, Approaching the School;

Scenarios on Making the Difficult Phone Call with respect to: A student incident; a student learning disability; applied vs. academic pathways, a childs challenge with numeracy, and a challenging conversation with parents;

Sample parent letters (elementary and secondary) and a parent newsletter; and, A tip sheet for preparing and implementing a parent/teacher conference.

The teacher candidates learned that open, reflective and empathetic listening is essential to building relationships with parents. This holds the potential to influence perceptions, attitudes and ultimately the relationships with families, and build the foundations for an authentic partnership on behalf of student learning.

Where can I learn more?

A Parent Engagement Policy for Ontario Schools Capacity Building Series K - 12: Parent Engagement Parent Guides

Reading and Writing with your Child Doing Mathematics your Child

Co-producing Learning: The Family Path We All Belong: The Capsule Family - A Multimedia Tool Kit for Parents and Schools A Parent Tool Kit

Building Parent Engagement (CODE): Parent Tool Kit, Teen Edition & Guide Building Healthy Relationships (CODE): Parent Tool Kit & Guide

Parent involvement that is focused on learning has the greatest impact on student achievement Henderson, Mapp, 2002

http://www.edu.gov.on.ca/eng/parents/involvement/PE_Policy2010.pdfhttp://www.edu.gov.on.ca/eng/literacynumeracy/inspire/research/CBS_parentEngage.pdfhttp://www.edu.gov.on.ca/eng/literacynumeracy/parentGuideLit2012.pdfhttp://www.edu.gov.on.ca/eng/literacynumeracy/parentGuideNum2012.pdfhttp://resources.curriculum.org/secretariat/coproducing/?__utma=1.1655372314.1310492746.1378824040.1378832145.208&__utmb=1.28.10.1378832145&__utmc=1&__utmx=-&__utmz=1.1378756201.206.184.utmcsr=intra.edu.gov.on.ca|utmccn=(referral)|utmcmd=referral|utmcct=/&__utmv=1.|1=tag_visitor_type=internal=1&__utmk=246264708http://infocopa.com/capsules-en.htmlhttp://www.ontariodirectors.ca/Parent_Engagement/Parent_Engagement.html

SPECIAL EDUCATION AT A GLANCE

What is Special Education? Special education programs and services primarily consist of assessments and instruction and that are different from those provided to the general student population. These may take the form of accommodations (such as specific teaching strategies, preferential seating, and assistive technology) and/or an educational program that is modified from the age-appropriate grade level expectations in a particular course or subject, as outlined in the Ministry of Education's curriculum policy documents. Students who have behavioural, communicational, intellectual, physical or multiple exceptionalities, may require special education programs and /or services to benefit fully from their school experience.

How Does a Student Access Special Education Programs and Services?

Some students with special education needs may be identified as exceptional pupils by an Identification, Placement and Review Committee (IPRC). An IPRC decides the exceptionality of the student and the educational placement. If the student is identified through an IPRC, an Individual Education Plan (IEP) must be developed for the student. The IEP identifies the special education program and/or services that will be provided. In addition, a student may have an IEP, without being identified if determined by the principal and school team that the student would benefit from special education programs and/or services that meet their needs.

How Can I Support Students With Special Education Needs?

Classroom teachers are the key educators for students literacy and numeracy development. There is a range of approaches and strategies that are based on research and found effective by educators to support personalization and precision in learning and teaching. Begin by implementing these in the classroom:

Universal Design for Learning (UDL) Differentiated instruction (DI) The tiered approach

These strategies are necessary for students with special education needs and good for ALL students.

For detailed descriptions of these approaches, see the resource guide Learning for All, An Effective Guide to Assessment and Instruction for All Students, Kindergarten to Grade 12. (2013)

Where can I learn more?

Ministry of Education Special Education site EduGAINs Teachers Gateway to Special Education

http://www.edu.gov.on.ca/eng/parents/curriculum.htmlhttp://www.edu.gov.on.ca/eng/general/elemsec/speced/learning.htmlhttp://www.edu.gov.on.ca/eng/general/elemsec/speced/learning.htmlhttp://www.edu.gov.on.ca/eng/general/elemsec/speced/learning.htmlhttp://www.edugains.ca/newsite/HOME/index.htmlhttp://www.teachspeced.ca/

STUDENT WELL-BEING AND POSITIVE MENTAL HEALTH

Why are Student Well-Being and Positive Mental Health Important?

Research is clear that by providing and promoting opportunities that

enhance students cognitive, physical, social and emotional well-being:

o Academic achievement levels can improve

o Healthy behaviours can be established that can last a lifetime.

Supporting student well-being involves supporting the whole child, in all

their developmental domains. These domains are closely interconnected

for example, physical health is an important contributor to mental health,

as well as cognitive development.

Positive mental health is key to student well-being. Mental health exists on a continuum: when we discuss mental health we are not only focussed on problems, illness, or severe needs but also positive mental health.

What is the Role of the Teacher?

Effective teachers plan for the strengths and needs of the whole child using the lens of student well-being.

Effective teachers promote student well-being and positive mental health in everything they say and do,

including through being a positive role model.

Teachers are not mental health professionals but they can promote positive mental health at school,

help to identify students who may have mental health problems, and connect students with appropriate

services.

Teachers are not alone in this work

Strategies to Help Create a Supportive Classroom

Get to know your students formally and informally to build meaningful and strong relationships

Be a positive role model

Build relationships and foster ongoing communication with families

Be familiar with students expected development

Provide the necessary accommodations or modifications

Be familiar with any warning signs and who to contact (e.g. mental health in-school teams)

Create a learning environment where mistakes are viewed as a natural part of the learning process

Where can I Learn More?

A variety of resources are available to help teachers create a healthy and supportive

classroom at Ontario.ca/healthyschools

Supporting Minds - http://www.edu.gov.on.ca/eng/document/reports/health.html

Designed to help educators to identify common problems at school and to become

familiar with classroom support strategies.

Stepping Stones: A Resource on Youth Development

http://www.edu.gov.on.ca/eng/document/reports/health.htmlhttp://www.children.gov.on.ca/htdocs/English/topics/youthopportunities/steppingstones/youth_policy.aspx

Building FuturesCurriculum, Assessment and MoreEarly YearsNew Teacher Induction ProgramParent EngagementSpecial EducationStudent Well-Being