Manitoba Council for International Cooperation (MCIC)

The two ladies form the Manitoba Council for International Cooperation (MCIC) presented during our class time on Monday.

Their presentation made me think of things that I had not really thought of before. I knew that I wanted to teach my future students about other people in the world, but the issues of poverty or lack of resources for these people never crossed my mind. Both ladies had some very good ways to incorporate these ideas into an elementary classroom.  It really made me think and try to imagine other ways that I could get my future students to act on what I would teach them.

In my mind, their presentation connected with Hannah Taylor’s speech on Saturday morning. We can get students to think about those issues, but how can we can them to act on the issues? I think that is the important piece here.

WestCAST

When I first heard of WestCAST, I wasn’t too sure of it. I had imagined that it would be some boring conference that I wouldn’t be too worried about if I missed out on something. Boy was I wrong!

WestCAST turned out to be a blast! (Good job to the organizers, by the way!) I had to work during some of it, so I wasn’t able to go to all the sessions I wanted to, but the few I got to go to were awesome!

I went to a session about internationally educated teachers that I found had a lot of valuable information. It was a panel of four teachers who had been born, raised and used to teach in Asia and Africa. They discussed differences between our education system and the education system from their home countries. They agreed that they liked the Canadian education system, but they thought that we could incorporate some ideas from their home countries into our education system to make it that much more effective.

The one lady had been a teacher in India for ten years. She had no textbooks or resources for her class of 55 students. She stood at the front of the class and lectured. The students took notes to study from. Another teacher from South Africa said the same thing. He said that it was the student’s, NOT the parent’s responsibility to learn. It was up to the student to take notes and study. They both agreed that the work ethic that these students developed was phenomenal, and students in Canada could learn from them. One other thing that they agreed on was parent involvement. They said they liked having parent involvement in Canadian schools, but they thought that it should be more of a balance between Canada and their home countries. Yes, parents should be involved, but they have to realize that teachers go to school in order to do their jobs and have proper training to make the right decisions for their students.

I thought it was very interesting to hear about the different types of classrooms around the world. I think knowing this would make me a more effective teacher to immigrant or EAL students. At least  I have a vague idea of where they are coming from. It was a very good session!

Can’t wait for Calgary next year!

Financing Education

Funding for education comes from a few different places. The provincial government and school taxes are the main contributors.

Operating grants from the provincial government are based on the number of students registered by September 30^th of the school year. These students must also be under the age of 21. Certain circumstances allow for more funding. Rural communities or special needs students are examples of circumstances that receive more funding.

Taxes from the surrounding community also help pay for education. The local school board sets the percentage that each landowner pays towards schooling. Personally, I think that money from these taxes is a good idea. In a way, it is investing in our children's future. I have no arguments when it comes to raising school taxes, as long as the school board can prove that the money is needed to help with education and not politics (like hiring more teachers so classrooms aren't so full instead of spending the money on raising the superintendent's salary).

Part of the funding that is provided goes towards the maintenance of classrooms and school buildings, janitorial services and supplies, and office costs. Other parts go towards teachers' salaries, transportation, etc.

The activity that we did in class about trying to cut down a budget was a huge eye-opener. In my mind, there are certain programs that could be offered as extra-curricular after school, if absolutely needed. Obviously not everyone agreed with me... But I liked hearing all the different sides to the argument. It really made me think of specific subjects differently than I had before.

Governance

There are multiple layers of government that govern schools. Each plays their own role in the operation of schools. The Federal government is in charge of First Nation and Metis education. The Provincial government is in charge of public school divisions and school boards, as well as the superintendents. Then there is the school level and community level. The schools are in charge of the Principals, Vice Principals, and teachers and other staff. The community is in charge of the Parent Advisory Councils and community partners and funding.

The Education Act, also known as the Public Schools Act is the law that surrounds education. It outlines all the duties of teachers, principals, the school board and the number of days of school each year. The Education Act is managed by the government. Curriculum, on the other hand, is managed by the Provincial government. School boards are elected into office and are in charge of the financial aspects of the school division. Superintendents are in charge of education. The school board is in trust of the superintendent, who in turn is in charge of the principal. Basically, this is the education hierarchy.

The important things to remember are:

1.       The Education Act is law! It is above everything else.

2.         The policy manual is written by the School board.

3.       School procedures (like day to day activities) are implemented by the school division and superintendent.

History of Education in Canada

Canadian education as we know it today had four main influences. There were influences from the French, the English, the Americans and the Scottish. Each added their own flavor to create our education system.


The French were very focused on elementary education. The taught the boys and girls separately and focused on teaching them tasks that they would need in their lives. The girls learned sewing and other tasks that they would need to run a household, while the boys received a more in-depth education. The schools were Catholic Church funded, where the male students were taught by priests and the female students taught by nuns.


The English separated their students according to class structure. Public schools were funded by rich families so their children could attend. Poorer families sent their kids to church-run schools and were taught by single women, such as widowers. 


The Americans were similar to the British. They moved to Canada during and after the War of Independence because they wanted to stay loyal to Britain. They were also separated by class structure. Essentially, the more money and power you had, the better education you received.


Lastly, the Scottish were the most democratic. Almost all of their children attended school because they wanted them all to be able to learn and have an education. They had a more extensive curriculum as well - they taught science and art with the other subjects. There were not as many Scottish immigrants to Canada, but there were groups of them that settled in the same area. The Scottish education system was easy to implement because there was no religious discrimination - the education system was almost neutral of religion.


Up until 1867, the provinces and territories all had different education systems, mainly based on their immigrant populations. After the British North America Act was passed in 1867, education was designated a provincial responsibility, so the provinces were able to continue using their education practices as before. 


During the late 1800's and early in the 1900's, people began to realize that education needed to prepare the younger generation for a more industrious life. People now lived differently than their parents had (thanks Industrial Revolution). People started moving to urban areas, and rural populations were shrinking.


During the World Wars, the government realized the need for technical schooling and set up funding programs. Students began to stay in school longer, and university became more popular. This eventually led up to where we are today!

MTS Code of Professional Practice

Since the term “professionalism” is such a general word, the Manitoba Teachers’ Society decided to create a Code of Professional Practice so that all teachers in Manitoba have the same working definition of “professionalism.”

For the most part, the thirteen standards are common sense. The only one that I find a bit confusing is the eighth standard. It says “A teacher shall not be considered in contravention of the Code in … consulting with the Society or the president of the member’s local association” (MTS Code of Professional Practice, 2007). I understand that we, as teachers, should not tell everyone our problems with fellow colleagues and students, but I think we should be able to talk to our principals if there is a problem between colleagues. Sometimes people just need to vent and get their thoughts out in order to feel better. Sometimes, you just need someone to tell you that you are worrying about it too much. I think that going to your principal to talk and let them know about the situation would sometimes produce a better result. I also think telling your principal would keep the situation on friendly terms, as the principal would want to keep the atmosphere at the school positive. Going directly to MTS or the president of your local association could make the situation bigger than it needs to be.

On the other hand, I think that MTS is doing a good job of keeping issues between colleagues confidential and they are dealing with them in the best way that works for them. Maybe only talking to MTS or your local president is the best solution, and that has been proven many times before. Whatever the reason, I think the Code of Professional Practice is good to have and follow.

Sergiovanni & Professionalism

Professionalism varies from person to person. I think everyone views professionalism differently. In my mind, “professionalism” is defined by a few different points. To me, it is:

·         The ability to act/dress/display yourself in the expected way that is suited to your workplace.

·         The ability to portray where you work as respectable, responsible and accountable.

·         A level of excellence that goes beyond the legal requirements.

·         Attributes that contribute to a person being exemplary, such as honesty, mannerisms, punctuality, maturity, organization and respectful. (Credit to Jenn, Sarah A., Danielle V., Lindsay and Lianne for the definition.)

I liked how this group defined professionalism. Yes, it has a lot to do with how you act, but I think that how you dress and carry yourself is important too. First impressions determine how people think of you. If someone walked into a principal’s office and he was wearing dirty sweatpants and an old t-shirt, the principal would not be viewed the same way as a principal wearing a suit and tie would be viewed.

My view of professionalism fits into Sergiovanni’s four commitments to professionalism. His first commitment is commitment to caring. Caring could include students, families, colleagues or the school itself. Sergiovanni’s second commitment is to the practice of exemplary ways. From a teacher’s perspective, that could include lesson planning, classroom management and open communication lines between everyone. The third commitment is commitment to our own practice but also to practice itself. This could something as simple as attending Professional Development services to make sure you are always improving yourself, or it could be hosting a student teacher and helping them excel in their practice. Sergiovanni’s last commitment to professionalism is commitment to valued social ends. Teachers can help the world become a better place, whether it is through supporting government campaigns (such as an anti-smoking campaign), through global support (such as UNICEF), local support (such as picking up garbage), helping to stop bullying and violence and supporting peer relationships.

I think Sergiovanni‘s definition is very accurate to a teacher’s job. Teachers are constantly in the spotlight, so professionalism is huge!