The Opposition grows in Ontario to Health Curriculum Changes – Minus a Catholic Voice

 

The summer is usually a quiet time for education news in Ontario.

Not this year. The declaration by the new Conservative Government of Doug Ford rescinding the current (2015) Health and Physical Education curriculum is causing a virtual firestorm in the province.

The story just gets more interesting by the moment. Andrew Campbell is doing an amazing job at keeping track of the school boards in Ontario that are coming out with statements in support of teaching the 2015 Health Curriculum.

Here is a portion of the TDSB (Toronto Public) statement:

We want to let the TDSB community know that regardless of the Health and Physical Education curriculum, we have a responsibility guided by the Human Rights Code, the Education Act and supported by TDSB policies, to ensure that each and every student, such as LGBTQ students, feels included and reflected in our schools and classrooms.

Similar statements are being put out by many of Ontario’s Public school boards.

It is important to note that none of the boards making public statements are Catholic school boards. Before I go on, I want to state that I was a Catholic educator for 31 years in Ontario, the last six years as an elementary principal.

The Canadian Conference of Catholic Bishops and the Catholic Principals Council of Ontario seem to be silent on this very important issue. They may have made statements, but nothing is available on their websites or twitter feed. These two organizations are important components of the Catholic voice in this province. Just like the bystander who doesn’t stop the bully, these organizations are becoming part of the problem when it comes to delivering an important curriculum to our children.

Liz Stuart, the President OECTA, the Ontario English Catholic Teachers Association has made a positive step to become the lead Catholic voice in the province.

And I say again Teachers need relevant, up-to-date information and resources to help students manage relationships and personal well-being.

She was interviewed by CBC Toronto a few days ago. In the interview, she makes it very clear that the current Fully Alive Program taught in Catholic schools complied with the 2015 HPE Curriculum. Why then are Catholic school boards reluctant to publicly support the retention of the 2015 curriculum?

Good for OECTA and Catholic teachers in the province. However, the Catholic hierarchy seems to be taking the position that a return to the earlier 1998 curriculum is a relief. No mention of cyberbullying, same-sex couples, issues relating to LGBTQ people, consent or sexting. No uncomfortable conversations.

Huron-Superior Catholic District School Board chair John Caputo was quoted in the Sault Star as being satisfied by the current regression by the province.

“Being Catholic, we don’t agree with the lifestyle,” Caputo said. “(But) we’re not here to judge people or to crucify them for their lifestyle. We’re here to educate, and that’s what we’re trying to do with our children is try to educate them so that they’re well prepared for the real world.”
There was, however, a “sigh of relief” within his board, Caputo said, when the new government announced the older curriculum would be brought in.
“It was a lot easier to deliver it, based on our faith,” he added. “The newer one did have some challenges and we were struggling on how we were going to present it.”

While it is inspiring to see the position the Public boards are taking, it is very discouraging to see Catholic boards favouring a position of abstinence rather than speaking out for the protection of their students.

It seems to me there are two reasons for the silence. First, this is uncomfortable ground for the Catholic leadership. As school board chair John Caputo stated the 1998 curriculum was easier to deliver, it was based on Catholic faith.

I would argue that our faith is much more inclusive than that. As Catholics, we have a responsibility to support those who are underrepresented in society – that should come first. Respect for the Dignity of the Human Person should come first. Instead, we are falling back on old ideas.

Second, the Catholic boards do not want to say anything to anger the current government at a time where the idea of amalgamating Public and Catholic school boards is gaining currency.

Hardly surprising, but troubling.

When so many voices are missing from a crucial public debate you have to ask if the Catholic voice in public education is losing credibility. As a former Catholic school principal, the absence of Catholics in a debate that really centers on what is best for our students is a loss for everyone.

Students, parents and teachers deserve better than this. There should be a stronger, braver Catholic vision in Ontario right now.

Where to go now? Education in Ontario

wordl of 251 responses to our survey on education issues in Ontario

Over the past three weeks, I have conducted an entirely unscientific survey on education issues in the Province of Ontario. I have closed the survey down now, but you can still see it here along with the responses – all 251 of them! 

This was an interesting exercise, largely hijacked by the opponents of Regulation 274 (Read – ‘Rescind Regulation 274 (2), Eliminate Regulation 274, Put an end to Regulation 274 finish what Lisa MacLeod started!’)

If you sift through the noise, there are some interesting comments in the last section of the survey. Here are a few:

Make the funding for support teachers in school libraries, special education and guidance equitable in staffing and budget by school per student. Monitor this spending.

There are way too many classrooms across Ontario that don’t have enough textbooks, novels, access to technology or breakfast/snack programs for students that need them. There needs to be WAY MORE equity in education. It has become the schools that have versus the schools that don’t.

Class size needs to be capped at 20 for Kindergarten to grade 8 for the mental health of the students and the teachers.

Why do we only fund one religious board? Don’t the other faiths/religions matter?? Shame on Ontario for not fixing this sooner! Discrimination is deadly in today’s culture.

Not a remarkable collection of ideas, but at least people took the time to write these and many other comments. Maybe some of these should be addressed. If there are 251 comments on a Google Form, even if there are lots of repeated grievances, doesn’t this mean we need to hold a public dialogue on education?

There are more voices out there. Stephen Hurley wrote this yesterday:

Along with health care, education is the largest financial commitment that any provincial government makes to citizens and, vice versa. Yet, when was the last time that we were able to step outside the fury of political cycles in order to have open and honest questions about the complex array of issues that have emerged over the last 50 years?

We can do better than a prolonged discussion on Regulation 274. We can do much better than an ideological argument about turning back the clock on health curriculum.

There are smatterings of intelligent debate all over social media, well beyond the current debate that really belittles the conversation. This morning, prompted again by Stephen Hurley, a group of us had a wide-ranging conversation about the possibilities and options for one publicly-funded system of education here in Ontario. I tried to collect the spirit of the conversation here.

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Obviously, nothing was resolved, but at least it is an airing of the issues and the people in the conversation are credible and have a very effective voice. What would happen if this conversation caught fire? What would it be like if people really got involved in discussing public education in this province?

I hope the conversation continues and I really hope someone is watching all of this. As Stephen Hurley writes, public education is one of the biggest ticket items in Ontario so we need to have some good, serious conversations that go beyond a 30-second sound bite.

Thanks to those out there who are encouraging the conversation. We deserve this, we need this.

People Respond: Education Issues in the Ontario 2018 Election

 

We are heading into an election here in Ontario. I am always really interested in election debates, especially how the discussion circles around education issues.

So far, we seem to be talking about sex education and how we need to return to some other time when parents and the church were the arbitars of essential information.

Oh yes, and there is the old rallying cry – back to math basics!!

Can we do better than that? Are there other issues that we should be discussing?

Really, we only get a chance to do this every four years and public education is vital to the maintenance of democracy. Actually, we need democracy to flourish and we have to step up and declare how our schools can best do this. At its heart, that is what education is all about.

So, I am conducting my own little survey. What are the issues that are important to you? Especially if you are an educator, what should we be talking about as we lead up to June 7th?

We only get to do this once every four years so it would be great to weigh in and record your answer.

Let’s let this survey run and see what we come up with. I will summarize the answers in this blog.

Let’s use this time wisely – just so you know, you can fill this survey out as many times as you want!

After five days, people are beginning to respond. Here are some of the issues that people are writing about:

Why are we publically funding Catholic educational schools and no other religious educational schools?
Standardized testing.
Class sizes (especially kindergarten) and resulting violence and behaviour issues.
Mental health support
Violence in the classroom

On Twitter there are more comments

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We need to see this kind of discussion, these are essential issues and it is really important that politicians listen and respond to these comments.

Each of these points deserves to be addressed, no matter how uncomfortable it makes politicians.

Publically funding only one religion in a publically funded school system is blatant discrimination and against the Human Rights Act of the Province of Ontario. Catholicism should not be promoted as the major religion in Ontario, and yet it continues to be provincially funded as such. Why?

The money spent on EQAO from start to finish, as well as release time for staff, could be put to better use in teacher training, lower PTR, resources and engaging families to support learning. There is little research backing the educational benefits of standardized tests. But they have to be replaced with what does work and in an equitable way.

My daughter was supposed to be entering JK in the Fall and we’ve chosen not to enrol her, because 36 kids stuffed into a play-based program with limited resources and objects being thrown at the teacher’s head is not my idea of a good learning environment for ANY child. It fills me with sadness that as a public school teacher I don’t feel safe enrolling my own child in my local public school.

Because students with and without learning disabilities, with and without strong home support, with and without basic math skills and reading skills….everyone may at some point in their school career need mental health support. Our part time counsellor is a former EA with little training. She is trained to support children with small grief issues, or those how need help with social interactions or managing their parent’s divorce. Instead, she is spending all of her time supporting kids with some really big mental health challenges. There isn’t anyone else who can support them at school. We need full time counsellors, even in elementary schools

Many occasions of violence towards other students and staff with no consequences

This is becoming a really long post, but it is important. There is a lot of excellent information here and I hope someone takes a look. All of these are issues that have caught the public’s eye in the past. Collectively, they are a call to take a hard look at our current system and seek out ways to make it better and more responsive to the concerns of parents and educators in our province.

We can do so much better than a few sound bites about ‘new math’.

Update – the responses to the survey continue – you can go to this summary to see what people are writing

Of all the issues what are the most important? You can have your say here

Public Schools in Ontario: Myth and Reality

There are a series of articles and opinion pieces this week in the Globe and Mail by Caroline Alphonso and Konrad Yakabuski.

The articles started with this statement:

Catholic school boards in Ontario are increasingly enrolling non-Catholic children and siphoning elementary students from the public stream as the two systems vie for provincial funding, a Globe and Mail analysis has found.

The series continues today with an opinion piece by Konrad Yakabuski. In continuing the debate, he calls for arguments based on fact, not the empty pronouncements that usually characterize these conversations in Ontario. Some of the questions he asks need to be addressed. He writes that Catholic schools tend to do better on EQAO tests and wonders why this might be happening:

…is it because parents who send their children to Catholic Schools are more engaged in their children’s education? Is it the combination of more discipline and the community spirit that Catholic schools purport to provide that persuades parents that their kids can develop more fully in the Catholic system? Are Catholic teachers better trained or more dedicated than their public counterparts?

Globe and Mail February 15, 2018

It is fair to ask all these questions. It is also true that the publically-funded Catholic system is siphoning off students from public schools. However, I don’t think it is because Catholic schools are any better than their public school counterparts. Many in Catholic school management would have you believe that and have said this for years, but it really comes down to the individual school, not the overall system.

My partner is a public school teacher. She has taught grade 7/8 for seventeen years in a very challenging neighbourhood. Most of my best ideas on character education, discipline and school improvement have actually come from her school. Her school is excellent, it has dedicated teachers, solid connections to the community and a reputation for innovative programming.

I have to say that in my years as an administrator, I took many of their ideas because they are a real centre of excellence.

These centres exist throughout the province. Sometimes the determining factor is the school leadership. Often it has to do with a strong core of committed teachers. It also has to do with socioeconomic factors. I have to say that after 31 years working in the Catholic system it has little to do with a generalized system of belief.

I say that because it is really hard to define what a true Catholic is and why a Catholic is in any way ‘better’ at doing things than a non-Catholic. There is something very unsettling about holding such an opinion. It lacks any sort of critical analysis and tends to enter into the realm of myth – we are just better.

Teachers in both systems are trained by the province. Higher test scores have much more to do with socioeconomic factors that all school boards struggle to deal with. Discipline comes down to the collective efforts of teachers and administration.

When debating about school systems in Ontario we need to keep away from dearly-held myths. We need to stay in the real world. As long as there are competing systems in Ontario based on language and religion, schools boards will continue to siphon off students from competing boards and school boards will continue to spend millions on marketing.

Maybe this is OK. Maybe competition encourages school boards to try harder?

It is great that the Globe and Mail is leading this debate and that they are dedicated to basing it on the facts. Maybe their efforts will provoke a more extensive conversation in the political realm and this will become an issue in the upcoming election.

Education and how it is governed is one of the most important public issues in this province. It deserves an intelligent conversation, well beyond the realm of myth. Let’s discuss these issues, let’s all get involved in the conversation.

The Education Corporation

For me, one of the most interesting books has been The Corporation. I read it years ago and it still sticks with me. The Youtube version of chapter one gives a good summary of some of the main ideas behind the book. A synopsis of the book includes the following:

One hundred and fifty years ago, the corporation was a relatively insignificant entity. Today, it is a vivid, dramatic and pervasive presence in all our lives. Like the Church, the Monarchy and the Communist Party in other times and places, the corporation is today’s dominant institution.

The Corporation website

This is a really interesting study and I have thought for a long time that its analysis needs to go beyond businesses and should be extended to the traditional school system.

It is interesting when you take a look at their website that they are working hard to get their film into 1000 schools. I think it should be shown in schools, it is a great social commentary on how our society is currently structured.

Will any educator make the connection that apart from the pursuit of profit, there is little that separates the modern corporation from the traditional school board?

Probably not. We like to judge corporations as somehow a bit impure because they are motivated by profit and the wishes of their stockholders. I would argue that traditional school boards are motivated very much the same way as the corporation. It is simpler to call school boards what they are – education corporations.

The main motivator for the corporation is always to act in its own interests, to ensure its own survival. All actions are then justified because the corporation answers only to its shareholders.

The education corporation is in some ways worse – it likes to believe that it serves a higher purpose. This is especially true for Catholic school boards in Ontario where I live. Somehow saying that you are a Catholic school board gives license to all sorts of hypocritical actions.

Can we say we apply these great principles to the people who work in our schools?

Education corporations can be just as cruel and unfeeling as any modern-day corporation. It is very easy to find examples where people in powerful positions have treated others with less power in truly shameful ways. Generally speaking, the people who are being cruel justify their actions in the only way that makes sense to them – what they do they do in the best interests of the school board. They may give other justifications, but it comes down to their need to demand compliance and stay in power.

Unlike the business corporation, however, the education corporation does not answer to anyone. It could be said that there are public trustees who can call them to account, but at least in Ontario, trustees are underpaid officials who are totally captured by the senior staff that they depend on for information. They do not have the time or the resources to act as a counterbalance to superintendents and directors who really hold the power in the education corporation.

This allows for all sorts of abuse to happen. At the school level, poor administrators are simply moved to a new and sometimes bigger school when their actions become intolerable to a local community of teachers and parents. At the school board level, when senior administrators act poorly, there is no consequence, they are free to act with impunity.

There is the beginning of a climate change in our society. Only a few months ago it was acceptable for men (mainly) to use their power to oppress and abuse the women who worked for them. This bevaviour is no longer acceptable and this is a very good thing.

Will we ever get to a point in our society when those who abuse their power in other ways will be called to account? I hope so. Abuse of power in any form for any reason should always be seen as unacceptable.

Conversations on Improving Ontario Schools – EQAO, Assessment, Reporting

I want to thank VoicEd Radio and Derek Rhodenizer for alerting me to this very short public consultation on assessment and reporting in Ontario. Huge topics to be considered and a shame the consultation period is so short.

I agreed to take a look at the consultation questions and take part in a VoicEd Radio discussion on this topic. Today, I decided to look at some of the questions, especially because the role of EQAO is being discussed.

Join the province-wide conversation about how best to improve Ontario’s approaches to classroom assessments, large-scale provincial assessments including Education Quality and Accountability Office (EQAO) assessments, and Ontario’s participation in pan-Canadian and international assessment programs.

How can EQAO assessments be improved to realize the provincial goals?

I tried to answer the questions posed, I have included some of my responses below:

The best thing we could do with the EQAO infrastructure would be to get rid of it. Assessment is done best by the classroom teacher using a variety of tools much more sophisticated than the ‘one-shot’ EQAO test. The teacher learns a great deal from classroom assessment that can then become the basis for useful feedback to the parent and of course, the child.

EQAO costs a huge amount each year and this money could be better used if the funds were invested back into the classroom. Maybe we could also look at more sophisticated ways of reporting back to the parent rather than the cumbersome, jargon-filled report card.

EQAO scores are used as ways to rank schools and do little to measure the progress being made by the student. It was brought in at a time where accountability was the main concern of government in Ontario. Surely we have become more sophisticated in our approach to education in Ontario.

What types of EQAO reporting do you consider to be most useful, and why?

The current reporting is not useful. It happens once a year and as a principal, I would put this out to teachers and parents and then get back to the job of learning. The main concern about reporting was the ranking that inevitably happens after the results came out and the associated hand-wringing that would take place when our school didn’t do well in math scores.

I was also very uncomfortable with the crowing that our school board would do every year when our results showed better than the provincial average. We never heard anything about the fact that the majority of students we taught were the middle-class sons and daughters of Ottawa-area professionals. Flag waving in the education world is always a bad thing.

EQAO actually has helped us remain complacent about what we are doing to improve the lives of our students. It also marginalized poor schools who tend to do poorly on EQAO, but leaves the whole question of economic inequality unanswered.

I was surprised by the next series of questions – maybe there is hope! The survey steered off in a new direction by focusing on in-class assessment. To me, this is a very good sign that we are actual beginning to think in Ontario when it comes to EQAO and assessment.

Classroom assessment strategies are developed by teachers to help students move forward in their learning and to determine and inform students and their parents/caregivers on their learning progress. Typical classroom assessment approaches include class work, tests and various other activities and assignments that are assessed based on curriculum expectations. Teachers use a variety of assessment tools, which may include direct observation, portfolios, journals, written assignments, presentations, seminars, group work, tests, projects, and self- and peer assessment.

This section was followed up by a few questions including this one.

What types of reporting of student learning in the classroom do you consider to be most useful, and why?

So I continued to respond:

All these are useful except the Provincial Report Card. This is cumbersome and wastes teachers’ time. Timely reporting is more practical and useful and ways to encourage this should be investigated. Parents need good, practical information. Report cards are not timely but are done because they have to be done. Progress reports are more useful because they are more timely and are quick to assemble. We might do better with more progress reports and fewer report cards. Just in time reporting is more helpful to the student, teacher and parent and this should be encouraged.

My concluding remarks:

Some good questions here -thanks for this opportunity. I think it would be a good idea to go further and look at the current governance model for Ontario that keeps local superintendents in charge of school boards and that continues to support a religion-based education system (Catholic Schools). If we are truly interested in reform, we need to investigate and challenge beyond assessment and reporting.

I would love an opportunity to expand on this section, but this is probably enough for one survey. Maybe we could talk about rotating superintendents back into the classroom – now that would be a sea change! I am happy to see these questions – thanks, Derek and VoicEd Radio!

Stifling Dissent Through Blocking?

Should politicians block citizens they don’t happen to agree with, or who are clearly partisan, from following them on social media such as Twitter and Facebook?

That’s a question being asked in Canada and the United States. The answer is simple: No.

Globe and MailPoliticians are wrong to block people on social media

Today the Globe and Mail came out with a great editorial on the ethics of blocking. This has become an issue of some concern as legitimate dissent has been stifled on politician’s social media feeds when people have been blocked on Twitter or Facebook.

The comments were really interesting too. One reader commented that they had actually been blocked by Elizabeth May when they were a Green Party supporter. The reader subsequently left the party and never voted for May again.

I was blocked by Elizabeth May some years ago when I actually held a Green Party membership.

I did not renew and did not vote for the Green party in the subsequent election.

Globe and Mail, August 7, 2017 Comment

Good for that reader -there are consequences for stifling dissent.

As a principal of a Catholic School in Ottawa, I did block people on Twitter – it was the wrong decision.

I blocked someone on the Catholic Right who was very critical of the Catholic School System. I had had enough of right-wing commentators so I blocked them from my Twitter account. I did this out of frustration and anger and while they were effectively silenced from my feed, my action showed my lack of tolerance for an opinion that was different from my own. It was certainly a weak decision.

Once I retired, I began to write a series of articles that were critical of my former employers. The Catholic Board in Ottawa is a public entity, supported entirely by the tax payers of Ontario. I have come to believe that we no longer need separate schools in our province and that we could do a better job for students if we had a single, strong system that caters to all students in the province.

This opinion was not popular with many of my former colleagues, and to their credit, many voiced their opinion on Facebook. I did not block them – they have the right to express their dissent.

To my surprise, a senior member of the school board blocked me on Twitter. This action was no doubt due to the series of articles that I had written.

How is this right? A superintendent is a public official, their salaries are paid out of the public purse. As public officials do they have the right to stifle legitimate dissent by blocking people on social media?

I would extend what the Globe has written to all public officials,

No MP, or even a cabinet minister, will be criticized for blocking anyone who posts hateful messages or engages in harassment.

But barring that, it’s wrong for elected officials to choose which Canadians can see what they think, and which ones can’t.

In an age where public comment is seen by the highest authorities as ‘fake news’, we need to have even greater respect for public opinion, not just those who happen to agree with a particular mindset.

From CBC’s The 180 – It’s Time to End Public Funding for Catholic Schools

This morning on CBC’s The 180, there was a great 7-minute feature on public funding of Catholic schools. You can listen to the piece here.

The piece is really interesting. Charles Pascal, a professor at the Ontario Institute for Studies in Education, has been making the argument that Ontario should have one secular school system for some time.

The topic is re-emerging in Ontario since OPEN – One Public Education Now launched a court challenge stating that public funding of Catholic schools violates the Charter of Rights and Freedoms.

Two points struck me in this piece. First, politicians in Ontario are terribly risk-adverse and are not willing to challenge a political decision that was first taken back in the days of Egerton Ryerson to publicly fund Catholic schools. Pascal raises the question of why legislators are so afraid. Similar moves have been made in Newfoundland and Quebec in the past few years and the sky did not fall.

In Ontario, touching funding of Catholic schools is considered the ‘The Third Rail’ According to Wikipedia, the third rail of a nation’s politics is a metaphor for any issue so controversial that it is “charged” and “untouchable” to the extent that any politician or public official who dares to broach the subject will invariably suffer politically.

The second point that was very interesting had to do with public opinion about Catholic schools. According to Pascal, up to 70% of Ontario’s population is in favour of one public system, but the 30% in favour are powerful and as Pascal characterizes it ‘voracious’ in their support of the system.

I can understand this. Everytime I post on this topic, I get all sorts of negative comments and sometimes these attacks come from Catholic educators, some I worked with for years. I will get more negative comments after this post – mostly in the vein of not being ‘loyal’ or being naive about how the world works etc, etc. I will be unfollowed or blocked by more Catholic educators. So it goes.

To be clear, I worked in the Catholic system for 31 years the last six as a principal. Based on my experience, there is no logical reason for keeping this system in place. I was a committed Catholic educator for all these years, but to me fairness and equity are more important that propping up a system that is now an anachronism.