News & Events

Mentor Teaching In Saskatchewan: A Community of Practice Approach Researchers: Dr. Cristyne Hébert, Camille Hounjet, Trina Crawford (Regina Public), Stephanie Rincker (Regina Public), Mick Rissling (Regina Public), Scott Mills (Saskatoon Catholic), Jennifer Busby (Saskatoon Public, and Kelli White (Prairie Spirit). Project Summary: Cooperating or collaborating teachers play a vital role in helping pre-service teachers develop the competencies, attitudes, and beliefs required to be an effective teacher (Clarke et al., 2012). Mentors can assume a variety of roles during the field experience, inclusive of instructional coach, emotional support provider, and socializing agent (Butler & Cuenca, 2012), trainer, assessor and advisor (Jones, 2001). That said, these roles are rarely explicitly defined by teacher preparation programs (Davis & Fantozzi, 2016). As mentor teachers are typically given little training with respect to mentorship, many rely on their own experiences with student teaching or preconceived ideas about how student teachers learn to guide their practice Read more

Intentionality: Co-constructing Classroom-Based Literacy Practices at Oskāyak High School Researchers: Whitney Greves (Greater Saskatoon Catholic), Cornelia Laliberte (Greater Saskatoon Catholic), Jennifer Altenberg (Greater Saskatoon Catholic), and Katrina Sawchuk (Greater Saskatoon Catholic). Project Summary:  Literacy is a powerful tool for empowerment and decolonization. However, urban First Nations and Metis high school students often experience systemic barriers and limited culturally responsive and culturally sustaining teaching. Generally, by high school, the focus on literacy instruction is greatly reduced. As a team of Indigenous and non-Indigenous educators and researchers, we aim to explore the connection between literacy instruction and Cree pedagogical concepts, such as kēhtāwisowin (sharing of wisdom), kiskinōhtamowin (role of relationships), and nēhiyawītwāwin (role of cultural identity), alongside students, families, teachers, support staff, and culture team members. While exploring these connections, we seek to develop a locally relevant equity-focused literacy model for high schools. We propose a co-created, embedded literacy instructional approach to Read more

SENSE-ational Schools: Physical literacy enriched movement opportunities for students with neurodiversity Researchers: Greg Bennett (Saskatoon Public Schools), Blair Ross (Saskatoon Public Schools), Natalie Houser (University of Saskatchewan) and Louise Humbert (University of Saskatchewan). Project Summary: Physical education (PE) is a required area of study in the K-9 curriculum and provides valuable opportunities for students to learn the skills, gain knowledge to be physically active and develop positive relationships with peers. Additionally, PE can provide students with a sense of belonging in movement spaces within and beyond the PE context. Instructional spaces in PE classes can often be overstimulating which may present barriers to participation among students with neurodiversity, yet PE presents opportunities to develop physical, social, psychological, and creative skills when barriers are removed. Physical literacy can be defined as “the motivation, confidence, physical competence, knowledge and understanding to value and take responsibility for engagement in physical activities for life” and Read more

Payroll Deductions Set it and forget it!  STF Members are able to donate directly to the McDowell Foundation through a payroll deduction.  Download the fillable payroll form here, fill it out and send to your schools payroll officer.  Members have the option to donate a lump sum, annually or monthly through a payroll deduction.  Not sure who to send it to? Check out the list here.  No matter the size, every donation  makes a difference. Help shape the future of public education for generations to come by becoming a monthly donor now!

McDowell Foundation Celebrates Award Winner On Friday November 29, 2024 the McDowell Foundation presented researcher Seleste Eftoda with its annual research award for her project Understanding the Perspectives of Teachers Who Engage in Regular Physical Activity and Implications on Well-Being. The McDowell Foundation Award celebrates the outstanding contributions to educational research from a McDowell research team. More information about Seleste’s Project can be found here. Seleste Eftoda (L) receiving the 2023-24 McDowell Research Award from Diana Jemieff Hayes, McDowell President (R)

The McDowell Foundation is saddened to hear the news of Fred Herron’s passing on October 24, 2024.  A legacy teacher, educational leader, and friend of the Foundation, Fred was instrumental in the development of the McDowell Foundation over thirty years ago. Fred was incredibly dedicated to teacher-led research in Saskatchewan and spent countless hours fundraising, supporting and creating space for the McDowell Foundation.  In 2023, the Foundation was thrilled to nominate Fred for the Queen Elizabeth II Platinum Jubilee Medal to honour his work with the McDowell Foundation.  Our thoughts are with his family during these difficult times and we are incredibly thankful for Fred’s unwavering support for the McDowell Foundation. https://www.saskatoonfuneralhome.com/obituaries/frederick-herron