News & Events

Visible and Valued: Exploring the stories of Queer teachers in Saskatchewan

Researchers: Jen Green and David Popoff Visible and Valued: Exploring the Stories of Queer Teachers in Saskatchewan is a study that will provide a written record and history of the experiences of Queer Teachers in the province of Saskatchewan. Frequently, queer teachers have been in situations where they were not visible or valued members of the larger community but rather, they were in a position where they needed to hide who they are. The stories are an important part of the history of this province, specifically in education, as many had to struggle with hiding their identity. It’s a record of a struggle and hopefully victory. If we are not willing to listen to the stories and preserve them going forward, this struggle will be forgotten.  Teachers have been in situations that are not healthy as they have not been able to be completely themselves. We recognize that we want our Read more

By Nicole Tainsh, ago

Scope and Sequence for Literacy in French Immersion students

Researchers: Gisele Perrault and Mariette Anderson The objective of this study is to determine which scope and sequence is more effective when teaching reading to grade one French Immersion students in Saskatchewan, in communities where French is not the prevalent language that is spoken. This study will compare two scope and sequences, both of which focus on phonemic awareness and phonics. The first one suggests introducing several phonemes (sounds) each day, with a mix of vowels and consonants. The students then use the phonemes to create syllables, and eventually words. Letters are introduced by sounds, not names. You begin with simple vowels, then move on to the more complex vowel phonemes. Each phoneme is reviewed often. Students can be reading simple books within two months of the start of instruction. The second scope and sequence introduces vowels first, and suggests a variety of activities to reinforce the phoneme over three Read more

By Nicole Tainsh, ago

Draw me a Fransaskois: Fransaskois students’ representation of cultural identity, an example of a Francophone High school in Saskatchewan.

Researchers: Naomi Fortier-Fréçon, Francis Denis, Jacqueline Castilloux This research project seeks to explore how students attending a Francophone high school in Saskatoon perceive the Fransaskois identity in their personal lives. Due to the ever changing realities of Saskatchewan demographics, the definition of a Fransaskois has changed, and we wish to find out how the Fransaskois youth of today see themselves within this community. Through reflection, students will be invited to draw their personal representation of a Fransaskois.  As the only French first language school board in Saskatchewan, the Conseil des écoles fransaskoises (CÉF) carries out a triple mandate to prepare its students to live their Francophone cultural identity daily: language, identity, and culture. As a result, the development of Francophone identity lies at the heart of the Fransaskois curriculum. We believe it is important to investigate this question through students’ perceptions and their collected stories, which will provide insight into teaching Read more

By Nicole Tainsh, ago

How Do We Support Gender Diverse Students Now?

Researchers: j. wallace skelton, Ashlee Sandiford, Hannah Paul, Alex Schmidt. On August 22 2023, then Education Minister Dustin Duncan announced new policies that impacted what school staff are to do if a child under sixteen asks to be called by a different name or pronoun at school, requiring parents be informed about sexual health education, and prohibiting anyone other than teachers from delivering content “connected to sexual health education” (Ministry of Education, 2023). This was then codified into law with Bill 137, and became part of the Education Act. As teachers, we are worried for our students. There has been a lack of clarity about how these rules are to be enacted at the school level. And yet, teachers and students are creative and resilient. We are finding ways even in this climate to support vulnerable students, and to build safety and belonging. We are interested in learning from other Read more

By Nicole Tainsh, ago

McDowell at STS AGM

McDowell Attends Superannuated Teachers of Saskatchewan’s Annual General Meeting The McDowell Foundation was thrilled to be invited to participate in the Superannuated Teachers of Saskatchewan’s Annual General Meeting.  Three McDowell Research teams were invited to present about their research on May 8th for the AGM’s interest sessions.  Angela Sparks and Stacey Becker from Sun West School Division presented their project, Leading Reconciliation in Rural Schools.  In celebration of the STS 50th anniversary, two special directed projects were funded by the McDowell Foundation, thanks to a generous contribution from the STS. Both research teams were able to present their projects at this years AGM Janet Lowndes presented on her project, Retired Teachers and their Ongoing Contribution to Teaching and Learning in Saskatchewan. Jane Macleod, Sue Amundrud and Anna Wehrkamp presented their project, Towards an Understanding of Teachers’ Retirement Identity Transition in Saskatchewan. In support of the McDowell Foundation, the STS held Read more

By Nicole Tainsh, ago

Get Involved with McDowell – Fundraising Committee

Get Involved with the McDowell Foundation Fundraising Committee Volunteering with a non-profit can support the development of leadership skills, encourage professional research in the province, and be a great way to meet others who are passionate about public education. The McDowell Foundation is currently looking for volunteers to join its fundraising committee. The Fundraising Committee is an action committee that is responsible for assisting the McDowell Foundation in planning, coordinating, and implementing all fundraising activities in the support of the projects and associations of the Foundation. Typical Roles and Responsibilities: Attend regular committee meetings (2-4 times per year) Develop, recommend, and update short- and long-term fundraising plans and goals. Review the costs and returns that can be expected based on the type(s) of fundraising the Committee is considering undertaking. Identify existing and potential sponsors, funders, or donors and collaborate to steward those connections. Select the best fundraising approaches considering the Read more

By Nicole Tainsh, ago

Understanding the Perspectives of Teachers Who Engage in Regular Physical Activity and Implications on Well-Being

Understanding the Perspectives of Teachers Who Engage in Regular Physical Activity and Implications on Well-Being There is an urgent need to address the teacher well-being crisis that is gripping many teachers, not only within Saskatchewan, but also across the country and even around the globe. Teacher well-being is an urgent concern as the well-being of a teacher impacts the well-being of the students.  This Salon Series will explore a project aimed at developing an understanding of the perspectives of teachers who regularly engage in physical activity and how this contributes to their overall well-being. Using a qualitative case study approach, researcher Seleste Eftoda engaged participants in interviews, and journalling to understand the perspective of participants. Recording Final Report Panelists: Seleste Eftoda Amy Campbell Ashley Oystrick Moderator: Connie Molnar, STF Professional Learning

By Nicole Tainsh, ago

Smooth Transitions: Integrating a High School and Teacher Education Program

Smooth Transitions: Integrating a High School and Teacher Education Program The Faculty of Education, University of Regina and Regina public schools have partnered for five semesters to deliver an integrated university course, Education Core Studies (ECS) 100 at the Campus Regina Public High School. This course is a unique program integrating the learning outcomes of ECS 100, English 20/30, Psychology 30, and Career and Work Exploration 20/30 with a view to promote a smooth transition from high school to post-secondary and encourage greater diversity in pre-service teacher education. The purpose of the research was to develop a deeper understanding of the challenges and opportunities of this integrative approach and consider ways to support high school students’ transition into teacher education programs. Many of the students recruited might be deemed “unlikely” to attend post-secondary education particularly in the area of teacher education (Fehr, 2010).  This study used transformational grounded theory that Read more

By Nicole Tainsh, ago

Effectively Supporting the Professional Development and Growth of Teachers

Effectively Supporting the Professional Development and Growth of Teachers In our role as learning coaches, we have the foundational belief that teachers are professionals who will engage in reflection in order to examine practice and to make instructional decisions and changes to benefit the students they are teaching. “Much of the pleasure of professional growth comes from reflecting on what you’re learning” (Knight, 2011, p. 20). Instructional coaching and peer coaching has been substantiated in the literature as being an effective method to impact student learning when it is authentic. “Emerging professional development models have the potential, not just to promote teachers’ use of effective instructional procedures, but to support them to reflect on and revise teaching practices so as to construct new conceptual knowledge” (Butler, Lauscher, Jarvis-Selinger, & Beckingham, 2002, p. 4).  One of our goals in this action research plan was to have teachers “own their learning … Read more

By Nicole Tainsh, ago

Time, Pace, Place: Using Flexible Design and Delivery to Support Learners

Time, Pace, Place: Using Flexible Design and Delivery to Support Learners Reseachers: Frazer Donahue, Cheryl Dunits, Jean Fauchon, Shalen Fox, Carlo Hansen and Ramona Stiller Additional Teacher Participants: Janet Benoit, Anne Crozier, Shelly Fransoo, Tracie Harty, Nate Jurgens, Roxanne StynskyDecember 2017 In August 2015, teachers at John Paul II Collegiate were directed by senior administration to develop and make available one course in the Moodle Learning Management System before the end of June 2016. Moodle is a learning management system that enables educators to create online courses with a focus on interaction and collaborative construction of content.  In conversation, teachers, administrators, and school division personnel agreed that the opportunity to make instruction, content, and learning materials available through the Moodle system had potential to meet a wide range of goals related to attainment of high school credits, remediation, enrichment, differentiation, intervention strategies, credit recovery, and graduation rates. The school, along with other Read more

By Nicole Tainsh, ago