Catholic Teacher Magazine - February/March Issue

FEBRUARY/MARCH 2020 ISSUE

MAGAZINE of the Ontario English Catholic Teachers’ Association

THE LAST LINE OF DEFENCE

IN THIS ISSUE:

The long road to reconciliation The journey of a Gay Straight Alliance Staying cool when social media heats up Catholic teachers standing up for our students

CONTENTS I FEB/MAR2020

22

INBOX

4 PRESIDENT’S MESSAGE 5

UP FRONT

6 CALENDAR / EVENTS

FEATURES

7

7 THE LAST LINE OF DEFENCE Catholic teachers standing up for our students 11 NAVIGATING SOCIAL MEDIA DURING COLLECTIVE BARGAINING

How to stay cool, protect yourself, and make the most of your time

By Cynthia Bifolchi

12

UNTAPPED POTENTIAL

Women leaders in education

By Michelle Despault and Katrina Wheaton

15

PROMOTING AGENCY AND ACTION

OECTA awards recognize achievement in member engagement

By Mark Tagliaferri

16

TEACHERS’ AID 16 INSIGHT Cultivating a growth mindset

By Michelle Despault 19

CATHOLIC CONNECTION

“Male and female He created them”: A response

By Shannon Hogan

PEOPLE WORTH WATCHING 21 DARE, DEFY, DISCOVER

By Peter Cameron

21

23 SHARON GIROUX AND THE LONG ROAD TO RECONCILIATION

By Michelle Despault 24 WELCOME AND SOLIDARITY The journey of a Gay Straight Alliance

By Catherine Cavanagh 26 ISN’T IT ABOUT TIME WE FIX OUR SCHOOLS?

By Krista Wylie

VIEWPOINT 29 WE WON’T BACK DOWN

By Anthony Perrotta

24

30 FOR WHAT IT’S WORTH Amblin’ man

By Gian Marcon

INBOX

PRESIDENT’S MESSAGE It has been quite the ride. Unfortunately, despite months of negotiations and political action, the Ford government remains unwilling to see public education and the future of our province as anything other than a cell on a spreadsheet. Like you, we are growing impatient with the government’s slash and burn approach to public spending, but we are adamant that we will not back down; we will not settle for the Ford government’s devastating cuts.

Michelle Despault Editor Adam Lemieux Mark Tagliaferri Associate Editors Cynthia Bifolchi Contributing Writer Fernanda Monteiro Production

As teachers, we know more than anyone that the strong, viable future of our province depends on high-quality publicly funded education for all of Ontario’s students. Despite the attempt by some to classify our interests as merely about wages, we know that the bright future of Ontario depends on our activism – just as it has in the past, and will surely again in the future.

Anna Anezyris Advertising

As part of our strategic, ongoing effort to protect Ontario’s students and curtail the Ford government’s cuts to education, the Association held its first province-wide withdrawal of service since the Harris era on January 21. At the time of writing, the Association just completed its second successful full withdrawal of services on February 4, one day following our return to the bargaining table.

Liz Stuart President

I am incredibly grateful for the collective support of our members throughout the many ebbs and flows of this round of bargaining. A number of you were on the streets with us in 199798, while others remember the disruption felt as students in a system devastated by cuts.

Together, we are united by a range of experiences that create the fabric through which we stand up for the best interests of teachers, students, and our communities.

David Church General Secretary

I am proud of our decorum and the manner in which we continue to approach these trying times. Our picket lines have been spirited, informative, and an opportunity to not only illustrate our solidarity but to spread truth. As teachers, we cultivate resilience each and every day in our classrooms. It is this collective resilience that will continue to carry us through political adversity. I ask that you keep standing strong and proud with your fellow brothers and sisters because we are making history.

Carley Desjardins Communications Specialist/ Writer

It took years to rebuild Ontario’s education system into the remarkable, world-class system that it is, and I know that together we will do whatever it takes to protect it.

Alongside our political activism and provincial bargaining, we are gearing up for the excitement of our 76th Annual General Meeting. Last year’s AGM was a celebratory one. Through the photo reels and storytelling, our celebrations served as an important reminder of who we are, where we’ve come from, and the adversity we have faced throughout the decades.

May you continue to have confidence in our good work, and what we can achieve when Catholic teachers come together to stand up for the rights of our fellow members and the students that we teach.

God bless,

EDITORIAL BOARD

Barb Dobrowolski First Vice-President

Mary Lachapelle Deputy General Secretary

Catholic Teacher is published five times during the school year. Opinions and ideas expressed in Catholic Teacher are not necessarily those of the Ontario English Catholic Teachers’ Association.

Catholic Teacher is a member of the Canadian Educational Press Association, and the Canadian Association of Labour Media.

Return undelivered Canadian addresses to: Ontario English Catholic Teachers’ Association, 65 St. Clair Avenue East, Suite 400 Toronto, ON M4T 2Y8 PHONE 416-925-2493 TOLL-FREE 1-800-268-7230 FAX 416-925-7764 catholicteachers.ca

WE WANT TO HEAR FROM YOU If you would like to connect with us to share your thoughts, ideas, or concerns, please reach out to us at communications@catholicteachers.ca.

Publication Mail Agreement No. 0040062510 Account No. 0001681016

There is no voice more important than a member’s voice.

4 CATHOLIC TEACHER | FEBRUARY/MARCH 2020

Cover: OECTA picket line on January 21.

INBOX

UP FRONT ACKNOWLEDGE A GREAT TEACHER

Do you know an outstanding teacher? Nominate them for an OTIP/OTF Teaching Award!

These awards recognize teachers who inspire students, colleagues, and parents in Ontario’s publicly funded education system. Anyone can nominate a teacher in one of three categories: elementary, secondary, or a beginning teacher in their first five years of teaching. Winners receive $1,000 and a Certificate of Recognition for both their self and their school. Nominations close March 31. Visit teachingawards.ca for more information.

FREE CLASSROOM RESOURCES ABOUT DIGITAL AND MEDIA LITERACY

Media Smarts is Canada’s Centre for Digital and Media Literacy. At mediasmarts.ca, you can find a host of free and pay-for-use resources for teachers and parents.

Whether you are searching for lesson plans, resources that support the development of critical digital media skills, or information about how to be safe online, this website has a lot to offer.

1. Media Literacy 101 explains key concepts of media literacy through a series of videos that examine mass media and popular culture. Each key concept is unpacked through the use of a video and lesson plan.

2. Digital Literacy 101 contains resources that support the implantation of digital literacy into teaching practice through a series of lessons, activities, videos, and posters.

3. Use, Understand & Create: A Digital Literacy Framework for Canadian Schools provides a road map for teaching digital literacy skills in Canadian schools. The framework draws on seven key aspects of digital literacy: ethics and empathy, privacy and security, community engagement, digital health, consumer awareness, finding and verifying, and making and remixing.

It provides teachers with supporting lessons and interactive resources that are linked to curriculum outcomes for every province and territory.

The website also offers licensed resources, class tutorials, and PD workshops that may be purchased.

LABOUR EDUCATION OPPORTUNITY

The Labour College of Canada (LCC) Certificate Program is a labour studies and leadership program for labour leaders and active union members that supports critical thinking and collaborative learning in a flexible format.

For more information about the LCC Certificate Program, go to labourcollege.ca.

The application deadline is March 15.

RECOGNIZE YOUR SCHOOL

The Catholic Education Foundation of Ontario (CEFO) recognizes the outstanding work of Ontario’s Catholic elementary and secondary schools through two awards:

The Michael Monk Award honours a Catholic elementary or secondary school that has led the way by implementing exemplary innovative program(s) to improve student learning. The award is $4,000 and is jointly funded by CEFO and OECTA. The Michael Carty Award provides grants of up to $2,000 to Catholic elementary or secondary schools, to support initiatives that improve, develop, and enhance aspects of Catholic education that contribute to the whole person.

Applications for each award are due April 2. Additional information, including application forms, can be found at cefontario.ca.

AGM 2020 – RESOLUTIONS & NOMINATIONS BOOKLET NOW AVAILABLE

OECTA’s Annual General Meeting (AGM) will take place March 14 to 16 at the Westin Harbour Castle Hotel in Toronto. OECTA members from across the province will assemble for three days to discuss, debate, and vote on changes to the by-laws, policies, and procedures that govern the Association.

The Resolutions and Nominations booklet is available in the Members’ Area at catholicteachers.ca. This booklet includes all proposed policy, procedural, and by-law changes to be debated at this year’s AGM. Contact your local unit office to find out how you can provide input regarding the AGM resolutions.

News and updates can be found throughout the AGM at catholicteachers.ca, on Twitter @OECTAProv, or on the OECTA Facebook page.

CLASSIFIED ADS The newly updated Fourth R for grade 7/8/9 Catholic Health Education teachers is now available for purchase. The resource includes a Catholic perspective and detailed lessons, student handouts, teacher reference sheets and culminating activities that meet the new expectations for grade 7/8/9 health.

To purchase, visit youthrelationships.org/ecommerce or call 519-858-5154.

Acceptance of advertisements in Catholic Teacher neither endorses nor warranties any products or services. We welcome ads for teacher resources, travel, and teaching overseas. Personal ads are not accepted. Rate: $50 for the first 25 words and $3 per word thereafter.

FEBRUARY/MARCH 2020 | CATHOLIC TEACHER 5

F E B R UA RY

CALENDAR

BLACK HISTORY MONTH 13 Office Hours - Interview Skills 17

Family Day

18

Unit deadline for Young Authors Award Entries

Ash Wednesday

26

Pink Shirt Day

Applications Open for Provincial Committees

From the beginning, it appeared that the legislation was targeted specifically at teachers and education workers. This was confirmed when, after returning after a five-month hiatus, the government hastened to get the bill passed into law.

International Women’s Day

11 Provincial Level Deadline for

Young Authors Award Entries

MARCH

OECTA FIGHTING GOVERNMENT’S WAGE CAP

26

8

AP R IL

EVENTS In June, just as collective bargaining was getting underway, the Ford government introduced Bill 124, the Protecting a Sustainable Public Sector for Future Generations Act. The government says the legislation, which caps wage increases for public sector workers at one per cent per year, is necessary to rein in out-of-control government spending. However, the effect is to interfere directly with Ontarians’ collective bargaining rights.

20 World Day of Social Justice 25 Office Hours - Classroom Management

2

MAY

INBOX

14-16 Annual General Meeting 15 Spring AQ Courses

Registration Closes 21 International Day for the

Elimination of Racial Discrimination 25 Office Hours - Interview Skills 28

Earth Hour (8:30 - 9:30 p.m.)

30 31

Spring AQ Courses Begin OTIP Teaching Award Nominations Close

1

Scholarships & Fellowships Application Deadline

8

Day of Pink

10

Good Friday

13

Easter Monday

The Association has been vocally opposed to the legislation. We have argued that regardless of the government’s views on public finances, issues like compensation should obviously be negotiated at the bargaining table. We have also questioned the government’s rationale, pointing out that they have been caught repeatedly trying to mislead Ontarians about the size of the provincial deficit, that teachers have already accepted almost a decade of sub-inflationary wage increases, and that the government has a variety of tools to address their budget issues, including increasing revenues.

In November, OECTA President Liz Stuart presented the Association’s positions to the Standing Committee on General Government. The bill was passed into law in November, and on December 12 OECTA announced that it would be launching co-ordinated constitutional challenges, along with the other main teacher and education worker unions. While it is outlandish for Premier Ford and Minister of Education Stephen Lecce to claim that the main sticking point in contract negotiations is compensation, we cannot sit by and let any government attack our fundamental rights.

22 Earth Day 28 World Day for Safety and

Health at Work 28 Office Hours - Interview Skills

1 Bursaries Application Deadline 1 Provincial Committee

Application Deadline

L to R: Harvey Bishof, President of the Ontario Secondary School Teachers’ Federation (OSSTF/FEESO); Liz Stuart, President of the Ontario English Catholic Teachers’ Association (OECTA); Sam Hammond, President of the Elementary Teachers’ Federation of Ontario (ETFO), and Rémi Sabourin, President of the Association des enseignantes et des enseignants franco-ontariens (AEFO)

FEATURE

THE LAST LINE OF DEFENCE On January 21 and February 4, OECTA members engaged in province-wide walkouts. This is the first time in our Association’s history that all members across the province have been engaged in full withdrawals of service during collective bargaining. The last time all members were out of the classroom was in 1997, during the political protest against the Mike Harris Conservative government’s drastic education reforms.

“Our students need our support.”

Contrary to the claims made by Premier Doug Ford and Minister of Education Stephen Lecce, the decision to take strike action has not been made lightly. OECTA has been trying for months to negotiate an agreement at the bargaining table, and we have made progress on some key issues with the Ontario Catholic School Trustees’ Association. But the government’s negotiators have insisted that any agreement must include significant, permanent cuts to publicly funded education. The government has also tried to undermine the process by introducing legislation and changing regulations on issues that should clearly be dealt with through collective bargaining.

Kathy Renaud Northeastern Unit

These have been landmark days for the Association. The energy and solidarity has been incredible. OECTA President Liz Stuart, local unit presidents, and OECTA members have been featured in hundreds of media stories. On Twitter, #CatholicTeachers has been trending throughout Canada, as people have shared pictures and videos of their creative signs and cheers.

FEBRUARY/MARCH 2020 | CATHOLIC TEACHER 7

“We need to do this.”

Liz Stuart OECTA President

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“As a resident, voter, and taxpayer in Cambridge, ON, I fully support all labour actions taken by teachers across Ontario...

Don’t give in. Don’t give up.

It is not about compensation. It is about the future of education in Ontario.”

Richard

Teachers know the government’s proposed cuts are unacceptable. We cannot accept an agreement that codifies provisions that will have a detrimental impact on student learning. We also know we are the last line of defence against these cuts, and we must stand up for the long-term interests of our current students and the generations of students to come. This is why, when the matter was put to a vote in November, Catholic teachers voted 97.1 per cent in favour of taking strike action if necessary. Along with our administrative job action, which began in early January, these walkouts have been a way to raise awareness of the issues among parents and the public, and to put pressure on the government to negotiate a fair agreement.

Strike action is tough for everyone. We feel for the parents and guardians of our students who have to make alternate child care arrangements for the day. And we know the sacrifices that teachers have to make – going without our regular pay, walking the picket line rather than doing the job we love, and having to make plans for our own children. But these short-term inconveniences are nothing compared to the long-term threat posed by this government’s plans for education. Although no agreement has been reached at the time of writing, the strike action has been effective in at least forcing the government back to the table. This has been a testament to the dedication, solidarity, and resolve of Catholic teachers. We should all be proud!

“I’m here because I care about kids.”

Jennifer Divell Ottawa Unit

FEBRUARY/MARCH 2020 | CATHOLIC TEACHER 9

“Dear OECTA: We are parents of two children in Catholic school and wanted to let you know that you have our support.

Keep up your spirits! We are all in this together!”

Sincerely, Laura and James Parents and the public are behind us. Opinion polls have repeatedly shown that Ontarians are overwhelmingly opposed to the government’s plans for education, and they appreciate what teachers are trying to accomplish at the bargaining table. During our walkouts, they have shown their support with kind words, thumbs up, snacks and hot drinks, honks from the car, and even by joining the picket lines.

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FEATURE

NAVIGATING SOCIAL MEDIA DURING COLLECTIVE BARGAINING How to stay cool, protect yourself, and make the most of your time

By Cynthia Bifolchi

With collective bargaining ongoing, the government’s cuts and misinformation remaining rampant, and teachers being forced to take strike action, tensions on social media are high right now. We understand you may want to engage – to counter misinformation, to share your experiences of what is going on in your school and classroom, or to show solidarity with your fellow teachers and education workers.

However, we know that standing up for students and Ontario’s publicly funded education system is a deeply personal issue for teachers. While there is plenty of support and positivity on social media, there is also a lot of negativity, which can feel overwhelming and upsetting.

Increasingly, we see teachers being subjected to insults and harassment, and being drawn into unproductive debates.

Here are a few tips on how to navigate social media during this difficult time.

Be vigilant of “trolls” and “bots” A “troll” is a person, usually using an anonymous account or a fake identity, who thrives on attention or derives amusement from distressing others. In recent years, we have also seen the rise of “bots” – automated accounts that are created to influence online discourse. If you are just starting out on social media, it can be more difficult to know who is a troll or bot. Consider whether: • They have a profile picture and posts (a bot’s account will look strangely barren) • They are using proper punctuation (trolls tend not to) • Their message appears to be solely intended to provoke a reaction • Their comments use sweeping generalizations and are devoid of facts • Their posts show intolerance, bigotry, etc.

• Their posts show they have a particular “axe to grind”

Assess if engaging is constructive or destructive Constructive conversations between people who have different opinions is how we learn and understand each other, but some people are just not interested in a genuine give-and-take. It can be tempting to engage with trolls, particularly if you are passionate about your standpoint, but it is usually a waste of time.

Using the tips in this article, and your personal judgment, assess if engaging with a person is worth it. You do not want to emerge from social media mentally drained and upset.

Here are some questions to ask yourself: • Does this person want a constructive conversation?

• Are this person’s comments intentionally hurtful?

• Is this person just looking for attention?

• Is this person enjoying that I am upset?

• Why am I continuing to engage with this person?

• Is stepping away from this conversation the best course of action for my mental health?

Use the block feature Each social media platform has a “block” option, which you can use to prevent another user seeing your page or engaging with your posts. They will not be notified that you have blocked them.

Go to the help section of the platform(s) you use to find out more about blocking.

Take time away If you get overwhelmed, or it is not serving you, step away from social media for as long as you need. Your mental health should be your priority.

Celebrate!

Throughout this period of unrest, social media can be enjoyable too! Use your platform(s) to share your positive experiences, post messages of support and solidarity, and talk about the great work teachers do.

Cynthia Bifolchi is Social Media Assistant in the Communications and Government Relations departments at the OECTA Provincial Office.

Do not set out to change minds Social media is a powerful way to share your experiences about what is really happening in your classroom as a result of the government’s cuts. However, there are some people who support the government’s agenda, or who have a particular dislike for teachers and/or unions.

It is advisable not to go to social media with the goal of changing these people’s minds. If you do, it is likely you will end up frustrated and exhausted. Instead, stick to the facts and refute misinformation with evidence. If another user attacks your posts in a way you think is disrespectful or “trolling,” ask yourself the questions above and use your judgment to decide whether to proceed with the interaction.

FEBRUARY/MARCH 2020 | CATHOLIC TEACHER 11

FEATURE

UNTAPPED POTENTIAL Women leaders in education

By Michelle Despault and Katrina Wheaton

According to Statistics Canada, 75 per cent of educators in Canada are women, including 89 per cent of elementary teachers, and 59 per cent of secondary teachers. But leadership positions in education, from department heads, to principals, to local and provincial union leadership, do not reflect these demographics.

For example, of the 16 unions affiliated with the Canadian Teachers’ Federation, only five are currently led by a woman.

In OECTA, the leadership history has been a little better than the national average. Twenty of 46 provincial presidents have been women, and 50 per cent of the current local leaders are female. But this is still a far cry from being representative of the membership. Furthermore, on the current Provincial Executive, only three of the 11 elected positions are held by women.

Leaders need to be connected to those they lead; they need to reflect the same principles, priorities, and values. The perspectives and contributions of women matter. So why are there not more women in leadership positions?

What is the issue?

As you read the next paragraph, try to create a mental picture of the activities being described.

You wake up late for your flight. You throw on your clothes and grab a cab to the airport. While on route, the cab driver makes idle chitchat, asking you where you are headed and for what purpose. Once you arrive at the airport, you rush to your gate and make it just in time to catch your flight. It is a fairly short and uneventful flight, and as you disembark, you thank the flight attendant and pilot before you exit the plane. You grab another cab to the conference you are attending on the latest tech in education. Before the conference breaks for the day, you hear the keynote address from the CEO of a company that is utilizing new disruptive technologies to engage at-risk students. You meet a couple of other teachers from the same city as you and head out to dinner. At the table next to you is a couple who are clearly celebrating an anniversary and the wait staff bring them a complimentary glass of champagne. When dinner is over, you head to your hotel room and call it a night.

Now thinking back, when you pictured the cab driver did you picture an elderly woman? When you pictured the pilot, did you picture a Black man? When you pictured the CEO of the tech company, did you picture a woman wearing a hijab? And when you pictured the couple celebrating the anniversary, did you picture two men? Perhaps you did, but for the most part we

12 CATHOLIC TEACHER | FEBRUARY/MARCH 2020

imagine what we think is “normal.” We all have stereotypical and often unconscious views of gender roles that are reinforced by societal norms – and these stereotypes are being unconsciously passed on to the next generation.

In a 2019 online survey of 2,200 Canadians aged 14 to 24, commissioned by Plan International Canada and conducted by Nanos, only 10 per cent of young Canadians said they picture a woman when they think of a CEO. Further, while all genders listed confidence as the top trait a leader should possess, only 55 per cent of respondents who identified as female said they would describe themselves as confident, and 81 per cent said they at least occasionally doubted they had what it takes to be a good leader.

Saadya Hamdani, Director of Gender Equality at Plan International Canada, said in a statement, “The disconnect between ambition and how girls and young women in Canada perceive their capabilities to lead is complicated – but it begins to make sense when focus is placed on the systemic barriers and the role gender socialization plays in shaping attitudes and perceptions from an early age.”

Systemic barriers We tend to think that because we now have labour and equity laws, somehow we have eradicated any systemic barriers for women. When Justin Trudeau appointed a gender-balanced cabinet with the reasoning of “because it is 2015,” people scoffed at the idea that there needed to be a deliberate emphasis placed on the appointment of women. Many believed that the appointment of women necessarily meant that more qualified men were passed over. If there are qualified women in government, or any industry for that matter, should they not naturally rise to the top?

In an article titled, “On Women and Leadership,” the Harvard Business Review noted, “Research has moved away from a focus on the deliberate exclusion of women and is turning toward ‘second generation’ (sometimes more subtle) forms of gender bias as the primary cause of women’s persistent underrepresentation in leadership roles.”

Second generation biases Second generation bias refers to the powerful but subtle and often invisible barriers for women that arise from cultural assumptions, organizational structures, practices, and patterns of interactions that inadvertently benefit men while putting women at a disadvantage.

Due to the subtle and unintentional nature of second-generation gender bias, women may deny or be unaware of the systemic barriers to the same rewards and opportunities that men seem to have, specifically barriers to obtaining management and leadership positions in all aspects of life in any patriarchal society, from education, to business, to politics.

Here are just a few examples of the second-generation biases that are still actively at work: Gender bias This is the belief that some traits or characteristics are typically inherent to one gender more than the other. For example, a belief that women are emotional and passive, whereas men are rational, strong, and confident.

Typically, qualities such as confidence, decisiveness, and toughness are ascribed to leaders, as opposed to caring, empathy, and sensitivity. This inherently disadvantages women.

Furthermore, when men are successful, their performance tends to be ascribed to intrinsic factors such as diligent work and intelligence; when women are successful, their performance is often attributed to extrinsic factors such as luck or the aid of others rather than their hard work, abilities, or skills. This causes male success to be overvalued, and female success to be undervalued.

Likeability bias This is also known as the likeability penalty. For the most part, we expect men and women to reflect gender stereotypes. When women violate the behaviours expected of them, they are often punished by both men and women. When women are more assertive, they are liked less – just ask Hillary Clinton. When men behave altruistically at work, they are given accolades because it is not an expected behaviour. Women receive no such accolades, because it is expected of us. Often, women find ourselves in a position where we are expected to demonstrate more “leadership” traits, but when we do we are criticized for being too “male.”

on women, people of color, and the LGBTQ community. Career aspirations are curtailed because of the lack of role models and the lack of mentors and models for other women. It also reinforces the fallacy that being a woman is a liability, or that leadership positions are not attainable for women.

Evolving attitudes Fortunately, attitudes and opinions on what makes a good leader are evolving, and qualities stereotypically ascribed to women are being given more prominence. A 2012 study published in the Harvard Business Review found that women leaders rank highest in their ability to take initiative and drive results. In the study, women scored higher than men in 13 out of 16 leadership competencies. The study also noted, “A great leader can connect with people, and we find that as leaders progress in an organization, their ability to empathize and understand people is absolutely critical…”

Women leaders are being praised for their ability to motivate and collaborate with others, their patience, empathy, emotional intelligence, strong business ethics, focus on overall growth rather than a narrow focus on achievement, and superior communications skills. Not only do women inherently have desirable leadership qualities, but they can also bring a fresh perspective to a situation that often benefits the group as a whole.

It can be incredibly discouraging if you have grown up never seeing a woman president, you do not remember that Canada once had a woman prime minister, you know that only three per cent of CEOs in Canada are women, and you see how women politicians and upwardly mobile women are treated on social media.

Research shows us that one of the main reasons that women’s aspirations dwindle early in our careers is because they do not see women role models ahead of them in the pipeline.

It is 2020. It is time that we got real and acknowledged there are still systemic barriers to women pursuing leadership roles. If we really want a more just and equitable society, we need to break through the barriers and shift the workplace culture.

This also leads to what is called the “double bind” – a situation where fulfilling one expectation automatically negates the ability to fulfill another. For example, women in positions of authority must fulfill expectations for being a “good mother” and also those for being a “good leader,” but these expectations are often in conflict.

We need to start right here, right now, by mentoring and empowering more women to step into leadership roles. Nobody is going to hand this to us. It is up to each of us to identify those barriers within our own organizations and do everything we can to create the conditions that will make it possible for other women to step up and make their mark.

Affinity bias This is the tendency to gravitate to people who are similar to ourselves in some way – appearance, background, beliefs, etc.

Because white men still hold more positions of power, the affinity bias has a particularly negative and discouraging effect

Women can fail or succeed just as men can. But we need the opportunity to take our shot.

Michelle Despault is Director of Communications, and Katrina Wheaton is Assistant Department Head of Bargaining and Contract Services, at the OECTA Provincial Office.

Deadline April 1, 2020

Consider applying for a

Scholarship or Fellowship Learn more at catholicteachers.ca/For-Your-Benefit

JOIN A PROVINCIAL COMMITTEE

APPLICATIONS WILL BE ACCEPTED MARCH 2 TO MAY 1, 2020 For more information, and to apply, visit catholicteachers.ca in the FOR YOUR CAREER section. You can also apply using the AGM app.

FEATURE

PROMOTING AGENCY AND ACTION OECTA awards recognize achievement in member engagement

By Mark Tagliaferri

Member engagement is a cornerstone of our Association, and a key tool for promoting community and solidarity among Catholic teachers. It is tempting to judge the success of member engagement in a numerical way, such as by how many people attended a unit meeting. But the concept is far broader. A member who attends the OECTA Leadership Training Program is engaging with their Association.

So too is a member who completes an online survey from a committee or work group, or tweets a social media sharable with a link to knowmore.ca.

Engagement is a spectrum. The goal is to encourage members to become more engaged than they are currently.

At Provincial Office, we have a number of tools at our disposal to promote member engagement, such as our social media platforms, professional development conferences, and Catholic Teacher magazine, among others. However, some of the most innovative and unique approaches happen at the local level. To recognize and honour these efforts, each year the OECTA Member Engagement Committee asks units to share their best and most effective member engagement practices, and selects one or more award recipients.

For 2019, the two winners were York Unit, for the “New Teacher Full Day In-service,” led by Greg Bolton and Mike Totten; and Eastern Ontario Unit, for their initiative “Spreading the Word,” created by Melissa Bingley.

In York, Catholic teachers welcomed 27 newly hired permanent teachers to a full day in-service at the York Unit office in early September. Sessions included an overview of the Association, and a thorough explanation of the New Teacher Induction Program, with a focus on evaluation, electronic communications,

information on school board support staff, as well as school board policy and legislation that affects teachers.

Attendees also heard from the York Health and Safety Certified Worker Representative, who spoke about relevant issues, and walked attendees through how to report unsafe situations. During lunch, attendees networked and participated in a variety of activities. The New Teacher Full Day In-service was a resounding success; attendees said they appreciated the opportunity to meet with their colleagues and learn more about the profession and their rights as teachers.

The second recipient, Eastern Ontario Unit, sought inspiration from a challenge they and other units face: serving members across a broad geographic region. To address this, they launched their “Spreading the Word” initiative.

This involved developing a new website, including a Members Only section, to serve as an information portal. Not only does the website consolidate relevant information, but also it allows for the livestreaming of meetings and the posting of videos to reach members across the unit.

In addition to their new website, Eastern Ontario Unit reinstated their Communications Committee, which has allowed them to leverage social media platforms, consolidate local and provincial news, and work actively to engage members. To date, the “Spreading the Word” initiative has been greatly successful – the unit has seen rapid growth in information-sharing among members, and a video of their recent allcandidates meeting was viewed by more than 350 people.

Congratulations to the York and Eastern Ontario units, both are worthy recipients of the 2019 Member Engagement Awards!

Submissions are now being accepted for the 2020 awards. If you or a fellow member in your unit has a developed a creative approach to member engagement, you could be eligible to win a Member Engagement Award in one of two categories: “Best Practices in Member Engagement” or “Outstanding Achievement in the Promotion of Catholic Teachers and the Value of Catholic Education.”

Entries must be submitted by the local unit. The deadline for submission is April 24. Entries will be judged by the OECTA Member Engagement Committee. If you would like to be considered for an award in one or both categories, contact your local unit. You can learn more about the award criteria by visiting catholicteachers.ca, in the Awards section under For Your Benefit.

Consider contacting your unit and submitting an entry for the 2020 Member Engagement Awards. As we saw during our walkouts, and throughout the bargaining process, an engaged membership is an expression of solidarity, and solidarity is our strength.

Mark Tagliaferri is Communications Specialist in the Communications department at the OECTA Provincial Office.

TEACHERS’ AID

CULTIVATING A GROWTH MINDSET

By Michelle Despault

At the start of the new year, my husband and I were discussing how we could integrate more exercise into our daily lives. He suggested 10 minutes of yoga each night before bed. Typically, I would hem and haw and come up with about a million excuses as to why this just would not work, but to my own surprise I said, “Sure!” We went on to start a nightly yoga routine that I have not only kept up, but actually look forward to each night.

This is absolutely shocking to me! Here is why.

Fixed mindset We have a fixed mindset when we believe that things are a certain way and they cannot change. We assume that our character, intelligence, and creativity are predetermined and finite. We fail a test and tell ourselves it is because we are just not smart enough. We make a mistake in a dance recital and lament our lack of talent. We burn the lasagna in the oven and believe it is because we are not a good cook.

First, I intensely dislike yoga. I have never seen its point. I am a high-intensity kind of gal. I love lifting heavy weights, doing cross-fit workout-of-the-day, and spin class. Basically anything that makes me sweat through every inch of clothing, and pushes me physically to the point where I can barely walk home after my workout. Yoga is the antithesis of exercise to me.

If you think about it, there are probably several areas in your life where you have a fixed mindset. A few of my greatest hits are: I am not good at math, I am not a morning person, I could never run a marathon, and I will never fit back into my wedding dress. The problem with a fixed mindset is that there is no opportunity for re-interpretation, and thus no opportunity for growth. If you do not believe you are smart enough, you are not likely to invest more time in studying, because what would be the point? You have already

Second, I cannot stand working out at home. Over the years I have had numerous great ideas for home workouts that were meant to save time and money, only to abandon them within a few days. I recognized long ago that I thrive off the energy of other people at the gym or in a class; it pushes me to push myself.

Lastly, I do not have a spare 10 minutes in my day just waiting for me to find something to do with them. I used to work out consistently before I had my son, but since returning to work it has been a struggle to prioritize exercise given all the other demands of my life. I had long since given up believing I could ever make it work until my son goes off to college.

So this is big, dare I even say revolutionary, for me. There is no struggle or complaining. No looking for excuses to get out of it. Why? What is different now? It is not the activity, or the circumstances surrounding my decision. It is not the “what” I am doing, “how,” or with “whom.”

The answer is me. I am different. I am open to considering an opportunity in a way that, even one month ago, I was not.

I shifted from a fixed mindset to a growth mindset, which opened the door for ideas to show up and be seen in new and different ways. I created a condition in which I could say yes to something and actually enjoy it.

16 CATHOLIC TEACHER | FEBRUARY/MARCH 2020

INSIGHT

predetermined the outcome and are living into that future reality. Fixed mindsets can be holding us back from having things we want, or from really going for it in some areas of our lives.

Growth mindset A growth mindset, on the other hand, recognizes that our talents can be developed through hard work, fruitful strategies, and input from others. This allows for a different outcome.

With a growth mindset, the test taker who fails recognizes they need to study harder if they want a better mark. The dancer who flubbed realizes they need to practice more, and the cook resolves to pay more attention. If you believe that something can change, you will act accordingly.

The terms fixed and growth mindset were coined by researcher Dr. Carol Dweck and examined in her book, Mindset: The New Psychology of Success. Dweck also notes that we all have a mixture of fixed and growth mindsets going on, and that mixture continually evolves as we do.

A month ago, I genuinely believed I could not find time to workout. I had many missed classes and wasted gym memberships to prove it! But as soon as I started to inquire as to whether there was any possibility things could be different and circumstances could change, I started to shift my mindset from fixed to growth. I did not have to believe there was a solution out there, I just had to be open to the idea that it was possible.

Growing your mindset Consider where you have a fixed mindset, then ask yourself, “Is this the truth?” Is there really a fundamental lack of skill or ability, or just a lack of motivation? Are you really not able to wake up early? Or is it possible you could wake up early to catch a plane to start a long-awaited vacation? Could you run a marathon if you followed a proven training program?

Distinguish what is actually not possible for you, versus what you are just not motivated to change. If you are like me, there are lots of areas that fall into the latter category. I probably could run a marathon if I trained for it, but I really do not care enough to put in the effort it would require. I am not really that bad at math, but telling people I am gets me off the hook for being expected to do any mental calculations on a moment’s notice.

Consider what it would take. A lesson? A degree? Years of training? Recognize that you do not have everything figured out. As we lessen resistance to something, new opportunities will show up. Given my preferences, I would never have thought of yoga on my own.

Establish your motivation for change. Sometimes we get to a point where the impetus for change in our lives forces us to grow. I know that a big part of my willingness to take up the nightly yoga routine was really the unwillingness to continue not doing any exercise, and an unwillingness to continue feeling crappy. There is a great Anais Nin quote that says, “And the day came when the risk to remain tight in a bud was more painful than the risk it took to blossom.”

We are continuously growing and evolving. Every day, every interaction and experience we have expands us and helps change us. Little by little, over time, it all adds up, until one day we make a different choice and it feels completely natural.

Since our cells are continually regenerating as well, we could say we are literally not the same person today as we were last month.

The choices we make today may not be the same ones we make tomorrow, but they are what serve us at this moment in time.

So, tonight it will be yoga, but who knows? By next month, I may be signing up for cross-fit class again. I know I am open to possibilities and that I do not need to have it all figured out.

Wherever this fitness journey takes me is exactly where I am meant to go.

Michelle Despault is Director of Communications at the OECTA Provincial Office.

FEBRUARY/MARCH 2020 | CATHOLIC TEACHER 17

TEACHERS’ AID

CATHOLIC CONNECTION

“MALE AND FEMALE HE CREATED THEM” A response

By Shannon Hogan

On June 10, the Congregation for Public Education in the Vatican released a paper on gender theory, directed to Catholic teachers of the world, and to all those involved in the educating the young.

The document opens by stating that society is facing an “educational crisis, especially in the field of affectivity and sexuality”. As Catholic teachers, we see there is a crisis in society and in education insofar as the suicidal ideation and completion rates among sexual minorities are increasing in numbers and staggering in percentages, when compared to their cisgender counterparts.

Teachers and parents are painfully aware of the consequences of the negation of the “being” of any student, for whatever reason. Depression, isolation, self-harm, and psychological difficulties are the plight of many students in our schools, and are magnified in the lives of our students who are gender non-conforming, transgendered, lesbian, gay, transitioning, or questioning.

Specifically, the document states that gender theory is “founded on a confused concept of freedom in the realm of feelings and wants.” It further states that transgender people “choose” this experience as a form of “provocation” to society at large.

It suggests the same is true of all who do not conform to the binary concept of gender division, which the Church sees as normative, without exception.

The document claims that students are being led astray by the curriculum that educates our students regarding the humanity and dignity of all, regardless of, or because of, their understanding of themselves as sexual beings in the world. As Catholic teachers, we would remind the Congregation for Public Education that the curriculum they find so errant has been approved by the Cardinals, Bishops, and the National Office of Catholic Education.

The title and theme of this document makes reference to creation as ordained by God. The key teaching of both books of Genesis is, “… and God saw that it was good.” That is the core of Catholic teaching regarding all creation – including each and every human being.

Teachers know that when a parent or guardian sends their child to school, they have the expectation that their child will be loved, will be safe, and will be alive at the end of each school day. Many parents have children who are transitioning or who are

transgender. They beg us to care for them, teach them, and keep them alive until graduation. They know their children, and they know their children’s pain.

To suggest that these children are acting on a “whim” or as a ploy to “provoke” the people around them is heinous; it shows a total lack of understanding of the human condition, about which the Congregation claims to be expert. This is a contribution to further harm, not to the love and nurturing of the students in our care.

In our OECTA prayer we state, “Lord Jesus, share with us your counsel, so we may choose knowledge over ignorance, wisdom over waste, peace over injustice, community over isolation, and service over domination.”

Through the grace of God and a love for our students, we will continue as we always have, to put knowledge over ignorance and community over isolation. This is the Gospel of the Christ we proclaim as Catholic teachers. Anything less is impossible.

Shannon Hogan is a member of the Counselling and Member Services department at the OECTA Provincial Office.

FEBRUARY/MARCH 2020 | CATHOLIC TEACHER 19

PEOPLE WORTH WATCHING

By Peter Cameron

Thunder Bay teacher Peter Cameron was awarded a National Geographic Grosvenor Teacher Fellowship, through which he embarked on a two-week expedition to Alaska. Using technology, he brought his students along for the adventure!

This article is adapted from a presentation he gave at Lakehead University.

When I graduated from Lakehead’s Faculty of Education in 1994, I never dreamed I would have the opportunity to travel aboard the National Geographic Quest through the Inside Passage on an incredible two-week expedition. Nor could I have imagined that I would be able to bring my 26 students along with me to experience the awe and wonder of Alaska and learn from National Geographic’s best. However, in May of last year, that is exactly what happened.

My love of the outdoors and quest for adventure was instilled in me at a very young age, exploring nature’s wonders in and around Thunder Bay. As I grew older, travel allowed me to explore the world with my wife and eventually our son. I believe it is through adventure that I learned some of life’s greatest lessons. During the first half of my career, with the limited resources available to me, I tried to bring a sense of adventure to my students. I wanted to get them excited about coming to school every day. At almost exactly the halfway point of my career (about 10 years ago), technology allowed me to connect my students to the world in ways I never dreamed possible. Every new school day would bring seemingly endless opportunities for exploration and adventure. We started to connect with scientists, adventurers, conversationalists, authors, photographers and explorers throughout the world.

Being connected has allowed my class to initiate many projects with classes around the world. Currently, my students and I are on an epic canoe journey, travelling with 19 other classes throughout North

DARE, DEFY, DISCOVER America using the book Paddle to the Sea as our springboard to adventure! Being connected allowed us to learn about local Anishinaabe Water Walker Nokomis Josephine Mandamin and invite her to our classroom. My students initiated the Junior Water Walkers movement, a quest to follow in her footsteps. Now, 198 classes from around the world are walking to protect water.

The Water Walkers movement led Google Earth to send a documentary team to Thunder Bay to capture our learning journey. My work as a connected educator led National Geographic to feature me as their Spotlight Educator, which presented more opportunities for adventure. My connection with National Geographic led me to travel to Google headquarters in Chicago, Seattle, and Mountain View to develop content using Google Earth as a learning platform.

The Grosvenor Teacher Fellowship is an opportunity for teachers to travel with Lindblad Expeditions and National Geographic to remote regions of the earth and bring the experience to their students.

I was encouraged to apply, and in February of last year, I was selected as a Grosvenor Teacher Fellow and learned I would be travelling to Alaska. A whirlwind of learning and adventure ensued. My expedition was one of the longest on offer, and the itinerary was incredibly expansive.

I called upon my students for help and they became my travel guides.

Although my students and family could not travel with me physically, I brought them along with me virtually to experience Alaska on every step of my journey, sometimes even in real time. Leveraging a vast array of digital tools allowed them to explore the Inside Passage. They experienced incredible sunsets, waterfalls cascading off seemingly endless cliffs, magnificent ice, and awe-inspiring glaciers.

My students learned alongside me, from National Geographic and Lindblad’s best naturalists, biologists, photographers and underwater specialists. They brought us deep in the heart of Alaska, to learn about the unique flora and abundant fauna. Otters and sealions became familiar friends. My students became whale watchers alongside me. They were excited when we captured an elusive grey whale on my camera and thrilled when a pod of 50 killer whales appeared off the bow of our ship. And then there were the bears. Beautiful, powerful creatures of Alaska, although elusive and a bit camera shy. My students were awestruck to witness these wonderful creatures thriving in their natural environments.

We will never forget the people we met on our journey. They taught us how they lived in harmony with this rugged, beautiful land and openly shared their stories, customs, and traditions. Over the course of two weeks, my students and I came to learn and understand how our natural and human worlds are so intricately connected, and that we each have a responsibility to respect and protect this beautiful planet we call Earth.

After two weeks, our journey came to an end. I was leaving Sitka, Alaska, the Inside Passage, and the Pacific Ocean, but I was returning home to Thunder Bay, to the place where my heart will always be and where my explorations began. I want my students to know that they do not have to travel far to explore. They also do not need a car, plane or boat – because they have their feet and their imagination. So go ahead, jump in – the sky is the limit!

You are never too young (or old) to explore!

Peter Cameron is a Grade 5/6 teacher at St. Elizabeth School, with the Thunder Bay Elementary Unit.

For more info visit his blog mrcshareseaseblog.wordpress.com/ or follow him on Twitter: @cherandpete.

FEBRUARY/MARCH 2020 | CATHOLIC TEACHER 21

MEET THE DIVERSITY ADVISORY BOARD

STOP BY THEIR BOOTH IN THE METROPOLITAN FOYER MEMBERS WHO IDENTIFY AS PART OF A DIVERSITY GROUP CAN FILL OUT THEIR SURVEY IN THE AGM APP

ATTEND ONE OF THEIR CAUCUSES: FOR MEMBERS OF COLOUR, MEMBERS WITH DISABILITIES, INDIGENOUS MEMBERS, LGBTQ2SI+ MEMBERS, AND WOMEN (ORGANIZED IN

CONJUNCTION WITH THE STATUS OF WOMEN COMMITTEE)

ATTEND ONE OF THEIR SOCIALS (DETAILS WILL BE PROVIDED AT THE AGM)

Not attending AGM? No problem. Send a message to the board members at diversityboard@catholicteachers.ca

The members of the Diversity Advisory Board will be attending AGM 2020 and they would love to hear from members!

PEOPLE WORTH WATCHING

SHARON GIROUX AND THE LONG ROAD TO RECONCILIATION

By Michelle Despault

“Reconciliation is not only about the past; it is about the future that all Canadians will forge together.”

National Centre for Truth and Reconciliation With the work of the Truth and Reconciliation Commission of Canada complete, there is a prevalent belief that an ugly part of Canadian history is in the past. That the atrocities committed against our Indigenous peoples have ended, and that we are now on the long and difficult road to healing and recovery.

But for Sharon Giroux, the Indigenous representative on the OECTA Diversity Advisory Board, reconciliation is “a bit of putting the cart before the horse.” As Giroux explains, “We can’t move forward with reconciliation until the truth is fully realized and acknowledged, and the truth is that the cultural genocide of Canada’s Indigenous peoples is still taking place.”

Sharon is referring to what has been dubbed the Millennium Scoop – the systematic removal of Indigenous children from their families and communities for placement in foster homes or adoption, cutting them off from their families, culture, and heritage.

Today, Indigenous youth are dramatically over-represented in the foster care system across Canada. According to Statistics Canada, in 2016 (the most recent year for which data are available) Indigenous children under the age of 14 accounted for more than half of children in foster care, despite the fact that First Nations, Métis, and Inuit youth account for just eight per cent of that age group nationally. In Ontario, 30 per cent of youth in foster care are Indigenous. In British Columbia, it is 63 per cent. In Manitoba, it is a shocking 91 per cent.

A 2018 CBC News article on the Millennium Scoop asked whether the care system is broken, or whether it might in fact be working exactly as designed, to wipe out Indigeneity. “The child welfare system today is a form of cultural genocide for Indigenous children, just like the Residential School System, as well as the Sixties Scoop,” said Reina Foster, an Indigenous youth who spent time in Canada’s care system. Jayne Simpson, another Indigenous youth who also spent time in Canada’s care system, said, “I believe this system, which continues today, was designed for our destruction. The apprehensions continue, with little support given to biological or community based families to provide culturally safe child rearing.”

The Millennium Scoop is considered an epilogue to, or continuation of, the Sixties Scoop, which spanned from the 1950s through the 1990s, and saw an estimated 22,000 Indigenous children stolen from their families and fostered or adopted out to primarily white, middle-class families. Sharon Giroux was one of those children. Her parents found her in a catalogue and adopted her when she was six years old. Born in Toronto, she was raised French Catholic along with an adopted brother in Chatham-Kent. She and her brother were the only

visibly Indigenous kids in the community, and she notes there were only two other ethnic minorities.

Sharon knows firsthand what it means to be cut off from your heritage, to grow up not knowing or understanding who you are, and to have a poor self-image as a result. Much of her adult life has been dedicated to learning about her culture and heritage, and educating others. At the age of 17, as she was preparing to go college, she started on her journey of learning more about where she came from. It was in her first year of college that she heard of Residential Schools – the system that her biological mother, as well as many aunts and uncles, went through. She also learned about the Sixties Scoop and started to question whether she was part of that practice. And so began Sharon’s own journey toward truth and understanding of who she is – recognizing that she is both Franco-Ontarian and Indigenous.

Sharon’s journey has led her to train to run Reconciliation Circles with her mother in Chatham, which bring Indigenous and non-Indigenous people to talk and come to a mutual understanding of what reconciliation should be. She also was accepted to be on the Legacy Foundation Committee in Ottawa for curriculum writing on reconciliation. And she has gone back to school at Western University for a degree in Indigenous Studies, which she does while teaching part time.

What drives Sharon these days is spreading knowledge and consciousness of the plight of Canada’s Indigenous peoples, both past and present. Her sharing is part of her healing.

It is shocking to Sharon how little students know of what has happened and what is currently going on in regard to Indigenous peoples. She is working to ensure that the history of Residential Schools in Canada becomes as common knowledge as slavery. She believes teachers will play a key role in helping move the bar forward on our collective knowledge and understanding. Sharon encourages other teachers to educate themselves and ask questions; check in with their First Nations, Métis, and Inuit resource person, and invite Indigenous people to come into the classroom to speak to their firsthand experience.

While some progress has been made, Sharon acknowledges there is still a long way to go.

“Formal inquiries into these policies and practices have concluded that the residential school system and the Sixties Scoop constituted forms of cultural genocide against Indigenous families and communities.”

Ontario Human Rights Commission Michelle Despault is Director of Communications at the OECTA Provincial Office.

FEBRUARY/MARCH 2020 | CATHOLIC TEACHER 23

PEOPLE WORTH WATCHING

The journey of a Gay Straight Alliance

By Catherine Cavanagh

I

feed another bead onto the string and listen to the students chatting around me. We are gathered around a table in the center of the chapel. The beads give us something to do as we talk about life as an LGBTQ+ person in our Catholic school.

We are in a meeting of our school’s Gay Straight Alliance.* Our school has been home to a GSA since the Ontario government passed legislation in 2012 ensuring that students in Catholic schools could form such clubs. Our students wasted no time getting theirs up and running.

The last eight years have been full of variety and change. Some years, our club has been loud and vibrant, an active part of the larger school community, putting up posters promoting inclusion, selling rainbow cupcakes for charity, and hosting movies. Other years, it has been a small, simple, and discrete place of conversation. The students lead the way. Always, our discussions and membership are confidential, while our welcome sign invites anyone to join us.

The journey has been a learning process for me. As a straight white female, I still worry if I am doing enough. There is no

guidebook for Catholic GSAs. In the early years, my school board administration was nervous about receiving pushback from the Catholic community, insisting I file reports and that my principal stop in periodically to check on us – something that has never been required of any other club. I also worried, I admit with some shame, about whom I might offend. But I worried more about our LGBTQ+ students and what their high school years might be like if we did not do all we could to support them. So I listened and I learned, and took the time to go to in-services and workshops. To this day, I continue to network, read, pray, and take advice (and also sometimes offer it). But mostly, I listen to the students, their parents, and their allies.

The purpose of a Gay Straight Alliance is to combat bullying due to sexual orientation or gender identity. In 2012, before the passage of the equity legislation, the Catholic bishops objected to their existence in Catholic schools out of fear they would somehow legitimize and promote sexual activity, particularly homosexual activity, among youth. But the government upheld the right of students to form the clubs. Over the years, the Bishops have come around, recognizing in the most recent Institute for Catholic Education document the absolute need for support for our LGBTQ+ students.

Our staff has grown more comfortable over the years as well.

We welcome LGBTQ+ students and colleagues, and acknowledge LGBTQ+ role models in the classroom. For some it has been easy, a no-brainer. But for others, it has been a journey of growth, as old stereotypes and prejudices were shed and destroyed. A willingness to grow is at the heart of our Catholic identity, and I am encouraged to continue my own efforts at self-growth.

Some years, a colleague or two will also join our meetings.

I am relieved and grateful for all of this. I look around the table today and see students who have been marginalized and struggle with feelings of self-worth. I see their supporters too. It is good to be here together. Several of the students are transgender, a change from when we started in 2012, when no trans student had yet come forward in our school.

One thing that has not changed is the courage of the participants and their unwavering support for each other. The conversation drifts, coming back every once in a while to stories of rejection or inclusion, of coming out to parents or friends, of the hurt of so-called “jokes” about gender identity or sexual orientation.

Imagine having an aspect of your personality used as an insult.

From time to time over the years, I have taken concerns voiced by students (with their consent) to our school administration.

They have always been addressed promptly and effectively.

Every so often, perhaps every year or so, someone new to the school will see the poster outside the chapel advertising our GSA and complain that it is “not Catholic.” It happened just a couple of weeks ago. But nothing could be more Catholic than supporting all of our students, regardless of who they are, and letting them know they are loved and they belong.

Jesus spends a lot of time hanging out and eating in the Gospels. He feeds thousands. He eats and converses with everyone and anyone, both before his crucifixion and after his resurrection. There is no ambiguity around Jesus’ example of hospitality and welcome. That is the heart of our GSA. So today we eat cookies between our beading. We share a laugh. And we listen.

I write this because I am aware there are still many fears about these clubs in the Catholic community. But there is nothing to fear. Our GSA affirms the dignity of all people, regardless of sexual orientation or gender identity. It operates according to the teachings of Christ, who said much about friendship and love, and nothing about sex, gender roles, or gender identity. If we are truly following Christ, then nobody, absolutely nobody, may be excluded from that love, or judged for who they are.

Our GSA welcomes the voiceless and bullied, the forgotten but courageous ones who assert who they are no matter what. It welcomes the popular and strong too.

I feed another bead on my string, a purple one to go with the pink, green, yellow, black, and white ones I have already strung. I ask one of the students to tie my new bracelet around my wrist. Our school is brighter because of our GSA, just as my wrist is brighter with the bracelet.

I smile. I’m proud of my new bracelet and I’m proud of my students. And I believe Jesus is too.

Catherine Cavanagh is a teacher and chaplain at St Mary Catholic High School in Brockville, with OECTA’s Eastern Unit. She holds a Doctor of Ministry degree from Regis College at the University of Toronto, and speaks and writes on issues related to justice and spirituality in the Catholic Church.

Our GSA provides a safe place for students to come, knowing they will be supported. It conforms to teachings from Jesus to “judge not” (Matthew 7:1) and to “do onto others as you would have them do onto you” (Matthew 7:12). It follows the model of solidarity and table fellowship exemplified by Christ, as he sat and ate with those who were labeled sinners in his time. As if we are not all sinners. As if being LGBTQ+ were a sin. *Gay Straight Alliance or GSA is a recognized term for a club supporting

LGBTQ+ persons; however, some schools choose different names to be more inclusive of the spectrum of LGBTQ+ identities.

FEBRUARY/MARCH 2020 | CATHOLIC TEACHER 25

VIEWPOINT

ISN’T IT ABOUT TIME WE FIX OUR SCHOOLS?

By Krista Wylie

O

ur schools are where our children learn, play, grow, and build years’ worth of memories. They are the hubs of our communities and the work environment for teachers, support staff, and many others. It is unacceptable when they are not safe, healthy, well-maintained spaces.

My son, his classmates, and their teacher wore winter coats at school for more than a week because their classroom was only 12 degrees Celsius. Every spring and fall, Fix Our Schools hears about hot classrooms where temperatures soar beyond 35 degrees. Lead in drinking water, asbestos, mold, and rodents.

These are just a few examples of unacceptable conditions in many of Ontario’s publicly funded schools.

As teachers, I am sure you are well aware of many other issues in your schools. You also know the impact these conditions can have on student learning and on your working environment.

26 CATHOLIC TEACHER | FEBRUARY/MARCH 2020

The Fix Our Schools campaign Founded in spring 2014 by a handful of west-end Toronto parents, Fix Our Schools evolved quickly to become an Ontario-wide campaign focused on ensuring that: • Every publicly funded school in Ontario is a safe, well- maintained, healthy building that provides an environment conducive to learning and working.

• The $16.3-billion of disrepair across all 72 Ontario school boards is eliminated, which depends upon adequate and stable provincial funding.

• Publicly funded schools are considered and funded as critical public infrastructure.

The Fix Our Schools campaign has always been non-partisan, parent-led, and solution-oriented, as we have worked to build a

meaningful base of support across the province and as we have built relationships with all political parties and many levels of government to effect change.

We write letters, run social media campaigns, and meet regularly with politicians and policy advisors of all political stripes. We continue to work on expanding our network through community outreach and by building relationships with large, organized groups of people whose interests align with those of Fix Our Schools, such as teachers.

Notable successes The Fix Our Schools campaign is proud of the following notable successes that we have been instrumental in achieving: • Increased provincial funding for school repairs from $150 million per year in 2014 to $1.4 billion per year since June 2016.

• Obtained transparency into school disrepair data, with FCI/disrepair data first being published by the Ministry of Education in September 2016 and updated in October 2017.

• Secured the commitment of 58 elected MPPs to develop a standard of good repair for Ontario schools and to provide the adequate, stable funding needed to achieve those standards and eliminate the $16.3 billion of disrepair in Ontario’s schools.

Our provincial government must take responsibility for the unacceptable level of disrepair that has accumulated in Ontario’s schools, and take the lead in finding funding solutions to address the $16.3 billion of disrepair that has been allowed to accumulate in Ontario’s schools in the last two decades.

How you can help As you well know, there is great power in collective action.

With this in mind, we encourage each of you to please: • Subscribe to Fix Our Schools to receive periodic emails with information and ideas for action: fixourschools.ca/joinus/ • Engage actively with us on social media: - Fix Our Schools on Facebook - @Fix_Our_Schools on Twitter • Tell your colleagues about Fix Our Schools and encourage them to engage with the campaign.

• Send us photos of disrepair and unacceptable conditions in your school at info@fixourschools.ca.

• Contact your local MPP, the Premier, and the Education Minister to let them know you expect all publicly funded schools in Ontario to be safe, healthy, well-maintained buildings that provide environments conducive to learning and working.

A lot of change is being discussed in the realm of publicly funded education. School conditions are only one aspect of our education system, but represent a key opportunity for citizen pressure to yield results from our provincial government. The state of Ontario’s publicly funded school buildings is truly a non-partisan issue and must be addressed.

Thanks for helping Fix Our Schools.

Krista Wylie is Co-Founder of the Fix Our Schools Campaign Fixourschools.ca / info@fixourschools.ca.

FEBRUARY/MARCH 2020 | CATHOLIC TEACHER 27

OECTA’S STATUS OF WOMEN COMMITTEE, TOGETHER WITH

Presents:

THE PERIOD PROJECT 2020

LET’S END PERIOD POVERTY

Our Northern Ontario Indigenous communities are struggling with the prohibitive costs of menstrual products. Women and girls are in serious need. Please help restore their dignity by donating feminine hygiene products.

A donation box will be available at the Status of Women Committee booth at AGM, or send your donations to the Provincial Office at 65 St. Clair Ave. East, Suite 400, Toronto, ON M4T 2Y8 c/o Status of Women Committee.

Let’s talk about it. PERIOD. Accepted Donations include: Pads / Liners (preferred) Cloth Pads Menstrual Cups Tampons Monetary donations can be made at truenorthaid.ca/moon-time-sisters/

VIEWPOINT

WE WON’T BACK DOWN

By Anthony Perrotta

teaching was not accidental. It was not because of summer vacations, a pension, or benefits; but rather, the renewed passion the Ontario Liberals ignited in their education portfolio after the years of Mike Harris and Ernie Eves. In fact, I was a high school student during the Harris years and walked with my teachers then. I understood as a 16-year-old student what I intimately know today: Ontario’s world-class publicly funded education system is worth fighting for.

On Tuesday, January 21, I walked the picket line as part of OECTA’s first fullday withdrawal of service - the first time all members were out of their classrooms since the political protest of 1997. Like many Catholic teachers, this was the first time I found myself entrenched in such job action. As I readied for the day as my school’s Strike Captain, I found a surge of energy from the support of my colleagues at Chaminade College School, and from President Liz Stuart, who walked with us. I also felt energized from being part of democracy in action: this idea of the collective voice taking a stand empowered me to walk and chant through my megaphone.

Reflecting on all aspects of our shared fight to protect publicly funded education, I believe January 21 marked a definitive moment in my 15 years of teaching. I was reminded that my call to being a Catholic teacher is about more than me. It is about the transformational power of publicly funded Catholic education, and the promise of nurturing all students to become what God intends them to be.

This is what our fight is about: providing students with what they deserve.

I helped mobilize my colleagues as a fellow teacher and staff rep, but also as a parent. This made the effort deeply personal. It was not just about my students, but my own children in the publicly funded school system.

Furthermore, as a constituent of our Minister of Education, Stephen Lecce, it was also about standing up against an elected representative who has broken the public trust. I have no confidence in his ability to manage the education portfolio effectively or represent the average Ontarian fairly.

I wrote an open letter to Mr. Lecce and shared it on Twitter on the morning of the walkout. I expressed that being out of the classroom due to this government’s apparent disdain for publicly funded education and all stakeholders – including parents and their children – is not why I completed a Bachelors of Education back in 2004-05 at Brock University. I became a teacher because of people, and the belief in human potential. Now, the government is attacking this potential.

As someone who began his postsecondary studies in 1999 as a film production student, my journey to

All teachers should feel empowered and stand united against a Conservative government that is consistent in one thing: destruction. Whether it is stripping meaningful supports for autism programming, actively opposing action against climate change, or divesting from a world-class publicly funded education system, this government is a master dismantler. This government is not for the people, but rather for the select elites who can financially afford to navigate the dark aftermath of deep system cuts and lack of forward-thinking vision.

It is with all this in mind that I walked the picket line on January 21. It was a true privilege to walk with my colleagues.

Our effort goes beyond education itself, and speaks to the critical need for the government to engage in fair and transparent bargaining. As Catholic teachers, we are fighting for the dignity of all. We are fighting for our livelihood, families, students, and labour partners.

As a collective, we must recognize we are in a marathon. The distance before us will continue to come with challenges.

However, I am confident that with our committed solidarity, we will remind this government of our deep and unwavering resolve.

We will win the race.

We will not back down.

Anthony Perrotta is a former member of the Toronto Secondary Unit. He was recently appointed Vice-Principal at Chaminade College School.

FEBRUARY/MARCH 2020 | CATHOLIC TEACHER 29

FOR WHAT IT’S WORTH

VIEWPOINT

AMBLIN’ MAN

By Gian Marcon

“Everywhere is walking distance if you have the time.”

on the places to which a person’s mind travels while walking.

STEVEN WRIGHT

While walking a picket line in Simcoe Muskoka, I was struck by the scene of a large group of people walking single file up and down a narrow, snowy incline. As the line formed and began to move rhythmically, the image it evoked for me was of the old photographs of prospectors traversing the Chilkoot Pass, as seen in the books of Pierre Berton and Robert Kroestch.

Fortunately, we were in Barrie rather than Yukon, and it was a relatively mild day. Even more fortunately, the single line that had evoked such a sense of trudging drudgery soon morphed into something quite different. Before long, the picketers had organically doubledand tripled-up to facilitate conversations that enlivened and elevated the day’s vibe. Also, a few inspired individuals began blasting music from their backpack stereo systems, which spontaneously led to impromptu conga lines swaying to Harry Belafonte’s Jump in the Line, Arrow’s Hot, Hot, Hot and Little Eva’s Locomotion. Still others clustered and altered their pace so that intervals formed in the line.

At some point during the picket shift, I became conscious of the fact that I was making these observations and that there might be way to connect them.

As I am wont to do, I began reflecting

I have always been a walker. From an early age, I loved to walk in groups, with friends, with adults. I especially enjoyed walking by myself. I walked to and from school. I walked to the rink, to the basketball court, to the tennis courts, to church. I walked through the woods, especially on the numerous trails in Toronto’s Downsview Dells and High Park. As a 12-year-old, my best friend Ed and I followed Black Creek to its source at the Humber River. In the summer of 1974, I walked to my first job as a caddy at Oakdale Golf and Country Club, where I walked all day. I was not riding my bike, I was walking somewhere. I walked a lot.

In high school, I walked to school regardless of the weather. Long before I appreciated the therapeutic benefits of a restorative walk, I craved long walks for their propensity to provide a fertile setting that let my mind wander and contemplate. When, as an adult, I took to urban hiking and section hiking the Trans Canada and Bruce Trails, I was composing theories and making connections about life, love, sports, books, and music. In time, I started a soul-restoring Good Friday tradition of a quiet, pre-dawn walk in the woods.

These days I have added two dogs – Lou and Jazz – to my walking regimen.

There have been numerous occasions where the general ideas and specific topics for my written musings have emerged and been developed during protracted walks. This phenomena is in no way particular to my experience, as writers over the years have articulated.

Henry David Thoreau acknowledged the incubating capacity associated with a brisk walk when he wrote, “Methinks that the moment my legs begin to move, my thoughts begin to flow.”

Walking at our own pace connects the rhythm of our bodies with our mental state more so than when we run, drive, or cycle. When we walk, the pace of Joe Martone, Simcoe Muskoka Elementary Unit (left), with Gian Marcon.

our feet blends with our mood and the rhythm of our interior monologue.

Moreover, it is precisely because we do not have to devote much conscious effort to the act of walking that our attention is free to wander and explore. In essence, it is the simplicity of the walking motion, and its rhythmic cadence, that liberates our minds and allows us to more readily approach a meditative state.

Where we choose to walk is significant.

Spending time in natural spaces – trails, fields, woods – can awaken the creative mind that constructed environments sometimes stifle. On the other hand, a walk through a city provides more immediate stimulation that, due to a sense of heightened awareness and required vigilance, tends to intensify sensory experiences. Despite the different dynamics at play, the walks that occur in either urban or rural environments allow the walker to escape to a state of mind and experience that is more reflective, more able to make connections and process experiences.

Finally, while most walks have a practical purpose – to get somewhere, or to get in 10,000 steps – it is the walks that are without purpose or motive that are most beneficial to our mental state. Instead of justifying why I should walk, I engage the walk by trying to clear my mind and be open to what presents itself along the way. Of course, I still get my steps in, but I also exercise my mind; the resultant synthesis between mind, body, and soul that often occurs is awesome. In the film “Field of Dreams,” Ray Kinsella quotes his favourite author, Terrence Mann: “There comes a time when all the cosmic tumblers have clicked into place — and the universe opens itself up for a few seconds to show you what’s possible.”

While mindful, contemplative walking does not always result in monumental revelations, it does, in my experience, provide fertile soil for connections to be made and insights to be achieved.

Gian Marcon is a member of the Bargaining and Contract Services department at the OECTA Provincial Office.