Year of Teacher Education Yearbook

The Year of Teacher Education

YEARBOOK 2013-2014

Inquire

Imagine

Inspire

2013-14 | The Year of Teacher Education Designed and produced by Alpha Lam Compiled and edited by Wendy Carr Cohort and event photos by Alpha Lam YTE logo designed by Kirsty Robbins

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WELCOME

Dr. Blye Frank...............................................................................................4 Dr. Wendy Carr...........................................................................................5

INSPIRING EDUCATORS

Shirley Leon.................................................................................................7 Janey Lee....................................................................................................10 Dr. Rita Irwin...............................................................................................13 Dr. Peter Grimmett...................................................................................14 Dr. Anthony Clarke...................................................................................15 Dr. Jan Hare...............................................................................................16 Dr. Anne Phelan.........................................................................................17 Dr. Shelley Hymel & Dr. Kim Schonert-Reichl.................................18 Dr. Joy Butler.............................................................................................20 Dr. Marina Milner-Bolotin....................................................................20 Dr. Hartej Gill............................................................................................21 Dr. Shawna Faber.....................................................................................22 Holly Keon................................................................................................22 Andrea Webb...........................................................................................23 Sara Schroeter..........................................................................................23 Luis Ledesma............................................................................................24 Jeilyn Morejon Jimenez.........................................................................25

ELEMENTARY/MIDDLE YEARS COHORTS

Arts-Based & Creativity (ABC)..........................................................27 Community of Inquiry in Teacher Education (CITE)...................28 French........................................................................................................29 French Language and Global Studies (FLAGS)..............................30 International Baccalaureate.................................................................31 Kindergarten & Primary Program (KIPP).........................................32 Personalized Learning & Technology (PL-Tech)............................33 Social and Emotional Learning (SEL)................................................34 Teaching English Language Learners through Problem-Based Learning (TELL/PBL).............................................................................35 Middle Years/Self-Regulated Learning (MY/SRL)................... .......36

SECONDARY SUBJECT COHORTS

Art.............................................................................................................37 Business Education/ Computer Science..........................................38 English.......................................................................................................39 English Language Education................................................................40 French.........................................................................................................41 Home Economics...................................................................................42 International Baccalaureate (IB)........................................................43 Mathematics...........................................................................................44 Modern Languages Education.............................................................45 Physical Education.................................................................................46 Physics.......................................................................................................47

Science...............................................................................................................48 Social Studies....................................................................................................49 Teaching Initiative for Music Educators (TIME)....................................50 Technology Education.....................................................................................51 Theatre...............................................................................................................52

PROGRAMS

Native Indian Teacher Education Program (NITEP)..............................53 West Kootenay Teacher Education Program (WKTEP)......................54

EVENTS

Ministry of Education/UBC Faculty Forum.............................................59 Faculty of Education Supports UBC Thunderbirds................................60 Inspiring Educators Series Launch..............................................................61 Walkabout for Teacher Candidates............................................................62 Year of Teacher Education Launch.............................................................64 Spirals of Inquiry...............................................................................................66 3D Models of Utopian Schools in BC........................................................67 School Libraries at the Centre......................................................................68 Faculty of Ed Reads: Community Book Club...........................................69 A Community of Conversation....................................................................70 Celebrate Science............................................................................................71 Stories of Transformation in Early Primary...............................................72 Education Research and Teacher Practice................................................74 Out in Schools/E.R.A.S.E. Bullying..............................................................75 Out on Screen/Out in Schools.....................................................................76 Cooperating Teacher Participation in Teacher Education....................77 Race Matters: A Dialogue.............................................................................78 Equinox Summit: Learning 2030................................................................79 Resistance to Compulsory Indigenous Education.................................80 Inquiry-Based Teacher Education: 30 Years On.....................................81 Education Research and Teacher Practice................................................82 Teaching for Social Justice and Indigeneity..............................................83 Teacher Mentorship: A Provincial Conversation....................................84 Bridging the Gap: Engaging Teacher Candidates with Technology in Practice...................................................................................86 The rEvolution: School-Based Teacher Education.................................87 Investigating Our Practices Conference...................................................88 Celebrate Research Week............................................................................89 Leading Mentorship for New Teachers: UBC Summer Institute.......90 Year of Teacher Education Closing Celebrations....................................91

#YTEUBC

Lip Dub Competition.......................................................................................93 Hashtag Photo Contest..................................................................................94 Social Media......................................................................................................96

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This years’ theme, Teacher Education, was one whose time had come. In the province of British Columbia, as well as nationally and internationally, where issues related to teacher quality, competencies and accountability, as well as to teacher education programs, are debated and politically charged, I felt a year focusing on teacher education, informed by research knowledge, was time and effort well spent by faculty, staff, education candidates and professionals in the field.

With many thanks to our Teacher Education Office, and particularly to Dr. Wendy Carr, Director of TEO, we have had a year of wideranging programs, lectures and events informed by thoughtful analysis, professional engagement, tremendous passion and, most importantly perhaps, we have had a year of debate and exchange of a diversity of ideas, attitude of beliefs about what constitutes a quality teacher education program.

It is my hope that the Year of Teacher Education has provided the Faculty of Education with the opportunity to reflect upon not only how we are preparing educators through our revised Teacher Education Program, but also to vision a teacher education program that is sophisticated, rigorous and relevant and that prepares evidence-informed educators to work in the complex, challenging and exciting environments in which they find themselves with open minds and ears in order to unsettle, disrupt and challenge the normative assumption that we often hold and reproduce about what constitutes teacher quality and program excellence.

Dr. Blye Frank

Dean, Faculty of Education

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It has been an honour to oversee the Year of Teacher Education, which provided a glimpse into some of the outstanding work of the Faculty of Education. There are many highlights from a very full year that started in August with the Faculty of Ed/Ministry of Education panel, in September with local area superintendents addressing teacher candidates, then the official launch with Avis Glaze, Blye Frank and David Berliner, followed by a flurry of events right up until July 2014.

YTE participation by teacher candidates was very active during the #YTEUBC lipdub and photo contests, and the Twitter feed on yte.educ.ubc.ca chronicles many announcements and interactions involving candidates, instructors, local educators and others. The Year of Education could not have taken place without many collaborations.

Instrumental in setting up the year were Tony Clarke, Andrea Webb and Heather McGregor. Their great ideas, good humour and support were invaluable! Mark Edwards and Joy Butler’s new Walkabout for teacher candidates was a terrific initiative, and Rhea Ravanera, TEO’s administrative manager, did an amazing job organizing event logistics and catering.

Linking to next year’s Year of Research in Education were co-sponsored teacher-education-themed events organized by Beth Haverkamp and Adriana Briseno-Garzon featuring Faculty of Education colleagues. We can look forward to learning even more about the work of our faculty in the year ahead.

This YTE Yearbook provides a visual review of the year’s activities, cohort photos and written submissions from a number of Inspiring Educators (faculty members, teacher candidates, and UBC alumni educators). This compilation was designed by PDCE’s Alpha Lam as one of two legacy gifts to the Faculty of Education; the other is the installation of cohort photos on the second floor of Scarfe overseen by EDCP’s Kirsty Robbins, designer of the YTE logo. Thanks, everyone; it’s been a terrific year!

Dr. Wendy Carr

Director, Teacher Education

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INSPIRING EDUCATORS

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SHIRLEY LEON Shirley Leon (Siyamtelot) grew up in the Okanagan community near Vernon, BC (née Shirley Marchand). Her ancestors are Okanagan and she lives in the Stó:lō nation with her husband, Rudy.

This interview took place at UBC with Wendy Carr, Director of Teacher Education and was facilitated by Shirley’s granddaughter, Jessica La Rochelle, who is Assistant Director of UBC’s Indigenous Teacher Education program (NITEP), the program from which Shirley graduated 26 years ago.

Shirley was the third youngest in a family of 13 in which no one had ever graduated from high school or university. Her younger sister left school in Grade 9 to go to a vocational school in Winnipeg to become a hairdresser. Later on she got certification as what is equivalent to an LPN today. The two oldest brothers enlisted in WWII and learned trades there. The youngest brother is a successful businessman. Her mother was illiterate and her father could read and write, but they stressed the importance of education and independence.

Going to School

Leaving the reserve was really unheard of during my childhood unless it was to go to residential schools, as our cousins did. This was really adventurous in those days, and those of us who weren’t allowed to go used to cry and want to go to residential school because they were meeting new people and telling us stories about people from all over the province. We didn’t have those kinds of experiences. I attended a federal day school that had very low standards and the teaching staff was really sporadic as it was difficult to get good teachers on an isolated reserve.

Right from the very beginning, I was always interested in learning and curious about everything. My generation was the first to integrate into the public school system.

Before that we weren’t allowed to go into the public schools, and this was in 1952. So it was a real cultural shock because we all had long hair and braids and to go to the public school, our parents thought we had to get our hair cut and get perms. They loaded us on our neighbour’s cattle truck to Vernon to get our hair cut and get perms to fit in. We didn’t think we were beautiful at all coming home. We just wished we could scream our lungs out all the way home because we hated how we looked. And this was prep for going into public school. To

me, it was kind of like a warning that it was not going to be a very nice experience.

After that first experience, I moved to Falkland, and the public school there was much better because it was smaller and it was more of a ranching community. We grew up on a ranch so we could identify more with other students. But I dropped out in Grade 9 and got married very young. Even so, somehow in the back of my mind, I always knew I was going to get an education and because of the racism or denial of First Nations for such a long time, I had in my mind that someday people are going to meet me and they are going to know who I am and I was not going to be a government statistic.

Living in Agassiz

When I got married and started having a family, we bought a house in Agassiz. It was just an old shack and we fixed it all up and after about 4 children, we decided it was too small and we should buy a new house. We met a Dutch family who was building a house on Vimy Road and were willing to sell it to us. Then a petition got taken up by the community members to keep us from buying the home because they didn’t want their properties to be devalued. But thank God the Mayor and Council of the day discarded it; however, it left a mark.

Everything was okay when the children were in elementary school, but when they got into high school, I noticed that they kept streamlining them into vocational programs and I didn’t want that. I wanted them to be in academic programs.

So I started to learn what the system was all about and I started attending meetings of the first regional organization called the BC Native Indian Teacher Association. It started in University of Victoria and it was just prior to the infamous paper of Indian Control of Indian Education in 1973. From there the Union of BC Indian Chiefs (UBCIC) was formed and they were really keen on looking at the quality and relevancy of education and using the Indian Control of Indian Education policy booklet.

I got involved with a committee of UBCIC to review the federal Master Tuition agreement in preparation for developing a regional education position for our children. I ran for a position on the Agassiz School Board in 1969. In

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those days, you had to get the signature of two people to run, so I went to the highest office, to the Mayor’s office and Chairman of the School Board to nominate me to run for Trustee. I won and I was very nervous but soon learned the board members were good people. They were all farming people and a couple of them were neighbours. They were real supportive mentors. The Secretary Treasurer was especially helpful; secretary treasurers are usually the backbone of school districts. I learned a lot about the system and how to play the game. The one I had to be on top of all of the time was the school counselor. And at that time my daughter, Cheryl, was going into Grade 9 and wanted to go on the academic program, but he kept insisting she shouldn’t go on the academic stream. He often told me that no First Nation ever graduated on the academic program. And I said, “There is always a first time. Where there is a will, there is a way.

And we want the way.” There is an important saying in my family:

“In life, you reach for the top, not for the bottom of the barrel. And if you don’t make it, at least you know you’ve tried.”

Developing Culturally Relevant Curriculum Materials

Because of my own life experience and my children’s, I decided to continue my work in education. I got involved with the Coqualeetza Cultural Education Centre established in 1973 at the direction of the members of the Union of BC Indian Chiefs. Together with Jo-ann Archibald, who was teaching in Chilliwack at that time (and one of the only Stó:lō individuals who graduated from UBC’s Teacher Education Program), we initiated a Social Studies curriculum because we knew that there had to be some relevant information in the schools to capture the attention of our children. When we went to school, there was nothing we could identify with. In Social Studies, I couldn’t stand the negativity about Indians, so we wanted to have culturally relevant materials. And we knew that you could teach the same learning outcomes by using information about Stó:lō or any other First Nation group in the province.

As we lobbied to have our curriculum accepted into the school districts, we also wanted it accepted by the Ministry of Education. At that time, there were calls going out for proposals for social studies, so we met with then premier, Eileen Daily and I learned that, without an education, you are nothing and nobody. I did my research, I read and studied everything. I was in constant contact with the Social Studies

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department here at UBC and they mentored our project.

So I learned about curriculum development and how to write goals and objectives and lessons according to IRPs. School districts started to say, “Well, it’s not done by qualified people.” So I thought, “How am I going to be heard without certification?” I decided to go back to school and do the teacher education program, which I did part-time. By my last year, I was taking eight courses just so I could finish. I didn’t have time to waste. I had to get this done. I really wanted to have the curriculum validated so that there would be more relevant information in the school curricula. That’s how I got into teacher education.

Entering UBC’s Native Indian Teacher Education Program

I really liked NITEP because the practicum was up front.

I wanted to know right away if I could do it, if I could handle a class. NITEP had a centre in Snookwa Hall on Coqualeetza property, Chilliwack, so the participants were my inspiration. First, I went to Fraser Valley College to get my GED. My daughter, Cheryl, and I graduated the same year. Then almost simultaneously, I started taking courses that were transferable to NITEP. I signed up in 1983, so I was a very mature student. I really enjoyed the support mechanism in NITEP and the accessibility to advisors.

It gave us confidence.

There were 15 of us in the group. One of the areas I knew I was weak in was Geography, so I took a lot of Geography courses, for example, Social Geography of BC, because that was my passion. You know, the most important thing in education is to have a teacher who is good at all aspects of teaching. And we wanted to get our students off of the reserve into the bigger world, so we had to know something about the world. That was what I knew I needed to motivate students. I finished the program in 1987 and got my BEd degree. My family was present when I crossed the stage and they were all crying. It was a glorious day.

I never had the intention of having a permanent classroom. My motivation was to foster changes in policy whereby recognition of the history of the first peoples would be acknowledged and learned about.

That began with promoting culturally relevant materials and to set standards within our schools, especially in our own community schools. That’s what I devoted my life to, and I hope I was a small part of the effort in our own community school because I am so proud of what

they do. They have such a challenging group of students.

Personalities are flexible so they can make adjustments, for example, if there is a particular class that is just not into classroom seatwork, they can use the environment for Science or for Geography. Just recently, one of the alternate education programs learned that using drumming and singing was an effective way of getting the class together and more focused, so they start the day with a drum song. Simple little things like that is what is necessary, especially in our communities. That is where I devoted my intention and energy—bringing more accessibility and more choices for our students so it’s not just a vocational path or a First Nations’ path. At one time, there were only two First Nations programs at UBC: NITEP and Law, so everybody who graduated signed up for NITEP or Law even though their passion might have been engineering or medicine. When my granddaughter, Jessica, got her Bachelor of Arts, there were over 10 different disciplines that students were acknowledged from. I was overwhelmed and actually cried to witness such growth. I was thinking that this is what NITEP did.

The teacher education program started here in a little hut, one of those sea island huts—the ugliest looking building. I never thought that one day we would have graduates in all these programs. It was amazing. In my lifetime, I am witnessing this.

Working in Community Education

My newest passion is family tree research for First Nations adults who have been fostered or adopted and don’t know what their roots are. We are now just getting into using this research in addictions programs. I’ve gone to at least three different cultural areas and promoted it. It works wonders because I believe that in order to be successful, you have to feel good about yourself. And with all the publicity with residential schools, it doesn’t give us much to be proud of. When you set up the stations for family tree research and individuals find writings about their relatives in the newspaper or census report, it starts to build selfesteem. They start putting together their own albums with photos and documenting careers and experiences of different family members. A lot of our communities have a good collection of baskets and canoes so they can see the mastery it takes to achieve what has been left behind by their ancestors. Then pride starts to come and then self-confidence. Then they can make their choice to be whatever they want to be.

We have the Great Spirit on our team; for example, there were two young ladies: one worked for one of the CUPE offices in downtown Vancouver and the other one worked for Fraser Health Authority as a mental health worker on the streets. They were raised by foster parents and didn’t know who they were. Just by some miracle, we found their families.

One was from Chehalis, our community, and one was from Seabird Island. We were able to introduce one of them to their families, and they had several family gatherings to get to know each other. It’s really emotional because there has to be a long term working out of why someone was abandoned or why he or she was given up to Child & Family Services, especially if the mother or a parent is still there. I tried to make it my business to know whom I can refer them so I am not just opening up a can of worms and leaving them there.

It has been really rewarding and now one of my nieces met a lady just last week when she was getting her car serviced in Mission. The lady came up to her and said, “I know the owner of this dealer and he says you are native. Well, I am native too, but I never lived as a native.” And now she wants to find her roots. She is from Musqueam, where there are only 34 registered in the 1980 Indian Registry and only 5 in Vital Statistics, and the family she comes from is huge, so I have to rely on the Great Spirit to help me figure that one out.

A few final thoughts

My experience in NITEP and at UBC really affirmed what I always believed and also opened a lot of doors. I think for the first time I was able to witness the best of both worlds because of the people that I was fortunate to meet in the programs. We worked together as a real team, real equals. That’s what I’ve always appreciated from NITEP is seeing other people as equals whereas all my life I felt I wasn’t good enough and had to prove myself. I now have a great life and feel so blessed with my family and the support I get from them and seeing them as fulfilled individuals.

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JANEY LEE Janey Lee is a teacher at Thunderbird Elementary School in Vancouver.

She was born and raised in east Vancouver. She went to A.R. Lord Elementary, Templeton Secondary, and her BA, BEd and DipEd at UBC. This interview took place at her school, where she has taught for over 16 years. Janey was awarded the Prime Minister Award for Teaching Excellence in Ottawa in November 2013. She also received the Queen Elizabeth II Diamond Jubilee Medal in January 2012 in recognition of her significant contributions to the community and teaching profession.

Please tell me about some of the work you do at Thunderbird and how you involve its community.

We have a very multicultural community. Each year I do a unit called “All About Me� and invite parents to come in to cook with the children and, in doing so, to share their cultural traditions. The parents are invited to come in wearing cultural clothing or to bring in special cultural items.

We have had parents making bannock, sushi, fried rice, Vietnamese salad rolls, roti, and curries and many other delicious dishes. The parent involvement in our classroom is really important to me and it also gives the class an opportunity to learn about some of the special traditions of different cultures.

Another way we involved our community was the playground project. In the summer of 2008, our primary playground, which was a wooden structure, was rotting and taken down because it was unsafe. In 2009, when I returned from maternity leave, I came back to an empty field, what was essentially became a mud pit. We knew it would be difficult to fundraise in our community as we have many working poor families, families on social assistance and many families already living in poverty.

How did you propose to raise funds?

I had put on fundraising workshops for our school in the past to help buy resources like books for the library, classroom materials, science tubs and math resources. I offered to do these fundraising workshops once again; however, I had no idea playground equipment was so expensive. I had to do the

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teacher workshops over 2 summers (2010 & 2011) to raise the $30,000 needed for the playground equipment.

What were these fundraising workshops about?

They were for Kindergarten teachers. I had been teaching full-day Kindergarten since 1998 at Thunderbird and a lot of the teachers were just transitioning into full-days and were looking for support and ideas. Over those 2 summers, teachers from 18 districts signed up. I offered two-day workshops in August and all of the proceeds from the workshops were donated to our school to help purchase the playground equipment.

However, when the playground equipment arrived, it sat at the school board for over two months because it was going to cost an additional $10,000 for the installation. This attracted quite a bit of media attention, including Keith Baldrey from Global News who had heard from MLA Jenny Kwan about our plight. Concerned citizens called in after hearing about our story on the news, including private donors, Grace and Stan Hindmarch, who kindly offered to donate the $10,000 needed for the playground installation. Our new playground opened in December 2011 and the kids all love it!

That sounds like a really happy ending.

Yes, it really helped to bring our community together.

Our school was also part of the Vancouver Sun Adopt a School program, which helped us tremendously. As a result, we were able to start a breakfast program at Thunderbird in February 2012 and also start a backpack type food program where families are able to take home a bag of food to help them over the weekend. The Tech teacher at Tupper Secondary, Russ Evans, also contacted me and said his students would love to build planters for our school so that our students could start a community

garden. They spent a whole day at our school working with our students to build the planters. Every student got to participate and helped to hammer a nail or plant soil or plant seeds. We also developed a community partnership with Society for Promoting Environmental Conservation (SPEC) to learn how to grow an organic garden and to learn about food security. For the past few years, our school has also had a Year End Harvest Day Celebration in June. Our students helped harvest all the different lettuces, strawberries, potatoes, and carrots from our school garden and we invited the families and our community to join in.

Are there other initiatives you can tell us about?

Inside the classroom I try to incorporate my own passions. For example, I have been a big Vancouver Canucks hockey fan since elementary school. I share this with my students in creative ways to support student learning. I have a huge collection of Canucks shirt that I bring into school for the kids. During game days we all wear our Canuck t-shirts.

Throughout the school year, my students to participate in a variety of language arts, math, and art activities, such as making a t-chart to predict which team will win the hockey game, making a picture graph to show their favourite Vancouver Canuck, learning the players numbers and making simple addition equations out of those numbers, writing about the outcome of hockey games compared to their predictions, and even creating a

design for their own jersey that represents themselves. I also use hockey to reinforce social skills by teaching about the importance of teamwork, fair play, communication, having fun while working towards a common goal and giving back to the community. I find this teaching strategy transcends different cultures in my multicultural classroom and makes the children more excited about learning in an innovative way.

A recent initiative that we are working on right now is putting up a Kids Book Box in the Thunderbird community.

I have been collaborating with the amazing Simone Wilson, the visionary and project coordinator for B is for Book Box. The goal is to establish a community-based children’s book exchange that will provide children with greater access to books at a community level. The idea is to “take a book/ leave a book” and it allows children who would otherwise not have access to a lot of reading material outside of school. The two owners of J & S Reclaimed Wood Custom Furniture have generously built our beautiful book box out of pallet wood. My kindergarten class and their intermediate buddies helped to paint the book box with the help of a few staff members from the Kitsilano 4Cats Art Studio as well as with Simone and her daughter, Zoe. The Thunderbird Kids Book Box is being installed on the lawn of a home across the street from our school playground.

Three local children’s authors, Robert Heibreder, Cynthia Nugent and Dan Bar-el, have generously offered to come read from their books and donate these books at our community

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book box opening. We are incredibly excited about this wonderful community literacy initiative. We know it will greatly benefit our community and especially the children with the easy access of books they will have, especially over the summer months.

Tell me a little about your own experience growing up and how it has influenced your work at Thunderbird.

I grew up in a working poor family of 7 children. My mom worked as a seamstress for Mustang Sewing Company for over 30 years making orange life jackets. She would bring home orange fabric scraps and made my brothers and sisters and I these big orange puffy jackets when we were in elementary school. My mom also made us orange pencil cases and orange school bags. I remember being teased when we were younger and the other kids called us the “orange people”. However, we were proud of our orange clothes and I still love orange today. When I was younger, our family did not have a washer/dryer and my mom handwashed and hung everything. I remember my classmates making fun of me because I wore the same clothes to school every day for a whole week. We wore the same clothes out of necessity even though our socks and clothes started to smell by the end of the week. As a result of my experiences growing up in poverty, I feel that I can really empathize with the needs of the families in our school community. Our school tries to offer them support in whatever way we can.

For example, a few years ago we had a kindergarten student who we noticed smelled all the time. When we talked to his grandmother about it we found out that their family didn’t have a washing machine either and she had to hand wash everything. We soon found out she wasn’t the only one. Our former principal and I shared this story and others with a report from the Vancouver Sun. When the public read about the needs of some of the families at our school, six washer/ dryers were donated by concerned citizens and given to the

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families across the streets in the projects.

Do you ever see yourself moving from Thunderbird to another location?

People ask me this all the time, but I love it at Thunderbird! I just feel this huge connection with the families, the students, the community. We have quite a needy population of students as our school is across the street from the largest social housing project in the province. I feel like I can do so much with them and can be much more valuable here in this community than I could possibly be somewhere else. It’s incredibly rewarding to know that each day I am helping to make a real difference in the lives of the children that I have the honour of teaching and learning with. Coming from poverty myself, I also try to be a positive role model to the vulnerable and at risk-students at my school as someone who has overcome barriers, succeeded, and is passionate about giving back to their community. I hope to inspire them to do the same.

Teacher Education Around the World I have had tremendous opportunities during my career to work with art teacher educators all around the world.

Over the last six years I have been the President of the UNESCO affiliated NGO called the International Society for Education through Art. Working alongside other international arts education organizations in the World Alliance for Arts Education, we have been able to influence UNESCO-related policy directions for arts education in nations the world over. Here at UBC, I am constantly amazed at the transformative power of the arts to effect positive change in teachers, learners and communities.

I am currently involved in two outstanding teacher education projects. The first is a provincial mentoring program and the second is a secondary teacher education program for refugee students in northeastern Kenya. The first is entitled The New Teacher Mentoring Project (NTMP) and it includes an active partnership between the Ministry of Education, the British Columbia Teachers’ Federation, the BC School Superintendents Association and the Teacher Education Office, Faculty of Education, UBC. Funded by the Ministry and directed by the remaining partners, this project is actively involved in offering mentoring programs for early career teachers in a number of school districts where such programs have not existed. New teachers are often challenged by the diverse needs of students and need collegial support.

Faculty of Education is committed to the huge humanitarian effort of providing tertiary education in the Dadaab refugee camp. The largest single refugee camp in the world, with nearly 400,000 people (mostly of Somalia descent), has existed since 1992. Working with Moi University, we are offering a secondary teacher education diploma which, we hope, will not only improve current teaching practices but also increase the number of teachers in the camp. Other partners include York University in Ontario and Kenyatta University in Kenya who are offering a primary teacher education program. Windle Trust, Kenya, and World University Services Canada (WUSC) have provided school to university transition support. Together we are funded by the Canadian government’s DFATD through a project entitled Borderless Higher Education for Refugees (BHER).

Through all of these projects and many others, I have learned that, regardless of the context, educators need to learn alongside other educators, and if we allow ourselves an opportunity to learn from these relationships, the impact can be profound.

Dr. Rita L. Irwin

Professor, Department of Curriculum and Pedagogy Associate Dean, Teacher Education

The Dadaab Project is the second project I am currently involved in. Working with Moi University in Kenya, our

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The Tradition of Teacher Education In March 2014, I gave a Year of Teacher Education public lecture entitled Inquiry Teacher Education Thirty Years On. My thesis was that the framing of inquiry must now be very different from how it was first operationalized in the 1980s. I also recently received the Canadian Association for Teacher Education Lifetime Research Achievement Award. I regard both these events as immensely important, because the tradition of university teacher education is in my blood!

My first tenure-track appointment was at Dalhousie University in 1979 and I had the good fortune of having that grand Canadian public intellectual, George Grant, as a colleague. He characterized a tradition thus: A tradition is a channel of memory through which fierce and unrequited longings surge, longings which define and shape a life.

For me, teacher education has been the channel of memory in which my fierce and unrequited longings have surged, longings that have defined and shaped my life as an educator.

The tradition of teacher education, however, is under attack and needs to be upheld.

Teacher education is like a caged bird: it is attacked within the university, characterized as “domestic labour” by other streams of educational research and non-education disciplinary research (what I’m calling the free birds), it is attacked by policy makers (particularly neo-liberalist ones) who see it as irrelevant; and yet its researchers sing about the freedom of preparing teachers as poised, public intellectuals capable of educating today’s youth for the vexing problems

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of tomorrow. The poem “I know Why the Caged Bird Sings” by Maya Angelou (who died on May 27, 2014) characterizes how I see teacher education researchers: The caged bird sings / with fearful trill / of the things unknown / but longed for still / and his tune is heard / on the distant hill / for the caged bird / sings of freedom.

Teacher education is like a caged bird: we have to sing about the freedom to make pedagogy trump politics both within our own universities and in society in general.

In 1965, George Grant (the author of Lament of a Nation, where he argued that Canada had gone from colony to nation and back to colony; from imperial subservience to Britain to imperial subservience to the USA) spoke to a teach-in of 5,000 students at the University of Toronto in Dylan Thomas-esque style, We should rage against the dying of the Canadian light, but we should be under no illusions that it is dying. Canadian teacher educators need to rage against the dying of the Canadian light in teacher education while there is still time. That is the challenge that must be taken up because, while teacher education may yet be a caged bird, it could so easily become the sacrificial canary!

Dr. Peter P. Grimmett

Professor and Head, Department of Curriculum and Pedagogy

Teacher Inquiry: From Stories of Practice to the Scholarship of Teaching and Learning Our lives as teachers are full of stories that shape and determine who we are and what we do as educators.

Many of our stories remain unexamined and, as a result, the potential for learning from them is diminished.

Teacher Inquiry, as a form of educational research, offers an opportunity to productively share our stories with the broader educational community. As educators we are all expected to approach our teaching in a scholarly manner.

That is, be cognizant of the current ideas and debates in our field and the related pedagogical approaches within that field. In contrast, to be engaged in the scholarship of teaching and learning is to deliberately inquire into our practice as teachers. Such inquiry demands that we make explicit our stories of practice, critically examine them, and then make them available for public scrutiny.

meeting of the Self-Study of Teacher Education Practices (S-STEP) in 1993 at AERA. It is interesting to note that in 1998 at UBC Professor Gaalen Erickson’s proposal to host an annual local conference with an emphasis on Teacher Inquiry, Investigating Our Practices (IOP) Conference, was a bold move that put UBC at the leading edge of the Teacher Inquiry movement.

It is important to note that Teacher Inquiry is not something that is new or was discovered in recent years.

Good teachers have always engaged in some form of inquiry into their practice. However, it is only in recent times that Teacher Inquiry has been recognized as a legitimate form of research. A brief history of educational research in the latter half of the 20th century illustrates a shift from a very narrow to much broader and more inclusive conception of research culminating in Teacher Inquiry—research by teachers—in the 1990s. Key milestones include Carr and Kemmis’ (1987), Becoming Critical (Action Research), Boyer’s (1990) Scholarship Reconsidered (SoTL), Cochran-Smith and Lytle’s (1993) Inside/Outside (Teacher Research), and the inaugural

The act of Teacher Inquiry distinguishes professional practice from labour or technical work. Without inquiry our practice becomes perfunctory, routine, and duplicative. Therefore, across the continuum of teacher professional development it is imperative that we engage in and support Teacher Inquiry be it at the early childhood, elementary, secondary or postsecondary levels. The ultimate beneficiaries are the students in our classrooms.

Finally, the importance of engaging in and supporting Teacher Inquiry lies in the argument that unless we seek to understand why we do what we do then our practice ceases to be professional.

Dr. Anthony Clarke

Professor, Department of Curriculum and Pedagogy Director, Centre for the Study of Teacher Education

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Indigenous Education in Teacher Education Jan Hare is an Anishanaabe educator and scholar from the M’Chigeeng First Nation, located on Manitoulin Island in northern Ontario. She began her career as a primary school teacher, later turning her attention to how research can inform our teaching practice in ways that are more inclusive of Indigenous ways of knowing and approaches to learning.

Her research and teaching are committed to improving educational outcomes for Aboriginal learners and aimed at centering Indigenous knowledge systems within educational reform from early childhood education to post-secondary.

The Indigenous education landscape in Canada is undergoing important and exciting changes. Ensuring future teachers are better prepared to support Aboriginal learners and community, teacher candidates are required to take coursework that authorizes Indigenous content, perspectives and approaches to learning. Dr. Hare has led the development of this course as well as resources aimed at supporting instructors and pre-service teachers in our program (indigenouseducation.educ.ubc.ca).

As part of the Year of Teacher Education, Jan created a community book club, engaging teacher candidates, practising teachers and faculty in reading, The Absolute True Diary of a Part-Time Indian, by Sherman Alexie. Events held at Britannia and Point Grey Secondary Schools engaged about 50 participants in learning about experiences of Indigenous youth in education today.

Enriching teacher education with Indigenous perspectives,

histories and pedagogies through an integrated approach, Jan organized two professional development activities this year. The first was an Indigenous Leadership and Mentoring Initiative that brought together faculty, instructors and graduate students to engage in small group focused dialogues with Indigenous faculty mentors. These leadership groups met over the course of the year to share and develop their experience of teaching Indigenous knowledges and perspectives in their university classrooms, revealing the personal and professional complexities of this work. The initiative also hosted a number of public lectures, including Dr. Allan Luke, who addressed a national study on Indigenous education in Australia.

Jan continues this leadership work with the establishment of an Elders-in-Residence program, beginning September 2014 in the Faculty of Education.

Instructors and teacher candidates will have opportunities to learn from and alongside Indigenous Elders and knowledge keepers who will teach and model the practices of Indigenous pedagogies. Working with our Native Indian Teacher Education Program (NITEP) to plan this new opportunity, the Elders-in-Residence program will then be extended to teacher education course offerings across the faculty with the goal of deepening teacher candidates understanding of equity and diversity in teaching and learning.

Dr. Jan Hare

Associate Professor, Department of Language and Literacy Education Professorship of Indigenous Education in Teacher Education

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Year of Teacher Education

Sustaining Study in Teacher Education Teacher education has long been a modernist project with an emphasis on producing and sustaining predictable, stable and normative identities. The very term ‘teacher’ (and concomitantly, teacher education) seems to suggest a recognizable identity, a presumed body of knowledge and skill, and a set of vocational responsibilities.

The inclination is to think about teacher education in terms of either what is – as a process of teacher socialization to the norms of present day schooling; or what is not – as a process of teacher preparation for a different future for schooling and/or society that may never arrive.

Veering toward either one or the other, teacher education is in danger of forfeiting interest in an ‘excess’ that announces something new and unexpected (Biesta and Säfström 2011).

But, might the necessities and obligations of the teaching profession, the imperative to know and be able to do, and the demands of society be delayed even for a moment of initial teacher education? Can there be any release for aspiring teachers from instructor-directed coursework, assignments and school-based practicum?

Interestingly, the very idea of ‘school’ in many languages

(escuela, école, skola) derives from the Greek scholè which means ‘free time’, but also includes among other meanings including rest, delay, study (Masschelein 2011). ‘Free time,’ Masschelein writes, is “the time of study, thought and exercise” (p. 530); it signifies a space of curiosity and play between what is actual and what is possible, where the opportunity for newness is preserved. (Teacher) education, one could argue, is about making ‘free time’ happen.

Sustained study, without mandate for immediate application to practice (as some forms of teacher inquiry require), may leave teacher candidates feeling ill-prepared for the world of that other school that beckons them; yet, an un-readiness to be governed by the world’s concerns (for now) may be the unlikely gift of study in initial teacher education. In ‘free time,’ teacher candidates may well unearth the seeds of intellectual freedom and dissent, without which “there is no freedom or teaching at all” (Pinar 2012: xvii).

‘Free time,’ anyone?

References Biesta, G. and Säfström, C. A. (2011). ‘A manifesto for education’, Policy Futures in Education, 9, 5: 540-547.

Masschelein, J. (2011). Experimentum scholae: The world once more … but not (yet) finished. Studies in Philosophy and Education, 30(5), 529-535.

Pinar, W. F. (2012). What is Curriculum Theory? Second edition, Mahwah: Lawrence Erlbaum Associates.

Dr. Anne M. Phelan

Professor, Department of Curriculum and Pedagogy Co-Director, Centre for the Study of Teacher Education

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When Heart Meets Mind:

Social and Emotional Learning and Development in Teacher Education Historically, schools have focused primarily on the academic curriculum, or the three “Rs” of reading, ‘riting, and ‘rithmetic.

In the past two decades, however, research has documented the importance of a fourth “R” of schooling – relationships.

Educators have long recognized that positive relationships among students and between teachers and students are major assets for both life and school success. In fact, one 32-year study has shown that social connectedness in youth predicts adult well-being more strongly than academic competence. These relationships, in turn, depend on the gradual development of social and emotional competencies (e.g., self-awareness, self-esteem, self-regulation, interpersonal skills, cooperation, empathy, etc.), which are now recognized as “master skills,” fundamental for much of what we do in life. And these skills are malleable; they can be taught. In fact, school programs and practices that foster positive social and emotional skills have been shown, not only to improve pro social behaviour (i.e., helpfulness, sharing, and kindness) and reduce conduct problems, but they also improve academic achievement and attitudes toward schools. In light of this evidence, educational scholars have advocated for the promotion of social and emotional learning (SEL) in schools. In the US, this movement has been spearheaded by the Collaborative for Social and Emotional Learning (www.casel.org); in Canada, there is a national collaboration of research scholars and youth serving organizations aimed at Promoting Relationships and Eliminating Violence (www.prevnet.ca), with particular interest in addressing school bullying.

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UBC’s Faculty of Education has lead the way in North America and internationally in promoting SEL within Teacher Education in a number of ways. First, all teacher candidates participate in an introductory workshop on the importance of relationships and SEL in the classroom context. At the elementary level, all teacher candidates complete a new course focusing on creating safe and caring learning environments for students. In addition, for two SEL Elementary Teacher Education “cohorts,“ SEL is infused into their program in both coursework and practicum experiences. In-service teachers can take advantage of a unique SEL concentration at the Masters level, and several of our faculty and graduate students work collaboratively with schools to promote SEL and to evaluate the impact of such efforts. At UBC, we focus on educating the heart as well as the mind.

Dr. Shelley Hymel

Professor, Department of Educational and Counselling, and Special Education Edith Lando Professorship in Social and Emotional Learning

Dr. Kimberly Schonert-Reichl

Associate Professor, Department of Educational and Counselling, and Special Education

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Educating Through the Physical

At the core of my graduate program and undergraduate PE teaching is my belief that what is vital to development of teacher education and curriculum innovation is when teachers (and teacher candidates) have opportunity to examine and negotiate their own broader epistemological and ontological considerations and perspectives of education – in other words, broad beliefs about the ways in which knowledge and meaning are constructed by teachers and learners. Reframing the epistemologies and ontologies of education through the physical is crucial at a time when many students in schools report disenchantment with PE and are less and less active, particularly in games education, my research focus.

Most, if not all, teachers would agree that their actions and decisions can never be entirely separated from those of their learners or from the context within which they occur. I believe that in contemporary best practice, effective physical educators focus on learners and their learning process as it emerges. Teachers who are focused on ‘emergent learning’ are concerned not only with the short term - the quality of teaching in physical education - but with the sustainable long-term learning and lifestyles that this may inspire. Learning looks to the future, and evaluation techniques are selected to ensure that learners develop, think, and operate from holistic perspectives.

Dr. Joy Butler

Associate Professor, Department of Curriculum and Pedagogy 2014 Recipient, Killam Teaching Prize for Graduate Instruction

Opening Doors with Teacher Education

I have been teaching physics for more than 20 years now and I am very excited for the opportunity to work with future physics teachers within the UBC Teacher Education Program. Physics is a very interesting subject as it helps us see the world around is in a different light, ask questions and try to figure out the answers. Teaching physics also allows us to take full pedagogical advantage of modern technologies and bring technology into K-12 education. Physics education opens doors for creativity and imagination. This passion is what I would like to bring to my physics methods courses. I am very fortunate to work with my students (physics, mathematics and science teacher-candidates) as many of them are also very passionate about mathematics science and want to learn how to share that passion with their future students. I enjoy teaching physics and science methods courses very much. I also teach Inquiry courses that allow me to raise broader questions about the role and place of inquiry in teaching and in teachers’ lives. I value teaching in UBC’s Teacher Ed program because it is an opportunity to bring the research on science teaching and learning into teacher education practice. It also gives me energy and purpose as I strongly believe that research in education is a powerful part of our our teaching and learning practice.

Dr. Marina Milner-Bolotin

Assistant Professor, Department of Curriculum and Pedagogy 2014 Faculty of Education Killam Faculty Teaching Prize Recipient

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Year of Teacher Education

Scholarship of Teaching as Co-Created Community Engaged Praxis Hartej Gill has been a teacher and administrator in North Vancouver and is now a faculty member in the Educational Administration and Leadership (EDAL) program in the Department of Educational Studies. She has worked to co-create both the theory and practice of the Scholarship of Teaching through what she calls co-created community engaged praxis. Working from anticolonial, decolonizing, and social justice frameworks, this approach demands a pedagogy that integrates teaching, learning, capacity building, research and advocacy with a focus on “living our epistemologies”. Explicit in this approach is the

need to highlight the responsibility of educators to develop greater awareness and promote advocacy within their classroom curriculum and school communities to address historical, sociopolitical and institutional injustices that continue to systemically oppress and marginalize many groups in society.

Hartej’s most significant contribution to the teacher education program was her work with Dr. Graeme Chalmers, the David Lam Advisory Board and the Vancouver School District in the co-development, co-implementation and documentation of the Diversity Cohort. This cohort, which she co-coordinated with Mr. Hayne Wai, was the first elementary-level teacher education cohort in Canada fully focused (in all curricular and theoretical courses of the program) on social justice and Indigeneity. It was also the first cohort with a required course in Indigenous education.

Among other impacts, this pilot program and the research extending from this initiative (along with the work of the secondary level Social Justice and Humanities Cohort led

by Dr. Deirdre Kelly) have informed UBC’s new teacher education program. With the leadership of former Associate Superintendent, Dr. Valerie Overgaard, the work of this cohort also prompted the development of the first Social Responsibility and Diversity Team in the Vancouver School Board.

Dr. Hartej Gill

Associate Professor, Department of Educational Studies 2014 Faculty of Education Killam Faculty Teaching Prize Recipient

This curricular approach strives to move social justice beyond a simple component of the curriculum into a core purpose of public education.

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Evaluation of UBC’s Revised Teacher Education Program: Message to Teacher Candidates You may not know me nor have ever seen my face, though you probably have seen my name behind the requests to complete surveys on your experiences as Teacher Candidates at UBC. My goal as BEd program evaluator was to not only evaluate the program but to model the importance of continuous reflection and evaluation. Your growth in the coming years and how you will reflect back on this program is very important to us. We have learned so much from you already and changes have been made because of your input. What you have to say from the field is also very important. So, you can expect to hear from me again!

You only had one year to transition from the role of student to that of teacher, and we only have one year to guide you through. I hope that you have seen a change in your perspectives and in your ideas about teaching; that you have moved away from the typical starting place of “just tell me what to do” to being able to recognize that engagement in reflection and educational theory is really the way to become outstanding teachers.

So get out there, find your dream jobs, make a difference in your students’ lives and don’t forget to let us know how you are doing!

Shawna Faber

Lecturer, Department of Educational and Counselling Psychology, and Special Education

The Gift of Teacher Education

I still remember my first day working at UBC: I wondered whether I would be able to translate my love of Social Studies, multi-modal literacy, social justice, aboriginal education and web 2.0 into my practice at such a well respected institution. Would I fit in? Would they let me walk my talk? There was only one way to find out—jump in with two feet and start at 100 km/hr! Such is the life of an educator.

I was given the opportunity to teach many different courses in three different departments and worked with some incredibly inspiring colleagues and teacher candidates that made my journey worthwhile and satisfying. We found our way together by forging supportive relationships and building a strong community of practice. I think one of my teacher candidates summed it up best: “Learning. Is. Messy. But it’s also flat out wonderful.” With the stakes being so high in public education today, I take solace in knowing that our new generations of teachers are capable, creative and caring. They are also focused on what matters. All of us who work and learn in the Faculty of Education at UBC should be extremely proud of that.

Holly Keon

Adjunct Teaching Professor 2014 winner of the UBC Faculty of Education Sessional Teaching Prize

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UBC Teacher Education Adjunct Teaching Faculty Scholarship of Teaching and Learning

Integral to the UBC Bachelor of Education program are the adjunct teaching faculty who are seconded to the university. These educators provide the benefits of being immersed in the realities of practice, offer unique and rich insights into expertise and experience from the field, and build valuable community partnerships with the university. However, while expert practitioners in the field, they are not necessarily expert educators in a university environment.

In response to the many challenges of being adjunct faculty, the Teacher Education Office has supported a cohort-based program developed specifically for these instructors. The three-year program seeks to create a supportive community in which adjunct teaching professors engage in inquiry into their teaching practice through bi-monthly cohort meetings and a series of classroom-based professional development assignments. These tasks, collaborative and independent, encourage the instructors to develop a scholarly approach to teaching and learning in higher education.

The on-going connections with peers helps to prevent professional isolation, build resilience,and improve student-learning experiences. At the recent Investigating Our Practices Conference, six cohort members engaged in a panel discussion highlighting their ongoing professional development and impactful inquiry projects.

Andrea Webb

PhD Candidate, Department of Curriculum and Pedagogy SOTL Leader – Teacher Education Adjunct Program

Teacher Education: Movement and Risk Taking

I tell my students in the BEd program that becoming a teacher means embracing the fact that they will be lifelong learners. I am convinced that knowledge can only be passed on effectively when a person is curious, driven by a quest for knowledge, and expresses a willingness to learn from those they seek to teach. My background in drama and informal education and research in secondary classrooms inform this perspective. The incorporation of kinesthetic activities into the courses I teach is driven by an awareness of the ways people can learn from play. I strive to lead by example, taking risks and modeling what I ask of students.

I am committed to exploring the ways that drama can lead to stereotyping through its reliance on bodies and existing representational practices because my research investigates how drama can attend to differences of language, nation, race, class, and gender. I encourage students in my literacy and drama courses to consider the ethical dimensions of this work, and draw on concrete examples from my research and critical race theory to illustrate how the absence of theory can harm students and how theory can inform teaching practice.

Sara Schroeter

PhD candidate, Department of Language and Literacy Education 2014 Killam Graduate Teaching Assistant Award Recipient

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My Year in Teacher Education I decided to become a teacher so that I could have the privilege to continually challenge and inspire young minds towards reaching new potentials. I knew I could expect a high quality, exceptional education at UBC as I completed my undergraduate studies here as well.

Coupled with UBC Teacher Ed’s focus on inquiry and advocacy based pedagogy, I was excited at the prospect of joining an environment which was continually pushing our education system to new heights.

I enjoyed the opportunity to take everything the program equipped me with and put it into action during my practicum. The treasured memories that I am taking with me from those ten weeks will forever shape my teaching career. The practicum was definitely the biggest challenge of the program for me, yet it was also a time of profound growth. The practicum promotes a mind-set of continuous inquiry and reflexivity that persistently drives one to advance their practice.

It was refreshing how the program emphasizes the indispensable value that Aboriginal ways of knowing have to offer within education. The holistic approach to education that I experienced is an essential element of the program.

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Year of Teacher Education

Being in the IB cohort, the level of collaboration throughout the school’s staff was extraordinary to experience. The staff constantly communicates and plans together which results in superior learning experiences for the students, continuity throughout the students’ education, and reinforces the strong sense of community throughout the school. During my IB practicum, I experienced the powerful effects that inquirybased pedagogy has on student learning. The high level of autonomy the students have in the inquiry process deepens the level of intrinsic motivation and fosters the lifelong learner we hope to instill in students.

This year has been a phenomenal experience rooted in personal growth, building lifelong relationships, and invigorating my passion for teaching. I am absolutely excited to continue my journey within the field of education. I hope to eventually have my own classroom where I can have the privilege of educating young minds.

Luis Ledesma

Teacher candidate, Elementary IB cohort

My Year in Teacher Education When I finished high school I was very unsure about what I wanted to be. I knew I liked languages so applied to do a BA in that area. During the last two years of university, I was asked to team-teach French to Grade 8 students in Havana, near where I lived. There, I discovered I was passionate about teaching. I knew that a teacher could be a great influence of how students see their lives.

Teachers contribute through small and great ways to constructing the society of the future.

UBC’s Teacher Education program fit my dream of graduating from a prestigious Canadian university. This was my first experience in an anglophone environment, and I found it challenging; however, I was inspired by my teachers and pleasantly surprised by their open mindedness.

With my colleagues in the secondary French cohort, we created a community where we helped each other by sharing materials, ideas and reflections. Even now that we are taking courses separately, we try to get together and we look for each other.

A highlight for me was the Community Field Experience, where I had the opportunity to experiment beyond the borders of traditional classrooms. I travelled to Cuba and worked with the curator of the Pinar del Rio’s Provincial Museum of History to develop and implement an artsbased educational outreach program. I also was able to visit and teach in a variety of local school-based arts programs.

Comparing conditions and resources in Cuba to what I experienced on my 10 week practicum here in BC, I saw big differences, for example, access to computers or the internet was almost non-existent in Cuban schools. The CFE project also allowed me to see that community projects are more open to new strategies, and the learning process is more experiential.

I now feel prepared to run a classroom, especially with teenagers. I am inspired to work on multimodal projects with my future students and ready to create a safe environment to enhance their learning.

Jeilyn Morejon Jimenez Teacher candidate, Secondary French/Spanish

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COHORTS

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Year of Teacher Education

The focus of the Arts-Based & Creativity (ABC) cohort is inquiring into education through the practices of teachers and artists.

I entered the Arts Based Cohort with some trepidation as I am not strong in the visual arts. The warm, creative, accepting students and instructors soon allayed my fears, and I came to enjoy collaborative activities that combined education with music, drama, and visual arts. I’ll miss my ABC family! —GEOFF HARRISON

ELEMENTARY YTE.EDUC.UBC.CA

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The CITE team is committed to principles of both community and inquiry and to the open communication required for them to flourish. CITE works in very close collaboration with the Richmond School District, including offering some courses onsite in schools.

Such a fantastic group of people in the CITE cohort this year.

No matter where your career takes you, whether it be a teacher, administrator, librarian or something else of your choosing, you will thrive and touch the lives of others. You already have! Thank you for all of your support and dedication this year. —MARK HARRISON

ELEMENTARY

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Year of Teacher Education

This cohort is designed for teacher candidates who speak and write French and wish to specialize in teaching French Immersion, Core French or Intensive French at the elementary level.

I have had the most amazing whirlwind year in UBC’s teacher education program. I am so thankful for all the wonderful experiences I have had, and all the new friends I have made along the way. Everyday I looked forward to the kindness, guidance, creativity, support, and encouragement from my peers. I don’t know where I would be without this amazing and hard working group of people. I am so thankful, honoured, and privileged to have had the opportunity to work with them.

—DIANA MORRIS

ELEMENTARY YTE.EDUC.UBC.CA

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FLAGS is a cohort for those who wish to teach and inspire others to learn French. Teacher candidates prepare to teach all elementary school subjects with a focus on Core French.

Our cohort quote: “Flag on, flag away”.

—CASSANDRA WHELAN

ELEMENTARY

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Year of Teacher Education

Teacher candidates selecting this cohort have an interest in an international education that is concept-based, inquirydriven and student-centred. The focus is on the IB Primary Years Programme.

This program has encouraged me to be a lifelong learner and a global-minded educator. An IB educator helps students develop transdisciplinary skills so that they become better learners and thus succeed wherever they go in life. ­ —YETONG LI

ELEMENTARY YTE.EDUC.UBC.CA

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While becoming qualified to teach all elementary grades, K to 7, teacher candidates in the Kindergarten – Primary Program Cohort develop expertise in meeting the needs of learners in Kindergarten through Grade 3 (ages 4 to 9 years).

What an amazingly powerful and positive experience! I am very grateful to the Education Program for getting me one step closer to my dream job. Kipp Kipp Hurray! —HALEY CHENG

ELEMENTARY

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Year of Teacher Education

Teacher candidates in the PL-Tech cohort are interested in elements of 21st century learning such as a continuum approach to curriculum implementation and student progress, flexible learning structures, and the use of technological tools in facilitating teaching, learning, assessment and communication.

#PLTECH #TWEETS like the #Mavericks we are, explore new #Windows of #Education in the name of #YTEUBC! —CURTIS WIEBE

ELEMENTARY YTE.EDUC.UBC.CA

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Social and emotional learning promotes the healthy development and academic achievement of all students. SEL emphasizes active learning approaches and a teaching practice that foster positive attitudes, behaviours and thinking processes in students.

The support I felt from my cohort this year was unreal. In a year of highs and lows, I never for one moment felt like I was in it alone. In our first week we were literally out on a limb, pushing our comfort zones at the UBC Ropes Course. There is nothing like having a panic attack 15 feet in the air to test new relationships and from that moment on I knew very concretely that success was going to be a group effort. —MARIE MCMILLAN

ELEMENTARY

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Year of Teacher Education

Members of the TELL/PBL cohort prepare to work with elementary-age learners for whom English is an additional language using an innovative educational strategy that weaves problem–solving and critical thinking into content knowledge through the use of real world problems and situations.

TELL/PBL encouraged us to use the power and malleability of inquiry throughout our year. It is through inquiry that our learning became organic. I could not imagine learning any other way. To inquire is to imagine. When one imagines, one is truly inspired.

Inquiry is the key and TELL/PBL is the door. —JOE CLAUDIO

ELEMENTARY YTE.EDUC.UBC.CA

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The middle years school setting celebrates adolescents’ talents and supports their learning during important transitional years. This context enables students to gradually prepare for the demands of the secondary school while recognizing their unique developmental needs. A focus on self-regulated learning involves students in making choices, controlling challenges, evaluating learning, and collaborating with peers.

Mostly Yahoos Solid Relationships of Love —CAMERON REID

MIDDLE YEARS

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Year of Teacher Education

Artist: Emily Ludington

Art teacher candidates possess a variety of visual art specializations. Developing visual literacy is central to this subject area, which means that not only do candidates develop the skills necessary to perceive, respond to and to evaluate visual images (as well as how the visual arts reflect and affect society), they also develop the skills necessary to communicate with an array of visual media.

Collaboration and cooperation always guided our interactions with each other. It was so great to use our collective creativity to improve each other’s units and ideas. We bonded in and outside of school and I have no doubt that we will continue to stay in touch after the program.

—KRISTEN POWELL It didn’t take long to feel like I was a part of a family with my peers in the Art Cohort. Every one of us came from such diverse roots, but throughout this program we have had the opportunity to learn, to grow, and to flourish together. I am grateful to have met each and every one of these incredible artists, teachers and friends.

Their passion for art and education is inspiring and I look forward to continuing to collaborate with them in the future.

—ROBYN TERMEER

SECONDARY YTE.EDUC.UBC.CA

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Business Education candidates prepare to teach accounting, financial accounting, business computer applications, business information management, data management, economics, entrepreneurship, management innovation, and marketing.

Computer Science candidates prepare to teach ICTS – computer information systems, ICTP – computer programming, and ICTC – applied digital communications.

This year, unlike any other year was full of learning, motivating, inspiring, reflecting and analyzing as a university student and as a new teacher. The precious year Business Ed. cohort has spent together will footprint our life and ultimately enhance our teaching journey.

—PREET DHALIWAL

SECONDARY

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Year of Teacher Education

English is a teachable area for teacher candidates who wish to share with others their knowledge and passion for English in all its forms including literature, theatre, film, public speaking, digital media, and more. They recognize that language is inherently linked to thinking, learning, and communicating.

The year in UBC’s BEd has offered a really amazing opportunity to collaborate and network with other teacher candidates. I am certain that many of the relationships and connections that have formed will continue to be an asset for me both personally and professionally.

—AMANDA CAMERON Thank you UBC for giving me the opportunity to meet countless amazing people, which include terrific professors, extraordinary teacher candidates, a phenomenal FA. Thank you for opening my eyes to an new and exciting world!

—KAYA STRZALKOWSKI

SECONDARY YTE.EDUC.UBC.CA

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Teacher candidates in English Language Education recognize that cultural and linguistic diversity contribute to Canadian society yet pose unique challenges in schools.

Candidates focus on the needs of learners whose home language is not English and support them to become proficient in English while meeting cross-curricular outcomes.

As one of the smallest cohorts in the program, one of our greatest advantages was being able to get to know everyone. With the wonderful help of Sylvia, we learned to be ELL ‘experts’ while having a lot of fun.

—TINA TONG The ELL cohort was very small so we got to know each other very quickly. I learned a lot from our instructor and from my fellow students. It really did feel like community that was there to help everyone succeed.

—MOHSIN OMAR Being in the ELL Cohort was a blessing, consisting of 11 individuals with diverse backgrounds and unique talents. I could not ask for a better bunch of friends to learn and to grow with. I believe we will continue to support one another no matter where life brings us.

—KELLY LUI

SECONDARY

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Year of Teacher Education

Teacher candidates with French as a teachable area speak and write French and wish to specialize in teaching French immersion, Core French and French as a first language (Programme francophone) at the secondary level.

I learned as much from my talented cohort members as I did from our fabulous professors. All that group work and discussion time was extremely valuable as preparation for the practicum. Merci à tous! —ENID HAVELAAR

SECONDARY YTE.EDUC.UBC.CA

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Teacher candidates interested in Home Economics Education wish to provide opportunities for students to develop the knowledge, skills, and attitudes related to foods nutrition and healthy living, textiles, family studies and career opportunities.

Inclusive, supportive, and passionate are terms that only begin to describe the way this amazing Home Economics cohort collaborated together to make everyone’s learning. —MATTHEW PERRY

SECONDARY

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Teacher candidates in International Baccalaureate Education (Middle Years Programme and Diploma Programme) have an interest in international education that is concept-based and inquiry-driven. IB is an academically challenging program of education known around the world.

You will truly begin your journey as a teacher when you step into the classroom; everything prior is a pre-disposed way of thinking that likely does not represent reality. Be open-minded and strong in your resolve, teaching is not for the faint of heart or agenda-driven individuals. Teaching is more about learning, relationships and communication than anything else. Enjoy the journey! —JUSTIN SIRAY

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Teacher candidates interested in teaching mathematics do so in order that others may better understand the world around them. Teaching mathematics includes number sense, patterns, shape and space, statistics and probability, measurement, geometry, relational functions problem solving, reasoning technology, change, constancy, spatial sense, and calculus.

This complex experience in the Education Program cannot be reduced to one simplified statement but it can undoubtedly be said that the exponentially strong friendships that have developed over the year have been a leading factor in this wonderful experience. There is no better group of people to spend a year reflecting with...and rotating and translating with.

Without having these irrationally amazing people to depend on, this journey would have only been a fraction of what it was. It’s been real. —AIMEE CORRIGAN

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Modern Language educators are proficient in a language other than English or French, have experience with that culture, and seek to engage others in meaningful and authentic language learning. Languages in this cohort include Chinese, German, Italian, Japanese, Korean, Punjabi, Russian, and Spanish.

I had an outstanding experience in UBC’s BEd program. I learned a lot of useful and interesting things about education, and what it means to be teacher in the world today. I especially loved the inquiry-based approach to the program as it gave me the freedom to really explore what interested me in the vast field of education. #AK5EVA #YTEUBC —MARK MORRISON

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Physical Education appeals to teacher candidates who wish to foster in learners co-operation, teamwork, and positive social and personal behaviors. Key attributes of PE programs include individual and dual activities, games, rhythmic movement, active living, and development of personal and social responsibilities.

The UBC Education cohorts have provided us with a sense of community within the classroom setting. It has allowed us to bond with one another as we strive together to become better educators of tomorrow. —DANIEL CHANG I have loved being in the Physical Education Cohort family in UBC Education. The friendships that I have made will last me a lifetime, and I have loved learning from some amazing professors. Our cohort relationships have expanded outside of the classroom. We see ourselves as a family and enjoy spending time together, whether it be volunteering with youth, hiking up a mountain or just meeting up for coffee. —LINDSAY REYNOLDSON

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Teacher candidates in the Physics cohort wish to share their own passion of physics with others and to foster students’ positive attitudes towards science. They seek to develop scientific literacy in others by providing experiences that develop one’s scientific inquiry and critical thinking.

I enjoyed my time with the Physics cohort, where we were able to have the support and encouragement of my teachers and peers.

—NICOLAAS RUPPRECHT The classes were so interesting - great lesson plan ideas and interesting ways to present them. And it was a great forum for challenging each other conceptually, to think about what we are trying to teach ... lifelong learning.

—CHRISTINA KAISER

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The Science cohort is for those who wish to foster scientific literacy, including an understanding of the nature of science in relation to society and the environment. Particular science areas include chemistry, biology, as well as life science, physical science, earth and space science, and geology.

I learned the most applicable material to engaging students in a science classroom. Using ‘un-demos’, inquiry based questioning and learning and relevant ‘real-life’ science scenarios he inspired me to do the same in my classrooms - with, I think, great success.

—KATHERINE GADZIK

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Social Studies is a multidisciplinary subject whose goal is to develop thoughtful and engaged citizens who appreciate democracy and what it means to be a Canadian. Candidates with backgrounds in social studies, history, geography or social sciences prepare to teach about society and culture, politics and laws, economy and technology, as well as the environment.

The best thing I can say about the program was that I got to meet my Social Studies cohort. You were all the best friends I could have possibly hoped for in this year-long journey. In this past year we’ve done so much together, from facing our practica together and panicking about lesson and unit plans, to the times we spent out of class just enjoying the camaraderie of all being teacher candidates. —TREVOR RITCHIE

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Teacher candidates in TIME have an expertise in music and wish to share their skills and knowledge by providing opportunities for students to experience music through listening, creating, and performing. Some specific areas of instruction include composition and technology, choral music, and instrumental music.

Being in the music cohort allowed me to collaborate with likeminded people, which made this program so valuable. As music specialists, we are the next wave of educators. —JEREMIAH DELAPENA UBC education helps to provide a bridge with connecting the artisan to the student and enabling professionals to better relate content to their students. UBC has shown me how I will be able to better harness my abilities to engage students in a meaningful way and provide a strong literate foundation of music comprehension for students of all ages. —KEITH OLLERENSHAW

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Technology Education is for those who have technical proficiency in information technology, materials and processes technology, systems integration technology, safety, or a variety of disciplines, such as, wood, metal, automotive, CAD, or plastics. They wish to increase technological literacy for students, to support them in the development of their skills and to prepare for the workplace and citizenship.

Technology Education: Teaching and learning with the head, the hand and the heart. —LYLE GATLEY Technology Education: Educating in tools for life, skills development. —MIKE MYHAL

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Drama/Theatre teacher candidates seek to share this interactive and creative subject with learners, engaging students in relationships with others and with the environment while bridging the real with the imagined in a variety of styles. Specific content areas include drama, performance, production, directing and script development, technique, theory, technical theatre and theatre management.

I feel tremendously honored to have been a part of this incredibly talented and kind cohort. Every one of you will be a gift to the educational system, and I wish you all long and gratifying careers. —CAMERON BANCROFT I love my cohort! They make me laugh, they make me cry (in a good way) and they are always supportive. It was my privilege to get to know them and I am excited for all of their future students, who will be blessed by their kind hearts and incredible skill at teaching. —MELANIE REICH

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Graduates of the BEd program (Elementary or Secondary) are prepared to be effective educators for public, bandoperated and independent schools. As a contemporary program with traditional values, the Native Indian Teacher Education Program truly exemplifies how culture can be integrated within a mainstream post-secondary institution.

We will nurture our future Letting the light shine through the windows Into the hearts and minds of our students And receive the light that shines outwards We will learn from our future From our students Because this is the Year of Teacher Education Because we are teachers —CRYSTAL SMITH DE MOLINA

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The West Kootenay Teacher Education Program has a strong focus on rural and small school settings, recognizing that they offer exciting educational opportunities for teachers. WKTEP also emphasizes on place-based learning with strong ties to local communities and school districts.

After completing the UBC’s WKTEP as a mature student, I can confidently say that this has been one of the most valuable academic experiences I have had. The small cohorts, emphasis on collaboration, innovation and inquiry have been essential components in my development as a professional, rural educator.

—DANIEL SNELL It’s hard to sum up the WKTEP experience. Amazing experiences throughout all done in such an amazing setting. The people, the teachers, the practicum all combined to offer a truly life altering year!

—ROMAN WYLLIE The WKTEP program has been great! It has been so valuable to work with currently practising teachers in a rural setting, and the small cohort size helped me feel valued and appreciated. I have formed relationships that will last a lifetime!

—JEZ WHEELER

PROGRAM

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EVENTS

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MINISTRY OF EDUCATION/ UBC FACULTY FORUM August 27, 2013 | 10:45 am­—12 pm UBC Golf Club A UBC/BC Ministry of Education panel took place as part of the Faculty Orientation. Rod Allen, BC’s Superintendent of Learning, and Maureen Dockendorf, Superintendent of Reading, described BC Ministry of Education perspectives, contexts for teaching and learning, 21st century competencies and new approaches. Invermere Secondary teacher, Heather Brown, outlined the Power of the Professional with specific references to what’s happening in her classroom. UBC faculty members provided perspectives from their research areas to show principles-topractice links in the areas of Social Emotional Learning (Dr. Shelley Hymel and Dr. Kim Schonert-Reichl) and Self-Regulated Learning (Dr. Deb Butler).

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FACULTY OF EDUCATION SUPPORTS UBC THUNDERBIRDS September 13, 2013 | 5—9 pm UBC Thunderbird Stadium A group of faculty advisors and teacher candidates attended Homecoming Soccer Matches, occupying a section of the Thunderbird Stadium, to cheer on and support the UBC Thunderbirds Women’s and Men’s Varsity soccer teams. It was a great way to get to know each other and to show their spirit for the Faculty of Education and our UBC community. Go ‘Birds!

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INSPIRING EDUCATORS SERIES LAUNCH September 24, 2013 Scarfe 100 Three of BC’s top superintendents spoke about what matters in schools, what they see as critical in the education of a teacher, where they believe BC education is moving, and what they hope to achieve now and in the future. Vancouver superintendent, Dr. Steve Cardwell, spoke about various challenges and successes within a busy, diverse district; Delta superintendent, Dianne Turner shared her district’s 180 Days of Learning collaborative development project, and West Vancouver superintendent, Chris Kennedy spoke about harnessing technology to support all students reaching their full potential.

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WALKABOUT FOR TEACHER CANDIDATES October 7—November 18, 2013 Around Vancouver This inaugural Walkabout for teacher candidates was a 6-week health and wellness challenge to promotes regular exercise in social settings. It was designed eight years ago by Dr. Joy Butler (EDCP), and has been an annual event held every spring in the faculty. This year, over 25% of all teacher candidates participated in teams of 5 to monitor their steps and overall physical activity for 6 weeks. The intention was to promote a healthy and active lifestyle even during this busy teacher education year. Terrific participation!

Co-hosted by UBC’s Department of Professional Development & Community Engagement

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YEAR OF TEACHER EDUCATION LAUNCH October 9, 2013 Scarfe 100 Dr. Avis Glaze and Dean Blye Frank began the evening with A Dialogue about Teacher Education: What Makes a Difference? Their conversation focused on three broad areas that they consider critically important to teacher education: professionalism, competencies, and characteristics.

With the complexities and challenges teachers face, they asked, “What makes a difference?”

Dr. David Berliner’s talk, entitled Fatal Flaws in Using Pupil Achievement as a Proxy for Teacher Competence: Implications for Teachers and Teacher Educators, discussed the laudatory trend to base policy and actions on scientific information has resulted in a preference for quantification. He addressed numerous problems associated with contemporary systems for assessing the value added to students’ knowledge and skill by individual teachers, based on standardized test scores.

Minister of Education, Peter Fassbender, brought greetings to open the event.

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SPIRALS OF INQUIRY October 21, 2013 | 12—1 pm Scarfe 310 How can a spiral of inquiry approach be useful in teacher education and in ongoing professional learning? How is inquiry shifting practices through networks and through the use of a research-informed spiral of inquiry strategy? How are BC educators becoming involved in efforts to transform BC educational practices?

Dr. Judy Halbert and Dr. Linda Kaiser, co-authors of Spirals of Inquiry and Leading Professional Inquiry, have as their goal that every learner in the province is curious and every learner crossing the stage at graduation does so with dignity, purpose and options. They led an engaging conversation with UBC faculty and Inquiry seminar instructors.

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3D MODELS OF UTOPIAN SCHOOLS IN BC October 21, 2013 | 2:30—4 pm Scarfe 310 Teacher candidates enrolled in EDST 401 shared six models of Utopian schools with each other and with panelists Dr. Rita Irwin, Dr. Deirdre Kelly, Dr. Wendy Carr and Dr. Claudia Ruitenberg.

Course instructor Lilach Marom devised the final assignment around creating a school, representing its vision, core values, and educational goals while also reflecting course topics of diversity, policy, teachers’ role, organization structure, pedagogy, school culture, assessment and social justice.

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SCHOOL LIBRARIES AT THE CENTRE October 21, 2013 | 2:30—4 pm Scarfe 310 Quality teaching and learning for every student, flexibility and choice, and learning empowered by technology – these goals of the BC Education Plan are central to effective school library programs. Teacher-librarians collaborate with teachers so that kids engage in inquiry and have greater opportunities to employ critical thinking and creativity. Never before has there been a better time for teachers to learn to teach with teacher librarians than now.

Panel speakers included Rueben Bronee, BC Ministry of Education, Gino Bondi, District Principal, Vancouver Schools, Patricia Finlay, Teacher Librarian Mentor, Burnaby Schools. Moderated by Education Library’s JoAnne Naslund.

Co-hosted by Education Library and UBC iSchool

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FACULTY OF ED READS COMMUNITY BOOK CLUB October 23, 2013 | 6:30—8:30 pm Britannia Secondary School November 14, 2013 | 6:30—8:30 pm Point Grey Secondary School Dr. Jan Hare, UBC Professor for Indigenous Education, engaged the Faculty of Education with the broader community beyond UBC in discussion and reflection around Sherman Alexie’s The Absolute True Diary of a Part-Time Indian. Book club events took place at Britannia Secondary and Point Grey Secondary with a focus on prominent themes within the novel. Dr. Hare spoke about Fostering Success for Aboriginal Youth: Sources of Strength and Resilience and Dr. Elizabeth Meyer (California Polytechnical State U.) spoke about Gender, Bullying and Harassment in Schools.

Co-hosted by Department of Language and Literacy Education and the Institute for Gender, Race, Sexuality and Social Justice

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A COMMUNITY OF CONVERSATION October 24, 2013 | 3:30—5:30 pm Scarfe 1214 Secondary Home Economics and Physical Education teacher candidates, faculty and members of the Burnaby School district took part in this Living Inquiry event to support TCs’ inquiry into how to engage and establish a community of conversation with members of professional educational communities. Led by instructor Erin McGinley, the inquiry question was “How can we come to be able to talk about our ideas about teaching in enough depth and over enough time so that we can come to recognize our strengths and develop a commitment and draw from the talents of our colleagues?” (Harper, 1996, p. 264).

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CELEBRATE SCIENCE October 26, 2013 | 9:30 am—12:30 pm Beaty Biodiversity Museum A celebration of science—an event for parents, teachers, writers, and librarians! Want to engage youth in science and math? Why not use interesting books, simple hands-on activities, scientific collections, quests and, above all, make it fun! Guest speakers: UBC’s Dr. Andrew Trites, Director of Marine Mammal Research, Fisheries Centre and BC Science writers Claire Eamer, Shar Levine & Leslie Johnstone, Carol McDougall, Ashley Spires, and E. Paul Zehr.

Co-hosted by Irving K. Barber Learning Centre, Faculty of Education’s Education Library, Children’s Writers and Illustrators of BC, Beaty Biodiversity Museum, Remax Realty

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STORIES OF TRANSFORMATION IN EARLY PRIMARY November 14, 2013 | 11 am—3 pm Scarfe 310 This day-long event highlighted the pedagogical possibilities that open up when educators embrace innovative practices in the contemporary kindergarten and primary classrooms. Dr. Iris Berger (IECER), who oversaw the event, and local educators from Richmond and Burnaby engaged teacher candidates’ minds, hands and hearts in imagining what might happen in the early years classroom when teachers and children embark on a learning-journey fueled by authentic questions generated from lived experiences and common interests.

Topics for the day: Provoked by Materials and Inquiry Questions; Teachers’ Stories of Change and Transformation; Creating Environments that Respond to Children’s Inquiry.

Co-hosted by UBC’s Institute of Early Childhood Education and Research (IECER)

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EDUCATION RESEARCH AND TEACHER PRACTICE November 28, 2013 | 12—2 pm Scarfe 310 This series, sponsored by the Office of Graduate Programs and Research as part of the Year of Teacher Education, featured current incumbents of our Faculty Chairs and Professorships shared how their research is informing teacher education practices in British Columbia and beyond.

Dr. Linda Farr Darling, Eleanor Rix Professorship in Rural Teacher Education Dr. Shelley Hymel, Edith Lando Professorship in Social and Emotional Learning Dr. Linda Siegel, Dorothy Lam Chair in Special Education Moderated by Dr. Monica Pamer, Superintendent of Richmond Schools Co-hosted by UBC’s Office of Graduate Programs and Research

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OUT IN SCHOOLS/ E.R.A.S.E. BULLYING December 10 & 12, 2013 | 11 am—3 pm Scarfe 100 Through dynamic classroom presentations, Out in Schools is harnessing the power of film to engage BC high school students in discussions around bullying, homophobia and difference. Out in Schools is working with students, educators and school boards to make learning environments safer for all youth.

Every child deserves an education free from discrimination, bullying, harassment, intimidation and violence. The E.R.A.S.E. (Expect Respect and A Safe Education) Bullying strategy was presented by Ministry of Education’s Superintendent of Safe Schools, Sherri Mohoruk, and President of Safer Schools Together, Theresa Campbell.

Co-hosted by UBC’s Institute for Gender, Race, Sexuality and Social Justice

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OUT ON SCREEN/ OUT IN SCHOOLS January 22, 2014 Scarfe 100 Jen Sung from Out in Schools and Dr. Lori McIntosh from UBC’s Institute for Gender, Race, Sexuality and Social Justice presented a screening of short films that provided provocative discussion topics and wonderful teachable moments. Post-screening discussion focused on how these films could be treated in one’s classroom at the elementary, middle years and/or secondary level. This event followed the very successful talk/ screenings provided by Out in Schools in December.

Co-hosted by UBC’s Institute for Gender, Race, Sexuality and Social Justice

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COOPERATING TEACHER PARTICIPATION IN TEACHER EDUCATION January 29, 2014 | 12 pm Scarfe 206 Teacher candidates consider cooperating teachers (school advisors) to be one of the most important contributors to their teacher preparation program. Therefore, the ways in which cooperating teachers participate in teacher education are significant. This review seeks to move conceptions of that participation beyond commonly held beliefs to empirically supported claims. The analysis draws on Brodie, Cowling, and Nissen’s (2009) notion of categories of participation to generate 11 different ways that cooperating teachers participate in teacher education.

Dr. Tony Clarke highlighted the importance of negotiated or invited spaces for cooperating teacher participation and provides a new way of thinking about, planning professional development for, and working with cooperating teachers.

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RACE MATTERS: A DIALOGUE February 19, 2014 | 4:30—6 pm Scarfe 310 In our multicultural society, the word and the concept of “race” is often hidden and substituted by more familiar terms such as language and culture. However, when we begin to closely examine which racialized groups are more advantaged than others, it becomes clear that race—intersecting with gender, language, religion, nationality, and socioeconomic status—does matter in shaping experiences of teachers and students as well as institutional structures and practices. Facilitated

by Dr. Ryuko Kubota and Dr. Annette Henry, a panel of teachers (Nadia Mallay, Leanne Sjodin, Amar Sull and Shannon Tito) shared their experiences, inviting teachers, teacher candidates, and teacher educators to examine race, racialization, and racism in educational contexts and to explore how teacher education can promote anti-racist practices.

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EQUINOX SUMMIT: LEARNING 2030 March 3, 2014 | 1—5:30 pm Scarfe 206, 209 It has never been more important to invest in the next generation and its capacity to tackle the increasingly complex challenges in the decades to come. Local educators and administrators (including 3 metro superintendents) and UBC faculty members, Dr. Marina Milner-Bolotin, Dr. Samson Nashon, Dr. Sandra Scott and John Yamamoto met with the Equinox Summit Learning 2030 team from Waterloo Global Science Initiative to share stories of best practices and challenges in BC and to set out strategies needed to promote widespread change in education.

Summit curator, Dr. Michael Brooks, New Scientist Magazine consultant, presided over a lively discussion with workshop participants, faculty, local educational leaders and invited guests.

Co-hosted by Waterloo Global Science Initiative

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RESISTANCE TO COMPULSORY INDIGENOUS EDUCATION March 4, 2014 | 12 —2 pm Scarfe 310 Visiting Indigenous scholar, Dr. Jean Phillips (Queensland University of Technology) presented findings of her research into the resistance of Australian pre-service teachers to compulsory Indigenous studies in one university. A critical Indigenist study was employed to investigate how non-Indigenous students managed their learning and how they articulated shifts in resistance as they progressed through their studies.

Co-hosted by the Indigenous Leadership and Mentoring Initiative, Indigenous Education Institute of Canada, UBC’s Native Indian Teacher Education Program, and the Professorship of Indigenous Education for Teacher Education.

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INQUIRY-BASED TEACHER EDUCATION: 30 YEARS ON March 11, 2014 | 12—1:30 pm Scarfe 310 Dr. Peter Grimmett’s scholarly interests in curriculum and pedagogy focus on how education practitioners think about their work and construct their professional knowledge and expertise. His earlier work studied how teachers use processes like reflection and action research to enhance their understanding of practice. Drawing on UBC faculty research, Dr. Grimmett examined a variety of ongoing scholarly inquiries into teacher education and outlined how our understanding of inquiry in teacher education has changed over the last thirty years.

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EDUCATION RESEARCH AND TEACHER PRACTICE March 13, 2014 | 12­­—2 pm Scarfe 310 The second session of the Education Research and Teacher Practice: Inspiring Educators Series involved a cycle of round tables and discussion panels, current incumbents of our Faculty Chairs and Professorships shared how their research is informing current teacher education practices in British Columbia and beyond.

Dr. Jan Hare, Professorship in Indigenous Education for Teacher Education Dr. Lynn Miller, Myrne B. Nevison Professorship in Counselling Psychology Dr. Nancy Perry, Professorship in Struggling Youth Moderated by Dr. Jordan Tinney, Superintendent, Surrey School District Co-hosted by the Office of Graduate Programs and Research

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TEACHING FOR SOCIAL JUSTICE AND INDIGENEITY April 10, 2014 | 4:30—6:30 pm BCTF Offices What does it mean to teach for social justice and Indigeneity in BC schools today? What are the implications for teacher education as a collective responsibility? Dr. Deirdre Kelly and Dr. Hartej Gill, Department of Educational Studies, chaired a panel discussion to reflect back/reflect ahead about social justice and diversity in schools today. They were joined by panelists, Harkiran Aulakh, Chris Lekakis, MJ Moran and Cassandra Richter with respondents, Susan Ruzic (BCTF’s Social Justice Coordinator) and Chris Stewart (President, Aboriginal Education Association).

Co-hosted by the Department of Educational Studies and the BC Teachers Federation

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TEACHER MENTORSHIP: A PROVINCIAL CONVERSATION April 10-11, 2014 Radisson Hotel Vancouver Airport Bringing together BC educators to support beginning teachers, this conference featured a panel of educators: Maureen Dockendorf, Dr. Linda Farr Darling, Dr. Monica Pamer, Glen Hansman, Melodie Li, Nancy Hinds who addressed questions about the challenges faced by new teachers and what is needed to build a sustained mentorship initiative in BC. Lois Zachary, internationally recognized mentoring expert, presented mentorship principles and practices as well as the elements of building a mentoring culture.

Co-hosted by Teacher Mentorship BC, New Teacher Mentoring Project and the BC Teachers Federation

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BRIDGING THE GAP

ENGAGING TEACHER CANDIDATES WITH TECHNOLOGY IN PRACTICE April 20, 2014 | 12—1:30 pm Scarfe 310 What do we really mean by technology integration? How is technology integrated into our learning culture? In what ways does it enrich and deepen our teacher education program? Yvonne Dawydiak, Adjunct Teacher Professor, and Jo-Anne Naslund, UBC Education Librarian, shared the work they’ve done this year in the Scarfe Digital Sandbox, an initiative of the Teacher Education Office, Education Library and Educational Technology Support. Audience members interacted with Yvonne, Jo-Anne and four guests (teacher candidates and faculty in rural districts) who joined in via BlueJeans, a new technology available in the Faculty of Education.

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THE rEvolution:

SCHOOL-BASED TEACHER EDUCATION April 25, 2014 | 12—1:30 pm Scarfe 200 Dr. Steve Collins (EDCP instructor) and Hermia Ting (Richmond teacher and UBC adjunct) presented their work with the Community of Inquiry in Teacher Education (CITE) cohort in UBC’s BEd Program in integrating two courses at Hamilton Elementary School in Richmond. Their long term vision is a teacher education cohort that will complete both coursework and practica within the context of an elementary school. Such a cohort would integrate disciplines through a project-based approach to learning to teach.

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INVESTIGATING OUR PRACTICES CONFERENCE May 3, 2014 Scarfe Teaching is demanding and complex work, made more difficult if we try to do it in isolation or without sharing and exploring our understandings together. In order to better understand and improve our practice, many of us engage in classroom, program or institution-based investigations focusing on the what, the how and the why of our practice. The 17th Annual Investigating Our Practices Conference brought practising teachers, university educators, graduate students and teacher candidates together to share their questions, investigations and understandings about their practice.

Co-hosted by the BC Teachers Federation and Professional Development & Community Engagement

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CELEBRATE RESEARCH WEEK May 13-14, 2014 Scarfe This year’s Celebrate Research Week focused on research in teacher education. Dr. Tony Clarke opened the week with a talk on “Involving Teachers in Education Research”, followed by presentations by Faculty of Education colleagues, Dr. Teresa Dobson, Dr. Deborah Butler, Dr. Kadriye Ercikan, Dr. Jason Ellis, Dr. Cay Holbrook and Dr. Maureen Kendrick.

A panel of Inspiring Educators with Canada Research Chairs included Dr. Vanessa Andreotti, Canada Research Chair in Race, Inequalities and Global Change and Dr. Peter Seixas, Canada Research Chair in Historical Consciousness as well as colleagues from other faculties at UBC.

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LEADING MENTORSHIP FOR NEW TEACHERS UBC SUMMER INSTITUTE July 2-4, 2014 St. John’s College The BC New Teacher Mentoring Project hosted a summer institute for mentor leaders from across British Columbia to build a professional community of mentor leaders and advocates committed to the development and facilitation of effective mentoring practice.

Key presenters at the Institute included UBC’s Dr. Anne Phelan, Dr. Linda Farr-Darling and University of Alberta’s PhD candidates, Laura Servage and Jaime Beck. Co-facilitators for the conference are Alison Davies, Coordinator of the New Teacher Mentoring Project and Consultant, and Nancy Hinds.

Co-hosted by Teacher Mentorship BC, New Teacher Mentoring Project and the BC Teachers Federation

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YEAR OF TEACHER EDUCATION CLOSING CELEBRATIONS July 16, 2014 Scarfe Entrance & Scarfe 2nd Floor To celebrate an outstanding Year of Teacher Education, teacher candidates, faculty and staff were invited to a celebratory barbecue and the grand opening of the BEd cohort photo exhibit. The photo installation (as well as this YTE Yearbook) not only showcases the wonderful work that takes place in the Faculty of Education for teacher education but also provides a lasting legacy for this very memorable Year.

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#YTEUBC

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LIP DUB CONTEST Teacher candidates were invited to create a breakout video highlighting the Year of Teacher Education and its hashtag, #YTEUBC. The winning lip dub was featured as part of the formal YTE launch on October 9th. The lip dub had to be a “new work” or modified, augmented or re-cast version of an original performance. Two groups distinguished themselves. They received #YTEUBC carry bags, and their amazing performances are archived on the YTE website!

Winner: Secondary English/Theatre

Runner up: “KIPPdub” KIPP Cohort

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HASHTAG PHOTO CONTEST All teacher candidates received a #YTEUBC label at the Student Orientation at Chan Centre on Sept. 3rd. They were invited to participate in the YTE Hashtag Contest.

The rules were simple: photograph your hashtag label somewhere around the lower mainland or elsewhere and tweet it to the YTE site. The categories were: most unusual location, most high visibility location, funniest location, most beautiful location, most fashionable location, most _______ location, etc. Check out all the entries on the YTE website!

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SOCIAL MEDIA All tweets containing the #YTEUBC hashtag became a dynamic part of the YTE website. Teacher candidates, instructors, school district educators, BCTF colleagues, Ministry colleagues and many more left their mark. Here are but a few examples from the year’s Twitter feed.

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