Legacy 2010

Faculty of Education

2010

Faculty of Educationwww.becomeateacher.ca

“I knew that I wanted to be a teacher. I did my research, and realized that the U of L Faculty of Education was the best school to go to. It has the most practicum, the best teachers, the finest reputation and will provide me with the tools I need to be the best teacher I can be.” Scott Fairs

• nationally-recognized teacher education program

• 27-weeks of practical classroom experience in a broad range of schools from rural to urban and elementary to secondary• approximately 97% of our graduates find work in education in Alberta, nationally, and throughout the world

Current Student

Or contact the Faculty of Education at [email protected]

become a teacherencouraging the next generation...

The Legacy | 2010 1

Contents

ContributorsMarguerite AndersonAmanda BergRichard ButtKen HeidebrechtChris HibbardMichael HollyJoyce ItoCarol KnibbsLori LavalleeRod LelandCraig LoewenGreg MartinDiane McKenzieDarcy McKennaElizabeth McLachlanRick MrazekDarcy NovakowskiShari PlattSusan PollockWayne StreetKelly Vaselenak

PrintingUniversity of Lethbridge Printing Services

Thank youGalt MuseumNikka Yuko GardensWind River Glass Ltd.

The Legacy is produced by the Faculty of Education at the University of Lethbridge in collaboration with the Communications Office.

Correspondence is welcomeand may be addressed to:

Faculty of EducationUniversity of Lethbridge4401 University Drive WLethbridge, AB T1K [email protected]

19 Partners in Education

25 Current Students

11 Educational Research

8 Alumni Successes

4 At a Glance

10% Post Consumer Recycled Content

2 Dean’s Message

32 Inspiring Teachers

2 The Legacy | 2010

Craig Loewen, PhD

Interim Dean of Education

Welcome to Legacy. This edition focuses on confidence – patience, action, and wisdom contribute to the shaping of teacher confidence.

Confidence. What does it mean to be confident? We sometimes use the

word self-confident, but what other kind of confidence could there be?

And how do we become confident? Surely confidence is built slowly,

through

exploration and experimentation,

trial and error,

small steps,

and many mistakes.

As our skills grow we become more confident in what we are able to

achieve. Confidence is built from (and through) action, patience and

perseverance. Our mentors guide us as we explore, fail and try again.

I often hear from our student teachers about how their confidence grows

as they progress through our teacher preparation program. Their stories

always include a special teacher who helped them gain confidence when

there was none. Mentorship matters.

As a faculty we too appreciate the master teachers, mentor teachers,

supervisors, and others who contribute so much to our success. Thank

you for working alongside us, enhancing all that we do in developing and

delivering our programs in the Faculty of Education.

Master Teachers with Craig Loewen, Dean, Faculty of EducationL - R: Terry Kerkhoff, Bob Miller, Johnel Tailfeathers, Craig Loewen, Sharon Mombourquette, Cory Beres, Sharon Hierath, Donna McKay

Opening Words

Phot

ogra

pher

: Rod

Lel

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Teaching Fellow: Keith RoscoeCAETL Teaching Fellows demonstrate both commitment to excellence in their own teaching and willingness to champion the importance of teaching development in the U of L community.

Appointed Teaching Fellow, Dr. Keith Roscoe is an associate professor and science education specialist in the Faculty of Education with a strong background in teaching development. He is principal author of the science methods textbook, Scientific Literacy For Canadian Students: Curriculum, Instruction and Assessment, and his current research focuses on classroom management and assessment.

Board of Governors Teaching Chair: Robin BrightThe teaching chair is awarded to a faculty member who demonstrates an ongoing commitment to teaching excellence and scholarship within the U of L community.

Dr. Robin M. Bright has been appointed to the Board of Governors Teaching Chair for 2010. In addition to working with the CAETL team on multiple projects that include a focus on technology in teaching, she is embarking on a study concerned with on-screen learning and literacy development of post-secondary students within the Faculty of Education and across the university.

Creativity

Confidence

In Memoriam: Aubrey EarlDr. Earl joined the University of Lethbridge in 1967 as a professor, and was a key architect in shaping the highly recognized teacher preparation program. He helped develop the practicum that eventually became the 27-week field experience component of the program (currently, one of the most extensive in Canada). It became a foundation of theory and practice that he knew could outshine some of the larger institutions. “I think we came to be recognized as a prestigious, decent and noteworthy institution,” Dr. Earl once said in an interview. “Our students were sought after not only in Western Canada, but in the United States.”

Respect

27 weeks of field experiencesome of the most extensive teacher practicum

experience offered in the country

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At a Glance

The Legacy | 2010 5

Celebrating StudentsDiane Howe was presented with the William Aberhart gold medal in Education at the Spring 2010 Convocation. She is thankful to have had the opportunity to complete the five year Education program. Now teaching Grade 7, she is “daily reaping the rewards” of having been enrolled in a quality program.

Lisa Jensen is deeply honoured to be recognized by the Faculty of Education through the presentation of the prestigious Gold Medal for demonstrating exceptional levels of academic excellence. “The Faculty of Education has an amazing program, with excellent professors and top-quality students.”

“The word confidence means

the world to a teacher. The

teacher must be confident

about his own abilities

as the task before him is

monumental, nothing short

of helping to shape lives. In

the same vein, developing

that same sense of

confidence in students and

their abilities becomes for

the teacher, the evidence

of success.”

Carmen Mombourquette Faculty of Education

Futu

re

The Future Looks BrightThe Faculty of Education is pleased to welcome two of our newest graduate study instructors – provisional psychologist and lecturer Jennifer Thanhausser joins the Master of Counselling program; and Carmen Mombourquette comes to the MEd Leadership program after serving as head of Toronto’s Northmount School for Boys.

“Students are not just

numbers in a classroom they

are individuals with diverse

backgrounds, experiences,

and expectations. As a

teacher, my role is to access

this diversity so it can

enhance the learning

experience. Teaching is about

nurturing students to

become critical and

self-reflective thinkers;

providing the opportunity to

grow beyond the limits they

once thought possible.”

Jennifer Thanhausser Faculty of Education

6 The Legacy | 2010

At a Glance

On Tuesday, October 12, the Faculty of Education along with community education partners from the Alberta Teachers’ Association (ATA), Red Crow College, Lethbridge Public School District 51, Holy Spirit, the College of Alberta School Superintendents (CASS), Graduate Studies, and Education Undergraduate Society (EUS), welcomed new University of Lethbridge president, Dr. Mike Mahon. Members of the EUS guided Dr. Mahon and his wife, Maureen, on a tour of Turcotte Hall. There was classroom interaction with students, meeting with faculty and staff, and entertainment over lunch by Frank Gnandt’s LCI Choir.

Welcome New U of L President, Dr. Mike Mahon

Welcome

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The Legacy | 2010 7

Celebrating

excellence in

graduate student

research...

Faculty of Education Graduate Studies Students Receive SHRRC AwardsGraduate students, Danille Lazzaretto-Green and Ainslee Kimmel, receive SSHRC awards of $17,500 each to continue their studies in the Master of Education, Counselling Psychology cohort. Ainslee’s topic of study is on the psychological impact of wildfires, and Danille will be working on a qualitative study on the psycho-social needs of incarcerated First Nations women.

Collaboration

“It’s not so much what I’ve achieved over the last 10 years, rather it’s what we’ve all achieved together,” says Dr. Jane O’Dea. “I was tre-mendously fortunate to become dean of a faculty that has a fabulous tradition of collaboration and partnership with the professional community.” Considering these words, it was only apt that Dr. O’Dea’s celebration in honour of her “term completion” reflected community.

Honouring a Decade of Deanship

8 The Legacy | 2010

Imagine an international school offering world class

study based upon an Alberta curriculum in all grade

levels. Take a pin and hover over a map of China. Insert

it in an area called Macao, located 60 km southwest of

Hong Kong.

Now picture a facility that accommodates 900

students, located on a large and modern university

campus. Here you will find the first Alberta accredited

offshore school, The International School of Macao

(TIS), where all classes are taught in English.

What makes the Alberta curriculum so attractive

within an international context? According to Howard

Stribbell, “the answer lies in the foundation of the

Alberta curriculum - critical thinking.”

As a teacher he gained a first-hand understanding

of the infinite benefits of preparing students to be

a part of a global community. “Global education is

about allowing students to bring their individual

backgrounds to the classroom, in order to create an

environment that supports the integration of these

differences,” Stribbell explains.

Essentially, it’s about providing the opportunity for

an enriched educational experience, and about having

the framework that allows a school to foster a specific

type of learning environment. This is a vision to which

Stribbell has devoted his career.

In 2006 Stribbell found himself vice principal of

TIS. “I wanted to take the strength of the Alberta

curriculum and use it to build an amazing school,”

he says. “Our students are working in programs that

are set up to prepare them for an English university.”

Although Macao is now the world’s fastest growing

economy with well paid employment opportunities,

all of last year’s graduates chose to continue their

education, some at the University of Lethbridge.

When making an official visit to our campus to speak

to prospective student teachers or recruit certified

teachers, Stribbell makes a point of visiting these

former students. With his recent appointment as Head

of Schools, Stribbell has a new opportunity to further

his commitment to global education.

Global EducationAlberta Curriculum goes international with the help of Faculty of Education alumni, Howard Stribbell (BA/BEd ’98, MEd ’04)

The Legacy | 2010 9

Alumni Success

“Global education is about allowing students to bring their individual backgrounds to the classroom, in order to create an environment that supports the integration of these differences.” Howard Stribbell

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10 The Legacy | 2010

Alumni Success

Life lessons, language and learning have

contributed to U of L alumnus, Janet Pletz’

remarkable relationship with her students and

continued research in literacy and innovative

curriculum methods in the classroom. “If you

give children the permissions and invitations

to think deeply about themselves, they have a

lot to say,” Pletz explains. “The more teachers

work with literature in the classroom, the

deeper those conversations become.”

The challenges and opportunities of

language developed early in Pletz’ career.

“My post secondary education spans

four decades,” she remarks. While at the

University of Victoria, Pletz’ experiences

working with students in adaptive physical

education introduced her to alternative

methods of communication. “I realized in

order to effectively work with my students, I

needed to teach myself sign language.” Upon

graduation, Pletz taught sign language with

the Victoria School District, and it was there

she was surprised to learn she too was hearing

impaired.

After traveling the world for ten years with

her husband and children, Pletz returned to

Canada, inspired by self-discovery overseas. “I

became aware of my developing experiences

in world literacies, identity and education in

global and cultural contexts,” Pletz says. “Those

years overseas stirred a prevailing passion to

pursue further education, and the natural

choice was to become a teacher.” Pletz enrolled

at the University of Calgary, and taught in early

childhood classrooms.

“My curiosity and questions motivated me

to enroll in a Master’s degree at the University

of Lethbridge,” Pletz says. “The more I sunk

my teeth into learning, the more questions

I wanted to answer. During my three years

at the U of L, I explored and delved deeper

into literacy education in practice, and my

research on young children’s sense of voice

with interactions of picture books.” Through

those interactions and the support of advisor,

Dr. Leah Fowler, Pletz explored the impact

of literature on young minds. “By engaging

students with picture book literature, I began

to understand how children develop a sense of

self and voice,” she explains.

After graduating in 2008, Pletz’s education

continues. As a PhD student at UBC Pletz is

further expanding her discoveries in literacy

engagement. “If we can give children a gift, it’s

recognizing who they are and their importance

in their community. Their voices are necessary,

and by involving them through literature we

are better able to listen to them, and value their

experiences.”

ListeningThroughLiteracyJanet Pletz’ (MEd ‘08) research reveals the importance of the child’s voice in community

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The Legacy | 2010 11

Exploring Faith in the ClassroomsUniversity Scholar, Dr. Amy von Heyking investigates the impact of religion on public education

Educational Research

What contribution does faith-informed

education make to a liberal democracy? Are

there multiple, educational models that need

to be considered? Most definitely, and Alberta

is a fertile province for academics interested in

researching citizenship education.

In addition to being one of the few

provinces that has retained its publicly-funded

separate school system, Alberta is the only

province to fund its charter schools with public

monies. Numerous faith-informed programs

and schools have also been integrated into

the public system, as fully-funded alternative

programs. “Clearly, what we have is a

willingness to identify and promote alternative

educational models within our province” says

Dr. Amy von Heyking.

In other parts of Canada, movements to

extend public funding to faith-informed

schools have typically been met with resistance.

“In public or politicized debates about the

issue, religious instruction is often associated

with narrow mindedness and a lack of

tolerance,” says von Heyking.

As an educational historian, she is interested

in documenting the institutional histories of

faith-informed schools that have made the

shift from independent to public systems;

recording stakeholders’ perceptions of what

they have gained or lost in the process.

“We need judicious scholarship that explores

the impact of religious faith on the nature of

schooling and, more specifically the ability of

schools to meet the civic education outcomes

as defined by the province of Alberta,” von

Heyking explains. Her two-year University

Scholar research grant, recently awarded by the

Office of the Vice-President (Academic), will

allow her to make a substantial contribution to

this body of knowledge.

In conjunction with her research partner,

Dr. Lance Grigg, von Heyking has already

conducted an exploratory study examining

the impact that faith-based curricula has on

citizenship outcomes in one school in southern

Alberta. As a University Scholar she is able to

devote additional time to research and will

continue exploring the relationship between

citizenship and religious education in a range

of publicly funded faith-informed schools

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“Clearly, what we have is a

willingness to identify and

promote alternative educational

models within our province.” Dr. Amy von Heyking


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This spring, a poster promoting Lethbridge

Public Interest Research Group’s (LPIRG) 2nd

Annual Student Speaker Challenge boldly asked:

“What are you doing in university and what

good is that to the rest of the world?” Although

directed to all post-secondary students, in an era of

globalization, this challenge has particular relevance

for future educators.

A researcher with a special interest in

comparative studies in the U of L Faculty of

Education, Dr. Kas Mazurek emphasizes that, as

an educator, understanding your profession begins

with understanding the education systems of other

nations. He is also adamant that we should never

rely soley on the “knowledge and experience that

local researchers, practitioners and education

systems possess and generate.” Instead, we need to

draw on the best practices from the widest pool of

information.

“Professional knowledge is out there to be

reinvented, in terms of successes and mistakes,”

Mazurek says. Training teachers to compete in a

global economy means “ensuring that they have an

understanding of how educational objectives and

practices work with other cultural components

within a given society.”

Technology has, of course, made it convenient for

us to draw from a much broader knowledge base

and better understand all education systems and

societies, including our own. But in order for future

educators to fully understand what is required of

them in professional practice, many choose to get

global experience.

The Faculty of Education has placed practicum

students in Africa, Europe, Australia and North

America. The possibilities for teaching internships

in international settings is essentially limitless and

again technology plays a critical role: improving

our ability to communicate between schools and

faculties of education, enabling faculty supervisors

to provide quality support to students without

necessarily visiting that location. Mazurek has,

however, travelled extensively throughout the world

as a researcher and has been known to conduct

supervision in this capacity.

Continuing, he points out that students can

experience international placements approved by

the Faculty of Education Field Experiences Office.

They move forward by obtaining travel visas and

work permits.

For Mazurek, refining knowledge and continual

experimentation are fundamental and ongoing

aspects of teacher education and practice. He’s

immensely pleased to see that so many Faculty

graduates have such an acute understanding of

the value they have to offer the world, through

international professional practica.

Educating WithGlobal Perspective in MindDr. Kas Mazurek believes that understanding the profession of teaching begins with the understanding of other nations

Training teachers to compete in a global economy means ”...ensuring that they have an understanding of how education objectives and practices work with other cultural components within a

given society.”

Dr. Kas Mazurek


What is the most effective way to assess

the progress of a student? Who has a stake in

the results, and how can exams be redesigned

to fairly and accurately evaluate a student’s

comprehensive knowledge? These questions

and many more were examined in a two-year

project, The Alberta Student Assessment Study

(ASAS) initiated by Alberta Education. Included

in the design and execution was Dr. Nola Aitken

of the Faculty of Education.

Dr. Aitken’s experience with assessment and

leadership practices extends throughout her

career. “I specialized in test development and

mathematics, working for Alberta Education for

five years assisting teachers with writing exam

questions,” she says. After joining the Faculty

of Education at the University of Lethbridge in

1992, Dr. Aitken has been involved in the MEd

Leadership program and teaches assessment

courses at the undergraduate level.

Dr. Aitken notes that the role of examinations

has been a defining factor for evaluating quality

of education throughout the school system.

“Assessment covers all areas; it’s used as a

complete evaluation of a student’s knowledge

and a guide for teaching,” says Dr. Aitken. “It’s

also a means of self-assessment for the student,

although there are many stakeholders influenced

by the results, from the teachers and parents to

schools and their districts.”

The ASAS reported on optimal assessment

theory, policies, and practice; educational

leadership practices; and professional

development. “Data was collected from all the

stakeholders through focus groups, interviews

and questionnaires,” Dr. Aitken says. “Over 3000

individuals from 20 schools participated in the

study.”

The responses from those groups revealed

some interesting findings. “There were many

factors which emerged once the data was

compiled. From student concerns related to

perceptions of unfair marking practices, to

parents’ concerns with the appropriateness

of provincial examinations at the grade three

level, recommendations were made to redesign

assessments and provide for further professional

development for teachers.” Dr. Aitken also

pointed out the need for strong administrative

leadership. “Clear communication and

thorough understandings of the statistical data

from school boards and principals promotes

confidence and success throughout the

education system.”

The complete study can be found at the

Alberta Education website, http://education.

alberta.ca/department/ipr.aspx

Dr. Nola Aitken’s work with Alberta Education examines the importance of the teacher’s role in assessing student learning and achievement

A Matter of Assessment



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“Canadian literature isn’t just about

mountains, snow and pinecones,” says Dr.

Leah Fowler, University of Lethbridge Faculty

of Education professor and recipient of the

prestigious 2010 Distinguished Teaching

Award. “The intellect found in Canadian

writing is high; it’s an expression of our

culture: courageous, honest, diverse and

accessible.”

Fowler’s research into Canadian literature

pedagogy emphasizes the importance

and significance of Canadian writers in

the classroom. “Canadian writing shapes

our society and engages the media, ” says

Fowler. “Understanding what good writing

looks like and knowing Canadian writers is

fundamental to experiencing our Canadian

voices – from stories from First Nations’

writers to stories of our newest immigrants.

These narratives are essential: a humanizing

and restorative education for all of us.”

“As a teaching professor, my job is to

help student teachers develop empathic

relationships in society. Canadian literature,

notably the significant publications

emerging from young adult fiction, provides

experiences for our students that change

behaviour and allow them to participate in a

more ethical society,” says Fowler.

Authoring a Canadian Writers in

Conversation series, and Reading Canada:

Pedagogy and Fiction for Young Adults (a

co-authored text with Dr. Wendy Donawa)

are two of Fowler’s current research books

headed for publication. A Curriculum of

Difficulty: Narrative Research in Education

and the Practice of Teaching, published in

New York (2006) illustrates a theoretical

frame for narrative research and includes

Fowler’s own literary teaching stories.

That book contributes to pedagogical

understandings regarding difficulty in

teaching. But “Canadian literature is a hopeful

place to work,” Fowler adds. “Students

want to be part of the conversation of our

country. It’s up to our teachers to light that

fire for our youth and inspire those flames

to spread healthy being and good citizenship

throughout our society. Canadian culture

is defined by our multicultural fabric, our

awareness and empathy; Canadian literature

can connect our experiences to our actions,

through reading and understanding.”

The relationship between effective

pedagogical methods and literacy is at the

heart of Fowler’s continued research. “There

are direct connections between literacy and

poverty, literacy and wellness, literacy and

lifespan, and literacy and socioeconomic

status,” she says. “Teaching is an incredible

responsibility and worthy profession which

benefits all peoples and communities.

Teachers need to cultivate wise brains and

hearts; we are models to society presenting

our best authentic selves in the classroom so

students may engage fully and become all that

they can in life.”

Leading Through Literacy


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The relationship between effective pedagogical methods and literacy is at the heart of Dr. Leah Fowler’s continued research


Dr. Janice Rahn

Cross-CampusCommunity

Dr. Chris Nicol, Dean of Arts and Science

at the University of Lethbridge, is a firm

believer in the University’s liberal education

philosophy and the vital nature of cross-

campus collaboration, particularly between

Arts and Science and Education, in shaping

teachers of excellence.

“The University has always had highly-

integrated programming across Faculties.

This builds a long-term ability to be flexible

and adapt to a changing environment,”

explains Nicol. “The whole philosophy

here has been to have a broad educational

perspective. I think education students,

particularly, require a strong foundation

in a wide array of areas in order to answer

unexpected questions from curious students.

There has to be breadth to what you’re doing

as well as depth so that, when you get off the

wall questions, you’re well equipped to answer

them. That is the preparation we’re seeking

to give.”

Over the years, Nicol has spoken with

many graduates who have come to appreciate

the variety of skills they gained while

taking courses from the many disciplines

offered through Arts and Science, and the

opportunities they had to work closely

with professors. According to Nicol, “many

students talk about how they have had

an opportunity here to be involved in the

development of new knowledge through

research and scholarly activity. There are

lots of opportunities for them to be involved

in things like independent study courses,

or working directly with researchers on the

researchers’ scholarly programs of activity.

This is also true in the Faculty of Education,

where students acquire an appreciation for

the process of discovering new things and the

importance of taking that into the classroom.”

After at least two years of Arts and Science

experience, students enter the Faculty of

Education with a breadth and depth of

knowledge, an emerging understanding

of research techniques and purposes, and

are well prepared to learn the educational

content, curriculum and pedagogy that

are behind the University’s well- known

reputation for shaping future teachers of

excellence.

“The University has always had highly-integrated programming across the Faculties. This builds a long-term

ability to be flexible and adapt to a changing environment.” Dr. Chris Nicol

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The Vital Nature of Breadth and DepthDr. Chris Nicol, Dean of the Faculty of Arts and Science is a firm believer of preparing students through the liberal education philosophy and cross-campus collaboration

L to R: Dr. Chris Nicol, Peter Zajiczek, and Teena Cormack

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Partners in Education

Educating at All Levels

University of Lethbridge Faculty of Education

alumni, Gordon Thomas, is the current executive

secretary for the Alberta Teachers’ Association

(ATA). When not in the office he can be found with

his wife - a justice in the provincial court of appeals

- travelling the world together.

For seven years following his graduation, Thomas

taught social studies and drama at Sturgeon

Composite High School in northern Alberta. While

there, he earned an MEd and a PhD from the

University of Alberta. “On that journey toward my

graduate degrees, I was invited to apply to join the

ATA’s Professional Development program team,

working to improve the standards around teaching

quality and qualifications in the province.”

Thomas found the work interesting, a different

way to contribute to something bigger. “It felt

like a way to be involved in both governance,

and in improving education in classrooms at all

levels,” he says. Starting as an executive assistant

in Professional Development, Thomas spent the

next 14 years working in teacher education and

certification. He guided curriculum change, student

and teacher evaluation practices, performed field

service via workshops, and taught at the university

level.

In 2002, Thomas became executive secretary for

the ATA – a position that he finds demanding but

rewarding. “A lot of my work involves relationships

with others,” he says, “be it working with

government organizations, universities, or school

boards. We are all partners in that respect. But my

formal duties have a great deal to do with our own

governance as an association.”

The teachers elected to be on the ATA’s Provincial

Executive Council meet eight times each year,

dealing with an array of issues facing the teaching

profession in the province. The Council receives

recommendations and provides direction; some

of which involve matters of professional discipline

or competency. “We view each scenario that arises

as being unique and special,” Thomas says. “Each

case requires investigation, evidence collection, its

own impartial hearing, and subsequent decisions

being made.” These scenarios may include conflict

resolution, teacher-parent relations, and more.

Thomas was always drawn to teaching. His

father taught high school in Lethbridge – and

along with some very good teachers in his own

schooling, he was led down the path toward making

a difference. “I still have that desire,” Thomas says.

“For the members of the profession, I want to

create conditions that will improve teaching as a

trade, serve the public interest and be of benefit

to professional teachers. This job allows me to do

that.”

Through his time with the ATA, Thomas has

worked through the teacher’s strike of 2002, and

the subsequent Alberta’s Commission on Learning

(from which many good recommendations were

implemented). Thomas is familiar with current

headlines regarding proposed changes to Grade 12

final examinations. “As a teachers’ collective of over

35,000 educators,” Thomas notes, “we think that

putting 50 per cent grading weight on just one day’s

worth of multiple choice questions doesn’t seem

like a valid measurement. We would rather see 80

per cent of the weight placed on in-term classroom

performance, and we believe that the teacher’s

assessments of student are even more important.

But there are many more discussions to come,”

Thomas says.

Thomas’ memories of being a student at the U

of L are fond ones. “Those times were really happy

and constructive for me,” he says. “There was

enormous assistance provided between preparation,

immersion through practicum, and graduation.

A great deal of what I learned then, I practice

today. The personalities and teachers I met while I

was there were tremendous models for me. Their

commitment was truly inspiring.”

Alumni Gordon Thomas (BEd ‘77) is making a difference in both the classroom and through his work with the Alberta Teachers’ Association


People travel for many reasons. Of those who travel for pleasure, many seek to escape their daily routines, perhaps to redefine themselves. In recent years tourism agencies have been keen to promote the idea of seeking these kinds of experiences right in our own back yards. As Southern Albertans we live in the heart of Blackfoot territory, and yet what do we really know of Blackfoot culture or the responsibilities we may have to the land that sustains us? Blackfeet people will tell you that the land is their knowledge base; that wisdom is found within the land’s sacred sites. Within the Faculty of Education, the dissemination of this type of knowledge has been taking place through innovative programming. The Niitsitapi Teacher Education Program was a primary example as its fundamental purpose is to graduate qualified teachers who possess “an understanding of Blackfoot epistemology, pedagogy and ideology,” and have them apply this knowledge in the classroom. The MEd (FNMI Curriculum Leadership) builds on this undergraduate program. At the University of Lethbridge, Dr. Cynthia Chambers

and Narcisse Blood, coordinator of Kainai Studies at Red Crow Community College have developed and co-taught a number of courses together, most notably Education 5510, which has essentially been set up both as an alternative to a traditional study tour and as “an opposition.” “Instead of people going all over to look at education elsewhere” why not ask ourselves what can be learned [here] from this place?” Cynthia wondered. At Red Crow Communitiy College, students had already been visiting sacred sites within Blackfoot territory, “as a result of funding received through a traditional land use study,” says Narcisse. Initially a course offering at the undergraduate level, Education 5510 is now being offered as a graduate seminar called Blackfoot Pedagogy (Practice of Teaching Series). Taking people to these sacred sites and having them actively engage, “praying there, making offerings, eating, visiting with one another, laughing, telling stories . . . by doing that we’re repatriating the sites, we’re bringing them back to the realm of Blackfoot being,” she says.

“Taking people to these sacred sites and having them actively engage, “praying there, making offerings, eating, visiting with one another, laughing, telling stories . . . by doing that we’re repatriating the sites, we’re bringing them back to the realm of Blackfoot being,” Dr. Cynthia Chambers

Awahtoonskii’p: Making Our Rounds


Awahtoonskii’p

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One of former Faculty of Education Dean Jane O’Dea’s

long-awaited visions has finally become a reality with the recent

launch of the Inclusive Education and Neuroscience M.Ed

program. Recalling their early discussions about her desire to

expose teachers to the principles of brain development, Dr. Bryan

Kolb says, “Jane was eager to take the knowledge that we were

generating and somehow apply it to classroom practice.”

This three-year program, the first of its kind in Western

Canada, is intended for practicing teachers as well as

administrative and leadership professionals. Students in the

program will explore the direct application of this neuroscience

research to the classroom. “The whole premise of the program

is to take the research and apply it to teaching practices in the

classroom “ says Sue Bengry, former Director of Student Services,

Lethbridge School District 51.

Teachers “need to know about the principles of brain

development in order to understand the impact these processes

have on behaviours,” Kolb says. Whereas “most of the body

develops from a genetic blueprint, the brain develops in response

to experiences. So you are your brain.”

“Teachers are eager to learn about the newest neuroscience

findings and how these findings might influence our

instructional practices and the design of classroom

environments,” says Dr. Nancy Grigg. “In the past, we could

only assume that kids with learning disabilities had neurological

damage or dysfunction.”

Having a foundation in brain-based learning will allow

educators to adapt their teaching methods to ensure the best

results; essentially providing students with practical “work-

arounds,” to their learning challenges. Although this particular

program is geared towards experienced teachers, “down the

road it would be useful to have all education students taking

neuropsychology courses,” says Kolb.

Translating research into practice is, of course, a complex

process. “But when educators and neuroscientists begin to work

together, the gap between neuroscience research and classroom

practice starts to close,” says Grigg.

Policy makers, educators and parents have also been wrestling

with the issue of how to better deliver inclusive education. In

2007, Alberta Education conducted a review of the existing

practices.

Two years later, a public discussion was launched to consider

the future of education as a whole, “Inspiring Education: A

Dialogue with Albertans.” Moreover, a whole new “project” was

established to create a proposed framework for replacing the

current special education system with an “inclusive education

system.”

The formulation of this “Setting the Direction Framework,”

and its subsequent presentation to the Minister was a resounding

success, for until recently there has been little or no consensus

on these matters. “Although there has always been a strong

philosophical push towards students with special educational

needs spending most or all of their time with non-disabled

students, implementation of this practice has varied,” Grigg

explains.

Clearly, support for inclusive education is strong on all fronts,

and the discipline of neuropsychology will undoubtedly continue

to infuse the movement with the data it requires to grow and

remain confident. We have been preparing for this moment and

are proud to witness the Department of Neuroscience and the

Faculty of Education boldly step forward in partnership, better

prepared to educate today’s educators.

“Every teacher needs to have some understanding of how

children learn and I’m not surprised that the U of L, a leader in

teacher education, is moving in this direction. With its expertise

and small size, this school has the ability to adapt to changes

more easily than traditional institutions,” says the Honourable

Dave Hancock.

Neuroscience Research in the Classroom

Inclusive education is generally understood to be the practice of placing learners with special educational needs with non-disabled students. “It is not meant to be about diagnosis and placement,” the Honourable Dave Hancock, Minister of Education emphasizes. “Rather, it refers to an education system where every child has access to what they need to succeed. The fundamental questions are, “how do we provide adaptation to the curriculum so teachers don’t have to do it on an individual basis and how do we ensure that school boards are appropriately funded for the students they have?”

Graduate Studies

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Spearheaded by Drs. Nancy Grigg and Bryan Kolb, University of Lethbridge Education and Neuroscience Experts Collaborate to Launch Unique Masters Degree Program for Teachers


Within the Faculty of Education, the goal

is to graduate “fine teachers,” says Dr. John

Poulsen, Assistant Dean. “We have the luxury

of having a program that is desired, a good

product.” Obviously, recruitment is never an

issue, but neither is retention. “Our Student

Program Services office is proud of our part

in student success.”

Take a moment to consider Maslow’s

Hierarchy of Needs, as a framework for

graduating excellent teachers. Brenda Bell,

Academic Advisor, works with students

through each phase of development, wherever

she is needed.

At the base of the pyramid is the

recruitment component, where prospective

students learn about eligibility. “This can be

very different for each student, depending on

what they are bringing into the program and

what they hope to get out of it,” she says.

Next, it’s admissions. It may be helpful

to think of the next few steps as a bit of a

race: Students move into a starting line-up

and Brenda starts to prep them, providing

them with information about requirements,

options and timeframes. “We need to ensure

that students can graduate at the time they

want to graduate,” John explains.

During each part of the relay, Brenda

continues to help them to tailor their

program. “We are always operating between

providing the required details and keeping in

mind the broader picture.” It’s about ensuring

every student has the best run possible.

Unfortunately, delays and disqualifications do

occur. After all, Student Program Services is

also the “keeper of the rigour.”

“Teaching is a profession where you have

to be fully committed; it has to take over your

life, otherwise your success is not assured,”

John explains. “But if a student is floundering,

we are there to offer guidance and provide

support.” We have a 98% retention rate and

of those who leave, it’s generally because

they decide that “teaching is not for them or

teaching is not for them right now.”

From a financial perspective, critics argue

that students need to be made accountable

at all junctures, including course selection;

that student advisors are expensive and that

schools need to migrate towards self-serve

technologies.

Costs aside, student advisors of Brenda’s

calibre clearly support the objective of

personal accountability. “It’s not just about

providing information, it’s about making

connections,” she emphasizes. In conversing

with her, Brenda’s passion for her work is

permeable; her greatest desire is to help

students make informed decisions so they

can become the project managers of their

entire careers. Now that’s self actualization,

all around!

Paving a Future Teacher’s Path to SuccessIn her role as advisor, Brenda Bell provides required details and broader vision to Faculty of Education students

Support Staff

L to R: Chelsey Merkel, Brenda Bell, and Scott Fairs

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Current Student

In her role as advisor, Brenda Bell provides required details and broader vision to Faculty of Education students

Arranging a placement can be a challenge,

whether for an employment position or an

education internship, but every now and then

the stars just seem to line up and magic is

born. When Debby Sollway, Admin Support,

suggested an international placement to Irfaan

Sorathia, he was sold in an instant.

“I started by considering my options, but

in the end I decided that if I was going to

be dealing with cultural differences in an

educational setting, it would be more practical

to go to an English-speaking country.”

Fast-forward to fall 2010: Irfaan arrives in

the only country in Central America where

English is the official language, Belize. At the

teacher orientation Irfaan learns that he will

not be teaching math or physics and PE as

expected; that he will not have the opportunity

to teach any academic subjects. Despite

Belize Field ExperienceStudent teacher, Irfaan Sorathia goes to Belize for practical teaching experience

his initial disappointment, Irfaan quickly

assesses the bigger picture and identifies new

challenges.

“The students come from a wide variety

of cultural backgrounds and educational

experiences, many with limited access to

materials or even qualified teachers,” he

explains. “The goal is to go beyond what you

are teaching, the pedagogy,” and essentially

make the kind of contribution that is actually

needed.

With Irfaan, one gets the sense that his

professional attitude, his ability to assess,

adapt and sincerely respond, is not born

from an acquired skill set and youthful

countenance, but rather from a place of

deeper wisdom.

Originally from Calgary, Irfaan’s post-

secondary choices have been an evolution

strongly influenced by the humanistic values

he shared with his late mother. His first

academic choice was engineering, but despite

his engagement with the subject matter, he

soon discovered that he needed more “people

interaction.”

After switching to a business major,

Irfaan was clearly drawn to the concept of

socially responsible marketing, the idea that

companies need to consider what is in the

best interests of society, in both the short

and long term. Still struggling to identify

his niche, he then completed a Bachelor of

Science degree in preparation for a teaching

career.

Irfaan’s ability to adapt, coupled with his

strong sense of purpose will undoubtedly

bode well for him in an educational career.

In considering his future, Irfaan explains that

his vision is “continuing to evolve the more I

talk to others. Educational Research may be in

order, but it needs to have some practicality.”

When the time is right he will surely know.

“The goal is to go

beyond what you are

teaching, the pedagogy,

and essentially make the

kind of contribution that

is actually needed.” Irfaan Sorathia

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The impoverished people of Bali dreamt of lifting

their children from poverty through education; Holly

Portas dreamt of educating children. Neither foresaw

what would happen when the two dreams met.

In 2003, Holly travelled to Malaysia as a work

exchange student with the University of Lethbridge.

She fell in love with the people and shortly after

graduating returned to Asia to teach English as a

Second Language. She joined the East Bali Poverty

Project, a non-profit organization driven by the

Balinese. “I was a Westerner and they let me in,”

she says. “It was amazing, because they have such

different traditions and beliefs. They taught me a lot

about acceptance and understanding, and what it

means to be a friend.”

After volunteering for six months in remote

mountain schools, Holly took a paying position with

the Centre for British Teachers (CfBT) and moved

to Malaysia to continue her work in a government

boarding school. But she didn’t leave her Balinese

friends behind. To help both groups improve their

English she started a pen-pal project between them.

“It was a clash of cultures,” she states. The well-

travelled Malaysian students had upper-middle-

class urban backgrounds, while the Balinese were

poor, rural and had never left their isolated villages.

“The kids in Malaysia were growing up in a strict

Islamic environment and the kids in Bali were

Hindu.” The circumstances provided opportunities

to discuss differences, highlighting the importance

of respect and sensitivity. Holly was overwhelmed

by the students’ enthusiasm and the open-hearted

way they responded to one another. “There were no

generalizations about other cultures, no biases, no

extremism.”

The project resulted in dramatic improvements

in communicative English skills. It garnered

research funding from CfBT and drew international

attention as a model for teaching English in rural

and impoverished areas. Holly and the organizations

with which she worked were especially gratified that

“greater cultural awareness and acceptance can be

achieved simply by children sharing stories of one

another’s lives.”

After four-and-a-half years, Holly returned to

Canada and entered the U of L Faculty of Education.

In Canadian classrooms she plans to replicate her

Bali/Malaysian experience. “We are blessed to have

so many cultures here, whether European or First

Nations or Inuit. I’d like to develop a project where

children teach their own cultures to other children.”

What happens when two dreams meet? In this case, a

chain reaction of global understanding.

When Two Dreams Meet

“Greater cultural awareness and acceptance can be achieved simply by children sharing stories of their lives” Holly Portas

Current student, Holly Portas discovers her place in education through a teaching experience that happened halfway around the world

Current Student

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Career Coaching Across the Curriculum

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One of the challenges teachers face is to help students prepare for rapid change in the workplace and position them for career opportunities

“...[The point is to] foster thought around what they’d like their futures to be like, so that those decisions can emerge over time.”

Dr. Kerry Bernes

Children of today will enter a radically

different workplace of tomorrow thanks to

increasing globalization and technological

advancement. Educators must prepare them to

succeed in occupations that may not yet exist. Dr.

Kerry Bernes and his students in the University

of Lethbridge Faculty of Education are doing

just that. A unique Career Education elective

and PSIII focus, developed by Bernes, teaches

future educators to incorporate career coaching

into subjects across the curriculum, from

Kindergarten to Grade 12.

“The point is not to establish a career path for

someone in Grade 2,” states Bernes. “It’s to foster

thought around what they’d like their futures to

be like, so that those decisions can emerge over

time.”

Alberta Education funded the pilot project

after a survey of almost 10,000 students, parents

and staff indicated that most feel the education

system doesn’t provide enough assistance with

vocation planning.

Course graduate Kristin Dow agrees. “I took

one class in High School, C.A.L.M. (Career and

Life Management), that was designed to help me

choose a career. Instead it left me overwhelmed

and stressed. The Career Education elective was

one of the most eye-opening, interesting and

practical classes of my degree. It prepared us to

reach students in a way few other teachers have.”

Those taking the elective create projects

integrating lifework awareness into the subjects

they’ll teach in their practicums. In Okotoks,

Alberta, Duana Webb’s Social Studies module

helping Grade 1 students identify interests,

abilities and talents was so successful she was

asked to train other teachers in the linkaging

method.

Jasmyn Kennedy’s unit, Dare to D.R.E.A.M.

(Discuss, Reflect, Explore, Act, Put in Motion)

helped Junior High School girls set goals to

achieve “personally meaningful occupations

based on happiness, passions and interests.”

Ninety-four percent of participating school

children rated the activities they encountered

in the career and life planning lessons as either

‘good’ or ‘great,’ in terms of usefulness,” says

Bernes.

Interns involved in the project receive a $1500

honorarium, plus expenses. According to Bernes,

they also gain “a stronger sense of purpose and

passion,” and greater refinement of their own

goals.

“It allowed me to understand who I am,” says

Kennedy.

This fall, a PSIII student will take the initiative

to Mexico. “The literature needs us to think

about the impact in other regions, particularly

the third world,” states Bernes. “If we could

continue with funding, I’d love to make it an

international program.”

“I had an amazing experience with my career education project,” says current student Bevan Bartley, who linked vocations in the energy sector to Grade 4 Social Studies and Digital Literacies curriculums. Students studied occupations in the oil and gas industry and produced Power Point presentations they shared with the class. “A lot of them were able to research careers their parents have,” he states. “This was exciting for them, because many didn’t know what their parents actually did.” Bartley’s faith in the career coaching initiative is absolute. “I think it is crucial in all aspects of education and at every grade level.”


Undergraduate Program


“The Career Education elective was one of the most eye-opening, interesting and practical classes of my degree. It prepared us to reach students in a way few other teachers have.” Kristin Dow, current student

A Decade of Leadership


As the curtain closes on Dr. Jane O’Dea’s

term as Dean, she reflects upon the people

and achievements which have shaped the

successes of the Faculty of Education over the

past decade. Since her inaugural year in 2000,

O’Dea’s enthusiasm and leadership have seen

continued growth, change and opportunity for

the faculty.

One of the many notable accomplishments

during O’Dea’s tenure, was the establishment

of the Niitsitapi Teacher Education Program

in collaboration with Red Crow Community

College, the Kainai School Board and the

Blackfoot communities. “This program

had great meaning and purpose for our

faculty,” O’Dea explains. “Our campus and

our community are situated in the heart of

Blackfoot territory. Niitsitapi made us realize

how much more we could learn and provided

us access to people with extraordinary

wisdom.” Earlier this year, O’Dea’s leadership

and dedication to the Blackfoot community

saw her bestowed with the rare honour as a

Blackfoot elder, overseen by Andy Blackwater.

Always with consummate modesty, O’Dea

bows to her colleagues as the true champions

of the faculty. “The people I work with are

phenomenally talented and committed,”

O’Dea boasts. “I realized from the beginning,

that our faculty could accomplish anything

with its team of dedicated faculty, staff and

administration.”

A pianist and performer, O’Dea practiced

Celebrating Legacy

“I realized from the beginning, that our faculty could accomplish anything with its team of dedicated

faculty, staff and administration.” Dr. Jane O’Dea


collaboration as a student of the arts and

she carried those skills with her through her

role as administrator. “Chamber music is my

favourite to perform,” she says. “Everyone gets

a chance to play the tune and a chance to play

the supportive parts, which are essential to the

entire piece. Each player decides how they’re

going to play their part - but there’s an amazing

collaborative spontaneity that happens. That is

the example I tried to demonstrate as dean.”

As O’Dea passes the baton to interim dean,

Dr. Craig Loewen, she looks forward to a

new chapter in her career. She looks forward

to returning to teaching, something she has

always enjoyed.

In 2010, the Minister of Advanced

Education appointed Dr. O’Dea to the Campus

Alberta Quality Council, a position she will

hold for the next three years.

“I see how fortunate Canadians are to have

such outstanding education opportunities,”

says O’Dea. “Education in our country has

fostered a forward-thinking society and

contributed to an acceptance and celebration

of our diversity. We must honour the right of

each person to lead a good meaningful life,

and we all must advocate for education that

accommodates all abilities, for all people.”

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Inspiring Teachers

Dear Alumni:

In an effort to stay in touch and also for us to learn what is new with you, please log on to the University of Lethbridge Alumni site at www.uleth.ca/alumni and complete the electronic address update form. You can also update your information by emailing [email protected] or by calling 403-317-2825 or toll-free 1-866-552-2582.

We encourage you to update your information to ensure that you receive University of Lethbridge publications, eNewsletters, as well as invitations to events. We would also like to share your alumni stories in our publications and online so please do keep in touch with us!

For correspondence related to the Legacy Magazine email [email protected].

Best regards, Your friends at the Faculty of Education

Insp

iratio

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onfid

ence

“Teaching is a noble profession. It takes cour-age, patience and perseverance to face a class each day knowing that you are there to help develop young minds. Through teaching by example you instill in them an interest and an avid desire to learn. One needs to attempt to impart values like honesty, truthfulness and fairness. In fact, you are building the foundation for the rest of their lives.”

Teaching is a profession that goes beyond learning outcomes – it touches lives and impacts generations. As you’ll read on this page, our world is enriched by educators who continue to dedicate their lives to help individuals and communities reach their potential – even beyond their professional teaching careers.

“Teachers have always been good at building a capacity to dream. They do that by fostering a culture of respect, focusing on the future, and identifying unrealized talents within their students. I know that has been the case in my life. From an early age, teachers identified and nurtured leadership skills I didn’t see in myself. The lesson for teachers is that you often need to believe in students who don’t believe in themselves. That is the art of teaching.”

Bob Tarleck, retired teacher and former mayor Picture taken in front of City Hall

Jennie Emery, retired teacherPicture taken in front of the Coaldale school

named in her honour

• Inclusive Education and Neuroscience (in progress)

• Literacy in Globalized Canadian Classrooms (next intake 2012)

• Counselling Psychology (next intake 2013)• Educational Leadership (annual intake; 2012 Calgary-based cohort)

MASTER OF COUNSELLING

You have your degree, now enhance your career. The possiblities are endless...

MASTER OF EDUCATION

• Literacy: Reading and Writing the World (in progress)• Leadership in Information Technology in Education (in progress)

come backfor your graduate programs in education

• First Nations, Métis and Inuit (FNMI) Curriculum Leadership (in progress)

Explore our offerings in graduate studies:

• Professional Learning and School-based Change (2012 Rocky View cohort)

www.uleth.ca/edu/grad

For information on programs, specializations, or admissions please visit our website at www.uleth.ca/edu/master-counselling or contact [email protected]

For information on programs and admissions please visit our website at www.uleth.ca/edu/grad

(annual intake)

APPLICATION DEADLINE NOVEMBER 1


Solange LalondeCurrent Graduate Studies Student


“Returning as a graduate student to the Faculty of Education has added a sense of vitality to my teaching and a depth to my understanding of literacy. I’m inspired to be a better student and a better teacher.”

GradStudiesAdLegacy2010.indd 1 10-11-09 9:28 AM

Faculty of EducationUniversity of Lethbridge4401 University Drive WLethbridge, AB T1K 3M4Phone: 403-329-2051ulethbridge.ca/edubecomeateacher.ca

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Legacy 2010