Mentors play an important role in creating the possibility for happy endings for new teachers: that despite the stress and demands of their first year, they will become highly effective professionals who enjoy a fulfilling career.
Over the past 20 years, methods of teaching mathematics have shifted, from keeping students busy with the rote learning of disconnected facts and procedures to teaching for automaticity and flexibility and for a deep understanding of mathematical concepts.
During the summer of 2006, as I was working through an AQ course, there was one question that I endlessly fretted over: how to initiate a professional learning community (PLC).
Many ETFO members are involved in projects with an international focus. Some have been featured in past issues of Voice: for example, “A School Without Borders” (Winter 2006) and “The Power of Global Collaborative Learning” (April 2008).
7 juillet 2008, départ d’Ottawa pour le Burkin Faso en Afrique de l’Ouest, surnommé le « Pays des hommes intègres ». Nous étions trois femmes et un homme venus de quatre provinces différentes.
My primary assignment as a Project Overseas participant in Uganda was to facilitate, with my Ugandan co-tutor, a series of workshops in early literacy for Ugandan teachers.
It’s an unusual experience for the children of the First Nations School (FNS) in Toronto’s downtown east end to have a bearskin, with the animal’s head still attached, spread out in their room.
Scott Young Public School is a grade 5 to 8 school in Omemee, a community west of Peterborough. The school is the home of an award-winning environmental education program.
Innoteach, as the name suggests, is about technological innovation – in the classroom and in how ETFO offers professional learning programs.