NBTA Board of Directors Meets
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New Brunswick Teachers’ Association
Your input on NBTA
Committees
November 2014
Teaching/Learning Conditions Committee
Vol. LVII No. 2
NBTA Board of
Directors Meets
INSIDE:
The deadline for
Canadian Association of Principals the next NBTA
6 News is January 15.
Footsteps of Heroes We welcome all
8 submissions from
Beyond Body Images teachers!
10
A Message from the President
to teacher morale? as to whether the NBTA always makes
• While a few points in the letter were the best decisions about responding in
easily refutable, the majority of it the media, but I promise you that this
related to the proper delivery of pro- always receives due consideration.
fessional development, an extremely The regard that the vast majority of
complex issue to address in a short the general public holds for teachers
letter. was well illustrated in British Colum-
• Could we ever get the last word on bia during their recent teacher strike.
this with in our provincial newspa- There were some negative letters and re-
pers? ports in the media, but when you look
I continued to monitor the news- at the attendance at rallies, the public
papers for any other mention in rela- pressure put on the government that
tion to Professional Learning Days but eventually resulted in a settlement, and
found none. Responding, in our view, the many letters sent to BCTF offices, it
would likely initiate further criticism, is clear they had the majority of public
just as my lack of resources comments support. Closer to home, teachers only
about assessment results had. need look back at our pension rallies a
Although the value of ongoing pro- few months ago. I vividly recall, motor-
fessional learning for teachers is not ists in Moncton honking in support of
in doubt, defending the current system teachers as they waited for seven min-
Peter Fullerton of Professional Learning days could be a utes on Mountain Road for 1500-2000
bit problematic. This set up is a direct teachers crossing on their way to the
In recent weeks, there have been a result of the budgetary restraints we Minister’s Office. The newspapers, and
few “Letters to the Editor” published in are currently living under within Edu- other media, in fact, print many more
newspapers which have been critical of cation. Most teachers will remember positive stories about school events,
the work teachers do and of New Bruns- professional learning taking place us- such as initiatives involving technol-
wick’s public education system. I did re- ing the pull-out model. Schools were ogy, the environment, charities and
ceive a few emails and questions from not closed, rather all teachers requir- good citizenship, than they do negative
members about why the NBTA did not ing or interested in training for certain ones.
respond publicly to these letters. skills would be brought together while In closing I would like to share a sup-
In one letter related to standardized substitute teachers continued with the portive email I received from a parent.
assessment results, the writer took issue regular curriculum. Closing schools so I think this says it all:
with my statements that identified the that teachers can engage in Professional “Recently there was an editorial in the
impact created by an inadequately re- Learning is a government/ department Daily Gleaner by a person expressing their
sourced public educational system on decision, not a teacher decision. dissatisfaction with PD days. This indi-
our New Brunswick students and teach- The NBTA does not respond to all vidual thought it was inappropriate to
ers. I have always believed this to be a media comments, but we do respond. take teaching time away from students for
fundamental requirement in a quality Throughout my term as President, I teacher professional development. I just
educational system. This letter to the have been interviewed and spoken up wanted to express my support for teachers.
editor was, in fact, a response to my ini- on behalf of teachers on dozens of oc- I fully support teacher professional develop-
tial comments about these results. casions, particularly during our recent ment. I think it is important for teachers to
A couple more letters were penned pension struggles. Sometimes these re- keep up their own education for the sake of
expressing dissatisfaction with the clos- sponses take the form of our own edito- our children’s education. I want my child’s
ing of schools for Professional Learning rials, such as occurred on behalf of the teacher to be up-to-date on teaching prac-
Days. Each year, one or two of these ap- teachers at Moncton High a few years tices and techniques. I also don’t think it
pear in newspapers at this time of year ago. Many more contacts take place would be fair of us to expect teachers do
as parents, including teachers, scramble behind the scenes and with individual give up their personal time for this profes-
to make arrangements for childcare. reporters and editors. Not all of our en- sional development. I thought it was im-
This year, after one such letter ap- deavours with the media are successful portant for teachers to know that not all
peared, NBTA Staff and I spent a great because we cannot control everything parents are opposed to professional devel-
deal of time assessing the value of, and that is printed or broadcast. Research opment days.”
need for, a response. Several meetings continues to show that teachers are I hope you have a better understand-
were held and a draft response was pre- held in high esteem by a large majority ing of the rationale for decisions that
pared. However, some of the consider- of the public, but there are those who are made at NBTA around these issues
ations at the time were: will continue to hold negative views of from time to time. I would appreciate
• Would an NBTA response simply lead our profession no matter how clearly we hearing any comments you may have.
to more articles and extend the criti- explain the true facts and challenges.
cisms in media? What would this do There are probably differing opinions
Office (506) 452-8921 • Fax (506) 453-9795 • E-mail peter.fullerton@nbta.ca
2 NBTA NEWS
NBTA President Peter Fullerton presents iPad Minis to Michelle Legere (left) of Harrison Trimble High School
and Beth Taylor (right) of Bernice MacNaughton High School.
Congratulations to our Winners!
NBTA Registration Prize Draws
September 16th October 3rd
iPad Mini iPad Mini
Michelle Legere - Harrison Trimble High Beth Taylor - Bernice MacNaughton High
Supplemental Prizes – Choice of Supplemental Prizes – Choice of
NBTA Logo Product or $25 iTunes Card NBTA Logo Product or $25 iTunes Card
Heather Folkins - Belleisle Elementary Tanya Warman - Maternity Leave Anglophone South
Julie Doucette - Riverview High Ashley Bowser - Casual Member Anglophone East
Joanne Lenehan - Woodstock Centennial School Alvin Donovan - Rothesay High
Steve MacMillan - Leo Hayes High Kendra Breau - Casual Member Anglophone North
Terri McCarthy - John Caldwell School Lucie Brown - Seconded Anglophone West
Nancy McGuire - Loch Lomond School Alicia Porter - Casual Member Anglophone West
Sue Little - Harvey Elementary Jodi Corey - Tobique Valley High
Sarah Boone - Mirimachi Valley High Rosalind Leslie - Grand Manan Community
Vicki Buchanan - Sussex Elementary Joanne Genge - Island View School
Cynthia Decoste - Bathurst High Trevor Furlotte - Dalhousie Regional School
NOVEMBER 2014 3
NBTA Board Update October 15-17, 2014
New Minister of Education: Board members had
a brief introductory meeting with new EECD Minister
Serge Rousselle, who was named to his post on October
7. A copy of the NBTA Education Platform was shared
with the Minister and more substantive meetings are
planned for the near future.
The Board has authorized the NBTA to create an ad
hoc committee, if required, as a result of platform
commitments in public education, made by the new
NB Liberal government.
(l to r) NBTA President Peter Fullerton, Vice-President/President-Elect
Guy Arseneault and Past President Heather Smith.
Provincial Assessments: The NBTA is pleased that
EECD has made a significant revision in its provincial
assessment regime, reducing the annual number from
thirteen to 3 (Grades 4, 6 and 10). These new assess-
ments will be adequate in accomplishing their designed
purpose, which is a systems check. The NBTA joins with
EECD in encouraging districts, schools and teachers
against designing additional district or school-wide as-
sessment regimes.
(l to r) NBTA President Peter Fullerton with Board Observers Illyana
Vermeersch (1826) and Gordon Linder (1826). New Pension Plan Comparison Sheets: Several ta-
bles have been posted on the NBTA Members Only web-
site which show projected pension benefits for teachers,
PowerSchool Pilot: The NBTA and NBTF continue
at various stages of their careers, comparing provisions
to push for more support for teachers as PowerSchool
of the former Teachers’ Pension Agreement (not an op-
implementation continues in ASD-W. It is important for
tion due to the government’s cessation of additional
teachers to keep in mind that the New Report Card Pilot,
payments to that Plan), the Shared Risk Model (pro-
also in ASD-W, is distinctly separate.
posed by government) and the new Teachers’ Pension
Plan Agreement. Full explanations of all aspects of the
4 NBTA NEWS
NBTA Board Update October 15-17, 2014
pension plan are available through individual appoint- Council Day, Friday May 1, 2015 “Call for Pre-
ments with NBTA Staff or by attending the Association’s senters”: Teachers can help make Council Day 2015
Pension Seminars….Bristol (October 23), Moncton (No- the best possible learning opportunity for members by
vember 1), Saint John (Dec 6), Fredericton (Jan 10), Mi- offering to be presenters. Share your expertise with your
ramichi (Jan 24), Sussex (Feb 7) fellow members and encourage your colleagues to do so
also. Applications for all three programs are on the web-
site.
Council Day programs this year will take place in:
Fredericton - Elementary & Music Specialists and
Middle Level & Phys. Ed Specialists
Moncton – High School School & Art Specialists
NBTA Support for Born to Read NB: The NBTA has
continued its support for the group that provides little
red bags of books to newborns in this province. It has
donated approximately one dollar per member ($6500)
to help support the next New Brunswick book that will
be included in the bag.
(l to r) Board observers Kari Parsons (0820), Stacy Garland (0215),
Tanya Legacy (0215), Tracy Comeau (0619).
Classroom Composition Concerns: As a result of
concerns raised during the meeting, the Board has re-
quested the NBTA President and Executive Director
initiate contact with school district superintendents to
express concerns related to classroom composition is-
sues, including violent behavior, students requiring sig-
nificant medical supports, and a lack of resources and
training to support inclusion.
Host CAP Annual Conference: NBTA will also form (l to r) Board members Heather Hogan (1428), Robina Sharkey
an ad hoc committee to plan for hosting the Canadi- (1430), Sheridan Mawhinney (1725) and Sean Kelly (1023).
an Association of Principals Annual Meeting in Spring
2016. Branch Resolutions to the NBTA Board of Direc-
tors: Branch Presidents will soon receive information
from the NBTA regarding Branch Resolutions, including
a 101-type of document, a guidelines checklist, and a list
of Resolutions that have been adopted by the AGM in re-
cent years. Although the deadline for submissions to the
NBTA is not until April 1, early efforts at developing, re-
searching and considering resolutions in Branches, and
in seeking alternate means to address issues, are good
practice.
Teacher Awards: With so many potential deserving
nominees for the Centennial, Vince Sunderland Edu-
cational Leadership, and Bell Aliant Awards, branches
and individuals are encouraged to consider potential
nominations. Details for all NBTA provincial awards are
on the NBTA website under “The Profession>Teacher
(l to r) Board members George Daley (1542) and John Fougere Awards.” Posters promoting these awards will be distrib-
(0214). uted to schools in November.
NOVEMBER 2014 5
Canadian Association of Principals
Membership
By Gilbert Cyr, Principal Sugarloaf High, Campbellton
I am hopeful that we, NB Administrator’s, will see val-
ue in, and have a desire to become active members with,
our Canadian Association of Principals by joining or re-
newing current memberships. The fee is just $10. There
is an application form on the following page. Please
complete the form and send it along to your accounting
department and to Faye Sweezey (faye.sweezey@nbta.ca)
of the NBTA. What have you got to lose? Do it today!
The Canadian Association of Principals [CAP] provides
a national voice for leaders. The association is actively
engaged in many partnerships, both within Canada and
abroad, that influence our educational landscape. CAP
has recently released the first pan-Canadian study on the
role of the Principalship in Canada. Some details of the
study and links to it are included below. The collated in-
formation will undoubtedly reveal trends that are shap- Gilbert Cyr is the New Brunswick
ing the role of administration in the 21st Century. CAP Representative of the Canadian
Association of Principals.
will use this information to establish goals, commence
discussions with active groups and seek support for some Tina Estabrooks (Centennial
of our biggest challenges on your behalf. The next three Elementary School in Saint John)
CAP Journals will focus on the issues and movements is the President of the Canadian
revealed by this work. Association of Principals.
The NBTA will host the
CAP Annual General Meeting in 2016.
School Principals Face New and Heavy
Demands
New expectations and emerging social issues are dra- with time spent on performing business management
matically changing the work and role of school princi- and documentation tasks as opposed to engaging in edu-
pals, according to a new study released by the Canadian cational leadership.
Association of Principals and the Alberta Teachers’ As- The study identifies professional development, spe-
sociation. The study finds that school leaders are facing cialists in schools, wraparound services and stable and
heavier workloads due to an influx of sometimes con- predictable funding as being necessary to ensure the
flicting demands, including increasing student diversity, continuing success of the Canadian education system.
heightened accountability measures, the proliferation of It also proposes five “ways forward” for Canadian prin-
digital technology and unrealistic parental demands. cipals to tackle issues related to diversity, staff devel-
The Future of the Principalship in Canada project opment, family relationships, leadership learning and
involved 500 principals from across Canada, including technology.
New Brunswick, who participated in 40 focus groups For more information visit the Alberta Teachers’ Asso-
over a two-year period. ciation www.teachers.ab.ca or the Canadian Association
Work weeks 58 to 60 hours are increasingly common of Principals cdnprincipals.org websites.
6 NBTA NEWS
NOVEMBER 2014 7
Walking in the Footsteps of Heroes:
The Value of Teacher Study Tours for Professional Learning
by James W. Rowinski, ASD-W
Nearly one hundred years have the village of Passchendaele on July By intersecting narrative, voice and
passed since Private Harry Stroyd, 10th, sites that Harry would have been memory with landscape and geog-
3 months shy of his 20th birthday, present to during his time of service, I raphy we alter how we perceive our
joined the 193rd CIF Nova Scotia was mesmerized by the intermingling relationship to history while expand-
Highlanders in Pleasant Valley, Nova of landscape, the wind and rain, the ing how we relate to one another as
Scotia. An only child, Stroyd left Can- sweeping fields of grass and slopping global citizens. I ask each of you to
ada in the fall of 1916 only to perish hills, with the narrative about his ser- continue to talk to family, to research
a year later. He fought at the Battle vice, that it felt like his memory was a name on your local cenotaph, or
of Vimy Ridge in the spring of 1917 being re-awakened within and by the even better, to find a veteran and
and then, after being transferred surrounding physical landscape. listen to his or her story. During the
to Passchendaele in the fall of that Standing at attention during the final days of our trip while leaving
same year, the Third Battle of Ypres. evening Menin Gate Ceremony Point 67, outside the city of Caen, we
His body was never found. On Octo- on July 9th in Ypres, Belgium, I felt were honored to meet Jean Trempe,
ber 30, 1917, he was killed in action deeply privileged to speak to Harry’s a French Canadian veteran from the
becoming one of thousands whose memory, to voice his name on the Maisonneuve Regiment, who served
bodies were never recovered, lost to landscape, and to offer tears for him in Normandy in July 1944. We were
the landscape forever. Today, he is and the many others whose names I delighted to shake his hand and of-
memorialized and remembered with have yet to learn and whose service I fer sincere thanks for his service, to
honour at the Menin Gate Memo- have yet to honor. These names are in which he offered smiles and gratitude
rial in Ypres, Belgium, along with the danger of no longer having a “home for teachers and students working to
names of approximately 54,000 other landscape” from which to be remem- keep the legacies of veterans alive.
officers whose graves are not known. bered. As we parted ways, Jean turned and
This past summer, I had the im- Born to a father of Polish/Ukraini- looked upwards to the site of Hill 67
mense privilege to visit Harry while an immigrants who came to Canada and, as if reconciling his past history
attending The Cleghorn War and to escape the realities and devastation with the land itself, he nodded his
Memory Study Tour for Canadian impacting civilians of Eastern Europe head and whispered, “I was here… I
Teachers. As a joint project of the during World War II, my life has al- was here.”
Laurier Centre for Military, Strategic ways been defined by themes of suf- Although there are many people
and Disarmament Studies at Wilfred fering and loss, but also of survival. to thank, this experience would not
Laurier University, The Gregg Cen- These stories live within us all and have been possible without the gen-
tre for the Study of War and Society only by listening to the rhythms of erosity of John and Patti Cleghorn,
and the Faculty of Education at the body and of landscape do we offer the expertise of Dr. Lee Windsor, Dr.
University of New Brunswick, the the present historical “self” an oppor- Cindy Brown and Dr. Craig Harding
tour is designed for teachers look- tunity to reclaim forgotten narratives of the University of New Brunswick,
ing to deepen their understanding while being ever-mindful about as- and the leadership of award-winning
of Canada’s experiences in war and pects of our own “home landscapes”. educator Blake Seward.
conflict on the battlefields of France
and Belgium. For participants, it is a
tremendous opportunity to engage in
contemporary historical research and
to discuss historical thinking perspec-
tives and concepts.
Today, although 100 years sepa-
rates our lives and experiences, I con-
sider Private Harry Stroyd a friend.
Learning the details of his move-
ments while situating myself in the
spaces he would have been a part of
and lost to, was both haunting and
beautiful. And yet, as I walked along
Vimy Ridge on July 9th in northern
France and then into Belgium and
8 NBTA NEWS
New Brunswick Teachers’ Association
We Need Stories
from Teachers and
February 2015
Vol. LVII No. 3
Schools
Human Pedagogy
Professional Interest
Activities
Teaching
School
Experiences
Community
Connecting
Connections
with the World
Beyond the
Upcoming Classroom
Helping Others Events
To submit an article, please contact Blake Robichaud (blake.robichaud@nbta.ca)
FIERCE Conversations in Fredericton
NOVEMBER 2014 9
Exploring Body Image Issues in the Classroom
By Heather Thompson, Vice President, Peel Elementary Teachers’ Local, Ontario
Did you know that one in four self-esteem as well as media messag- Heather Thompson is co-author of the
boys between 10 and 14 years old ing, while developing critical think- Grades 4 – 8 curriculum which can be
diet despite being a healthy weight? ing skills. Lessons can be downloaded accessed at www.BeyondImages.ca.
And, that girls and boys who diet are from BeyondImages.ca, where there Beyond Images is a program of the
in fact at 324 percent greater risk for is an instructional webinar, tips and National Eating Disorder Information
obesity than those who do not diet? background information to further Centre (NEDIC). NEDIC is a Canadian
Body-based harassment continues to teachers’ understanding of the key not-for-profit organization committed to
be socially acceptable and the reality issues related to body image and self- the prevention of eating disorders. For
is that students bring these real life esteem. more information visit NEDIC.ca or call
issues into the classroom. However, As teachers try to balance new the toll-free helpline at 1-866-NEDIC-20
sometimes teachers are unsure of ideas, with required curricula, board or 416-340-4156.
where to turn for resources, support and ministry initiatives, bringing
and next steps. Beyond Images into classrooms can
GRADES
Beyond Images, a free, online body assist students with developing criti- GRADES
image curriculum from NEDIC (Na-
tional Eating Disorder Information
cal thinking skills, combating body-
based harassment, and meeting the
4–8
Centre) provides students in grades 4 requirements of planning collabora- at
atw
to 8 with the opportunity to explore tive inquiries that are meaningful.
key issues around body image and
MORE than half of children report
appearance based bullying. Be part
A positive body-image can lead to better self-esteem, emotional stability
FACT SHEET
TEACHER ADVANTAGES: a comprehensive media
literacy curriculum written by teachers that includes: Beyond Images helps stu
• More than half of children report being involved in appearance-based bullying. Beyond Images
• Lesson objectivescurriculum helps buildmessages are constructed
a better understanding and resilience toward negative messaging among students and•in the
Lesson schoolyard.
plans and media examples Beyond Images explores c
• Student worksheets Join us on this journey of s
• Evaluation rubrics
• Based on research, Beyond Images focuses on providing age-appropriate information •and activities to
Curriculum outcomes matched
make a positive
resilience towards negativ
Beyond Images meets stud
difference in combatting appearance-based bullying and negative stereotypes. • Free!
• Nearly 1,000 teachers have used Beyond Images in their classrooms since it became web enabled in 2013.
Developed by the National Eating Disorder Information Centre (www.nedic.ca)
Beyond Images is generously supported by the Dove Self-Esteem Project
• 23,717 students from across Canada have completed Beyond Images curriculum.
• Developed by Canadian educators, Helen Vlachoyannacos and Heather Thompson, Beyond Images fills a gap in media
literacy and meets curriculum outcomes in all provinces.
• Beyond Images has 4 one-hour lesson plans for each grade (4 through 8), 20 free lessons in total. Each lesson plan can
be taught as a stand alone or done as a unit, and includes tips and backgrounders for teachers.
• This comprehensive media literacy curriculum also includes:
o Lesson objectives
o Lesson plans and contemporary mixed media examples
o Student worksheets
o Evaluation rubrics
• The self-esteem and body image curriculum is free and can be downloaded at BeyondImages.ca.
• Beyond Images is generously supported by the Dove Self-Esteem Project
For more information about Beyond Images or the National Eating Disorder Information Centre, please call 416-340-4156 or
toll-free at 1-866-NEDIC-20.
10 NBTA NEWSMovember Photo Contest
This month, hundreds of NBTA members will be sprouting facial hair to raise awareness for
men’s health, specifically prostate cancer. Many adjectives have been used to describe these
efforts and we would like to share some of the “interesting” results.
Simply e-mail your best and/or most-interesting Movember
photos of NBTA members to blake.robichaud@nbta.ca.
Deadline: December 5, 2014
Movember
Prizes: There will be 5 prizes awarded. The choices
will be $25 iTunes Cards, NBTA product, or a
donation to your school’s Movember fundraising.
Display: Winning photos, and perhaps some
others, will be featured on the NBTA website and
in the February 2015 issue of the NBTA News. Photo Contest
0
GRADES LESSONS
GRADES LESSONS
$
4–8 20++
at
atwww.beyondimages.ca
www.beyondimages.ca
MORE than half of children report being involved in
appearance based bullying. Be part of the solution.
A positive body-image can lead to better self-esteem, emotional stability, happiness and confidence in children.
TEACHER ADVANTAGES: a comprehensive media
literacy curriculum written by teachers that includes: Beyond Images helps students understand how and why media
• Lesson objectives messages are constructed – and then learn to make their own.
• Lesson plans and media examples Beyond Images explores current concepts of what it means to ‘fit in’.
• Student worksheets Join us on this journey of self-discovery and build understanding and
• Evaluation rubrics resilience towards negative messaging in students and in the schoolyard.
• Curriculum outcomes matched Beyond Images meets students where they’re at and takes them further.
• Free!
Paid Advertisement
Developed by the National Eating Disorder Information Centre (www.nedic.ca)
Beyond Images is generously supported by the Dove Self-Esteem Project
NOVEMBER 2014 11Fierce Fierce Fierce
Accountability® Generations® Negotiations®
NBTA is pleased to once again offer NBTA is pleased to offer a new profes- NBTA is pleased to offer a new profes-
Fierce Accountability® as a profes- sional learning opportunity for New sional learning opportunity for New
sional learning opportunity for New Brunswick educators – Fierce Gen- Brunswick educators – Fierce Nego-
Brunswick educators. erations®. tiations®.
What: Are differences a source of What: You’re always negotiating.
What: Fierce Accountability® is an It’s part of daily life. Yet negotiat-
strength within your team or a point
instructor-led workshop that explores ing is often viewed as a struggle in
of contention and division? For the which one side must lose for the
the cost of blaming, protecting, de-
first time in history, organizations other to win. Fierce Negotiations®
fending and playing it safe. Develop
are comprised of four unmistakably reframes the process of negotiation
a new context about accountability
different generations, each with using Fierce techniques and models
– one in which you and your orga- to yield the best outcome and enrich
their own approach to, view of, and
nization welcome responsibility and the relationship. Fierce negotiators
desired outcomes for work. Fierce
deliver agreed-upon results, despite are authentic, clear in resolve, and
Generations® is multigenerational
obstacles. skilled at examining competing per-
training that provides a framework spectives. They use their negotiation
for uniting people and realizing the skills to direct the conversation to a
Target Audience: This session will
rewards of an inclusive culture. place where new and expanded solu-
be open to any New Brunswick edu-
Target Audience: This session will tions are discovered.
cator who has received the certificate
for completion of training for Fierce be open to any New Brunswick edu- Target Audience: This session will
Conversations®. cator who has received the certificate be open to any New Brunswick edu-
for completion of training for Fierce cator who has received the certificate
Date: January 17, 2015 (9 – 12h30) Conversations®. for completion of training for Fierce
(NBTF Building, Fredericton) Conversations®
Date: April 26, 2015
(NBTF Building Fredericton) Date: April 25, 2015
(NBTF Building, Fredericton)
Watch for complete registration details at www.nbta.ca
Paid Advertisement
12 NBTA NEWSDeath and Grief:
Providing Support at School
New Brunswick Association of School Psychologists
Submitted by Margot Rankin Young, Psychologist, Anglophone South
The majority of children and ado- • Peer relationship problems for them to accept the invitation.
lescents will experience the loss of a • Substance Abuse or other high-risk • Avoid comments aimed at trying to
close or special person before they behaviour cheer up the student (i.e. “At least
reach adulthood. Therefore, it is very you were able to spend summer va-
important for educators to have a Parents and educators should be par- cation with him”).
strong understanding of the ways in ticularly alert to any of the following • Listen patiently. Give children the
which they can support grieving stu- as indicators that a trained mental opportunity to tell their story and
dents. There is no right or wrong way health professional should be con- be a good listener. It’s common to
for children and adolescents to react sulted. want to share personal experiences
to death; reactions will vary depend- • Severe loss of interest in daily activ- of loss, but it is important to listen
ing on a number of factors includ- ities (i.e. extracurricular activities “more” and talk “less”.
ing the student’s age/developmental and friends) • Provide a model of healthy mourn-
level, personal characteristics, mental • Disruption in ability to eat or sleep ing by being open about your own
health, family and cultural influences • School refusal feelings of sadness and grief.
and previous exposure to crisis and • Fear of being alone • Remember that grieving is a pro-
death. Sadness, confusion, anxiety, • Repeated wish to join the deceased cess. Allow adequate time for each
denial, anger, and guilt are all com- • Severe drop in school achievement student to grieve in the manner
mon reactions to grief in children that works for him/her. Pressing
and adolescents. The following be- Some students may be at greater risk students to resume “normal” activ-
haviours may warrant further atten- for grief reactions that require profes- ities may prompt additional prob-
tion, especially if they are prolonged sional intervention. This includes in- lems.
and intense. dividuals who: • Help all students, regardless of age,
• Were very close to the person who understand loss and death. Provide
Elementary school level: died the student with information at a
• Difficulty concentrating or inatten- • Were present when the person died level that he/she can understand.
tion • Have suffered a recent loss Let the student guide you as to the
• Headaches, stomach aches • Have experienced a traumatic event need for more information or clari-
• Sleep disturbances • Are isolated or lack a personal sup- fication. Ensure that you use the
• Withdrawal port network words “dead” and “died”, rather
• Disruptive/aggressive behaviour • Suffer from mental illness than terms such as “passed away”
• Increased anxiety or “everlasting sleep”, which may
• Depression In order to support grieving students make it more difficult for the stu-
adults are encouraged to: dent to understand.
Middle and high school level: • Invite older children and youth to • Provide learning supports. Students
• Flashbacks talk about the loss. This gives the may need extra support or tempo-
• Emotional numbing or depression student permission to talk about it rary changes in their schedules and
• Nightmares whenever they are ready to do so. classroom demands.
• Avoidance or withdrawal Don’t force the conversation. Wait
References:
Helping Children Cope with Loss, Death and Grief: Tips for Teachers and Parents, National Association of School
Psychologists
Supporting your students after the death of a family member or friend, New York Life Foundation
Death and Grief: Supporting Children and Youth, National Association of School Psychologists
NOVEMBER 2014 13NBTA Committees
Direct Input from Teachers
*Member of the NBTA Board of Directors Curriculum Committee
Tricia Berry Fredericton (LHHS)
Ad Hoc Committee on High School Renewal Margo Cochrane Quispamsis (QES)
Sally Cogswell Grand Manan (GMCS) Lilliane Doucet Moncton (BS)
William Hogan Woodstock (WHS) Stephen deVries Bathurst (BHS)
William Kierstead Miramichi (JMHMS) Heather Palmer* Fredericton (DMS)
Tina Noble McAdam (MHS) Kimberley McKay NBTA Staff
Kimberley Cripps* Miramichi (MVHS)
Ardith Shirley NBTA Staff Equity in Education Committee
Christina Barrington Saint John (SMMHS)
Assessment, Testing and Evaluation Committee Adam Binet Moncton (HTHS)
Mark Crowley Saint John (MGTMS) Cynthia Freeman King Saint John (HS)
Bridget Fraser Fredericton (FHS) Holly Jones Woodstock (WMS)
Victoria Green Doaktown James Ryan* Campbellton (SSHS)
Julie Kilcollins Florenceville-Bristol (FMS) Melinda Cook NBTA Staff
Jacques Theriault* Saint John (LLS)
Ardith Shirley NBTA Staff In-School Administration Committee
Nicholas Smith Moncton (MHS)
Awards Committee Kelly Green-Fillmore Norton (NES)
David Baker Saint John (SMMHS) Julie Daigle Saint John (IVS)
Naomi Cooke Blacks Harbour (BHS) Aldena Higgins-Harris Back Bay (BBS)
Annette Hendry Sunny Corner (NSEE) Colleen Wiley Bristol (BES)
Guy Arseneault* NBTA Vice-President/President-Elect Gilbert Cyr Campbellton (SSHS)
Peter Fullerton* NBTA President Todd Fitzpatrick Miramichi (NRS)
Larry Jamieson NBTA Staff Jeffery Holder Oromocto
Nathan Langille Fredericton (FHS)
Council Executive Committees Barry Snider* Riverside Albert (RCS)
Elementary Council Executive Ardith Shirley NBTA Staff
Barbara Brown Miramichi Blake Robichaud NBTA Staff
Janice Bueno Riverview (FLBS)
Linda Ferguson Florenceville-Bristol (BES) NBTA Finance Committee
Erica LeBlanc Fredericton (LSS) Sarah Blanchard Hampton (HES)
Karen Miller Burtt’s Corner (KVMS) Mark Blucher Saint John (IVS)
Karla Roy Fredericton (PSS) Deborah McDonnell Miramichi (JMHMS)
Patricia Thorne Woodstock (WCES)
Middle Level Council Executive Christine Leeman* Blacks Harbour (BHS)
Sarah Brooks Fredericton (GSMS) Melinda Cook NBTA Staff
Jon Hoyt-Hallett Fredericton (GSMS)
Heather Ingalls Fredericton Nominating Committee
Donna Lagacy Moncton (NFS) Barbara Brown Miramichi
Ryan MacDougall Campbellton (CMS) Julie Holt Harvey (HHS)
Cheryl Richardson Miramichi (HMS) Terri Shipley Saint John (SPS)
Adam Trider Moncton (BMHS)
High School Council Executive Heather Smith Janeville (JS)
Brian Corbett Moncton (BMHS) Larry Jamieson NBTA Staff
Colleen Dunnett Moncton (BMHS)
Shane Hoyt Oromocto (OHS) Pension Committee
Sheridan Mawhinney Oromocto (OHS) Doug Bobbit Sussex (SES)
Trudy Stiles Woodstock (WHS) Yvonne Caverhill New Bandon (CNBA)
Shyann Watters Sussex (SRHS) Tammy Constantine Salisbury (JMA/SMS)
Brian Dean Port Elgin (PERS)
Paul Mourant* Rexton (BLMS)
Michael Ketchum NBTA Staff
Melinda Cook NBTA Staff
14 NBTA NEWSNBTA Committees
on Key Issues
Professional Conduct & Standards Committee School Learning Environments Committee
Jane Jonah Riverview (FLBS) Karin Boudreau Moncton (BS)
Erica LeBlanc Fredericton (LSS) Kerry Casey Rothesay (FES)
Arthur Taylor Woodstock (WMS) Leslie Crossman Perth-Andover (PAMS)
Shelley Ward-Cain Sunny Corner (NSERHS) Kevin King Saint John (HVHS)
Michael Ketchum NBTA Staff Warren Coombs* Saint John (SMMHS)
Melinda Cook NBTA Staff Kimberley McKay NBTA Staff
Professional Learning Committee NBTA Teacher Education & Certification
Jennifer Dixon-Lipton Hillsborough (CRHS) Committee
Audrey Norman St. Stephen (SSHS) Kelli Mowbray Havelock (HS)
Samantha Robichaud Lincoln (LECS) Brian Muise Bristol (CNHS)
Jonathan Watts Dalhousie (DRHS) Linda Plourde Fredericton (NMS)
Elizabeth Andrews* Chipman (CFAS) Heather Ryan Cambridge Narrows (CNS)
Ardith Shirley NBTA Staff Ron Furlotte* Moncton (MHS)
Michael Ketchum NBTA Staff
Public Relations & Communications Committee Ardith Shirley NBTA Staff
Ross Calder Nackawic (NES)
Tracey Johnston Florenceville-Bristol (FMS) Teaching/Learning Conditions Committee
Cindy Pearson Perth-Andover (SVHS) Jacquelyn Hay Fredericton (NMS)
Jennifer Tym Oromocto (OHS) Jeffery Prosser Quispamsis (KVHS)
Guy Arseneault NBTA Vice-President Jo-Ann Schwarze Blacks Harbour (BHS)
Blake Robichaud NBTA Staff Peter Woytiuk Saint John (SHS)
Heather Ingalls* Grand Manan (GMCS)
Blake Robichaud NBTA Staff
NBTA Committee Structure
NBTA Committees NBTA Decision-Making
Bodies
Report
Standard Structure Inform Comprised of
5 teachers Advise Elected Teachers
includes 1 member of NBTA Recommend
Board of Directors
+ 1 NBTA Staff NBTA Board of Directors
Issues/ NBTA Executive Committee
Resolutions
Meet up to 3 times per Request data
year to identify, research & Feedback NBTA Annual General
discuss key teacher issues Meeting
NBTA thanks all those teachers volunteering their time and energy to serve their Association, whether it is
on a provincial committee or at the local level!
NOVEMBER 2014 15TEACHER DESIGNED PROFESSIONAL
LEARNING GRANTS 2015
(formerly School-Based Learning Team Grants)
by Kimberley McKay, NBTA Staff Officer
INTRODUCTION with this grant: relevant data
The New Brunswick Teachers’ As- 1. support teacher professional learn- II.The extent to which the project
sociation recognizes that teacher ing within the context of improv- proposal demonstrates the follow-
professional learning occurs within ing student learning ing general characteristics:
a broad spectrum of experiences and 2. foster teacher leadership a. Quality – proposal is well thought
processes that lead to deepened un- 3. facilitate the sharing of exemplary out and realistic
derstanding and improvement of practices b. Impact – proposal has the poten-
practice. Effective professional learn- tial to impact student develop-
ing strongly links teacher and student ment as well as the learning of
learning and is guided by evidence. WHAT IS THE TDPL GRANT participating teachers
Further, research highlights that ef- SELECTION PROCESS? c. Measurable – project goals can be
fective professional learning must be • Applicant teams develop a project measured and clear description
personalized and responsive to the proposal and complete an applica- of how this will be done
complex and unique needs and con- tion form. Applications received d. Sharing – proposal incorporates a
text of the learner. after 4h00 on Friday, December 15, specific plan for sharing the proj-
As adult learners, teacher moti- 2014, will not be considered. ect with other educators
vation for professional learning is • The NBTA committee established e. Demographics – general consid-
linked to relevance, meaning and to administer the grant fund will eration will be given to distribut-
choice. Developing competence and screen all applications received by ing grants to various levels (K-12)
a sense of self-efficacy by directing the deadline. Proposal selection cri- as well as geographic location,
one’s efforts to meet student needs is teria are described in detail in the team composition, etc.
key to teachers undertaking profes- next section.
sional learning. An integrated design • Five successful team applicants will
that focuses upon student and teach- be notified by January 10, 2015. WHAT IS REQUIRED OF
er learning activities within a job- Start-up materials and funding will SUCCESSFUL TEAM APPLICANTS?
embedded context and supported by be delivered to each team. • meet with NBTA Staff Officer for
both time and resources is the ideal • Unsuccessful team applicants will a brief overview of TDPL require-
professional learning context. be notified by January 10, 2015. ments (school-based meeting/ap-
prox. 30 minutes)
• carry out activities described in
WHAT IS A TEACHER DESIGNED WHAT IS THE SELECTION project proposal/application form
PROFESSIONAL LEARNING CRITERIA FOR TDPL GRANTS? • share project and team learning
GRANT? I. The extent to which the project with colleagues via:
TDPL is an annual school-based proposal is guided by characteris- o Written article for NBTA News at
professional learning opportunity tics of effective professional learn- project completion
funded by the New Brunswick Teach- ing: Or
ers’ Association. NBTA will award five a. Coherent – project is designed o Team Choice (i.e. presentation to
$1000 grants for the calendar year within the context of both best staff, offer Council Day session,
January 2015 – December 2015. In- practices for student learning electronic posting, etc.)
terested teams of 3-5 teachers are and provincial/district/school • submit a short report of the project
invited to apply. Application forms mandates using NBTA template
will be available online after Novem- b. Goal-Oriented - project clearly • submit a financial report using
ber 3rd. connected to student learning, NBTA template
The TDPL is intended to fund daily practice and provincial/dis-
proposals from teachers who seek a trict/school mandates
peer leadership role in curriculum, c. Sustainable – proposal includes
instructional practice or supporting practice time, reflection time and
other teachers. a plan to progress over time with Questions? Contact
grant funding used for resources kim.mckay@nbta.ca
critical to the project
WHAT ARE THE GOALS OF THE d. Evidence-Informed – proposal
TDPL GRANTS? considers current research as
There are three goals associated well as any formal or informal
16 NBTA NEWSTEACHER DESIGNED PROFESSIONAL
LEARNING GRANTS 2015 - APPLICATION
Section 1: Team Application Information
Name of Team Leader: School Name:
Current Work Assignment: Team Leader Work Email:
Additional Team Members:
Name: Work Assignment: Work Email:
Section 2: Project Proposal
Name of Project:
Please provide a brief description of Please provide a rationale for pursu- Describe how the outcomes of your
your project topic. (max. 150 words) ing this learning project (e.g., what project would contribute to in-
needs do you have that the project creased student learning and devel-
would address). (max. 150 words) opment. (max. 150 words)
...continued on next page
NOVEMBER 2014 17TEACHER DESIGNED PROFESSIONAL
LEARNING GRANTS 2015 - APPLICATION
Section 3: Plan for Your Professional Learning
Goals Activities Measurement Budget
What are your professional Describe the activities your What measures will you use Indicate the budget for each
learning goals for this proj- team will undertake in order to determine if you have activity or measurement.
ect? to achieve your goals. met your project goals? E.g. supply teacher costs, re-
E.g. surveys, journals, inter- sources, etc.
views, etc.
Section 4: Plan for Sharing
Goals Activities
Who do you plan to share your learning with? Describe how your learning will be shared e.g. written re-
source, classroom kit, podcast, video conference, wiki, etc.
Send completed application form to: Kimberely McKay, NBTA Staff Officer - Professional Learning
650 Montgomery Street, P.O. Box 752 STN A
Fredericton, NB E3B 5R6
OR
Fax: (506) 453-9795
Deadline for Receipt of Applications: December 15, 2014 (4 pm)
18 NBTA NEWS2014-2015 NBTA Pension Seminars
Registration Forms On-Line at www.nbta.ca
Date of Seminar: Deadline for Registration:
_____ December 6 - Saint John, Simonds High School November 28
_____ January 10 - Fredericton, Fredericton High School January 2
_____ January 24 - Miramichi, James M. Hill Memorial High January 16
_____ February 7 - Sussex, Sussex High School January 30
Seminar Guidelines
The following guidelines should be noted for
Program
participation in these seminars:
1. All participants must pre-register. Teachers’ Pension Act
2. Travel and accommodation costs are the • contribution rates
responsibility of the participant. • retirement options
3. A nutrition break will be provided. • pension calculations
4. Questions relating to these seminars should be • survivor options
directed to: • purchase and transfer of Pension Service
Michael Ketchum or Melinda Cook
NBTA Staff Officer Retirement Allowance
New Brunswick Teachers’ Association • pre-retirement vacation
P.O. Box 752
Canada Pension
Fredericton, N.B. E3B 5R6 (Tel. 452-1722)
Old Age Security
5. All teachers are welcome to attend.
6. All seminars begin with registration at 8:30 am and Financial Planning for Retirement
sessions at 9:00 am until 1:00 pm. (Except Bristol & • RRSPs
St. Stephen, where registration will begin at 5:00pm • RRIFs
-- Seminar at 5:30pm) • Annuities
PLEASE NOTE: YOU WILL RECEIVE CONFIRMATION WITHIN ONE WEEK OF SEMINAR.
ATTENTION
RETIRED TEACHERS
If you are a recently retired teacher or know • School Days Museum filled with teaching
someone who is, you are encouraged to memorabilia and artifacts.
join your professional organization: the • Affiliations with NBTA, Canadian
New Brunswick Society of Retired Teachers. Association of Retired Teachers, SERFNB,
Membership in the NBSRT has the following Coalition for Seniors and Nursing Home
benefits: Residents Rights.
• Deduction of dues at source.
• Being part of a growing organization of over
2600 members. For membership information contact Vernon
• Reflections magazine published three times Harding, Membership Secretary, (506)459-
per year. 2633, or e-mail at tutoris@nbnet.nb.ca
• Representation on the NBTF Group
Insurance Trustees. Betty Smith, President
New Brunswick Society of Retired Teachers
NOVEMBER 2014 19Growing, Learning & Living PL Pages
Teachers as Professionals:
Caring for our Backbone
by Ardith Shirley, NBTA Staff Officer
This fall has been a challenging one for me. Early in Sep- tions with wonderful, professional teachers who are strug-
tember, I triggered an old back injury and as a result have gling daily with significant systemic “ailments” – class
struggled with a significant limp and reduced mobility. composition issues, lack of proper resources to support
They say you don’t truly ap- inclusion, increased tech-
preciate what you’ve got ‘til nological expectations and
it’s gone. My experiences frustrations, increasing de-
over the last six weeks have mands met with decreasing
reinforced this fact. I have resources (the list could go
been frustrated - Woe is me! on!) – remind me somewhat
I have been bitter – Why of my own battle. Perhaps it
me? I have even found my- is my own “victim” mind-
self in weaker moments re- set that causes me to pick
sentful of those who aren’t up on vibes of “That’s just
afflicted. (They have no idea the way it is in education to-
what I am going through!) day”, “Nothing will change
Although I try hard not to so why bother?” “It’s just
be negative and miserable easier to put up and shut
towards these ungrateful up” or “I just don’t have the
“healthy backed” souls, I energy to take on that battle
often fail. I spend my wak- this week - someone else
ing moments consumed with thoughts of all of the things will have to…” Suddenly it occurs to me - Is it possible
I want to do, but can’t. I do not like this vulnerable ver- that as I battle with my own back issues my profession
sion of myself who is stuck in a “victim” mindset. may be struggling to maintain its backbone as well?
I long for the days when I too, can take my mobility As this question began to reverberate through my head,
for granted - to run up & down a flight of stairs without I happened upon an article written by Parker Palmer
a second thought - to choose which shoes to wear based (one of my favourite professional authors) that I had not
on style and comfort rather than function and stability. chanced upon before – A NEW Professional: The Aims of
I swear that if I am ever better I will never take another Education Revisited. The following excerpt jumped off
day of a “healthy back” for granted. I vow to do every the page at me:
core strengthening exercise known to human kind faith-
fully three times every day if only I can just “get back to “We professionals—who by any standard are among
normal”. the most powerful people in any society—have a bad
Sadly, if history repeats itself, when my mobility is re- habit of telling ourselves victim stories to excuse un-
stored (and I pray it will be!); over time, I will begin to take professional behavior: “The devil [read, ‘the system’]
my health for granted again and in the words of the 1989 made me do it.”
Canadian rapper Maestro Fresh Wes, “let my backbone
slide”. After all, it takes a great deal of daily discipline, self- We are conditioned to think this way. The hidden curricu-
regulation, time and energy to maintain and improve my lum of our culture portrays institutions as powers other
spine. Many days it seems to require more time and en- than us, over which we have marginal control at best—
ergy than I have. Over time, I will forget that without a powers that will harm us if we cross them. But while we
healthy backbone, everything I want to do, and be, is may find ourselves marginalized or dismissed for calling
compromised. institutions to account, they are neither other than us nor
I acknowledge that the all-consuming nature of this per- alien to us: institutions are us. The shadows that insti-
sonal experience is probably shaping the way I view my tutions cast over our ethical lives are external expressions
professional world. Margaret Wheatley would suggest that of our own inner shadows, individual and collective. If in-
it is in our nature to look for patterns to make meaning. stitutions are rigid, it is because we fear change. If institu-
It is no coincidence, that thoughts of some recent interac- tions are competitive, it is because we value winning over
20 NBTA NEWSGrowing, Learning & Living - PL Pages continued...
all else. If institutions are heedless of human need, it is
because something in us also is heedless.
May I Recommend?
The October issue of Phi Delta Kappan magazine is titled
If we are even partly responsible for creating institutional “Exploring Classroom Management” and is FULL of excel-
dynamics, we also possess the power to alter them. lent articles around this theme. A couple of my favourites
included Jonathan Eckert’s, “Teach Like a Novice: Lessons
Only when we become accountable for the darkness we from Beginning Teachers” (pp. 13-18) and Jones, Bailey and
create will we be able to evoke “the better angels of our Jacobs’ “Social-emotional Learning is Essential to Classroom
nature,” inner sources of light that make both individuals Management” (pp. 19-24).
and institutions more humane.”
As we prepare to embrace a new, more balanced provincial
As teachers, we must not forget - without a healthy standardized assessment regime, I found Rick Stiggin’s ar-
backbone, everything we want to do, and be, is com- ticle (also in Kappan, p.67-72) “Improve Assessment Literacy
promised — a victim mindset is not our option. There Outside of Schools Too” to be very worthwhile. Stiggins re-
is no denying that it takes a great deal of daily discipline, minds us that, “assessment is a teaching and learning tool
self-regulation, time and energy to maintain and improve – not merely a grading tool.” He also includes his version
our professionalism and the schools, classrooms, districts of a “Student’s Bill of Assessment Rights” highlighting five
and system in which we work. Many days it feels over- rights that he champions that students are entitled.
whelming. That said, if we can see past the immediate pain
of “taking on that battle today”, and remind one another “Which teaching strategy works best?” This is a question that
that as professional teachers we are “among the most pow- many ask (...) It’s an earnest question, but it’s a bit like walk-
erful in any society” perhaps the hope for brighter days ing into a gym and asking a trainer, “so which exercise is best?”
ahead can be restored for us and by extension our students The answer, of course, depends on where you are in your fitness
and communities. regime and what you are trying to accomplish.” (Bryan Good-
man, Educational Leadership, October 2014, pp.77.)
Here’s to taking on the work it requires to maintain our
healthy backbone! “In almost every elementary classroom, you’ll see students read-
ing aloud and answering questions about what they’ve read.
It’s time for that to change.” Richard L. Allington, Reading
Moves: What NOT to do, Educational Leadership, October
2014, pp.17-21.
Book Give-Away!
Congratulations to Colleen
Clarkson of Devon Middle
School in ASD-W who is the
winner of the September book
draw. A copy of Myron Dueck’s
“Grading Smarter not Harder:
Assessment Strategies that Motivate
Kids and Help Them Learn” is on
it’s way to you! This month ‘s
give away is “How to Design
Questions and Tasks to Assess
Student Thinking” by Susan M.
Brookhart. Sound interesting? Drop me an email with the
subject line “Book Draw” before November 30th.
Closing Quote:
“Even when life (as a teacher) challenges us,
it’s a gift beyond all measure.”
— Parker Palmer
NOVEMBER 2014 21Councils
Elementary Council Phys. Ed. Institute
When: Tuesday, November 25, 2014
9:00 am – 3:00 pm
Where: Forest Hill School
Saint John, NB
Presenter: Sarah Kalemkiarian
The cost of a Supply Teacher will be provided by the NBTA Elementary Council to
the first 15 teachers who complete their registration. Teachers will be responsible for
their own travel cost. Lunch will be provided. Teachers must seek permission from their
school administrator to attend any institute that would require them to be absent from
their regular teaching duties.
*A $25 cheque will also be required to hold your spot. Please make the cheque payable to the NBTA
Elementary Council and send it to Linda Dickson at 415 South Napan Rd, Napan NB, E1N 4W4.
Elementary Council is offering a Physical Education Institute for the Classroom
Teacher that is teaching Physical Education or beginner Phys. Ed teachers. We want
to offer professional development for our teachers who may be in roles that they are not
totally comfortable with and our members have said that Physical Education is one of them.
Sarah Kalemkiarian is a Physical Education Teacher from Saint John that is offering a full
day session for classroom teachers that will be held in a gym environment and in a classroom
environment. She will be going over the new Safety Guidelines for teaching in the gym,
classroom management for teaching in the gym, what types of activities to do with elemen-
tary students, and what kinds of activities to use in small spaces or even in classrooms. She
will offer ready to use activities and websites for teachers to use in their classes.
Enrollment is limited to the first 15 applicants, so register early!
Please email registration to linda.dickson@nbed.nb.ca
Please include:
Your name
School Name and Phone number
Grade level(s) taught
Any meal requirements or allergies
FYI: Two more Phys. Ed Institutes will be offered in 2015: one in the Moncton
area in February and then one in the Campbellton area in April. Please watch
for more information in the NBTA Newsletter.
22 NBTA NEWSCouncils
The Me2We Organization
Submitted by Linda Ferguson
The Me2We Organization offers tated by Reverend Mary Taylor. This a donation of $607.00 sent for dig-
initiatives and guidance to youth school group organized fundraising ging wells in Nicaragua, and $521.35
around the world, encouraging them events for both local and global char- sent to the IWK.
to take part in making charitable con- ities in efforts to show they care and As part of the incentive to get kids
tributions both locally and globally. to be a part of something amazing; involved and excited, as well as to cel-
As quoted from their website, “Me changing the world for the better. ebrate their efforts and successes, the
to We is an innovative social enter- The Me2We Group had 2 different Me2We organization holds a special
prise that provides people with better fundraisers for their global initia- event called We Day in which groups
choices for a better world. We offer tive. They put together an Easter Fun that have contributed to one local
socially conscious and environmen- Week Fundraiser, Christmas Fun Day charity and one global charity have
tally friendly products as well as life- fundraiser and a Noon Hour Fund- the opportunity to attend a massive
changing experiences. Me to We mea- raiser in June. All three fundraisers celebration with such possible guests
sures the bottom line, not by dollars were school wide events in which the as Classified, Martin Sheen, Never-
earned, but by the number of lives entire Me2We group was responsible est, Hedley, Shawn Desman and cast
changed and the positive social and for the planning, setting up, supervi- members from Degrassi.
environmental impact made.” (www. sion and taking down of several ac- The group from Centreville Com-
metowe.com) tivities including, mini golf, bouncy munity School has earned tickets to
Last year was the first year for a castles, carnival games, face painting, the We Day in Halifax on November
Me2We group at Centreville Commu- and novelty pictures. There were also 28th. They are now in the process of
nity School. The initiative was headed sales of popcorn, cotton candy, and trying to raise enough funds to sup-
by teacher Grant Robinson and facili- tickets on gift baskets. The result was port their trip to Halifax.
NOVEMBER 2014 23You can also read
