The introduction of inclusive education in Manitoba, Canada, 30 years ago, has changed the roles and responsibilities of special education teachers. These professionals are now teachers without a class, who co-teach with, and are a support service for, the regular education teacher. They have new administrative duties, due to increased…

With the current provincial government intent on making changes to education in Manitoba, teachers need to know how this will affect their classrooms. It is today's reality that programs directed at managing student behaviour are being closed. Without these programs, classroom teachers will need to use several strategies to support a greater range…

The switch to online learning required a creative solution to allow for the experiential learning outcomes of the program to be satisfied when access to physical spaces and equipment was restricted. This paper describes a collaborative process between technical and support staff as well as research and teaching faculty that led to the creation of…

In this "MJE" Forum, the author invites conversation on what it means to be a teacher in Quebec's unique Cegep system. Cegep, positioned between the more structured secondary program and the more autonomous university experience, requires that its teachers grapple with what it means to be a Cegep teacher. Her own piece focuses on…

The Saint Mary's University first-year student success program was developed by its strategic enrollment management (SEM) group to enhance support for first-year students. As an integrated program that implements student success modules into the first-year core curriculum, this initiative has proven to be effective in enhancing student engagement…

To build collective teacher efficacy, teams must agree to (constructively) disagree, say assistant superintendent B.C. Preston and educator-author Jenni Donohoo. Leaders who mindfully organize team actions, alongside the team itself, empower teachers through processes and protocols to confront ineffective instruction and assessment practices--and…

This is an excerpt from "The State of Educators' Professional Learning in Alberta: Executive Summary" (Learning Forward, 2018), part of a series produced by Learning Forward. Coinciding with the 2016 Annual Conference in Vancouver, British Columbia, Learning Forward commissioned and supported a study of professional learning across the…

In March 2020, the COVID-19 pandemic disrupted life around the world, and the (traditional) educational system came to a screeching halt. Educational systems, including physical education teacher education, moved to remote and online teaching modalities almost overnight. This shift, coupled with the cancellation of academic conferences, resulted…

The rate of teacher burnout is increasing because school leaders are failing to modify their expectations of teachers. Teachers are adapting to meet COVID-19 protocols, but are paying the price of drained resiliency reserves due to a decrease in self-efficacy and the quality of professional relationships, and an increase in the pace of…

Michael Pitblado and Agnieszka Chalas, history teacher and art teacher respectively, describe how and why they responded to a call by Canada's Truth and Reconciliation Commission to engage students with difficult aspects of Canada's past, including the forced cultural assimilation of Indigenous peoples through the Indian Residential School System.…

In this article, I discuss a conceptual framework for supporting Muslim students using Culturally Relevant, Responsive, and Sustaining Pedagogies informed by a Collaborative Inquiry approach. The impact of 9/11 and its consequences on Muslim students' temporal and social contexts calls for a critical stance that questions teachers' assumptions…

The professional learning journey for teachers can be either a challenging or a fulfilling one, depending on the conditions in each educational setting. One new initiative at the Manitoba Teachers' Society, the Collaborative Learning Team Grants project, seeks to address barriers such as fixed mindsets, a lack of time, and the absence of praxis,…

Teacher-led inquiry cycles--in which small groups of teachers study and address a promise--hold promise as a method of professional development, but only if they receive enough support. In particular, they need access to outside expertise that can help them meaningfully change instructional practices--often a difficult step for teachers working on…

While working with schools and districts across Canada, the authors have found there is a strong expectation that collaborative teams will improve student learning. Many districts also expect instructional coaches to be a part of these teams, although there is much confusion about what roles they should play within a team. Developing collective…

Institutions in many jurisdictions are in the process of implementing Open Educational Resources (OER). This short paper is based on a report commissioned by Contact North/Contact Nord as part of their Pockets of Innovation series to better understand the impact of OER implementations at diverse institutions. The investigation looks into 13…