Strong Starts

 Charles Ungerleider, Professor Emeritus, The University of British Columbia

[permission to reproduce granted if authorship is acknowledged]  

There are many things to which a strong start is essential.  Personal relationships, conferences, sporting events, and the first day of the school year. It is at the start that a positive tone and momentum are established that provides the foundation for what follows.  

At the beginning of the school year, students need to reset their focus and apply their energy in ways that differ from the way they applied them during the summer. Establishing an environment in which students can learn and the teacher can teach is essential for a strong start to the school year. Involving students in the creation of the rules of decorum and behaviour helps students to establish a respectful, cooperative and productive classroom environment. Students who have agency are more likely to abide by the rules and behave in ways that help reestablish order when the rules are violated.  

Students benefit from knowing what to expect. At the beginning of the school year, teachers spend significant effort to make clear what is expected regarding classroom decorum, what students will learn, and how student performance will be evaluated. An important part of a teacher’s instructional program is communicating these same expectations to parents so that they, too, know what to expect. Building parental confidence in, and support for, the teacher often makes the difference when teachers need to communicate with parents to enlist their help.  

I know many astute principals who dedicate much of their time at the beginning of the school year  actively seeking evidence of these key practices in classrooms. I describe them as astute because they understand that when teachers implement these practices early on, it sets a positive tone in their classrooms and throughout the entire school. They recognize that teachers who adopt these strategies will face fewer challenges compared to those who do not. By ensuring that these practices are in place, principals help both students and teachers start the year with strong, positive momentum, laying a solid foundation for ongoing academic achievement. This proactive approach also makes the principal's own jobs more manageable.  

Most experienced teachers know that a strong start to the school year is critical. Resetting students’ focus and establishing clear expectations help create a respectful and productive classroom environment from the outset. Principals who support teachers in prioritizing these practices and actively ensuring their implementation contribute significantly to a positive and more enjoyable school culture and greater teacher well-being. This foundation facilitates smoother classroom management and enhances academic achievement.

Overcoming resistance to change

 Charles Ungerleider, Professor Emeritus, The University of British Columbia

[permission to reproduce granted if authorship is acknowledged]  

Regular readers of my blog know that I lament the stagnation of assessment results in literacy and numeracy and the lack of improvement in achievement among Indigenous students and students with special needs designations. For the several months I have been reading the strategic plans developed by school boards in British Columbia that are designed to align with the goals of intellectual, social, and career development as expressed in the Statement of Education Policy Order. I am wondering how school districts are going to produce the changes that are required to fulfill the goals in their plans.  

Teachers are, of course, the key agents of change. Without their support, change cannot occur. There are other factors at play, but it is essential that teachers be willing to change their practice to improve student performance and outcomes.  

In my quest to understand change, I recently read an article that so resonated with my experience that it has me thinking along new lines. That the article resonates with my experience doesn’t prove anything, but it is worth considering the implications of what the scholar-practitioners—the authors of the article--learned from their experience.  

Two university researchers, McKenzie and Scheurich, both with teaching and research experience in urban educational settings, conducted a collaborative action research project at a diverse urban elementary school. Their objective was to work alongside the school's administration and staff to boost the academic success of all students across various racial, ethnic, and socioeconomic backgrounds. While the school's accountability data showed some progress, particularly for the lowest-performing students, the project revealed four main obstacles to change: the tendency to blame external factors for low achievement, the perception that accountability systems undermine teaching, the belief that proposing change implies criticism, and a general reluctance to embrace leadership roles.[1]  

McKenzie and Scheurich found that the teachers with whom they worked and with whom they had positive relationships frequently blamed factors outside the school, such as parenting, student behavior, and poverty for students' academic struggles. They inferred that pointing to external reasons suggested that the teachers were hesitant to consider how their own methods might contribute to student performance. They also found that biases against students' diverse backgrounds also played a part, leading teachers to view some background differences negatively.  

The authors also found that, across various educational settings, teachers voiced concerns that accountability measures, such as standardized testing, hindered their teaching. The teachers argued that these systems limit their creativity, fail to address the needs of all students, and create a stressful environment. McKenzie and Scheurich found that the resistance went beyond pedagogical objections to the teachers' sense of autonomy within their classrooms. Accountability was often viewed as an intrusion, challenging the traditional power teachers hold in the classrooms and leading to a defensive stance against perceived external scrutiny.  

Teachers with whom the authors worked frequently viewed suggestions for improvement as personal criticism, regardless of how they were presented. McKenzie and Scheurich believe that this issue was linked to the power dynamic between school administrators and teachers. Despite efforts to work together on changes, teachers often felt that improvement suggestions were a critique of their work. That situation made it hard to change teaching methods and revealed the challenging tension between leadership and teacher resistance to change.  

McKenzie and Scheurich wrote that, although the idea of shared leadership assumes that teachers will welcome the chance to take on leadership roles, the reality was that teachers were hesitant to accept these roles. They tended to avoid actions that might set them apart from colleagues or disrupt established norms. Even teachers who were formally acknowledged as leaders frequently resisted using their authority to guide teaching practices. The authors opined that such behavior indicates a widespread reluctance within the teaching profession to embrace leadership responsibilities.  

The McKenzie and Scheurich article has me thinking about four related questions:  

• How can we design professional development programs that encourage teachers to reflect on their teaching methods and view challenges as opportunities for increasing their effectiveness?
• How can we involve teachers in creating assessment systems that recognize their creativity and the diverse needs of students so that teachers see accountability as a professional responsibility and opportunity rather than a punitive measure?
• How can we redefine educational leadership to emphasize collaboration?
• What mentorship programs can we establish to support teachers transitioning into leadership roles?  

These are difficult questions to which I do not have ready answers, but I believe that it is crucial to involve teachers in answering them. Without their participation it will be difficult, if not impossible, to shift the perception of change from something that is done to teachers to something that is done by them.

I am going to think about these four questions between now and the Fall when my blog will resume. 

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[1] McKenzie, K.B.  & J.J.  Scheurich (2008) Teacher resistance to improvement of schools with diverse students, International Journal of Leadership in Education, 11:2, 117-133, DOI: 10.1080/13603120801950122  

Teaching: Making A Future

 Charles Ungerleider, Professor Emeritus, The University of British Columbia

[permission to reproduce granted if authorship is acknowledged]  

The central job board for teacher recruitment in British Columbia is a website called Make a Future. Although the catch phrase is close to becoming a cliché, there is much truth in the claim that teachers can make the future.  

Teaching is one of the most influential professions. It shapes the future of the students taught and in doing so helps shape the future of society. Research, coupled with real-world economic considerations, makes the case that competent, effective teachers help promote student success and social improvement.  

John Hattie's Visible Learning summarizes much of the research about the immense impact teachers that have on student learning. That research summary and subsequent research shows that teachers exert a greater influence on student learning outcomes than any other single factor. The pedagogical strategies, content knowledge, and rapport-building skills that teachers possess are pivotal to student achievement.  

Teacher influence extends well beyond the boundaries of the classroom and academic achievement. Economists have found that teachers also contribute substantially to students' long-term life outcomes. Studies show that the quality of the teaching students receive can significantly affect their future employment opportunities and health outcomes. These findings confirm the value to society of effective teachers.  

Well-prepared teachers represent a significant investment. Considering salary, benefits, including pension costs, the amount exceeds $3 million per person over a thirty-year career without factoring in the costs of recruitment, professional development, and the cost of supply or substitute teachers during periods of absence. This is a substantial financial investment for any educational organization. Given the educational benefits that skilled, effective teachers bring, the expense is necessary and justifiable.  

The hiring of teachers extends beyond simple economic calculations. The educational and economic repercussions of employing ineffective teachers or those who leave the profession prior to retirement are considerable. Effective pre-employment assessment strategies are pivotal to hiring competent teachers.  

Although they are too infrequently used, teaching demonstrations provide real-time insights into an applicant’s teaching. Applicants may be asked to teach a lesson to a class while evaluators observe. This allows schools to directly assess an applicant's teaching skills, classroom management strategies, and ability to engage students.  

If the situation is like the one for which the applicant has applied, the students and curricula should be familiar. If the situation is too disparate with the position, the curriculum and students may be unfamiliar to the applicant and may violate the expectations of the observers.  

While it is inadvisable to make a strong judgment based on a single observation, even a single observation is preferable to no observations at all.  

Applicants may be asked to submit sample lesson plans. Reviewing these can provide insight into a teacher's planning skills, their understanding of curriculum standards, and their ability to structure lessons effectively. Like demonstration lessons, this method requires expert evaluators who can recognize effective lesson planning.  

Interviewing applicants for teaching positions is a near universal practice. During interviews, applicants may be asked to describe how they have handled (or would handle) specific situations in the classroom (often called behavioural or situational interviewing). Their responses can provide insight into their problem-solving skills, understanding of student development, and classroom management strategies. The quality of these interviews largely depends on the questions asked and the interviewer's skills. The validity of interviews depends upon using a robust question set and skilled interviewers.  

It is fashionable among some recruiters to ask applicants to submit a professional portfolio. The portfolio may include prior lesson plans, samples of student work, teaching philosophy statement, and performance evaluations from previous positions. Portfolios are intended to provide a holistic view of a teacher's abilities and achievements through representative objects and documents. The effectiveness of portfolios relies heavily on their design and the evaluators' ability to interpret them accurately.  

Reference checks, like interviews, are nearly universal. They are intended to provide additional insights about a candidate. Their value is limited by the referees' willingness to provide candid and unbiased feedback. This is difficult to achieve because applicants understandably select referees who will provide positive appraisals.  

I do not think it is an overstatement to say that teachers make a future for students and the wider society. They drive student achievement, influence long-term life outcomes, and create social value. For those reasons I also think it is of great importance that the education sector prioritizes the hiring of highly competent teachers. Each pre-employment assessment method I have enumerated adds information about as applicant’s potential, but each has its own strengths and weaknesses. Given the magnitude of a school district’s investment in teachers, an approach that combines these methods is likely to yield a more comprehensive understanding of an applicant’s suitability for a teaching position than one that is more limited in scope. 

Fostering Evidence-informed Teaching Practice

 Charles Ungerleider, Professor Emeritus, The University of British Columbia 

[permission to reproduce granted if authorship is acknowledged]  

I have long been an advocate for the application of research evidence in teaching practices. Over the past century, an abundance of education research has been accumulated, much of it with practical implications for the classroom. Teachers are not as receptive to integrating this research into their daily practice as I hope they would be. From time to time, I have suggested that teachers should follow the example of their counterparts in the field of medicine, who seem to more readily apply research findings to guide their practices. There are some intriguing differences in the part that research plays in each field and in the dispositions practitioners in both fields have toward such research.  

Medicine and education are multifaceted disciplines with a shared objective—to improve human well-being. For medicine it is physical health and for education it is intellectual growth.  

The role of research in these two fields has notable differences. Medical research often delivers results in the form of tangible treatments or protocols, such as a new medication or surgical procedure. The benefits of these treatments can be directly observed, and their use is often mandated by regulatory bodies. A clear example is the widespread application of cholesterol-lowering drugs (statins) that were quickly adopted after research demonstrated their effectiveness in reducing the risk of heart disease.  

Educational research often yields findings that are more interpretive and less prescriptive. Research findings in education provide insights into teaching strategies or learning theories but are challenging to apply. For instance, research highlighting the benefits of formative assessment might not specify the best ways to administer or use formative assessment to inform decisions about instruction in classrooms with varied student populations.  

Physicians and teachers have different dispositions toward research. Physicians, by nature of their profession and continuous learning requirements, tend to be more accepting of research findings. They often work in an environment that supports and encourages the integration of the latest research into practice. A stark example can be found in the rapid implementation of COVID-19 treatments and protocols based on emergent research.  

Teachers often enjoy more flexibility and autonomy in their methods. They may adopt evidence-based practices, but the implementation is frequently dependent on individual judgement, administrative support, and available resources. For example, a teacher might choose a project-based learning approach over a more traditional teaching method, despite the lack of consensus in research on its superiority, because they believe it suits their specific classroom context.  

The differences in the uptake of research between medicine and education are not intended to disparage the teaching profession. Calling attention to them points to the need to understand the factors affecting the decisions that teachers make and their use of evidence in arriving at those decisions.  

It is essential to increase the accessibility of research for teachers, communicate findings in a practical, applicable manner, and foster a system that supports and encourages the application of research in the classroom. These changes could propel education towards a more evidence-informed future, much like what we observe in the field of medicine today.  

Ministries of education are in a uniquely powerful position to influence educational practices on a large scale. They can set priorities, shape policies, and allocate resources in ways that can significantly impact the application of research in schools and classrooms. It is imperative that ministries take an active role in enhancing the utilization of educational research by teachers.  

Ministries can increase the accessibility of research for teachers by investing in platforms that collate and distribute educational research. These platforms should be user-friendly and easily searchable, catering to the busy schedules of teachers, and provide a range of research from promising studies to multiple studies conducted over time. By making research readily available, teachers can stay informed about the latest findings and best practices.  

Ministries can facilitate the translation of research into practical, actionable strategies for teachers. Educational research can often be opaque in its presentation. By developing resources that present research findings in a clear and digestible manner, ministries can help teachers apply research to their teaching methods. This could be in the form of summarized research briefs, practical guides, or webinars that discuss research implications for classroom practices.  

Ministries can foster a system that supports and encourages the application of research in the classroom by implementing policies that value and incentivize evidence-based teaching practices. This could include providing professional development programs that focus on the practical application of research, creating opportunities for teacher collaboration and discussion of research findings, and incorporating the demonstrable use of evidence-based strategies into teacher evaluations.  

Ministries can work with universities and teacher preparation programs to ensure that pre-service teachers are equipped with the skills to understand and apply educational research. This can foster a culture of evidence-informed teaching from the beginning of a teacher's career.  

Ministries can fund further research into educational practices, particularly those that explore the implementation of research in diverse classroom contexts. This supports the generation of more relevant and applicable research and demonstrates a commitment to the continual improvement of teaching practices based on evidence.  

By leveraging their resources, influence, and strategic capabilities, ministries of education can promote the use of research in education, leading to improved teaching practices and better educational outcomes. The ripple effect of this could extend far beyond the individual classroom, influencing the entire educational system.

Parental Rights and Education

 Charles Ungerleider, Professor Emeritus, The University of British Columbia

[permission to reproduce granted if authorship is acknowledged]  

Public school is where we sent our children to overcome the limitations of their parents. My wife and I are well-educated, but there are limits to what we know and the values we hold. We wanted our daughters to be exposed to ideas and values different from our own so that they could make their way in the world unencumbered by our limitations.  

We believed that it was our responsibility to ensure our children were led out from the confines of the knowledge we could impart or the experiences we could provide. When I stop to consider it, I think things worked out. They are intellectually independent and, although we share many, if not most values, they came to their value positions on their own. We recognize that the family context and the friendship network in which they were raised were no doubt influential in shaping their values and beliefs, but the beliefs and values they hold were not imposed upon them.  

It is this disposition on my part that makes it disquieting to read about the attempts of school trustees to restrict access to books and ideas in the name of parental rights. A school trustee in British Columbia introduced a motion that “consideration be given to the creation of a policy statement that sets parameters around communications with parents about events scheduled in schools.” The trustee’s rationale was:  

The creation of a new policy statement will ensure that parents are adequately informed about upcoming presentations to be held at District schools. The key components of this consideration should include providing parents with sufficient notice for all school presentations to allow families time to determine whether attending the presentation is in the best interest of their child’s education. This will promote transparency, parental involvement, and a more collaborative educational environment.

 Notwithstanding the ambiguity of the rationale, the motion seems to imply that parents should be able to limit the school presentations to which their children might be exposed.  

Parents are not without certain rights. The Ontario Court of Appeal ruled that mandatory religious practices in public schools violate Charter rights to freedom of religion (Zylberberg v. Sudbury Board of Education, 1988). However, when parents in Quebec objected to a mandatory Ethics and Religious Culture course, the Supreme Court of Canada held that merely exposing a child to different religious facts in a public school did not interfere with the parents' ability to transmit their faith (S.L. v. Commission scolaire des Chênes, 2012).  

The parents alleged that the Ethics and Religious Culture course was liable to cause harm in several ways. Among them:            

·     Losing the right to choose an education consistent with one’s own moral and religious principles; interfering with the fundamental freedom of religion, conscience, opinion and expression of children and their parents by forcing children to take a course that does not reflect the religious and philosophical beliefs with which their parents have the right and duty to bring them up.

·     Upsetting children by exposing them at too young an age to convictions and beliefs that differ from the ones favoured by their parents.

In seeking a favorable ruling from the Court, the parents appeared to want to shield their children from ideas that were dissonant or inharmonious with their own. In its decision, the Court observed:

Parents are free to pass their personal beliefs on to their children if they so wish.  However, the early exposure of children to realities that differ from those in their immediate family environment is a fact of life in society.  

I would go further. I would argue that it is incumbent upon parents to ensure that their children are exposed to realities, ideas, values, and beliefs that differ from those of their families. They should count on schools to assist in this. It is in such exposure that children develop the intellectual and moral capacities that adulthood requires.

The Cobra Effect

 Charles Ungerleider, Professor Emeritus, The University of British Columbia

[permission to reproduce granted if authorship is acknowledged]  

Reading school district strategic plans gets me thinking about the cobra effect, the unintended consequences that can result from an action or decision, particularly policy decisions. Two well-known examples come to mind.  

The first example is the prohibition against the production, sale, and transportation of alcoholic beverages in the United States between 1920 and 1933. Prohibition was intended to eliminate consumption of alcohol which was considered immoral and a cause of social instability.  

Prohibition didn’t produce the desired outcome. In fact, it led to the illicit production of alcohol in unsanitary conditions using dangerous methods that led to poisoning and death for some. The U.S. lost revenue from taxation of alcohol and incurred increased costs for law enforcement to counter the illegal production of alcohol by criminal organizations.  

The second is, during British colonial rule in India, the government, concerned about the number of venomous cobras in Delhi, offered a bounty for every dead cobra to decrease the cobra population. When the government discovered that some entrepreneurial individuals began to breed cobras to claim bounties, it terminated the bounty program. The entrepreneurial cobra breeders released their now-worthless snakes. The wild cobra population increased rather than decreased.  

A decision that produces the opposite of the intended outcome is sometimes called a "Cobra Effect." I use both examples to make the point that it is important to think carefully about making changes in complex systems and to try to avoid making changes on inadequate evidence.  

Each year schools and school boards make plans based upon what appear to be differences in performance from one year to the next. There are problems associated with strategic planning based on the perception of difference when no true differences have occurred. Chief among the problems is the potential for wasting resources.  

Continuously responding to perceived differences without evidence of true differences can lead to a cycle of planning and re-planning without genuine evidence of progress. Decision-makers who consistently act on perceived differences that aren't substantiated may lose credibility with employees, parents, and the public.  

If the perceived differences aren’t real, then resources (time, money, effort) spent addressing the matter might have been better allocated elsewhere. Moreover, implementing change often engenders resistance among employees. Changes made without evidence of a need for change can produce ‘change fatigue’ where employees become resistant to all changes, even ones that may be properly supported with evidence. Employees can be demotivated if they come to believe that decisions are being made based on inaccurate perceptions or vacuous findings rather than evidence. Worse yet, the employees could go through the motions of implementing changes in which they are little invested leaving the change leader to believe in their own effectiveness.  

The cobra effect can be avoided by carefully considering the evidence upon which one’s plans are made and how those plans might produce unanticipated and unwanted outcomes.  

Improve a class average from a C to a B

 Charles Ungerleider, Professor Emeritus, The University of British Columbia

[permission to reproduce granted if authorship is acknowledged]  

For many years I conducted a school-based teacher education program in a school district in British Columbia’s lower mainland. Students in one of the district’s schools were eager to enroll in the classroom of a teacher whom I will call Peggy. Peggy worked hard to make her class an inviting and successful environment for all students. But, on that score, she was no different than any of the other teachers in that school, one in which the parents and students held high expectations.  

Students in Peggy’s classes performed better than the students in the classrooms of her peers. But, before I reveal the not-so-secret sauce that Peggy employed, let me put in context the impact of what Peggy did that the other teachers did not do.  

The performance of students the classes taught by Peggy’s peers averaged about 75% (C) with almost 70% of the students achieving between 55% and 95%.  The remaining students scored better or worse. The class average of students that Peggy taught was ten percentage points higher, a B.  

Teachers eager to find ways to produce a genuine improvement in student performance can do what Peggy consistently did, and it is supported by a vast body of evidence. When I say vast, the evidence comes from 222 research reports with data from approximately 50,000 students.[1]  

I first learned about Peggy’s technique from observing students in the hallway. Most of the school’s students were engaged in the typical pattern of student behaviour and misbehaviour as they moved from on class to another. Peggy’s students were atypical. Most of them passed from their previous class to Peggy’s with their notebooks open.  

I found that the students were preparing for the brief quiz with which each of Peggy’s classes began. As soon as the students crossed the threshold of the classroom, they were expected to complete a brief quiz about the previous day’s lesson. Peggy collected the quizzes (they were paper based at the time) and, then, briefly reviewed the results.  

The effectiveness of Peggy’s practice of regular quizzes was confirmed by the 2021 study refenced below. The findings from that meta-analysis have several implications for teaching practice: ​

1. Class quizzes boost student achievement to a noticeable extent.
2. Quizzes are more effective in enhancing learning compared to other strategies such as restudying, concept mapping, and other elaborative strategies. ​
3. The format of the quiz does not significantly impact the effectiveness of test-enhanced learning. ​ Different test formats, such as fill-in-the-blank, multiple choice, short answer, etc., all contribute to enhancing student learning. ​
4. Quizzing reinforces the retention of tested knowledge and enhances the learning of untested knowledge, though the effect size for untested knowledge is slightly smaller.
5. Providing feedback following quizzes like Peggy did significantly increases learning gains because feedback helps students understand their mistakes and learn from them.
6. The number of quiz/test repetitions positively correlates with the effectiveness of test-enhanced learning. ​ The more times class content is quizzed (Peggy did it every day), the larger the learning gains.
7. Test-enhanced learning works across different levels of education, including elementary school, middle school, high school, and post secondary, and it consistently facilitates achievement across different subjects. ​

There is no doubt that the students Peggy taught (and their parents who sought Peggy as teacher of their children) recognized what has been confirmed by the meta-analysis: Incorporating regular quizzes or tests in the classroom is an effective strategy that enhances student learning and academic achievement. ​ 

 

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[1] Yang, Chunliang, et al. "Testing (quizzing) boosts classroom learning: A systematic and meta-analytic review." Psychological bulletin, vol. 147, no. 4, 04/2021, pp. 399-435, , doi:10.1037/bul0000309.

The Ottawa Carleton District School Board thinks “eighty percent of success is showing up.”

 Charles Ungerleider, Professor Emeritus, The University of British Columbia

[permission to reproduce granted if authorship is acknowledged] 

"Eighty percent of success is showing up," is an often-repeated quip. In February of this year the Ottawa Carleton District School Board received a recommendation from its senior staff to enshrine the sentiment in policy. The recommendation would alter the Board’s Graduation and Commencement Ceremonies and Awards policy to move from holding graduation ceremonies to organizing commencement ceremonies. 

If approved, the FAQs about the proposed change say that the policy would celebrate all students who have concluded their “secondary school journey.”  The proposed format would “ensure the inclusion of all students who are celebrating their achievements when they are eligible to leave high school at the age of eighteen.” This would include students who for a variety of reasons have not fulfilled Ontario’s graduation requirements. 

As I have written in other blogs, good intentions (for example, the desire to “to ensure welcoming, inclusive communities in our schools and system”) can have unintended consequences. A friend’s experience illustrates the point. The friend’s daughter did not complete the requirements for graduation but was encouraged to take part in graduation ceremonies by donning a cap and gown and being recognized as she crossed the stage. 

When her mother suggested that she might return to school to complete the requirements necessary for graduation, she said, “No way, not after everyone saw me walk across the stage. There’s no way I can go back there.” 

The proposed shift, from graduation ceremonies to commencement ceremonies strikes me as a misnomer. Commencement refers to a beginning, typically one in which degrees or diplomas have been awarded. Leaving secondary school without a diploma is not much of a beginning. It sounds more like a ‘send off’ than a commencement. “We wish you well on your journey, even if we didn’t prepare you very well.” 

The quip about success and showing up makes the point that an important step in achieving a goal is making the effort. But just showing up isn’t good enough. Reaching the goal or not reaching the goal has consequences. Except for a very small number of students with cognitive impairments, all students should earn graduation. When they do not, it is a failure of the education system. 

I doubt that students who have failed to achieve graduation feel better (more included) simply because they have celebrated coming to the end of a less than successful experience. Celebrating that failure is not a foundation for commencement.

What it means for a school board to be strategic

 Charles Ungerleider, Professor Emeritus, The University of British Columbia

[permission to reproduce granted if authorship is acknowledged]  

A strategic school board is one that effectively plans and deploys long-term policies to achieve its vision and mission. This approach requires the board to prioritize its resources and actions in a way that aligns with its overarching goals and objectives over several years.  

Being strategic means considering the broader picture of the school district's needs and potential for improvement. It involves conducting assessments of the current state of education within the district, setting goals, establishing precise objectives, developing detailed strategies, and defining relevant measures and metrics to ensure progress and success.  

For example, if a school board's mission is to improve literacy among students, a strategic approach might include setting a long-term goal of increasing the average reading level across all grades. This could involve developing a five-year plan that includes objectives like integrating more comprehensive literacy programs, promoting a reading culture among students, specifying how progress will be measured, and establishing a district plan to improve language arts instruction.  

A strategic school board considers factors like changing demographics, shifts in provincial educational policy, technological advancements, and societal changes and takes them into account in its strategic plan.  

The primary difference between being strategic and tactical lies in the scope, timeframe, and level of detail. Strategic decisions are long-term, encompassing, and focused on the bigger picture. Tactical decisions are short-term, more detailed, and focused on the specific activities that help implement the strategic plan; they are operational in nature and the responsibility of the superintendent. Both strategic and tactical approaches are crucial. Strategic planning provides the direction.  Tactical, operational actions drive the implementation. 

I hope you have a restful spring break. This blog will resume on April 3rd. 

Four things all students must know

 Charles Ungerleider, Professor Emeritus, The University of British Columbia

[permission to reproduce granted if authorship is acknowledged]  

Teaching students to think critically about the information they encounter is among the professed goals of education. In British Columbia, where I live, the idea is enshrined in the provincial regulation that defines intellectual development as the prime goal of education. The regulation says that the goal of education is “to develop the ability of students to analyze critically, reason and think independently....”  

While critical and reflective thinking figure prominently in British Columbia’s curriculum, it does not explicitly address the four concepts students must understand and be able to apply to think critically: the difference between factual claims and value claims, and the differences between a concept and a conception.  

Factual claims and value claims play a pivotal role in arguments, discussions, and decision-making. There are two types of factual claims: empirical and analytical. Empirical claims are statements that can be proven true or false through observation, measurement, or other empirical methods. For example, "the Earth orbits the sun" is a factual claim because it can be supported by astronomical evidence. Empirical claims are the foundation of empirical research and are crucial for building knowledge about the world.  

A second type of factual claim is analytical. Analytical claims are ones whose truth is determined by getting clear about the meanings of the words in the statements. “There are no four-sided triangles” is an analytical claim that is true because the term triangle means “three-sided figure.” “Some brothers have no siblings is false because the term brother means “a male who has the same parents as another person.”  

Value claims are positive or negative judgments about worth, desirability, morality, or faith. They express judgments based on ethics, aesthetics, or personal beliefs. These claims are not empirically verifiable in the same way as factual claims because they are based on individual or cultural values. For example, "Democracy is the best form of government" is a value claim because it expresses a judgment based on certain values about governance.  

Analytical claims are assertions that involve the analysis, interpretation, or evaluation of information. They often involve examining relationships between concepts, exploring causes and effects, or providing explanations. Analytical claims go beyond mere observation to provide deeper insight into a subject. For example, "The rise of social media has transformed communication practices" is an analytical claim because it analyzes the impact of social media on communication.  

It isn’t possible to think critically without understanding these distinctions. For example, in debates on climate change, distinguishing between the factual claim that "carbon dioxide levels have risen significantly in the industrial era," the value claim that "we are morally obligated to reduce carbon emissions," and the analytical claim that "implementing renewable energy sources can reduce carbon emissions" is crucial for clear, effective argumentation and communication.  

Confusion ensues when students fail to recognize the distinction between the types of claims. Conflating facts and values makes it impossible to think critically about issues. For example, in discussions about vaccination, conflating factual claims about vaccine safety with value claims about community responsibility can lead to misunderstandings and resistance based on misinterpretation rather than informed judgment.  

Fostering critical thinking is essential for informed citizenship, personal development, and meaningful engagement with the world. If teachers do not help students understand and make those distinctions, students will not be able to think critically.  

The same can be said about teaching the distinction between concepts and conceptions. Concepts are mental building blocks representing a general idea or category (for example, democracy). A conception is an individual’s interpretation or understanding of that concept based upon the individual’s beliefs, experiences, and knowledge. Failing to differentiate between these can lead to miscommunication, misunderstanding, and impaired critical thinking. Individuals may use the same words but mean different things. For example, conflating the concept of evolution with one’s personal conceptions impedes acceptance of empirical evidence. Similarly, a narrow or skewed understanding of democracy, based on limited conceptions, can impede civic engagement and appreciation of democratic principles and practices. Understanding the nature of claims and concepts is key to debate, decision-making, and a more informed, empathetic, and cohesive society.

Wait, consider the entire blog before you draw a conclusion.

 Charles Ungerleider, Professor Emeritus, The University of British Columbia

[permission to reproduce granted if authorship is acknowledged]  

The professional regulation of teachers is anomalous compared with most other professions because the entry-level examinations commonplace in other professions are not required for licensure as a teacher.  Unlike their counterparts in medicine, law, or engineering, teachers face no gateway examination to secure their licensure. This departure from the norm is more than an administrative difference; it highlights a unique stance on assessing competence and readiness. Where other professions use these exams as a keystone for maintaining high standards and public confidence, teaching leans solely on educational attainment and practical experience.  

The case for introducing a competency examination for teacher certification depends upon identifying the essential knowledge every teacher requires. There are, at a minimum, four groups of competencies: pedagogical knowledge; classroom and student management; subject-matter knowledge; and emotional intelligence.  

Given the variability in teacher education programs, it is optimistic to assume they prepare beginning teachers uniformly in these areas. An independent examination would set a universal benchmark that every applicant for certification would need to meet to begin teaching.  

The absence of an entry-level examination within the teaching profession calls for a deeper examination of our standards and expectations. The notion of introducing such a test, especially in times of teacher shortages, might initially seem counter-productive and counter-intuitive. But, wait, consider my argument for its potential as a strategic enhancement to the profession's integrity and public esteem.  

The practice of lowering entry barriers as a quick fix to fill vacancies is a precarious long-term solution to teacher shortages. Lowering standards might temporarily put an adult in front of students, but there are long-term consequences for educational quality. A hastily expanded teaching force is ill-equipped to address the challenges of today’s classrooms and increases the risk of diminishing the quality of education and eroding public trust in the system.  

Conversely, the proposal to integrate an entry-level examination, complemented by a system of conditional licensure, is a nuanced alternative. This model does not just impose an additional hurdle; rather, it aims to elevate the entire profession. Conditional licensure would be a bridge for those on the cusp of professional competence if the rigor of standardized testing was paired with supportive measures like systematic professional learning and mentorship. This approach would ensure that all new teachers meet a baseline of competency while requiring them to maintain currency through mandated and ongoing professional learning.  

To create a more effective and personalized approach to conditional licensure in teaching, the integration of mandatory professional learning would be based on the specific competency gaps identified on the entry-level examination. Upon completion of the examination, applicants would receive a report detailing their performance across various competencies, identifying both strengths and areas where mastery had not been demonstrated.  

The report would become the foundation for a personalized professional learning plan (PLP) developed in consultation among the teacher, the teacher’s mentor, and a professional learning coordinator. The plan would outline learning objectives tailored to address the competency gaps identified by the entry-level examination as well as professional learning activities designed to meet the objectives. These activities might range from workshops and online courses to specific teaching experiences that would be chosen for their relevance to areas in which the teacher needs to demonstrate improvement.  

As the conditionally licensed teachers engage in these targeted learning activities, they would be expected to document their experiences. This documentation would be compiled into a professional learning portfolio. The portfolio would both document the teacher’s progress and provide the basis for regularly scheduled reviews with mentors and coordinators.  

The probationary conditional licensure period would culminate in a final assessment. Conditionally licensed teachers who demonstrate mastery of the competencies initially identified as lacking would earn full licensure. The assessment would involve a comprehensive review of the professional learning portfolio and classroom observations documenting how the teacher addressed gaps in their competencies.  Successful demonstration of competency supported by a record of personalized professional development and application in teaching would lead to the awarding of full licensure.  

This approach would ensure that new teachers meet baseline competency standards and engage in continuous, reflective practice aimed at addressing their specific needs. It would enhance teacher effectiveness in the classroom and contribute to the overall quality of education.  

This approach addresses not just the symptom of teacher shortages but also the underlying need for a highly competent, well-prepared educational workforce. By setting a high entry standard and providing avenues for all aspiring teachers to reach it, we reinforce the profession's prestige and ensure a consistent quality of education. In addition, this strategy draws attention to the importance of adaptability and lifelong learning.  

Implementing an entry-level exam with conditional licensure balances the immediate need to address teacher shortages with the long-term vision of cultivating a robust, respected teaching force. This carefully calibrated approach would meet today's labour force challenges while safeguarding the integrity and effectiveness of the teaching profession. 

Navigating Truth: The Role of Schools in Countering Conspiracy Rhetoric

 Charles Ungerleider, Professor Emeritus, The University of British Columbia

[permission to reproduce granted if authorship is acknowledged]  

In a democratic system, trust in institutions is essential. Conspiracy theories introduce doubt in these systems, leading to reduced faith in institutions. This lack of trust can lead to social divisions creating an "us vs. them" mentality. Conspiracy theories divert attention from issues that deserve attention, impeding government operations.  

Trust in democratic institutions, such as the courts, elections, and independent media are foundational elements of democracy and are checks against abuses of power and authoritarian governments. Those whose goal it is to weaken democracy must first work to undermine public trust in those institutions which serve to defend democracy.  

As someone who began his career as a social studies teacher, I think it is crucial for schools to equip students with skills that enable them to discern credible information from conspiracy theories. Schools should prioritize the development of students' ability and disposition to question the credibility and reliability of sources. Learners should learn to differentiate fact from fiction, factual statements from statements of opinion, and to understand the inherent assumptions and biases in any given argument.  

Part of their preparation should include acquainting students with common logical fallacies. Using real-world examples, teachers can effectively point out and illustrate fallacies such as ad hominem attacks or circular reasoning. Students should be encouraged to identify fallacies in daily situations, public pronouncements and media. Media literacy should be a central component of every student’s education. They should be taught to evaluate sources and understand the pitfalls of online echo chambers and algorithmically driven content.  

Students must learn the difference between fact and opinion because it helps them navigate the information they encounter every day. By distinguishing between what’s accurate and what’s inaccurate, they are better able to make informed decisions, form their own beliefs, construct sound arguments, and avoid being swayed by misleading information. Knowing something about a topic also helps them recognize when someone is trying to manipulate or deceive them.  

Students should become familiar with enduring stereotypes and tropes. Such knowledge fosters critical thinking and promotes cultural awareness and sensitivity. Recognizing the origin, evolution, and impact of these narratives helps students challenge and deconstruct prejudiced beliefs.  

Students should learn about the social psychology of conspiracy theories and the influence of cognitive biases like the desire for pattern recognition or the need to find explanations for significant events. Teachers can use historical examples and contemporary case studies.  

Open discussion is key to the approach I am suggesting. Schools must be safe environments where students can critically analyze popular conspiracy theories. Respectful debate using logic and evidence is essential.  

Schools can and should create informed citizens capable of navigating the complex terrains of truth and misinformation. 

Man Bites Dog in Penticton

 Charles Ungerleider, Professor Emeritus, The University of British Columbia

[permission to reproduce granted if authorship is acknowledged]  

The phrase "man bites dog" is an example of a journalistic aphorism that means unusual events are newsworthy. One rarely finds a ‘man bites dog’ story in education, but just such a story jumped out at me from one of the education newsfeeds that I read.  

The headline “Superintendent applauded for school closure plan” caught my attention for two reasons. One, I do not recall many instances in which attendees at a school board meeting applauded the superintendent. Two, the audience was applauding the superintendent’s presentation of a long-range facilities strategy . . . wait for it . . . that included a proposal to close three schools in the Okanagan Skaha School District (#67).  

As I understand it, the plan presented by the superintendent proposed to reallocate funds to educational programming by reducing the inefficiency of building use. The superintendent's presentation of the plan to trustees and the public was met with unexpected applause, signaling broad support for a plan that would normally arouse anxieties about or significant opposition to school closures.  

There are several reasons I am writing about this apart from the ‘man bites dog’ dimension. First, to earn the support of an audience and board for a plan that would typically engender hostility implies to me that the superintendent and his senior team had communicated clearly and transparently with the board and the audience. Second, the support the plan received implied that the board and the audience recognized the benefits that reallocated funding from closing under-utilized facilities would bring students outweighed the immediate anxieties that school closures typically arouse.  

When I read the story, I, too, applauded both the superintendent and the board. I applauded the Superintendent and senior team for their willingness to expend the effort to present a plan that nine times out of ten generates hostility. I applauded the Board for its recognition that underutilized facilities require resources (about $1.5 million in this case) that are better spent on programming for students. Too often boards in a similar position would be unwilling to make such a decision.  

My guess is that the audience likely had people in it who had attended the schools affected by the closures or who have children in those schools. If my hunch is correct, the audience reaction likely means that the trustees who made what I think was the right decision are unlikely to be punished at the ballot box. But, even if they are, they made the right decision to put students before their own political interests or ambitions. Bravo!

How comparative education data are used

 Charles Ungerleider, Professor Emeritus, The University of British Columbia

[permission to reproduce granted if authorship is acknowledged]  

To avoid making egregious mistakes and embarrassing myself, I have several respected colleagues who read my blogs before I post them. A reader of last week’s blog suggested that I devote an entire blog to the reasons why comparative analyses are helpful and to whom.  

Comparative analysis involves examining and interpreting data from different schools, districts, or educational systems to identify patterns, trends, and areas in need of improvement. Such analyses are valuable for many stakeholders, including parents, educators, policymakers, advocacy groups, researchers, and others.  

Benchmarking and performance evaluation are the primary reasons why Canadian provinces and territories cooperate under the ambit of the Council of Ministers of Education, Canada (CMEC) in the Pan-Canadian Assessment Program (PCAP) and in the Organisation for Economic Co-operation and Development (OECD) Programme for International Student Assessment (PISA). PCAP and PISA data are useful starting places for answering the question how are we doing in comparison with other jurisdictions now and over time.  

Benchmarking performance is the first step in the process of performance evaluation which, if done well, will help inform policy and decision making. Governments and policymakers use comparative data to evaluate the effectiveness of educational policies and programs. By comparing data across different jurisdictions, they can identify best practices and areas needing improvement. This information can guide the development of more effective educational strategies and policies.  

Comparative analyses are also essential in educational research. Researchers use data to study various aspects of the education system. Comparative data contribute to understanding the effectiveness of education changes and the relationship between education and socio-economic outcomes.  

From my perspective, among the most important contributions of comparative analyses is understanding educational inequities. Comparative data analysis can reveal disparities in educational outcomes across different regions, socio-economic groups, or ethnic backgrounds, indicating where policy interventions to promote equity in education are needed. Without comparing data overtime, it would be impossible to know if efforts to reduce inequalities and produce more equitable outcomes were successful.  

Comparative data can inform us about where resources are most needed, and they can help in allocating efficiently to where they are most needed. Comparative data analysis helps reveal disparities and needs across different regions or demographics and is helpful to decision-makers in evaluating their budgetary allocations, leading, one hopes, to allocations that are economical, efficient, and effective. Regular comparative analysis fosters accountability. Monitoring and reporting on performance metrics is a key responsibility of boards and ministries of education.  

Comparative analysis is a tool for strategic planning. It helps the governors of systems to set long-term goals and administrators to establish objectives based on empirical evidence. Comparative data analysis is essential for advocacy organizations that wish changes. Organizations focused on education use comparative data to highlight disparities in access to programs or outcomes.  

Comparative data analysis in elementary and secondary education is a powerful tool for improving educational outcomes. It helps us understand how distinct factors contribute to student success and helps decision-makers make informed decisions to enhance the quality of education.  

For all these reasons it is important and valuable for Canada and its provinces and territories to further their efforts to produce consistent, reliable and comparable education statistics

Data comparability in elementary and secondary education is hard to achieve in Canada

 Charles Ungerleider, Professor Emeritus, The University of British Columbia

[permission to reproduce granted if authorship is acknowledged]  

I received an email from colleagues complaining about how difficult it is to obtain comparable data about elementary and secondary schooling in Canada. “That’s the truth,” was my frustrated and, I am sure, frustrating reply.  

The decentralized nature of Canada's education system makes gathering comparable data from each of the Canadian provinces and territories in the context of elementary, secondary, and, for that matter, post-secondary education challenging. Each province and territory in Canada has jurisdiction for its education systems. That autonomy leads to subtle, but important, differences that make inter-provincial comparisons difficult. Differences among provincial systems, policies, and curricula lead to variations, albeit often minor, in what is taught, how it is taught, standards for student achievement, and almost everything else. As a result, data collected from one region may not be directly comparable to another.  

Further complicating the matter is the fact that methods, standards, and timing of data collection vary across provinces and territories. This includes differences in the types of data collected, the tools, and technologies used for data gathering, and the metrics for measuring educational processes, performance, and outcomes.  

Those seeking to make comparisons will no doubt notice that the academic year, the age at which children enter, and the number of hours of instruction differ from province to province. These variations affect the comparability of data related to enrollment, progression, and attainment.  

For those who seek to make comparisons and are cognizant of the need to control the variations affected by system differences and the demographic differences among provinces, obtaining data is a challenge. The willingness of provincial and territorial governments to participate in national data collection initiatives varies, influenced by political, fiscal, and administrative priorities.  

Canada lacks a centralized data repository.  Without a centralized national database for educational data, collecting, standardizing, and comparing data from different regions is complex and resource intensive. Canada needs a coordinated approach and standardized guidelines for data collection and sharing across Canada's educational jurisdictions to facilitate meaningful comparative analysis. The Councils of Ministers of Education, Canada (CMEC) tries to address the need for comparable data.  

The Pan-Canadian Education Indicators Program (PCEIP) is a partnership between CMEC and the Canadian Education Statistics Council, a body jointly chaired Statistics Canada and CMEC. It tries to provide a set of statistical measures on education systems in Canada using in accordance with common data standards and definitions. When I served as deputy minister of education for BC, I co-chaired the Canadian Education Statistics Council with the Chief Statistician of Canada. I saw first hand how challenging it was to produce data that would enable comparisons across jurisdictions.  

Despite considerable effort, the available data about elementary and secondary schooling are meagre. In fact, as far as achievement data are concerned, PCEIP depends greatly upon the Pan-Canadian Assessment Program (PCAP). PCAP, conducted by the Council of Ministers of Education, Canada (CMEC), assesses the abilities of 13- and 16-year-old students in reading, mathematics, and science. PCEIP also depends on the OECD’s Programme for International Student Assessment (PISA) that examines the performance of 15-year-olds in mathematics, reading, and science.  

Those of us interested in cross-jurisdictional comparisons look to PCEIP, the Canadian National Household Survey, the Census, and the Labour Force Survey and try to assemble data that would enable meaningful interpretation. It isn’t easy.  

We also seek data from the provinces and territories, but transparency and availability of educational data vary significantly among Canadian provinces and territories. Some regions are known for being more open and forthcoming with their educational data. I wish all provinces were as open about data as British Columbia. More than a decade ago, BC became the first province to ‘publish’ its data under an open license.  

BC makes a data catalogue available to the public. I often seek data about student performance, enrollment statistics, and graduation rates from the data warehouse. There are data that I want that I cannot find there. Attendance data are something I am looking forward to seeing. But getting there means the province will need to establish common definitions and data collection procedures to ensure that the data provided by one school or district is comparable with another.  

Ensuring comparability in data is crucial for accurately understanding trends and their broader implications. This requires standardized methods for collecting data, uniform definitions across studies, consistent measurement units, and synchronized timeframes for data collection. These goals are not overly complex but achieving them demands significant political commitment and administrative effort. British Columbia has exemplified such commitment and effort. However, the relative consistency in the PCEIP reports over time suggests a limited commitment from provincial politicians, regardless of their party, to understanding educational trends and their implications.  

Reflections on online learning

 Charles Ungerleider, Professor Emeritus, The University of British Columbia

[permission to reproduce granted if authorship is acknowledged]  

Readers of my blog will know that I believe quality instruction makes a tangible difference in learning, and that well-educated and well-prepared teachers are essential. I have been thinking quite a bit about on-line learning, something that occupies much of my time.   

In the 1960s, around the time I was preparing as a teacher, John Carroll, an educational psychologist, proposed that the amount of time learners spend on learning a task, relative to the time required, is a critical factor in determining their success in learning.[1] One of the constraints of face-to-face schooling is that it imposes constraints on the amount of time learners have to achieve mastery.  

The advantage of online education aligns with Carroll's emphasis on learning time and individual differences in learning needs. In Carroll's model, the aptitude of a student, including their prior knowledge and learning abilities, significantly influences how they learn. Online learning facilitates this by allowing learners to tailor their learning to their individual aptitudes. For example, a student who finds calculus challenging can allocate more time to this subject, revisiting complex problems through videos and online forums until they grasp the concepts.  

Online learning provides learners with the flexibility to access educational resources at any time. Someone interested in history, for example, can spend more time investigating a topic of interest.  

Online learning requires perseverance. Self-motivated students can spend additional time mastering subjects of interest or difficulty. This is evident when a learner studying programming online spends extra hours developing an application. That learner is achieving mastery and exhibiting the willingness to invest time in learning.  

Quality of instruction is also a critical factor. Online learning offers access to varied instructional methods, materials, and instructional models (teachers). A learner who prefers demonstrations might explore YouTube while one who prefers print can look for articles and e-books.  

Carroll's model points to the importance of student understanding. Learners who find one video difficult to comprehend can look for another that is clearer or better aligned with the learner’s prior understanding. Self-discipline and motivation are two critical characteristics of successful online learners. The learner's willingness to engage with the material is crucial. Online learning offers flexibility and some level of individuation, but it demands a high level of self-regulation from students.  

Internet-based learning offers a flexible, somewhat individualized educational experience that can align with the needs, aptitudes, and time that different learners need to achieve mastery. However, it also requires enormous self-discipline and motivation. 

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[1] Carroll, John B. (1963) "A Model of School Learning." Teachers College record (1970), vol. 64, pp. 1-9.