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Day 62: Joy Bowen-Eyre, Trustee, Wards 1 & 2

6/10/2014

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The end of the school year is always a time of reflection.  It gives us an opportunity to look back and say what went well, what didn’t and what do we need to work on.  This year is no different as May and June have been a flurry of activity with graduations, year-end celebrations, and partner events.  The common element though has been students, a reminder to all of us of what is really important. 

Education is the core of our work and our values are the fundamental beliefs in which guide our work at the Calgary Board of Education.  Putting students first, knowing that learning is our central purpose and that public education serves the common good, provides focus for each one of us regardless of our role.  Because the cool thing is, we all have a part to play in public education and we are all in this together. 

From the dedicated staff in facilities who ensure safe and caring schools, some of whom have been with CBE for over 35 years (WOW), to our kind lunch room supervisors and our caring education assistants who support our students, to our specialists in planning, transportation, Human Resources and Technology who without their support our massive organization may just grind to a halt.  All these folks work tirelessly to ultimately support the work of our teachers and here is what I know; teachers are a rare breed.  They are hardworking, selfless, caring, role models to our students who put in countless hours to ensure that our students are engaged and successful.

However all of this would not be possible without our partners, over 350 corporate and non-profits who provide programs, services, supports and financial aid because they also care about student success and  making this world a better place.

Everyone has a stake in Public education and the stakes are high, as we strive to meet the demands in an ever changing world.  Dealing with change, difficult decisions that result from change and often scrutiny can be stressful and demoralizing for those intimately involved in education who have devoted their lives work to making this world a little better.  But here is the thing, we are all human and sometimes we make mistakes and we need to learn from those mistakes so that we can be better for our students and that is why we need to reflect.

CBE 182 has given our staff, students, parents and stakeholders an opportunity to share the great work that is happening each and every day in our school.  We are able to hold our heads a little higher and to showcase to the world that at the Calgary Board of Education we are determined, resilient and committed to student success. 

To everyone who is involved at the Calgary Board of Education, Congratulations for a great year, Thank you to each and every one who contributes to our organization and hears to moving forward together.
Joy Bowen-Eyre ( @JoyBoweneyre and  Joybowen-eyre.ca ) is Trustee Wards 1 & 2 with the Calgary Board of Education.  She loves running and traveling and is the proud mum of 3 #yyCBE students.
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Day 33, Sheena Abboud, Teacher/Learning Leader, Bishop Pinkham School

5/12/2014

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Picture
It’s May 5th at 5:00am when 48 bright-eyed Grade 8 students and 5 coffee-fueled educators meet at the Calgary International Airport’s Meeting Place B. The majority of students and parents arrive to the muster point early, eager with anticipation for BP’s annual Voyage au Québec - a weeklong French language immersive experience in Québec. During this 6-day excursion, we visited various historical sites and cultural hotspots throughout Montréal, Québec City, and along the Beaupré Coast.

In the months leading up to the trip, students attended bi-weekly preparatory meetings after school where they selected two sites from the itinerary to research and prepare their contribution to a collaborative documentary film of our trip. These meetings were great opportunities for students to use their language skills in a more casual setting than their classroom as they shared their expectations and responsibilities during the Voyage. Throughout the year, I saw students from the Continuing and Late Immersion programs collaborating on their language learning.

While in Québec, students were excited when we arrived to their sites. They took ownership of asking for our Tour Director to wait a few minutes so that they could film their experience. They were able to speak, in perfect French, to the historical significance of their site.

During the many stops, tours, and meals together, students were independently speaking in French amongst each other, asking questions and for clarification of the tour  guides, engaging in conversation with our very Francophone Tour Director and laughing at his very Francophone jokes.

A student summed up very eloquently what I had learned today...

“Mme, it felt good to use all of the French I have learned in a real French setting.”

Sheena (@MmeSheena) is a FI Teacher/LL, and an Apple Distinguished Educator. She is passionate about blending technology and language learning and offering students real-world language experiences.

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 Day 18 Grade 4 Team, Andrew Sibbald School

4/23/2014

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Tasha Roa-Yaremkowycz, Kathleen Shaver, Brianna Bolivar, Grade 4 Teachers at Andrew Sibbald School

Mathematics in our classroom takes on an experiential form where students explore their curiosity and interests through a variety of methods. We strive to create an environment where students feel safe to take risks and challenge their thinking. 


We realize that community is an essential part for students to develop a positive self-identity in mathematics. One way we support this is by engaging students in number talks where they are given the opportunity to think critically and challenge each other’s thinking in a respectful way. These types of rich mathematical tasks build community amongst students and encourage willingness to participate as well as confidence in self-efficacy.

When teaching is going well it takes on a life of its own. Students work in different groups, at their own pace, and explore concepts through a variety of conceptual approaches.  When working through fractions, students visualize concepts of ‘parts of a whole’ and are then encouraged to use whatever visual framework works best for them when solving problems, as long as they are efficient and effective. We overheard in our classroom today:  “If that is how you calculate the area for a rectangle, how you do calculate it for a triangle or a circle?”  This is when logic prevails in our room… As students grasp the meanings of the numbers, the formula, the fraction line or the reason for using a manipulative to reinforce a concept they are more likely to apply logic to solve problems. The result: passionate mathematicians. 

 
@TashaRoa Kathleen Shaver (@therealmomblog) & @bribolivar10 are grade 4 teachers seeking to instill curiosity, stewardship and collaboration amongst our students.  Join our journey: @grade4wonders

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