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Unit 3 Final Paper - M Gamache
Unit 3 Final Paper - M Gamache
Melanie Gamache
Brandon University
IMPROVING LEARNING IN MANITOBA SCHOOLS 2
Manitoba students typically achieve low scores on national standardized tests. The 2012
Programme for International Student Assessment (PISA) results, which report on student
achievement in math, science, and reading, show Manitoba as one of the lowest performing
provinces in the country (Brochu, Deussing, Houme, & Chuy, 2013, p. 23). This was echoed by
the 2013 report on the Pan Canadian Assessment Program (PCAP) where Manitoba consistently
earned last place among the other Canadian provinces in terms of student knowledge in science,
math, and reading content (OGrady & Houme, 2014, p. 1). To increase student learning of
math, science, and literacy and increase achievement on national standardized tests, Manitoba
schools should look to other provinces where student success is higher. Alberta is one province
from where students score high on the PCAP and PISA tests. This province uses data from
surveys, national assessments, and local feedback to identify areas for improvement in learning
within a school (McQuarrie & McRae, 2010, p. 4) and also identifies the factors or barriers that
influence student learning. Many of these factors or barriers that contribute to school
improvement, measured by student success, are within a schools or school divisions control.
Those school-wide factors are school climate, instruction, student engagement, and family
support (Identifying Factors that Contribute to Achievement Gaps, n.d., para. 3). These are the
areas Manitoba schools also must develop, and they are the areas that Education Minister James
Allum identified as priorities to benefit students learning (News Release Manitoba, 2014, p.
30).
School Climate
School climate refers to the general atmosphere within a school that allows individuals
to feel accepted, valued, and safe (Manitoba Education, Training and Youth, 2001, What is a
IMPROVING LEARNING IN MANITOBA SCHOOLS 3
Positive School Climate, p. 3.3). The government of Manitoba describes school climate as
something that benefits all members of the school community: staff and students. Abraham
educational context, these are the needs that must be met before any learning can take place.
According to Maslows hierarchy chart, the second level is safety, which includes feeling secure,
comfortable, and without fear (Phillips, 2013, para. 3). If an individuals needs at this level are
met determines whether students can be actively engaged in learning. Students get caught in this
tier and prove to have difficulty learning if a schools climate is negative or toxic. A toxic
climate can be described as predominantly negative, with lack of respect for students and staff,
into which other people may be pulled (Drolet, 2012, p. 2). A negative environment also results
in challenge for teacher professionalism to exist. Creating a positive environment is the first step
in school change.
Climate is identified as one of the factors influencing student success (Identifying Factors
that Contribute to Achievement Gaps, n.d., para. 3) because positive, caring culture is necessary
for students to learn. Positive school climate is characterized by collaboration and collegiality
(Drolet, 2012, p. 3) as well as students who are leaders and decision-makers (Phillips, 2013,
para. 5). Students and staff who are invested in the school feel a sense of belonging and value.
Being invested and feeling valued means staff and students are more likely to contribute to the
school and strive to meet expectations regarding professional obligations and learning.
Empowering students to be co-leaders and co-learners in the school means individual students
are engaged and motivated to learn (Cardillo, 2013, School Climate and Youth Development,
Manitoba schools can develop, or improve upon, positive school climate by first
analyzing the climate barriers using surveys, audits, and assessment scales, then identifying the
collective schools values and a vision for the future (Drolet, 2012, pp. 5-6). Creating a vision
for what the schools climate will be like in the future identifies the objective. With a firm
objective, schools will know where their efforts are headed, the indicators of success, and when
they have reached their goal. Ultimately, Manitoba schools with a positive climate must ensure
their students, and students needs, are at the heart of every decision made (Cardillo, 2013,
Strategies to Guide Effective Practice, p. 3). With a positive climate and students as the focus,
Manitoba schools and educators will create an environment conducive for learning.
Quality Instruction
In order for Manitoba students to learn effectively, they must be taught effectively.
Quality instruction is that which responds to the needs of all students in an inclusive setting and
teachers who implement differentiated instructional strategies benefit not only students with
learning disabilities (Heubner, 2010, para. 1), but also those who require enrichment of course
content. Differentiated instruction (DI) is when teachers plan lessons that academically meet the
needs of their students, honoring each students learning needs and maximizing each students
learning capacity (van Garderen & Whittaker, 2006, Differentiating Instruction, p. 12).
Student learning in a differentiated classroom doesnt mean following an individualized plan for
each student, which would be unreasonable for classroom teachers to develop and implement.
Instead, this type of quality instruction relies heavily on teacher understanding of the curriculum
and regular, purposeful formative assessment to determine student needs at the beginning,
during, and the end of every lesson. In the differentiated instruction model student differences as
the focus of direct teaching and co-operative learning as well as providing a way for teachers to
IMPROVING LEARNING IN MANITOBA SCHOOLS 5
meet the needs of the diverse student needs in a classroom (Tomlinson, 2001, p. 1). Teachers
implementing DI plan learning experiences that are robust enough to address a range of learner
needs (Tomlinson, 2001, p. 4) and allow for re-teaching and enrichment, depending on what
Manitoba school divisions can support their teachers in delivering quality instruction by
following the Alberta Initiatives for School Improvement (AISI) strategy, which identified
instructional practices and professional development practices to support teaching and learning
effectively (McQuarrie & McRae, 2010, Key Findings, p. 7). This research recommends that
teachers must begin with professional development and differentiated classrooms to support
learning. Manitoba teachers trained through speakers, book studies, and site-based research will
better understand how to implement researched based best practice in their classrooms. These
with adequate funding to establish learning environments conducive to learning, will begin the
process of improving instruction and learning in Manitoba. The research conducted by AISI
demonstrated that staff involvement in the project was necessary as lack of teacher engagement
stood as a hurdle to the initiative. Schools where a positive climate is already established have
less of a barrier to overcome when student needs are put first and when philosophical change is
part of each teachers growth plan. Over time, communicating student achievement to the
community may establish or increases community investment in student learning and the school.
Investment from the community creates support for student learning, which also is crucial for
student success (Steinmann, Malcolm, Connell, Davis, & McMann, 2008, p. 3). Community
support for student learning may take the form of funding, work experience programs, parental
IMPROVING LEARNING IN MANITOBA SCHOOLS 6
teachers through meaningful, research-based guidance to learn best practice will benefit
Student Engagement
Learning is also a product of student buy-in. Students must believe that what they are
learning is meaningful and relevant to them presently and in the future. This is at the core of
dimensions (Davis, Summers, & Miller, 2012, p. 21). Research has determined that when
students are engaged in learning in all three facets they are expending effort and demonstrating
contributing to a supportive environment (Davis et al., 2012, pp. 23-26). Teachers who address,
and know to look for, all three levels of engagement support whole-student learning. These
teachers can incorporate learning experiences that develop student engagement in one or more of
the three dimensions. Student engagement can be measured quantitatively through attendance
and graduation records but research suggests the qualitative data derived from students
(Student Engagement, n.d., para. 6), may actually be more valid. Students who are engaged in
their school and their classes have invested their time and energy into something they feel is
valuable to learn. Research has proven that engaged students achieve more when it comes to
learning in any setting (Kidwell, 2010, pp. 1-2). To increase student achievement, therefore,
What motivates students to achieve and learn is no different than what motivates all
humans to achieve and do well. Behaviour theory studies suggest that tangible rewards do not
IMPROVING LEARNING IN MANITOBA SCHOOLS 7
motivate people, rather, self-directed behaviour with purpose and the chance to contribute to the
world results in high achievement (The RSA, 2010). Following this logic means that academic
achievement is not necessarily the result of rewards like grades, because what motivates truly
engaged students is to learn and master topics and content. Manitoba teachers can motivate and
engage their students by using instructional strategies that incorporate active learning (Kidwell,
2010, p.4), tasks which are authentic and relevant to students (Student Engagement, n.d., para.
3 ), and providing students with the target they must reach as well as the criteria for success
(Moss & Brookhart, 2009, p. 25). Engagement is also about making students feel valued.
Teachers who plan learning experiences that recognize and celebrate student diversity establish
value for students. These teachers build relationships with their students in order to maintain the
trust necessary to co-operatively learn in the midst of diversity. Motivation and student
engagement are facilitated through genuine relationships and as a result, student learning is
inevitable.
Family Support
individuals perception of the world, and certainly school, comes from ones family and this unit
is usually where children initially experience joy, purpose, and creativity (Steinmann, et al.,
2008, p. 10). Family involvement in school and support of education benefits children; however,
if family members do not support school and/or education, these children may be less invested in
their own education. The research indicates in the case of a lack of family support for education,
the support may need to come from other caring adults in the community. These caring adult not
only help students to commit to education but also improve their general well-being and promote
Getting parents involved in their childs education requires schools to find creative ways
technological access with which to communicate. Well promoted and publicized school
activities or events that not only provide information but also welcome the community, may be
instrumental in overcoming the intimidation that some schools may present to families. Hosting
events that are fun and educational for families, especially those that promote learning for
students and parents together may get families into the school (Tips and Strategies, 2010, Host
Events, p. 2). Offering incentives for families to attend the school at parent-teacher conferences
or Open House such as food and prizes, which could be appealing to the demographic, also
encourage parental involvement (Tips and Strategies, 2010, Host Events, p. 3). These
incentives and opportunities for parent learning may help to address and overcome parents
negative association with school when they see the school as warm, welcoming, and supportive
of their children. Teachers and schools who build relationships with families have more success
with parental involvement. Regular communication between school and home is vital for
keeping parents up to date with expectations and happenings with their child. Communicating in
languages other than English is also effective for including families from different cultural
backgrounds (Tips and Strategies, 2010, Host Events, p. 4). Schools can use the internet to
communicate electronically with the use of websites, emails, newsletters, blogs, online grade
programs, and individual class sites. Where access to technology may present an issue, schools
may effectively communicate to families through home liaisons, traditional mail and personal
phone calls (Tips and Strategies, 2010, Host Events, p. 4). Getting parents involved in their
childrens education may require creativity on the educators part, but it is vital for student
success.
IMPROVING LEARNING IN MANITOBA SCHOOLS 9
Keeping parents involved in school is a somewhat different challenge than getting parents
involved, especially at the high school level. Some families believe that involvement in high
school isnt necessary, desired, or even possible (Steinmann et al., 2008, Key Findings, p. 11)
and school leaders must communicate that that belief is simply not true. Keeping parents
involved requires schools to build relationships with parents so they may continue to be engaged
in their childs education. The NEA in Washington, D.C. studied the practices which engaged
families most in upper middle and high school education (Van Roekel, n.d., p. 1). Providing
parents with sound resources to help their teenage children and providing volunteer opportunities
at the school or in assisting decision-making within the division (Van Roekel, n.d., p.2) is most
effective in keeping parental involvement at the high school level. Sound resources and
involvement opportunities for families, including immigrant families, are TIPS (Teachers
Involve Parents in Schoolwork) and the Parent Institute for Quality Education (Van Roekel, n.d.,
p. 2). At all levels, including the high school level, parent and family involvement encourages
Conclusion
Manitoba schools are currently struggling to maintain the standards of student learning
and achievement according to national standardized tests. This trend is ongoing and without
direct intervention, Manitoba schools will continue to fail Manitoba students. A remedy to this
problem is needed immediately where schools are directed to increase student learning through
positive climate, research based best practices in teacher instruction, and effective practices to
engaging students and families. The Province of Manitoba, its school divisions, and teachers
morally, ethically, and professionally owe the time and effort that it will take to turn around
IMPROVING LEARNING IN MANITOBA SCHOOLS 10
student achievement to the thousands of Manitoba students who are currently not succeeding or
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