Congratulations to alumna Jessica Irvine recipient of the CSSE-SCEE Cynthia Chambers Award for her master’s thesis, Writing and Teaching Curriculum With Relationships in Our Place: A Critical Meta-Analysis of Saskatchewan Core French Curricula’s Cultural Indicators, which she successfully defended on November 29, 2019. Irvine was supervised by Dr. Heather Phipps. Her Committee members were Dr. Valerie Mulholland and Dr. Anna-Leah King. The External Examiner was Dr. Michale Akinpelu, La Cité Universitaire Francophone. Watch for the full story in the next issue of Education News.
Le Bac #UREdu student Wahbi Zarry and Tony Quiñones have created a 1/2 hour film, 10 Days of Cree, which follows Zarry’s 10-day journey engaging with the larger community while working to learn the Cree language. This is the first of a planned educational webseries exploring Zarry’s experiences with Canadian indigenous languages
Interim President and Vice Chancellor Dr. Thomas Chase writes, “10 Days of Cree is a fine example of the quality work our students produce, and just as importantly, a fine example of reconciliation in action that should inspire and serve as an example for us all – particularly as we work to bring to life our new Strategic Plan, kahkiyaw kiwâhkômâkaninawak.”
Episode 2 on the Nakota language will be released in November. For updates follow Zarry’s Facebook site, Canadian Languages.
Canadian Languages is a webseries exploring indigenous languages of Canada through educational documentaries.
Anna Lucero was a teacher in the Philippines for 15 years before moving to Canada. After taking three University of Regina courses, and her TESOL language test, she was eligible for her Saskatchewan teaching certificate. She is now teaching elementary students in Regina and is also a lecturer for elementary math education at the University of Regina. Her work as a teacher in Canada has exceeded her expectations and hopes.
Not long before moving to Canada, Anna had landed her dream job of teaching at an exclusive school in the Philippines: “The position in the Philippines was like a birthright. You had to wait for someone to retire to get such a position.” Over the 15 years of teaching elementary school mathematics, Anna had worked to prove herself capable of such a position, taking master’s courses and honing her craft, and in time, her dream became reality.
A devoted mother to two children and wife to Paulo, Anna had everything she could hope for. But it wasn’t long before their family was faced with a big decision: Paulo had been offered a job in Regina, Saskatchewan, Canada. After much discussion and weighing of pros and cons, they finally decided to immigrate to Canada.
An optimistic, energetic person, Anna thought she would be able continue her teaching career in Canada. But teaching started to seem like a far-off dream when they were told by others that it was not possible for her to teach here. Anna started to lose hope: “My world collapsed. Teaching is the job I’m trained for. Now I was being told I can’t teach!” Anna, in an attempt to salvage her self-worth, took a job at a fast food restaurant. But this did not prove satisfying for her. She says, “Working there, I thought, this job is not for me. Every night I was in tears. This was not what I dreamt of.”
However, with Paulo’s encouragement and support, Anna organized her credentials, transcripts, and papers and submitted them to teaching services. When they heard back about what would be required, Paulo suggested, “Why don’t you go back to school?” So Anna applied, and was accepted to the Faculty of Education, University of Regina. Paulo’s parents then came to visit from the Philippines so they could look after their children while Anna upgraded her education.
The next step was to meet with Nicole Glas in the Student Services Centre, whom Anna found, “very supportive. She arranged everything so it worked perfectly.” Anna needed to take three courses to become certified to teach in Saskatchewan.
At first, Anna wondered why she needed any more classes because she had already finished 30 units of an MA in math education in the Philippines. When she inquired, she was informed that the courses were necessary to learn the Saskatchewan curriculum. That made sense, so Anna finished her three education classes in reading, physical education, and science. All that was left was the TESOL English test.
By that time, Anna was a mother of three (a surprise new baby), and working as an assistant with a research unit in the Faculty of Education. “I was actually happy working in the Unit,” she says. “I was reconsidering being a teacher because I enjoyed working at the University. But it came to a point that the work was becoming less challenging, and I realized I needed to be in the classroom.” Anna began teaching as a sessional in math education courses at the University, and with the support and gentle pushes of colleagues such as Michael Tymchak, Julie Machnaik, and Vi Maeers, she decided to take the next step: she signed up to take the TESOL test on a Friday, took the test on Saturday, and passed. Ordinarily there is at least a week to study before taking the test, and many often have to retake it, so this was an extraordinary feat! Anna says, “It made a difference that I wasn’t at home; I was working, so I was listening, reading, writing, and speaking in English daily, which helped a lot.”
Anna then applied to the Regina Catholic School Division and was hired for a split position at St. Dominic Savio. She is now in her fourth year of teaching with Regina Catholic Schools. Teaching is going well for Anna. She enjoys teaching in Canada even more than the exclusive dream job in the Philippines. Why? “All aspects are better,” says Anna. “In Canada I am treated as a professional. People acknowledge you for what you are doing. People are not squashing you down; they are pushing you up. I feel valued. I can see the different kinds of people here, and I can see that in our environment, I am treated equally. I am surrounded by people who are respectful. Even though I loved the job in the Philippines, here the people I am working with are absolutely amazing. Financially, it is rewarding, too. At the exclusive school I was above average income. Here my years of teaching are acknowledged in my salary.”
Still, even with this glowing report, there are still difficulties. Anna says, “Teaching students in a different country, that is a struggle. It’s the communication piece—I don’t speak as fluent as other teachers.” Anna explains that the way she pronounces words is due to being taught English by a Filipino, who learned from another Filipino. Anna feels fortunate to have had a teacher coach who assisted her when she started teaching in Regina. “They [the administration] knew I was not speaking in my first language and that I have to teach English. So, a teacher coach was given to me for a few months to teach me different strategies for teaching English.” The support she receives from colleagues gives Anna the sense that school is an extended family. “I’m not here just to teach, to do a job. No, this is like another family!”
Anna is now teaching at St. Peter School, which she says is “a good fit for me.” The school has a diverse school population with about 55% of students from countries other than Canada, and many of these students are from the Philippines. Not only is Anna helping newcomer families with information about how their children can be successful at school and in the community, she is working to assist other internationally educated teachers (IETs) to become certified in Canada. Anna, who as one of the few IETs that are teaching in Regina, has had many other IETs reach out to her, wondering how to go about becoming qualified to teach in Canada. So, she decided to form a supportive group to assist these teachers. Anna is also involved with a University of Regina research project with Dr. Xia Ji and Julie Machnaik exploring a bridging program for IETs in Saskatchewan. And she has led two Filipino information sessions at the University.
Anna says, “I salute all those who were teachers back in their home countries, but who are not teaching here. If you ask them what they are doing, they are often caretakers or doing something other than teaching. They have degrees; they have education degrees! How come they aren’t teaching? Is it because they don’t know how to start? Maybe they were discouraged by other people and they just believed those people. They have to try to figure out what they want to do. The thing you should know is what you want to do in your life. For me, my passion is teaching.” says Anna.
Thinking back on her experience, Anna advises IETs currently hoping to teach in Canada: “You have to hold on; you have to believe that even though others are turning you down, you can teach here, if you have the drive and passion to continue.” Knowing that teaching was her passion, that teaching was what she really wanted to do, helped Anna find her pathway to success.”
By Shuana Niessen
“I know in the long run it isn’t much at all, but in my way, in my journey to reconciliation, I can do this one thing.”
Aysha Yaqoob is no stranger to feelings of discomfort and dislocation. Born in Saudi Arabia and immigrating to Canada at the age of 2 with her parents, who were originally from Pakistan, Yaqoob’s early years were spent moving from place to place in the Greater Toronto Area. Then, in 2008, her family moved to Saskatoon, where Aysha attended school from Grade 7 to 12.
Attending 15 different schools during her K-12 years gave Aysha keen insight into feelings of marginality, which were amplified by being a visibly Muslim student. The lack of representation she saw in professional roles combined with her feelings of marginality sparked a desire in Aysha to work with marginal and at-risk youth, and influenced her decision to become an English teacher.
“In high school I had a great group of English teachers, and they hung out in a nice pack. It was there where I saw how dedicated they were and how fun teaching could be, and I observed their interest in teaching us not only about Shakespeare and poetry, but also about real world problems. However, there were no teachers that looked like me; all the teachers were White, and I wondered, ‘If I feel this, other students must feel this as well.’”
University gave Aysha a sense of control over her learning: “I had full autonomy of where I wanted to push my learning. I remember sitting in Mike Cappello’s ECS class, and seeing a White male talking so strongly about White privilege and what it means to oppress students of colour, and me being one of the very few students in our program who were of colour, and Muslim, visibly Muslim; it felt weird to see someone saying the words I could relate to.” Aysha wanted to learn more about representation: “After that, in every single class I took, I wanted to explore more into representation, and representing marginal and Indigenous students. All my profs were so willing to let me do assignments, I never had a prof who said you have to stick with my assignment. It was so great, I got to push my education and learning in areas that I was interested in. I was really able to shape my journey the way I wanted.”
These experiences changed how Aysha viewed education. She says, “It made me see that there are teachers who are trying to change the system right now, and trying to make students of colour feel represented and welcome. It was so nice.”
Up to that point, Aysha says she had been quiet and shy, but feeling supported at University helped her find and use her voice. “I remember that during the time when the Muslim ban was going on, I got up in front of my peers and let them know how I felt, how cornered and unsupported I felt. I invited them to a vigil at Victoria Park…Even talking about this gives me goose bumps. Just seeing all of the support I had from my peers and colleagues and professors made me want to speak up about these issues all the more. Since then I’ve been a non-stop machine; I don’t have an off button,” she says.
In 2017, as part of the Education Students’ Society executive, Aysha organized a Professional Development event called Meet-a-Muslim. She says, “I wanted to dispel misinformation about Muslims, so I invited everyone to come out and hear what it was like growing up Muslim, and about how the travel ban was affecting us. I wanted it to be an open safe space to ask questions and dialogue.” For people who are often misportrayed, Aysha explains “My go-to is to just ask questions. I’d rather you ask a billion questions than just assume.” In her quest for how to go about designing the event, Drs. Jennifer Tupper and Mike Cappello advised her to have an open dialogue with a panel. In hindsight, Aysha is glad about the panel format: “It was great that it was that way because a lot of topics came up that I wouldn’t have touched on because for me they were everyday things, even questions about why I wear the hijab and why my sister doesn’t, basic questions about Islam, and my view point on conflicts around the world. I’m not a token representative of all Muslims, so the panel gave a variety of viewpoints,” she says. The event was well-attended, one of the busiest ESS events that year, with 50-60 people attending. CBC covered the event and it was also live-streamed on Facebook.
“My parents look at me now, and they are surprised too, saying ‘You were never like this; you were so quiet and felt uncomfortable with public speaking.’ Now every chance I get, I’m out there.” Aysha credits her transformation as growing out of her experience of feeling supported by her peers and professors: It was “having that moment where I felt enough support to be vulnerable and express how I felt, and sharing that ‘your silence is hurting me,’ and getting their response in return,” she says.
Still quiet in some ways, Aysha likes to achieve extraordinary things while maintaining a low profile. Though she only walked the Faculty of Education’s halls for four years, Aysha managed to earn both a B.Ed. (English Language Arts and Social Studies) and a B. A. in English. Students typically take five years to finish a combined degree program, but Aysha, taking between six and eight classes per term, finished in four years. Aysha laughs, saying, “Nicole Glas, [Student Services Coordinator] asked her ‘Are you sure?’ I said ‘absolutely,’ but I got to the point where I wasn’t sure…I even had a course during internship!”
Pencils of Hope
As if squeezing a 5-year program into four years wasn’t enough, along with serving in the Education Students’ Society for two years (one as VP of Communications), and organizing Meet-a-Muslim night, Aysha maintained her own photography business, and founded a charitable organization called Pencils of Hope.
It was during her second term of University that a plan to support marginalized youth formed in her mind: “The principal from Chief Kahkewistahaw Community School, came in to our class to talk about schooling and education and how it is important for U of R grads to go out on reserves and experience teaching there. I chatted with him later about funding, and learned that federal funding on reserves, and schools on reserves, is significantly less than funding for schools off reserves. I had thought all schools were the same! I remember going home to my parents and talking about it: ‘I want to do something; already there’s such a drastic change between conditions on and off reserves. And all the discrimination that goes on…it doesn’t seem right that in education, especially,—we say Canada has such great education and equal access to education but it doesn’t seem like it.’ So, my parents asked me what I wanted to do. I said ‘I don’t know, but I want to do something.’ Over breakfast, we talked about names, and I thought ‘Pencils of Hope’ was a good name and my dad said, ‘What do you want to do with that?’ I talked to the principal again, and I said, ‘Why don’t I try this? I’m a photographer by hobby. I’ll donate everything I make through photography to this cause. If I can get enough funds, will you accept my gift of supplies to this school?’ I tried it out my first year and it worked out really well.”
Since then the organization has “snowballed,” says Aysha. Sponsors started making small donations. A committee was formed. For the first three years, Pencils of Hope partnered with one school each year. But this year, the committee decided to partner with four schools. “Four schools was a huge difference. We received a grant from Taking it Global, which offered a rising youth grant.”
Donations and, therefore, spending has increased substantially over the four years of existence. The first year the group spent $750 on supplies and this year they spent over $4000, with carry over for next year. Pencils of Hope has made some changes to their vision as well: “This year we’ve changed our vision to match the Calls to Action. So from here on out we made a vow to partner with at least one school on a reserve.” The group is also making supplies available to individual students who may not be in a school that is in partnership with Pencils of Hope.
For Aysha, this work has been part of her journey toward reconciliation. “I know in the long run it isn’t much at all, but in my way, in my journey to reconciliation, I can do this one thing.”
Doing this project in a good way, a humble way, has been one of Aysha’s goals: “When we talk about Pencils of Hope, I don’t like to be called the founder. It is still a journey, still a process; I’m still learning, of course. Meeting with different elders and profs and being able to exchange knowledge, learn indigenous ways of knowing and culture, and how to go about this in a more humble way, it’s been very uncomfortable, but it’s been a great kind of uncomfortable…It’s not learning if it’s not uncomfortable.”
Aysha has learned many things along her journey, but one thing stands out in her mind, “It’s hard doing it alone, not fun to do it alone.” She advises others who would like to do something similar to, “Get many people involved and see what they will do.”
Now a first-year teacher at Balfour Collegiate, Aysha plans to carry on with the work of Pencils of Hope, with the support of her committee, family and community. “I anticipate it is going to be busy, but to me that is a good thing, to me that means more schools and more partnerships, and more relationships—expanding.”
By Shuana Niessen
Sean Hooper, a 3rd-year Elementary Education student, was recipient of the 2017 Saskatchewan Triathlon Coach of the Year Award.
Sean Hooper, born and raised in Regina, has been coaching for six years with Regina Multisport Club’s Fundamentals, a program that he and his father started in 2012. “We noticed that a lot of kids, as young as 3 or 4, had never done anything like [triathlon races] and they were turned off by the experience, or really anxious and crying,” Sean explains, “We wanted FUNdamentals to be something that would prepare kids for an event like the Icebreaker, now called the Brent Gibson Memorial Icebreaker.” And, they wanted kids to have fun at the same time.
Sean and his father also hoped to change the way sport programs for children are offered: “At this age, the whole concept of the program that we would like to support is the long-term athlete development model.” Sean believes this model is why Canada has such a strong athletic community despite our population size. “We do so many sports as kids, and we have that physical literacy that we can apply to whatever we are passionate about later on.”
Triathlon itself incorporates cycling, swimming, and running. But Sean encourages the athletes to try other sports. “We only have practices twice a week. We are trying to move kids and parents to do multisports, such as hockey, basketball, and soccer….We have parents say, ‘my kid is really good at running,’ and they think that their child should focus on running. I say, ‘let them test the water; let them make the decision.’ That is where athletes come from; they have internal motivation,” Sean says.
Coaching is what led Sean into the field of education, though he didn’t start there. “I’ve been going to University for a while. I started in the Arts, went to Kinesiology, then I took some science. After third year, I sat down to figure out what I wanted to do. What is the career I want to go to every day? Education was what I decided on. I was in Kinesiology initially because I really enjoy coaching and fitness, but I thought more about the rudimentary aspect of coaching. It was about being able to see people grow based on my teachings, and about the relationship…that was really important to me and motivated me in my coaching,” says Sean.
Sean finds coaching influences his teaching philosophy. As with sports and needing to have a good experience, Sean says, “people learn best when the subject matter is associated with emotion. The lessons I remember best from school are when I did an activity or had some kind of experience from it.” For his 3-week pre-internship experience, Sean says, for “each of my lessons, I’ve tried to add an activity or something interesting so that students can take the information and apply it or gain some kind of experience from it.” Like sport literacy developed through multiple experiences, Sean views learning styles as something you develop in children: “The brain is malleable, and it is my job as a teacher to open avenues to different methods of thinking. I don’t think kids should be taught in one way, because they have potential to learn in many ways. Making those variations is what’s important instead of putting kids on a track where they are comfortable.”
As a competitive triathlete since the age of 13, Sean draws on former experiences with coaches to inform both his coaching and teaching practices. “Good coaches are humble and work in tandem with their athletes: they’re not too controlling and they communicate. I think an educator has to be the same. If you are too controlling in your classroom, then you are going to have students who resent you, or feel pressured, almost like they’re not the ones who want to do the learning. A good coach inspires the athlete to want to do better, and that comes from building relationships. When you establish a relationship, students are more likely to want to learn what you need to teach them.”
As with any relationship, respect is important. Sean says, “Respect is an abstract term; even saying it is kind of weird. It’s all about the subtleties in your actions, how you talk to people and how you respond to them and their questions and the way they perform.”
One of Sean’s favourite sayings comes from one of his former coaches, Steve Davis, “Do no harm.” As an athlete, Sean knows that you can be hard enough on yourself, and it is not necessary for a coach to get upset because you are doing that anyways.
Another life lesson Sean has drawn from his experience as an athlete is something another coach taught him, “Don’t focus on your pain; focus on your technique. Focus on something that is going to make you faster instead of the pain. When applied to life this means, if you are going through hard times, why focus on the negative things? That will just slow you down. Do something that helps you overcome the pain. That’s what I try to tell kids. Pain is going to happen. Never stop running. Never give up.”
In the past six years, Sean has coached more than 300 athletes. One of the athletes from his program made this comment, “Sean is a great coach. He makes our training fun by adding games and challenging us to go faster. He keeps us focused. I am much stronger and faster now and that is awesome.”(Quote from Regina Multisport Instagram account.) Sean received his award in March, 2018
IN JUNE 2017, WHEN JASMINE RUNGE, A BATON TWIRLING ATHLETE, WAS INJURED BY HER BATON, CAUSING PERMANENT BLINDNESS IN HER LEFT EYE, SHE THOUGHT SHE WAS SEEING THE YEARS OF PRACTICE AND TRAINING GOING TO WASTE.
“I was definitely heartbroken; it happened at a competition and I didn’t know what to do. Usually, when I get hurt, people ask ‘Are you okay?’ and I say, ‘Yeah, I’m okay. It’s fine,’ but this was the first time I replied, ‘I’m not okay!’ So I knew it was serious in that moment and it was heartbreaking to know that I might not come back from this. Lots of people thought I was done for the year, even my coach. It was hard because I had put my whole life into baton … It always came first because that is what I loved and what I excelled at,” Jasmine says.
Later, when Jasmine received the news from her optometrist that she would be able to twirl again, but that it would be hard, Jasmine thought, “I’m a role model in this sport, and if I quit now, with the two biggest competitions of the year coming up—all the work from the age of 7 was building up to these competitions, and to not complete it—I knew I had to push for it, and do what I wanted to do and achieve the goals I had set for this year.”
Jasmine did compete at the International Championships despite the injury, and she brought home a Gold Medal in 3-Baton. “I got a lot of attention because I had to compete with an eye patch. My sport is all about vision! I don’t have depth perception, so it is a harder struggle now,” she explains.
- 2017 Canadian Baton Twirling Federation (CBTF) Athlete of the Year – Overall
- 2017 Athlete of the Year – Senior Female
- 2017 Grand National Duet Champions
- 2017 Grand National Solo, 2-Baton, and 3-Baton Champion
- 2017 Sharon Holliday Memorial Award for Sportsmanship
- 2017Finalist in the Youth-Female Athlete of the Year for the Saskatchewan Sport Awards, an annual awards program of Sask Sport designed to celebrate and promote the outstanding achievements of Saskatchewan amateur athletes,coaches, officials and volunteers.
“Lots of people were surprised with how well I did. My coach said it is muscle memory. All the practicing I had done from September to December and everything I have learned up to this point had benefited me.”
A defining moment, when Jasmine really knew that this was her sport, was when she was performing at Grand Nationals, where there is a winner at every level, and where you compete against each other until one winner becomes the Grand National Champion. “I was Grand National Champion of solo, 2 baton, 3 baton and duet with my partner Julee Stewart. I thought, ‘This is me, I just came off that big injury and was still able to push through and win these awards. This is meant for me.’”
But topping it all off for Jasmine, was winning the Sharon Holliday Memorial Sportsmanship award, because the sportsmanship award meant that Jasmine
had competed and won the awards she had wanted to win since she was young, all the while showing respect and fairness to her competitors.
When asked how it feels to be a Finalist in the Youth-Female Sask Sport Athlete of the Year Awards, Jasmine replied, “It’s a big achievement in baton. It’s
been quite a while since we’ve been in these nominations. Sask Sport takes athletes from all the different sports in Saskatchewan. It’s pretty big for our
sport to be recognized over other ones, considering we aren’t well-known.”
One thing Jasmine wishes people understood about her sport is “the difficulty of it. It is actually a sport. Some people think because it is not in the
Olympics, it doesn’t count as a sport. I’ve been to six World Championships: those are our Olympics.”
It’s hard to think otherwise when considering the amount of time Jasmine spends training: “I practice two hours Monday, Wednesday, and Friday
mornings and after university Tuesday and Thursday, all day Saturday with my team, Sundown Optimist Buffalo Gals (Martin School of Dance and Baton Twirling) and all day Sunday on my own.” Jasmine squeezes in University homework time around class time and practice time. “Baton has really helped me with time management and organization,” she explains.
With regards to teaching, Jasmine feels baton has taught her about managing active children. Her studies have helped her understand her own experience in school: “I didn’t know there were different styles of learning, like active learners. I always got in trouble at school for being fidgety. It wasn’t until my University courses that I learned that I’m an active learner. For me to remember stuff, I need to be moving and doing things. I couldn’t ever remember my school work, but could always remember my baton routines and tricks. …I struggled a lot in elementary and high school.” Now Jasmine also realizes she needed more encouragement and so she says, “I want to be a teacher, so I can help the kids who are struggling in the same way I was.”
As for future baton plans, Jasmine intends to keep competing and hopes to make it to Worlds again, “which is an outstanding feeling,” she says. Jasmine plans to retire in her 10th year, which will coincide with her final year of her Education degree, so she thinks that will be a good time to retire from competitions. After retiring, she would like to coach baton: “I want to give back all that it has given to me. I want to encourage and help girls and boys to achieve their goals.”
*Naomi Fortier-Fréçon et Leia Laing
Lauréates du Prix d’histoire du Gouverneur général pour l’excellence en enseignement 2017
Naomi Fortier-Fréçon and Leia Laing
Recipients of the 2017 Governor General’s History Award for Excellence in Teaching
Le Treaty4Project a principalement pour but d’aider les élèves à comprendre les liens qui relient leur génération au Traité 4 en Saskatchewan, aujourd’hui et dans les années à venir. Grâce à la participation d’aînés, d’artistes autochtones, de professeurs d’université, d’activistes et d’étudiants en éducation, le projet donne aux élèves l’occasion d’échanger avec des membres de la communauté et d’acquérir les connaissances fondamentales dont ils ont besoin pour s’attaquer à des dossiers très complexes. Le projet a été mis sur pied en 2015 avec le soutien du Saskatchewan Arts Board et comporte maintenant deux composantes. La première est une conférence pour les élèves du secondaire à l’Université des Premières Nations du Canada où l’on propose aux participants des ateliers, des discussions de groupe et des réflexions sur l’histoire du traité et l’éducation. En 2016 s’est ajoutée une nouvelle composante faisant appel aux élèves du niveau élémentaire; ces derniers ont alors collaboré avec un artiste local à un projet visant à explorer le concept de réconciliation. Mme Fortier-Fréçon et Mme Laing sont des enseignantes d’histoire du Canada enthousiastes et dévouées et le Treaty4Project est un bon exemple de la façon dont les enseignants peuvent intégrer des gestes de réconciliation concrets dans leur salle de classe.
Multi-school project, Regina (Saskatchewan)
The principal aim of the Treaty4Project is for students to understand their generation’s relationship with Treaty 4 in Saskatchewan, both today and in the future. Through the participation of elders, Indigenous artists, university professors, activists, and education students, the project provides students with a chance to engage with community members and gain the fundamental knowledge they need to tackle very complex issues. The project was first implemented in 2015 with the support of the Saskatchewan Arts Board and now has two main components. The first is a youth conference for high school students at the First Nations University of Canada, which features workshops, group discussions, and reflections on treaty history and education. As a new component in 2016, elementary students collaborate with a local artist on a project that explores the concept of reconciliation. Ms. Fortier-Fréçon and Ms. Laing are enthusiastic and dedicated to teaching Canadian history and the Treaty4Project serves as an example of how educators can incorporate meaningful acts of reconciliation in their classroom.
Naomi Fortier-Fréçon is a graduate of the Bac program and currently a PhD candidate in the Faculty of Education (Supervisor: Fadila Boutouchent). Leia Laing is a graduate of the Bac program. Both are French immersion teachers at Campbell Collegiate in Regina, Saskatchewan.
Naomi and Leia will be presented with the Governor General’s History Award at Rideau Hall in Ottawa, ON, on November 22, 2017.
*About Treaty4Project https://treaty4thenextgeneration.blogspot.ca/
Grad student Jeremy Sundeen of Regina has been elected as new President of Basketball Saskatchewan. Sundeen who is originally from Fort Qu’Appelle, was part of two Fort Qu’Appelle Gold medal winning high school basketball teams in 2002 and 2004. Sundeen has been a teacher, official and coach in Meadow Lake and in Regina, and presently coaches at Sheldon-Williams Collegiate. Sundeen has been on the BSI board for 6 years and served as the VP of Athletes. He brings a positive combination of rural and urban experiences as well as experience as an athlete, coach and official. More recently Jeremy Sundeen was a part of a host committee which hosted the 2016 women’s national championships at the University of Regina in July, 2016. Basketball Saskatchewan will also be hosting the 2017 U15 Nationals this upcoming July at the University of Regina featuring the best basketball players in Canada in their respective age categories.
Sundeen replaces, Mark Benesh who is stepping down as President of Basketball Saskatchewan after 8 years in that role and 14 years of being a board member. Benesh, who led Leboldus Golden Suns to its first provincial High School Basketball championship in 1980, went on to play 5 years with the University of Regina Cougars where he was a two-time GPAC all-star and Cougar MVP in 1985. Benesh has coached a variety of sports over the last 25 years in the southwest, is a school Superintendent with Chinook and is presently coach of the Great Plains Men’s Basketball team. Benesh is extremely proud of the growth of basketball in the province at the grass roots level and at the elite level as Saskatchewan won its first ever gold medal at the 2015 National Basketball Championships. He is also proud of the work of the BSI office, its provincial coaches, and the various coaches around the province who every day build of a love of the game with kids. Benesh’s involvement in sports will be continuing as he has accepted the position of chairperson for the upcoming Western Canada Games being held in Swift Current in 2019.
Bryan Akre of Outlook (17 years) and Brent Hebert of Regina (7 years) have also stepped off the board. Basketball Saskatchewan would like to thank Bryan, Brent and Mark for their contributions in the development of basketball in the province. Along with Jeremy Sundeen, the board consists of Penny Anderson (Melfort), Andrew Herrick (Swift Current), James Hillis (Regina), Rick Johnson (Saskatoon), Trevor Ostig (Middle Lake), Mike Rathwell (North Battleford), Scott Sather (Regina), Gabby Schuback (Regina), Kevin Shalley (Regina), Harold Shutiak (Saskatoon), Jessie Smoliak (Estevan), and Rick Wingate (Saskatoon).
Student Success Celebration Photos (to view slide cursor over the photo and click on the arrow)
The Faculty of Education, along with partners SUNTEP Regina and YNTEP (via Skype), gathered to celebrate student success on March 7, 2017. The organizing committee from the Student Program Centre, Dr. Val Mulholland and Wanneta Martin, invited faculty from SUNTEP, YNTEP, and the Faculty of Education program chairs and student societies to forward names of students who have made contributions to learning and to leadership in the Faculty of Education through scholarship, activism, and engagement in coursework.
Dean Jennifer Tupper brought greetings, reminding students that their successes reflect the motto of our faculty: Inspiring and Transforming Education.
SUNTEP Regina’s new Michif 100 course was celebrated at the event. Coordinator Janice Thompson spoke to the uniqueness of the SUNTEP Regina program, being the first post-secondary institution to offer such a course.
The new Arts Education program exhibited a commemorative piece by artist and second-year student Molly Johnson.
Students listed below were recognized by faculty members or student societies for having made a significant contribution to teaching, learning and/or leadership in their classes, field placements, or in the community.:
Marie Louise Malick
Jayda Van Betuw