Cuts threaten renewal of school curriculum
Classroom resources, supports at risk,
On Nov. 1, Education Minister Bronwyn Eyre joined radio host John Gormley to discuss mathematics education in Saskatchewan.
Much of the discussion centred on ideas of how mathematics should be taught — with both Gormley and Eyre embracing the now-common myth that there is no place whatsoever for memorization of facts or figures in education. They appear to believe that there is one best “common sense” approach to teaching and learning mathematics and that teachers in Saskatchewan have, instead, adopted a different and quite opposite approach.
Nothing, of course, could be further from the truth. Saskatchewan teachers, as expressed in their professional organization’s policy on teaching and learning, believe that “a variety of planned formal instructional strategies and informal interactions are necessary and desirable …” Further, Saskatchewan teachers believe that “teaching and learning should be guided by sound educational research … the Saskatchewan curricula, professional standards and ideals, and professional judgment …”
Despite Gormley and Eyre, unfortunately, being mistaken on teachers’ fundamental beliefs about teaching practice, the minister posed some important questions during the discussion. For example, the minister asked if “there are things we can do to … help kids who are struggling and get those supports in the classroom …”
Saskatchewan teachers want to respond — and the answer is a resounding YES!
Eyre also posed a question to Gormley about whether more resources are needed for students in classrooms.
Saskatchewan teachers want to respond — and, again, the answer is YES!
Eyre posed a final question about whether there is a fundamental problem with the mathematics curriculum.
Saskatchewan teachers, again, want to respond. The fundamental problems often experienced with new curricula are the lack of teacher involvement with its development and the lack of sufficient time, resources and supports for the actualization of a renewed curriculum. This was, in fact, the case with the most recent version of Saskatchewan’s mathematics curriculum, which was released without attending properly to its implementation.
Hopefully, lessons have been learned. Recently, there have been some positive signs that the government is willing to involve teachers deeply and genuinely in curriculum development. In late 2016, the government convened a series of public consultations on curriculum renewal.
Individual teachers provided significant time and expertise, and their professional organization provided a substantial formal submission to the ministry. Out of this review a number of provincial curriculum committees were formed that include teachers, members of the public, academic experts and ministry staff.
Teachers are enthusiastic about curriculum renewal and heartened by this collaboration. If the minister intends to reinvigorate ministry efforts related to the mathematics curriculum and mathematical pedagogy, teachers will gladly welcome an opportunity to work with the ministry as is now happening in other curricular areas.
Saskatchewan teachers have a long history of working collaboratively and respectfully with their educational partners. It is, in fact, part of the Saskatchewan Teachers’ Federation’s legislated mandate “to carry on activities … that improve the quality of education … (and) to promote the cause of education.” Saskatchewan teachers take this institutional mandate very seriously.
Unfortunately, all of the benefits that could accrue to our students from this recently renewed collaborative curricular environment are teetering on a precipice — at risk of being lost — if Eyre is unable to deliver on the teaching and learning resources and supports that are needed to implement new curricula properly.
Currently, the provincial government’s actions indicate that this is not a priority.
For example, the most recent provincial budget cut of $22 million to operational funding in education has resulted in at least 180 fewer teachers working in Saskatchewan schools this year. This cut is doubly devastating because student enrolment in Saskatchewan continues to rise significantly (by approximately 17,000 students between 2008/09 and 2016/17), and student needs are increasingly diverse.
Saskatchewan teachers will continue to take every opportunity available to work, with others, for the improvement of Saskatchewan’s public education system — and will continue to work strenuously toward a reversal of the recent cuts that are harming the public education system for our students.
Patrick Maze and Randy Schmaltz are, respectively, the president and executive director of the Saskatchewan Teachers’ Federation, the professional organization representing over 13,000 Saskatchewan teachers.