The View from the 'Cheap Seats'...Inclusive Education?

As spectators at a sporting event, we have the opportunity to enter any stadium or sports facility and purchase the seat of our choice. Premium seats may be courtside, ice-level, or positioned nicely down the third base line. But on the other hand, we also have the cheap seats, or the 'nose bleeds' if you will. Fans will often choose this option if $$$ is tight, if it is a sought after event, or they simply want a low-key day or evening out; knowing full well that they will be somewhat removed from the action.

As educators, we are called upon daily to provide instruction, intervention, supports, and enrichment to students of all capabilities and exceptionalities. By virtue of their exceptionality, these students have a right to specialized service (as promised by the Government of Newfoundland & Labrador).

My biggest worry and concern within our current education system is that our students with special needs are being forced into the 'cheap seats' and they, nor their families, have any choice in the matter.

With larger class sizes, multi-graded classrooms, and limited availability of Instructional Resource Teachers & Student Assistants, students with special needs are being offered a watered-down service that at best, allows for occasional check-ins, requires a reliance upon the independence of the student, and over-extends teachers in meeting the needs of all their students.

There must be proper resourcing of the Inclusive Education Model with intensive supports for our students with special needs. This requires the increased availability of one-on-one or small group sessions and flexible service delivery (not being strangled by limited scheduling options), in addition to the co-teaching and differentiated instruction models. This approach will undoubtedly result in heightened progress for these students and their families, teachers will be able to efficiently focus their efforts, and all students in the school will reap the benefits.

INVESTMENT IN INCLUSIVE EDUCATION CANNOT BE A BARGAINING CHIP, NOR SHOULD STUDENTS BE FORCED INTO THE 'CHEAP SEATS'...

Student Absenteeism & the Present Problem: Who's Accountable?

Within each and every school in Newfoundland & Labrador lurks an increasingly larger and more vulnerable demographic of our student population: the absentee student.

I am not referring to the child or adolescent that is absent occasionally for valid reasons but the student and family that becomes entangled within in a web of school refusal, family crisis, apathy, or an inability to see the value of full attendance. In certain cases, students miss entire academic years with the result being social promotion (i.e. pushing the student on to the next grade in spite of outcomes completed). Adding to this dilemma is the fact that these students have diagnosed (and undiagnosed) exceptionalities (e.g. ADHD, anxiety, low cognitive ability, etc.) further magnifying the vulnerability of these students.

These students and their families are charting a course for significant personal difficulty and struggle with no clear response plan on the part of our social service agencies. 

Schools and teachers look for opportunities and take exhaustive steps to draw these students back into regular attendance through multiple meetings and communications with caregivers, alternate arrangements for evaluation, and attempts to include Child, Youth, & Family Services (CYFS) & medical personnel in developing response plans.

When response efforts are unsuccessful at the school level, the safety net unravels.  CYFS personnel are limited by directives that truancy does NOT fall within their mandate.

So, the saga continues for these students whereby many skip their junior high years to enter high school with Grade 5 or 6 being the last grade successfully completed.

As an educator, I see this story repeat itself year after year. It is time that this crisis be addressed and responses be driven by all players (in addition to school-based personnel). School attendance is vital to a child's growth and development and therefore needs to be part of the CYFS mandate. There is great promise in these students and families however an empty seat brings no promise at all.

Teacher 'Integrity' & the fight at hand...

As teachers, we are faced with significant challenges (e.g. large class sizes, limited resources, student mental health, supporting a multitude of student exceptionalities, etc...). It never ceases to amaze me however, how educators continue to demonstrate professionalism and integrity within their daily practice. The success and best interests of the student remain on the forefront in spite of the short-comings of the system; unfortunately, many times to our own physical and emotional detriment.

As a facilitator of the 'The Virtues Project', I have adopted the virtue of 'Integrity' as my daily mantra within my personal and professional lives.  It is my ethical and moral compass by which I strive to problem-solve, make decisions, and communicate with others. It grounds me as I face the challenges of the day, looking to make a 'true' impact. It has also served me well during times of struggle, when uncertainty and pessimism can creep in.

As an Association, the NLTA has a proud history of professionalism and integrity. It is especially during these economic times of apprehension and unpredictability that integrity will keep us on task, with clear purpose and vision, "standing up for what we believe is right".

I would appreciate your support as we continue our fight...

______________________________________

"To put the world right...we must first cultivate our personal life; we must first set our hearts right."

                                                                                                                                - Confucius

#NL_Rising Rally - May 7th, 2016

So proud to be a part of this movement today...the feeling of solidarity amongst our public service brothers and sisters was quite uplifting during these times of worry and insecurity.

This budget has given us every reason to be skeptical and pessimistic however the 'power of our people' and the 'power of public opinion', I believe, will have great impact.

We overcome great odds each day when enter our schools and classrooms. The individual & family challenges that our students bring, our personal situations, and societal pressures, stack the cards for us however, our schools, teachers, and our children show great strength and resilience.

As teachers, we know what we need to maximize supports for our children, We now need to hold strong, as never before, to reclaim our professional rights and be heard! Let your MHAs and government know where you stand...we have too much to lose!

(Photo Credit: Gerard Walsh - Buddy & Teacher Colleague)

CANDIDATE FOR NLTA VICE-PRESIDENT 2017-2019

I am proud to announce my nomination for Vice President of the Newfoundland & Labrador Teachers' Association for the term 2017-2019. A sincere thank you to the teachers that signed my nomination as well as to those who have already offered their support. Please stay tuned to this site as my campaign gets underway and we approach the election in December. All the best for the remainder of the 2015-16 school year!

Your Social Credit...

Bad credit? No problem!

The existence of this phrase within our commercial landscape confuses and worries me to no end each time I come across it. I am sure that any individual experiencing significant financial woes can find little advantage in adding another major purchase to their credit history, other than that wonderful new car smell! The JAWS theme rings in my brain for some reason each time I pass one of these signs.

As I was driving to work this past week, this line of thinking progressed into the idea of 'Social Credit'.

What is your social credit history as it pertains to values-based decision-making, being a character individual, or leaving a legacy of integrity? I am sure we all have had experiences whereby we wish the chance to rewind and have another crack at a conversation, a problem, or an interaction with a friend or family member. We are mortals and mistakes make for ideal learning opportunities.  However, can we truly say the majority of our social credit history is solid and virtues-based?

A common counselling strategy I frequently use with my students involves writing their legacy and demonstrating how their current actions can build their reputation for many years to come (particularly in the age of social media). Children and adolescents, when attempting to attack problems and make decisions, require a toolkit consisting of common sense and core virtues. Attainment of this skillset is often 'a long time coming' but with consistent reinforcement and utilization of teachable moments it becomes entrenched. These will be skills that will serve them very well as they proceed into the teen years, young adulthood, post-secondary school, and certainly their career.


The 5 Strategies of the Virtues Project are a fantastic foundation for building character and enhancing the social credit for you and your kids.

Speak the Language of the Virtues

Recognize Teachable Moments

Set Clear Boundaries

Honor the Spirit

Offer Companioning

Good credit? No problem!

Trent

10 Strategies for Igniting Adolescent Motivation

10 Strategies for Igniting Adolescent Motivation

For educators, parents, and caregivers,  the adolescent mind continues to confuse, yet intrigue us, as we look to support them in their individual life journeys. So now is the time (as adults) to apply the 'adolescent lens' and view our current state of affairs. The true challenges become those of developing essential life skills and promoting achievement amidst a global community saturated with instantaneous 'e-reward' systems, the 'de-humanization' of communication,  and 21st Century realities deeply rooted in 'uncertainty' (e.g. individual safety & security, financial and workforce instability, economy turmoil, etc.). 

Through the years, however,  the one thing that has not changed within this adolescent creature is the unbridled quest for meaning and identity. Equally, the virtues that have driven humankind toward advancement and success, still hold great meaning today.

Melding this innate drive of the adolescent with the world 'as we know it' and igniting the passion is your assignment. 

Strategy #1:  Invest the time and effort to truly connect with your teen.  This includes consistently playing the roles of 'good cop' and 'bad cop'. You will see pay-off in due time.

Strategy #2: Listen. Truly listening to your teen involves the ears and heart...

Strategy #3: Trust (reciprocal) - "Adolescence, in essence, is all about trust." (Gord Downie, The Tragically Hip).

Strategy #4: Ingrain traditional virtues that have done us well as Canadian citizens and Newfoundlanders & Labradorians (e.g. loyalty, resilience, hope,...)

Strategy #5: Meet them where they are and do NOT force your own expectations for success on them. The 'new world' offers many alternative ways to achieve success and many of us (adults) do not have experience in those realms.

Strategy #6: Build a relationship that is outside that of parent-child, teacher-student, etc. Be willing to play, cry, and progress together.

Strategy #7: Work with your teen to keep their options open! My father has always espoused this strategy and it has served me very well.

Strategy #8: Embrace change as a family, class, community. Though often shrouded in doubt, change often brings new light.

Strategy #9: Allow adolescents to take chances (actually encourage it!)...we know they are willing to do so and much like ourselves, will come out unscathed.

Strategy #10: Resilience & Adaptability ...in a world that may very well knock them down, we cannot put a price tag on survival of the fittest.



Terry's Enduring Impact

Of the Terry Fox photos that I have seen through the years, this one continues to have a long-lasting impact on me, my practice, and my well-being. I have it displayed on my office wall in clear view for my students (as well as myself) as we leave to face the day. It has prompted many questions as to its purpose, intention, and significance. As they themselves are dealing with many types of pressures, demons, stressors, and worries, I ask my students to tell me what they see; they reply: darkness, hope, perserverence, an impressively muscular leg, contrast, dream, sadness, loneliness, character, strength...

It provides a very special 'teachable moment' and inspires on a daily basis. For me, it is a constant reminder to continue the journey with integrity and strength. Terry represents a multitude of virtues that I wish for myself and my students. I say this in the present tense as I do believe that Terry's legacy and spirit continues to burn strong.

I mark the Terry Fox Run with highest reverence, much like that of Remembrance Day, as I do believe that Terry too, gave his life for our country. As we approach the Terry Fox Run on September 20th, my family and I will participate once again to acknowledge and respect. I was only 7 during the time of Terry's Run but I vividly recall the 'play by play' as he started his trek in our province, heading across the country.  Little did I know that this rising star would continue to guide and direct my professional and personal life.

With appreciation Terry.

For inspiration and perspective...

Terry Fox ESPN
https://www.youtube.com/watch?v=xjgTlCTluPA

An Article re: Guidance Counsellor Roles (2007)

The View from the Inside:

An E’value’ation of Guidance Counsellor Roles

As a means of providing some context, I am writing this article wearing two hats: that of an Elementary / Junior High School Guidance Counsellor and a proud, new father of twin boys. Though being clearly different roles (but equally scary at times), the similarities become blatantly evident over a cup of cold tea, a couple of biscuits, and a repeat performance of Saturday morning cartoons.  There are a multitude of keywords that characterize both roles however it is the ‘bility’ words that appear to be most prominent: responsibility, liability, accountability, common-sensibility [sic]…; the primary, startling point being, I am responsible for 700 students during the school day as opposed to the two that are crawling before me this morning.

During a false sense of quiet time, my mind wanders to the expectation that I am to theoretically play a direct and active role in addressing the “educational, personal / social, career growth, and developmental needs” of all 700 students in my school and providing support to their 1400 care-givers during the course of a school year; I use those descriptors as they are clearly outlined within the Department of Education’s Guidance Policy.  Now, we are all very much aware that a large number of students and families do not avail of direct guidance intervention or programming on a daily or even weekly basis; BUT, is this the key point? Do we need to re-direct our attention back to the masses and move toward the expansion of effective Guidance services for all of our students? Does it require a re-direction of focus or the addition of sufficient human resources that allow for effective responses to the demonstrated needs within each of our school communities?

In taking an active, preventative approach to my Guidance practice, one would assume that a great percentage of time is spent offering school-wide guidance programming, classroom-based guidance initiatives, and entering formal counselling relationships with a significant caseload of students. To the contrary, the reality within the current model sees comprehensive assessments (requiring 30 plus hours on average per assessment, with numbers reaching 30-40 annually in certain schools), daily social support for students and families (not unlike that expected of a social worker), and crisis response as related to discipline and safety concerns, monopolizing the time of Guidance Counsellors. When considering that Guidance Counsellors are allocated to schools based on a ratio of 1:500, that they are often responsible for multiple schools, and commonly have teaching duties, the true effectiveness of these school-based social agents is compromised.

Though we all do our part to encourage safe & caring environments, recognize positive behaviors, and nurture positive work ethics, the reality appears to lie in a deterioration of ‘values’ structures and commitment on the part of many students as it relates to personal achievement. Though still relatively young, with my reminiscing going back all the way to the 1980’s, I can recall junior high kids lining up to assist with the most menial tasks of putting out chairs (after-school!) for the Christmas Concert that night; then those same kids all having parts in that concert. Or the only students sitting on the stage during Phys. Ed. Class being those with casts from toe to hip; and they would be sneaking a basketball shot or two when the teacher wasn’t looking. Though our pedagogical approaches have been re-vamped and modernized, a lot can be said for ‘what used to be’.

Prioritizing ‘values-based learning’ and championing preventative measures (e.g. group and individual counselling) that meet the developmental challenges of our students would combat the lack of responsibility for learning that has invaded our schools and has created a culture of learned complacency, ultimately resulting in an increase in discipline referrals, absenteeism and behavioral incidents. Educational frameworks cannot be limited to working our way through waitlists and maximizing the effectiveness of response protocols, but rather need to be viewed as an opportunity to invoke personal growth, critical thought, and achievement at the most basic level; that of each individual student.

An investment in teacher / specialist resources is essential to academic achievement however one needs to look to the daily, life functioning of our students before any major advancement can be made in terms of academic performance. In its simplest form, the situation manifests itself when a student or parent approaches my office and I end our discussion by making the following statement, “I have to apologize however, my caseload is full but I can make a referral for counselling services external to the school if you are interested.” Though Guidance Counsellors find themselves involved in highly important tasks, further investment in the developmental needs of all children and families would serve to address the many underlying circumstances that lead to behavioral difficulty and underachievement; at a stage where significant change and intervention is possible and effective.

 A quote that I often use to guide my practice and daily interactions is “Values are Caught, not Taught!” (Lawrence Kohlberg). As a Guidance Counsellor and a father, I place a great deal of credence in this philosophy and promote values-based learning as a means of attaining personal and academic advancement. Guidance Counsellors find themselves in a valuable, strategic position to influence and impact individual student growth and values structures, given that the time and resources are available to do so. It is through such student development that achievement, positive behavior, safety and advancement follow in due course. Ultimately, it is a case of using our common-sensibilities [sic] to provide effective intervention, guide decision-making, and initiate long-term change.  

 Trent Langdon      M.Ed., C.C.C.

 

An article re: 'School Counselling Services' written in May of 2011...

More than Cardigans and Pamphlets of Change…

I ask for a second of your time to partake of some self-directed imagery and visualize your personal construct of the Guidance Counsellor. Would it be that of the cardigan-wearing, brief-case toting, bearded gentleman that arrived at your Grade 9 class for the long-awaited, highly-anticipated, life-changing, pamphlet-based lesson: “So, You Are Becoming a Man…”?; or the reciprocal closed session, “So, You Are Becoming a Woman…”? Well, as I attempt to forage for other examples I quickly realize that this is my personal construct so I will gracefully leave it at that. Though blatantly anti-climactic, the moral of the story is…times have changed and the Guidance Counsellor role has subsequently expanded; but has arguably become less-defined.

So the challenge is to define the entity that is ‘counselling’ as it exists within the context of a school (The Department of Education has taken on this mission and we anxiously await its conclusions). One might assume that traditional counselling practice would be a role so intrinsic to the Guidance ‘Counsellor’, that a clear definition of such a competency (as it exists within the school environment) would be easily accessible; but as per the history of humankind, assumptions prove problematic. Our counsellors find themselves in a unique situation as they attempt to practice amidst a mosaic of job roles and responsibilities in an environment that does not easily lend itself to effective and efficient practice.

As it stands, the current ratio of guidance counsellors to students in Newfoundland and Labrador is 1: 500. Given this reality, one’s daily schedule quickly becomes saturated with multiple ‘cold calls’,  ‘surprise’ clients (further to those you have ‘penciled in’), and referrals that grow exponentially as you make your way through the hallways or into the staff room. Add circumstances such as teaching responsibilities for some counsellors, duties being spread across four or five rural schools, and expectations to implement all components of a Comprehensive Guidance Program, the ‘TIP-OVER’ point quickly approaches.  These work-related requirements and self-imposed expectations of an ‘open door’ policy lead to experiences not unlike that of a ‘drive-thru window’ or a ‘call center’. Assisting students through the ‘daily grind’, responding to ‘in-the-moment’ personal crises, preventative interventions, and staying ‘tuned in’ to the school climate, significantly contributes to the ‘academic machine’ however and encourages it to remain in motion. 

Now before you attempt to topple my mini ‘soapbox’, I would be the first to argue that these same responsibilities and ‘time-takers’, that counsellors face from day to day in our practice, are essential services within their respective school communities. We, as counsellors, are guilty of ‘aiding and abetting’ the model by virtue of our altruistic, care-giving personalities (in line with our classroom teaching counterparts). It is however, a unique ‘counselling’ environment that requires exploration outside of the safe confines of policy.

In order to find the information we seek, let’s have a look at the standard that currently exists. The Department of Education’s Guidance Policy outlines the roles and responsibilities (e.g. comprehensive assessment, school-wide guidance initiatives, individual / group counselling…) that are prescribed for the Guidance Counsellor. As demonstrated above however, the realities of our role (and the environment in which we practice) make it extremely difficult to define.

The opportunity to engage in a traditional counselling model or framework which typically includes a set number of scheduled sessions, a clear counselling plan, goal-setting, and effective termination of the counsellor-student relationship, is more often than not, unattainable within our schools (and is but one service, amongst a multitude of supports provided to individual students). In addition, the hectic pace, inaccessibility during down times (e.g. summer months),  and the degree of need within our schools usually requires that we refer to external agencies for long-term counselling support as the expertise of these professionals lies within the areas of addictions, eating disorders, anxiety, etc.

In these recent times of heightened accountability and diligence, Guidance Counsellors (along with Educational Psychologist s and Instructional Resource Teachers) currently find themselves working their way through the intricacies of tracking assessment referrals in our schools (via the Department of Education’s Referral Tracking System). Guidance Counsellors are now preparing for the same with regard to the tracking of counselling services being offered to our students. So where do we go from here to find some balance and make an attempt at defining ‘counselling’ within the school system?

Here is my humble take. Instead of attempting to quantify ‘counselling’ time by hours / minutes formally  ‘in session’ and numbers of students coming through the turnstile, let’s qualitatively track the types and sorts of interventions (which may very well include traditional counseling services) and highlight the successes seen through our ISSP / IEP and inclusionary processes. It is essential to focus on the multitude of variables that make up the dynamics of our profession and contribute to counselling as a collective whole.  The roles of identification, daily monitoring, check-in, crisis-response, formal analysis & assessment, life skills development, file management, consultation, family support, counselling, behavioral support, a ‘safe zone’, an ally, an ‘ear’, a ‘shoulder’…  As a school-based practitioner, we hit the entire spectrum and it becomes more about engineering a framework of success for the student, more so than the specific service of counselling.

We are well aware that for every student who maneuvers through the school system with minimal support and meets with great success in adulthood, there are those that require intensive measures to ensure they simply make it through on a daily basis.  All school-based professionals contribute to this mechanism of support in some capacity. It is the varying points on a continuum of service that begins at 8:30am and carries through to 2:30pm (and exists as a reliable ‘background’ support when the student is not in school) that addresses barriers to change and allow the student to avail of unused opportunities.

We cannot be too restrictive and prescriptive in our definition of the ‘counselling’ service as it exists in our schools such that we underestimate its true value and range of influence (as part of a student’s educational experience).

… and yes, I learned a lot from that pamphlet in Grade 9!

Trent Langdon

To walk in another's shoes...

My Walk to School

March 11, 2008

Fist punch.
Foot crunch.
Hand hit.
Mouth spit.
Eye swells.
Can’t see.
Please,
Please,
Let me be.

Rips my homework.
Steals my money.
Grabs my lunch.
Thinks it’s funny.

I won’t tell, I swear I won’t.
Please don’t do that. I said “Don’t!”

Sticks and stones may break my bones …
Sissy
Prissy
Four-eyes
Geek
Fatso
Schizo
Nerdy
Freak
… but names can really hurt.

Through the doors.
Up the stairs.
Face is bloody.
No one cares.

In the washroom.
Clean up the mess.
I’ll be safe
Until … recess.

by Andrea Wilson