Blog Posts

In my role as the Numeracy Helping Teacher, students and teachers alike often tell me that they are not a “math person” when we’re working together. I’ve learned that this means they likely haven’t had many opportunities to experience math with a focus on numeracy. But what is numeracy? Isn’t it the same thing as mathematics? Not quite…

I think it is important for a Superintendent to try and stay connected to what is happening across the district and the broader community. While there are never enough hours in the week, I do my best to make regular rounds and to take in community events. And wherever possible, I like to share the good things I see.

There are no guarantees in life, but wherever you want to go or can imagine going, education is probably the best way there. How does a child in Kindergarten one day become an architect? How does a grade nine student become an arthroscopic surgeon or an agriculturist? How does one become an electrician or a chef? You guessed it - education. This is why I often describe education as the bridge to anywhere.

Recently the helping teachers and administrators from the Curriculum, LSS and Indigenous departments came together to experience and discuss the assets within our community. When we view diversity and culture through an asset-based lens, we work toward ensuring equity for all. Asset-based mindsets focus on the background, skills and knowledge that individuals and communities bring to each other. You may ask, why does an asset-based approach matter? Our district is becoming more and more diverse.

With my last blog post as superintendent (I still have a few more to write in my retirement), I would like to close with gratitude and appreciation for the many people with whom I have travelled this thirty-six-year path. I mentioned in my last post that it was because of the inspiration and encouragement of teachers, and one in particular, why I chose to become an educator. The journey to finding and fulfilling my purpose, particularly in leadership, has been filled with meandering adventures and learning. What resonates most with me are the people who have been on the journey with me.

With all the recent retirement festivities I have had cause of late to reflect on my journey in the education system.  One of the frequent questions I have been asked is why I decide to become a teacher “all those years ago.”  I have had occasion over the years to mention it on World Teacher Day, but for me, the decision had everything to do with my school experiences, and a challenge extended to me by a very special human being.

In today's digital world, network security is a top priority for school districts to consider. With cyber-attacks becoming more sophisticated and prevalent, it is essential to have a robust security system in place.  The Abbotsford School District already has such a system for our wireless networks and the ITC department has begun working on a project to leverage the same system for our wired network.

In previous posts, I have shared my perspectives on the spectre of systemic racism in education, particularly in relation to Indigenous Peoples. I highlighted two interrelated constructs related to this issue: epistemic racism (the idea that there is only one form of true knowledge) and the related “racism of low expectations” highlighted in the 2016 Auditor General’s Report.

Language instruction helps build the cultural competence of individual cultures and those worldwide. When educators foster culturally sustaining inclusive environments, it creates opportunities for students of all cultures to thrive. When students see themselves within texts, language, and materials, this helps build engagement, trust, and a sense of belonging.

Did you know that we have a whole team of people here at the Curriculum Department ready to support you in learning more about Curriculum, Assessment and Instruction?