SASKATCHEWAN TEACHERS' FEDERATION
Time, pace, place: Flexible design to support student learning

A team of teachers at John Paul II Collegiate in North Battleford has found a way to help more students achieve their high school graduation credits by making instruction, content and learning materials accessible through a Moodle management learning system.

Providing flexibility on where, how and at what pace students achieve their credits, it assists students who are working or caring for other family members during the school day. It also helps students who are experiencing anxiety in their regular classroom, or who are otherwise struggling to complete courses.

This research project, funded by the Dr. Stirling McDowell Foundation for Research Into Teaching, looked at how a program such as this would impact the teachers who are developing and delivering content in different ways.

"We don't have 100 percent graduation rates. Until we do, we need to be looking at means and opportunities and tools for these students," was how Tracie Harty, one of the teachers on the team, summed up the importance of the work being done and the challenges therein.

The team found their understanding of time and collaboration were challenged and enhanced through this project. While release time funding was provided through the McDowell Foundation, time remained a constant challenge for participating teachers. They had to ensure their planning was up-to-date and negotiate time away from their classrooms so they could conduct their research.

One teacher on the team noted that her struggles with time were impacted by her students' needs. Even though students appreciated the individual pacing of classes and additional ways to access learning materials and instruction, they still required the time and attention of a teacher.

Through their research, the team found teachers need time to plan, reflect and learn before any change becomes a part of ongoing practices. In relation to time, the research team recommends staff focus on one key area of improvement over several years, instead of trying to implement several initiatives at the same time.

The research team also identified both time and a desire to collaborate as key elements of a successful implementation plan. Teachers found themselves stepping outside their disciplines for support and indicated they were more likely to "make use" of their colleagues when questions arose.

The team also identified their own professional growth as a significant benefit of this project.

Harty indicates that this experience assisted her in "being comfortable to take risks, to ensure organization and planning is up-to-date, and to give students the option of working at their own pace."

 "I have enjoyed being involved in the experience because I have grown as a professional in many areas," she says. "I have reached out to colleagues and also had to learn new methods of teaching, which will allow for student success," colleague Roxanne Stynsky echoed.

The teachers involved in the research project were: Frazer Donahue, Cheryl Dunits, Jean Fauchon, Shalen Fox, Carlo Hansen, Ramona Stillar, Janet Benoit, Anne Crozier, Shelly Fransoo, Tracie Harty, Nate Jurgens and Roxanne Stynsky.