Severe weather flooded the ATA’s main office building, Barnett House on Friday July 10.
Crews and administration are assessing damage and determining reclamation of key electrical systems.
Staff have transitioned to working from home, and continue to serve members online and by phone.
The Southern Alberta Regional Office (SARO) in Calgary is unaffected and conducts business per usual.
Alberta teachers experience in the CTF’s Project Overseas (PO), travelling abroad to co-plan and co-deliver professional development workshops for local teachers
For Project Overseas (PO), teachers from across Canada travel to low- and middle-income countries in Africa and the Caribbean to work with local teachers on topics as varied as numeracy, peace education, unionism, wellness and fine arts. This July, PO found me in Makeni, northern Sierra Leone. This rural community of approximately 80,000 people was my team’s home for 17 days, and the people welcomed us with open arms.
Rural Sierra Leone, like many low- and middle-income countries, suffers from a lack of qualified teachers. In many smaller communities, the teachers (especially in primary school) are local adults without formal teacher training. Our project aimed to fill some of the gaps for these teachers because all students need and deserve qualified teachers.
To that end, my team (consisting of me, a teacher from Toronto and another from Ottawa)worked with the local program teachers, known as PDFs, on lesson plans, resource research and creation, classroom management, wellness and rights under the collective agreement. We learned just as much, if not more, from the local teachers, many of whom had survived the Civil War of 1992–2002, either as teachers or students. They showed us how to work under conditions Canadian teachers would consider untenable and unacceptable, create lessons with the bare minimum and teach 60 or more primary students in one class.
Yet, despite these almost insurmountable work conditions, every local teacher was warm and welcoming. We were fed, clothed and celebrated. Participants and PDFs brought us gifts of fresh pineapples, coconuts and groundnuts. Teachers shared their experiences with us and we were reminded that despite the geographical distance between us, teaching is a profession that brings us all together. Only other teachers understand the challenges and joys of the profession, no matter where they live and work.
Monique Wilson
Aurora Academic Secondary School, Edmonton
This past July, a group of Canadians (including me) spent two weeks working with the Uganda National Teachers’ Union (UNATU) through Project Overseas (PO). Together, we co-planned and co-facilitated professional development (PD) workshops for teachers in Uganda on instructional strategies, classroom management, learning modalities and leadership in education. During my PO experience, I had the privilege of working with about 80 passionate educators.
What I love most about being part of PO is its focus on collaboration. Eight teachers — four Canadians and four Ugandans — became co-tutors that led the workshop sessions. Our Ugandan co-tutors teach at the local primary teachers’ college and were therefore able to direct our planning in a way that was meaningful for the participating teachers. My co-tutor and I were able to weave together our two experiences to create PD sessions that were new, engaging and relevant. Moreover, our co-tutors can continue this work, even with our Canadian team being back home.
Through this collaboration, I learned so much about the northern Ugandan context and culture, and was able to share Canadian culture through our cultural exchange nights. We had many discussions about the differences between our two education systems and what strategies we have used to address challenges. We also recognized that there are so many similarities in our educational goals: quality education for students, support for struggling learners, protecting the professionalism of teachers and more. These shared goals supported effective collaboration despite the differences in our teaching contexts.
Collaboration also occurred with the PD session participants, who brought their own expert knowledge as teachers and principals. I also feel fortunate to have collaborated with my Canadian colleagues, who were an amazing and supportive team. By the end of PO, it was clear that everyone involved appreciated this opportunity to work and learn together to continue moving education forward, both in Uganda and in Canada.
Kiara Smyth
Lumen Christi Catholic Education Centre, Edmonton
This summer I returned to Uganda as part of Project Overseas to work with Uganda National Teachers’ Union and the Ugandan co-tutors with whom we were paired. The experience reinforced the importance of the collaboration of the Canadian Teachers’ Federation and their international partners. Having been to Uganda before, it was incredible to see the educational progress made since my first time there, and to know that many teachers across Canada —including myself — are a small part of this growth.
Based in a remote region of northern Uganda, my team and I were welcomed with open arms. It was wonderful to see familiar faces and so many new ones. As teachers learn best from other teachers, we co-delivered professional development to more than 80 teachers and head teachers from the region. Along with our Ugandan co-tutors, we helped to grow teacher capacity, strengthened collaboration and gender equality, and, most of all, learned from each other.
Many of the remote schools in Uganda have class sizes of more than 100 students per teacher, no electricity or running water, and a lack of resources. Despite these challenges, our Ugandan colleagues show up every day ready to do their best to ensure their students achieve and grow. The teachers that attended our workshops gave up time from their families and classrooms to be with us. They committed to bringing back new ideas to their colleagues and communities.
Some other highlights of our time in Uganda included visiting two local schools, sharing our cultures during Canada and Uganda nights, and attending a community cultural gala.
We spent many hours on dirt roads traveling between our lodging and our teaching site, and we were lovingly embraced by the entire community along the way. While I believe we left an impact on those we met, I know the community there and Project Overseas left a bigger impact on our hearts.
Michelle Dickie
Varsity Acres School, Calgary
On July 1, I embarked on an adventure to Ghana as part of Project Overseas. I did not know what to expect. I was nervous and excited all at the same time. I witnessed remarkable growth and strengthened connections between our Canadian team and the Ghana co-facilitators and teacher participants right away. This collaboration was an enriching experience, with an environment of mutual learning and support. The dedication and enthusiasm displayed by all participants was truly inspiring, and contributed significantly to the success of the program.
Together, we shared innovative teaching strategies and educational methodologies, enhancing the skills and knowledge of everyone involved. The co-facilitators from Ghana brought invaluable insight and local expertise, which were instrumental in me tailoring my approaches to our topics of classroom management and assessment. The partnership with teachers from Ghana not only enriched my professional capabilities, but also deepened my understanding of Ghana’s cultural and educational landscape.
The solidarity, support and commitment from our international partners, the Ghana National Association of Teachers, allowed participants to achieve our goals in lifelong learning and professional development. The shared experiences and challenges strengthened our bond, creating a network of educators who are dedicated to making a positive impact.
I am profoundly grateful to have had the opportunity to work alongside such passionate individuals through PO. The lessons learned and the skills acquired through this collaboration will undoubtedly have a lasting impact on my professional journey. I am so grateful for this experience.
Thank you to everyone who contributed to this incredible journey; your efforts and dedication are deeply appreciated and I am forever changed.
Tara Ong-Padilla
Springbank Community High School, Calgary
This summer I had the privilege of traveling to Guyana as part of the Canadian Teachers’ Federation’s Project Overseas (PO). This was my third time participating in PO, and second as team leader. Initially, I was unsure about accepting this placement because I didn’t know much about Guyana. After much consideration, I decided to step outside my comfort zone and accept the challenge. I am so glad that I did. Guyana is an amazing country and PO 2024 was an experience that will stay with me forever.
In early July, our team of four Canadian teachers from Alberta, Ontario and Newfoundland met in Ottawa for orientation and then traveled together to Bartica, a small town on the Essequibo River. We partnered with the Guyana Teachers’ Union and the Region 7 ministry of education to deliver two weeks of professional development workshops for over 100 teachers. Many of the participants came from very remote locations in the region and had little-to-no formal educational training. Alongside our Guyanese co-tutors, we were able to deliver training on a variety of meaningful and relevant teaching and learning topics.
Meeting the teachers of Guyana and hearing their stories and struggles, I came to recognize that our similarities far outweigh our differences. The needs and challenges in education are universal; kids are kids no matter what country you are in. The Guyanese teachers are incredibly resilient people with an infectious spirit. This experience strengthened my own teaching, and I learned far more from them than I could ever have anticipated.
While my love of travel initially drew me to PO, I very quickly realized that the project was less about travel and more about personal growth and forming relationships. The days could be long and exhausting, but the weeks were short. At the end of our time together, I didn’t want to say goodbye to my team and the incredible people of Guyana.
Julia DeGirolamo
Apostles of Jesus School, Calgary
My interest in Project Overseas (PO) began in my first year of teaching, when the idea of traveling overseas to share my experience and knowledge with others seemed like the perfect combination of collaboration and experiential learning.
At the beginning of my PO journey, I arrived in Ottawa for orientation at the Canadian Teachers’ Federation and was struck by the sense of knowledge and collaboration displayed by the participating teachers from across Canada. This is essential to the PO experience, as it is not meant to be a “charity model” of imparting knowledge, but is instead intended to be a cultural exchange between Canadian and, for my experience, Guyanese teachers.
Guyana is located in South America. Due to its proximity to the Caribbean and its status as an English-speaking country, it shares many cultural aspects with the Caribbean. The majority of people in Guyana are of Indian and African descent, with a sizable Amerindian population.
Our PO experience took place in the town of Bartica on the banks of the Essequibo River. From the moment we arrived, the people’s warmth and hospitality were palpable, matched only by their abundance of teaching knowledge. The teachers with whom I worked came from all over Region 7 and included people from the Bartica area and Amerindians who had traveled far to join in the experience. Although we came from diverse backgrounds, we found a lot of overlap in our teaching experiences. These commonalities guided our exchange of information throughout the two weeks.
As part of the experience, I led a session called “Leadership in Education,” during which we identified the core of what it means to be an educator. The differences in our understanding of classroom leadership, collaboration with colleagues and curriculum comprehension, among other things, led to discussions and learning that will stay with me for the rest of my life.
The PO experience was one of the most engaging travel experiences I have undertaken, and I believe that it enhances the teaching practice of all those who participate in it.
David Arienzale
St Catherine Elementary School, Calgary
Le perfectionnement professionnel des enseignants canadiens et de leurs collègues béninois a eu lieu en juillet 2024 à Cotonou, Bénin, dans le cadre du Projet outre-mer.
Cet échange, destiné aux enseignants de maternelle et de niveau primaire, a été une occasion de partager des connaissances et des expériences, et de renforcer les liens entre l’Alberta Teachers’ Association (ATA), le Syndicat national des enseignants des écoles maternelles du Bénin (SYNAEM) et le Syndicat national de l’enseignement primaire public du Bénin (SNEP).
Au cours de cet échange, plusieurs activités et ateliers ont été organisés. Les enseignants ont participé à des séances de formation sur l’apprentissage interdisciplinaire, afin d’intégrer des différentes matières dans leurs leçons et de favoriser une compréhension globale auprès des élèves.
Les participants ont discuté les principes de l’évaluation formative (au cours de l’enseignement) et de l’évaluation sommative (après l’enseignement), et ils ont partagé leurs expériences sur les diverses méthodes d’évaluation utilisées dans leurs pays respectifs.
La gestion de classe, le leadeurship et la promotion de la diversité culturelle ont été parmi les sujets essentiels abordés. Les discussions ont porté sur les techniques pour créer un environnement d’apprentissage positif et inclusif, où la participation active des élèves est encouragée. Les participants ont échangé des stratégies concrètes pour reconnaitre les différences et promouvoir le respect au sein de la classe.
Chaque participant est reparti avec de nouvelles perspectives. Les enseignants béninois ont découvert de nouvelles approches pédagogiques, tandis que leurs collègues canadiens ont partagé leurs méthodes innovantes et leurs expériences, notamment sur la gestion des comportements en salle de classe.
L’intégration de ces enseignements dans les pratiques pédagogiques améliorera la qualité de l’enseignement. En sensibilisant les élèves aux différences et en favorisant l’inclusion, nous contribuerons à leur développement personnel et à la promotion de la diversité culturelle.
Nous remercions chaleureusement les enseignants béninois membres du SYNAEM et du SNEP pour leur accueil généreux, ainsi que l’ATA pour cette expérience enrichissante.
Roger Kambere-Paluku
École Père-Lacombe, Edmonton
This summer, I led a team of Canadian educators that participated in Project Overseas in St. George’s, Grenada. While the two-week workshop was a success, with more than 100 local teachers participating in various programs, it almost didn’t happen!
On July 1, Hurricane Beryl passed over the northern part of the island and decimated the island of Carriacou. The Grenada Union of Teachers (GUT) was able to organize support for members impacted by Beryl, while still providing quality professional development activities.
Summer institutes such as these are important in supporting pedagogical development, as many new teachers in developing countries are hired without the benefit of teacher education programs. Imagine graduating from high school in the spring and starting your career as a teacher in the fall!
When teacher organizations like the Alberta Teachers’ Association and the Canadian Teachers’ Federation make it a priority to collaborate with other teacher organizations like the GUT, we are able to support our colleagues in providing quality public education.
Stephani Clements
Calgary Public Teachers Local No. 38 local president, Calgary