Ontario’s expectation that educators will be ready to teach the overhauled language curriculum this September is absurd

BY PAUL JUNOR

The Elementary Teachers Federation of Ontario (ETFO) which represents about 83,000 education workers across Ontario has expressed serious reservations about the recently announced changes to the language curriculum. New areas of learning in the 2023 curriculum include:

• A focus on foundational knowledge and skills
• Transferable skills
• Digital media literacy
• Applications, connections and contributions

The Ontario Ministry of Education acknowledged that these changes were made largely due to recommendations outlined in the Ontario Human Rights Commission (OHRC) Right to Read public inquiry report. This report can be seen on the OHR’s website: www.ohrc.on.ca

The Ministry of Education mentioned that the revised elementary curriculum was based on the latest research and best practices from leading jurisdictions across Ontario. This research emphasized the importance of explicit instruction on early reading skills, modernized content on digital literacy and the inclusion of Indigenous perspectives. In addition, diverse education stakeholders and partners were consulted to ensure that all the requirements were met regarding literacy learning that was the best for Ontario kids.

ETFO issued a press release in which it outlined its concerns about the new Ontario Elementary Curriculum 2023: Grades 1- 8. It stated, “Changes to the updated language curriculum are substantial, especially in the areas of reading and media literacy. In addition, the language curriculum is no longer organized under the strands of reading, writing, oral communication and media literacy. These changes are significant, and educators need sufficient time, dedicated resources, and sustained professional learning opportunities to properly implement any new or revised curriculum.” For these reasons, ETFO is calling on the Ministry of Education to not rush the implementation but extend it to a two-year period instead of one year.

Karen Brown, President of ETFO stated, “The province’s expectation that educators will be ready to teach the overhauled language curriculum beginning this September is absurd. Their rushed rollout proves just how out of touch they are with classroom and educator realities. Curriculum documents aren’t recipes. You don’t simply download them and follow the instructions, using a list of prescribed ingredients. Curriculum is complex.”

ETFO notes that it had not had access to the new language curriculum, was not part of the consultative process, had not seen any of the revisions, or was even aware of the implementation plan. “Making critical decisions on curriculum without genuine and meaningful collaboration and consultation with all stakeholders will not create better outcomes for students.”

ETFO sees the release of this revised language curriculum as part of a troubling pattern. There was the release of the elementary mathematics and science curricula without any advance warning or consultation. The press release continues, “Expecting educators to implement it in an unreasonably short timeframe and without adequate professional learning and support is not practical and prudent.”

President Brown notes, “Qualified teachers are well-equipped to deliver instruction and to assess literacy skills, but they require time to learn the curriculum, and support to guide their lesson planning and instructional practice. Comprehensive, job-embedded, on-going professional learning is needed to help educators understand and implement the curriculum so they can teach it effectively.”

The press release mentioned that the OHR’s Right to Read report required that there be: sufficient, stable, enveloped yearly funding, as well as professional development for educators. By having the school boards using the obligatory Professional Activity (PA) Days to learn about it as the school year concludes is an extra burden on teachers.

President Brown concludes, “Literacy skills will not improve unless adequate funding, resources and support are provided, as well as timely interventions for students, and smaller class sizes. Our members are dedicated professionals who welcome change, when that change leads to better learning outcomes for students.”