my plan here tonight after you have listened to all the speakers today is to
listened to all the speakers today is to
listened to all the speakers today is to talk to you about hope now as you can
talk to you about hope now as you can
talk to you about hope now as you can see it is hard to have hope in today’s
see it is hard to have hope in today’s
see it is hard to have hope in today’s world and it’s especially hard to have
world and it’s especially hard to have
world and it’s especially hard to have hope that’s not just based on faith
hope that’s not just based on faith
hope that’s not just based on faith they’re kind of blind optimism that
they’re kind of blind optimism that
they’re kind of blind optimism that somehow things will get better we kind
somehow things will get better we kind
somehow things will get better we kind of we wish we hope we pray we we bury
of we wish we hope we pray we we bury
of we wish we hope we pray we we bury our heads in the sand and we try to
our heads in the sand and we try to
our heads in the sand and we try to convince ourselves that somehow someday
convince ourselves that somehow someday
convince ourselves that somehow someday someone will take care of it all
someone will take care of it all
someone will take care of it all well not them maybe there are two
well not them maybe there are two
well not them maybe there are two problems with this approach a it doesn’t
problems with this approach a it doesn’t
problems with this approach a it doesn’t actually make us feel any better in fact
actually make us feel any better in fact
actually make us feel any better in fact it may be part of doing the opposite and
it may be part of doing the opposite and
it may be part of doing the opposite and B obviously it doesn’t change anything
B obviously it doesn’t change anything
B obviously it doesn’t change anything in fact we probably make the problem
in fact we probably make the problem
in fact we probably make the problem worse we consume more we participate
worse we consume more we participate
worse we consume more we participate less we become cynical we give up on our
less we become cynical we give up on our
less we become cynical we give up on our ideals just because it feels like
ideals just because it feels like
ideals just because it feels like there’s too many problems it’s
there’s too many problems it’s
there’s too many problems it’s overwhelming there’s too much to fight
overwhelming there’s too much to fight
overwhelming there’s too much to fight for but lucky for you my job here
for but lucky for you my job here
for but lucky for you my job here tonight is to give you hope and that’s
tonight is to give you hope and that’s
tonight is to give you hope and that’s what I’m going to try and do that is my
what I’m going to try and do that is my
what I’m going to try and do that is my plan
I am going to I’m gonna lay out or try
I am going to I’m gonna lay out or try to lay out for you in a concrete
to lay out for you in a concrete
to lay out for you in a concrete realistic way how we can unbury our
realistic way how we can unbury our
realistic way how we can unbury our heads how we can face what we are afraid
heads how we can face what we are afraid
heads how we can face what we are afraid of and how we can be part of making
of and how we can be part of making
of and how we can be part of making change happen now my idea is not new
change happen now my idea is not new
change happen now my idea is not new it’s been around for a long time it just
it’s been around for a long time it just
it’s been around for a long time it just needs a little tweaking it’s called
needs a little tweaking it’s called
needs a little tweaking it’s called public education and let me be clear
public education and let me be clear
public education and let me be clear it’s not that the children are our hope
it’s not that the children are our hope
it’s not that the children are our hope as if we can just kind of turn it all
as if we can just kind of turn it all
as if we can just kind of turn it all over to get them and hope they do a
over to get them and hope they do a
over to get them and hope they do a better job than we did no it is the
better job than we did no it is the
better job than we did no it is the public education itself that provides
public education itself that provides
public education itself that provides the the place where hope exists if we
the the place where hope exists if we
the the place where hope exists if we truly understood its role in all of our
truly understood its role in all of our
truly understood its role in all of our futures if we if we planned if we
futures if we if we planned if we
futures if we if we planned if we structured the system to live up to its
structured the system to live up to its
structured the system to live up to its kind of ultimate job we could be growing
kind of ultimate job we could be growing
kind of ultimate job we could be growing if that’s the right word the next
if that’s the right word the next
if that’s the right word the next generation says our world needs we have
generation says our world needs we have
generation says our world needs we have a system that already exists that 95% of
a system that already exists that 95% of
a system that already exists that 95% of Canadian children attend and we are very
Canadian children attend and we are very
Canadian children attend and we are very lucky that way because in other
lucky that way because in other
lucky that way because in other countries and lots of other countries
countries and lots of other countries
countries and lots of other countries the proportion of kids in public
the proportion of kids in public
the proportion of kids in public education is much lower and shrinking we
education is much lower and shrinking we
education is much lower and shrinking we have a system that provides the concrete
have a system that provides the concrete
have a system that provides the concrete place where hope lies but we have to
place where hope lies but we have to
place where hope lies but we have to make sure that we provide it with the
make sure that we provide it with the
make sure that we provide it with the capacity and the support it needs to
capacity and the support it needs to
capacity and the support it needs to live up to its hopeful promise so I’m
live up to its hopeful promise so I’m
live up to its hopeful promise so I’m gonna start with a story and I’m telling
gonna start with a story and I’m telling
gonna start with a story and I’m telling this story because to me it gives a
this story because to me it gives a
this story because to me it gives a tangible example of what happens when we
tangible example of what happens when we
tangible example of what happens when we we make small shifts and how making
we make small shifts and how making
we make small shifts and how making sometimes those small shifts can help us
sometimes those small shifts can help us
sometimes those small shifts can help us do the big job the big work of public
do the big job the big work of public
do the big job the big work of public education I want you to imagine two boys
education I want you to imagine two boys
education I want you to imagine two boys these are just regular everyday boys not
these are just regular everyday boys not
these are just regular everyday boys not stellar students not natural leaders
stellar students not natural leaders
stellar students not natural leaders like lots of you are people boys kids
like lots of you are people boys kids
like lots of you are people boys kids who are just happy to do as little as
who are just happy to do as little as
who are just happy to do as little as possible really in school
possible really in school
possible really in school these two boys great four boys are as
these two boys great four boys are as
these two boys great four boys are as part of a whole school student led math
part of a whole school student led math
part of a whole school student led math project they are charged with
project they are charged with
project they are charged with investigating problems in the playground
investigating problems in the playground
investigating problems in the playground and so these kids approach this in their
and so these kids approach this in their
and so these kids approach this in their usual lackadaisical way and it’s math so
usual lackadaisical way and it’s math so
usual lackadaisical way and it’s math so they do a bit of graphing they do some
they do a bit of graphing they do some
they do a bit of graphing they do some math bang a bit of analyzing and then
math bang a bit of analyzing and then
math bang a bit of analyzing and then they discover something interesting they
they discover something interesting they
they discover something interesting they realize that more kids are getting sent
realize that more kids are getting sent
realize that more kids are getting sent to the office at lunch and at afternoon
to the office at lunch and at afternoon
to the office at lunch and at afternoon recess then are getting in trouble in
recess then are getting in trouble in
recess then are getting in trouble in the morning and then they notice
the morning and then they notice
the morning and then they notice something else that teachers are
something else that teachers are
something else that teachers are assigned to the playgrounds and at equal
assigned to the playgrounds and at equal
assigned to the playgrounds and at equal times all the way throughout the day and
times all the way throughout the day and
times all the way throughout the day and so they decide they’ve got the solution
so they decide they’ve got the solution
so they decide they’ve got the solution there just need to be more teachers on
there just need to be more teachers on
there just need to be more teachers on duty in the afternoon they go to their
duty in the afternoon they go to their
duty in the afternoon they go to their teacher with their their their discovery
teacher with their their their discovery
teacher with their their their discovery and all their evidence to back it up and
and all their evidence to back it up and
and all their evidence to back it up and then they find out that no every single
then they find out that no every single
then they find out that no every single teacher is already working their maximum
teacher is already working their maximum
teacher is already working their maximum collectively agreed upon eighty minutes
collectively agreed upon eighty minutes
collectively agreed upon eighty minutes of supervision per week so undaunted and
of supervision per week so undaunted and
of supervision per week so undaunted and now engaged because they’re kind of
now engaged because they’re kind of
now engaged because they’re kind of interested in this problem these two
interested in this problem these two
interested in this problem these two boys Anwar and Timothy go back to the
boys Anwar and Timothy go back to the
boys Anwar and Timothy go back to the drawing board and they work away and
drawing board and they work away and
drawing board and they work away and they reconfigure the schedule so that
they reconfigure the schedule so that
they reconfigure the schedule so that there are fewer teachers on duty in the
there are fewer teachers on duty in the
there are fewer teachers on duty in the morning and more teachers on duty in the
morning and more teachers on duty in the
morning and more teachers on duty in the afternoon and then they are invited to
afternoon and then they are invited to
afternoon and then they are invited to present their findings to a
present their findings to a
present their findings to a representative group of teachers along
representative group of teachers along
representative group of teachers along with their recommendations for
with their recommendations for
with their recommendations for reconvicted figuring the schedule and
reconvicted figuring the schedule and
reconvicted figuring the schedule and for placing the teachers in different
for placing the teachers in different
for placing the teachers in different positions because they’ve mapped out
positions because they’ve mapped out
positions because they’ve mapped out where more kids are getting into trouble
where more kids are getting into trouble
where more kids are getting into trouble and their recommendations are
and their recommendations are
and their recommendations are unanimously agreed upon by the staff in
unanimously agreed upon by the staff in
unanimously agreed upon by the staff in the school and this is the first time in
the school and this is the first time in
the school and this is the first time in the history of this school or maybe any
the history of this school or maybe any
the history of this school or maybe any school where a group of kids two kids in
school where a group of kids two kids in
school where a group of kids two kids in grade four have input into the
grade four have input into the
grade four have input into the supervision schedule now this is of
supervision schedule now this is of
supervision schedule now this is of course a true story it happened in a
course a true story it happened in a
course a true story it happened in a Toronto school this story is told in a
Toronto school this story is told in a
Toronto school this story is told in a wonderful book called pushing the
wonderful book called pushing the
wonderful book called pushing the it’s by kelly gallagher mckay and nancy
it’s by kelly gallagher mckay and nancy
it’s by kelly gallagher mckay and nancy Steinhauer and the reason that i’m
Steinhauer and the reason that i’m
Steinhauer and the reason that i’m telling it to you is because again it’s
telling it to you is because again it’s
telling it to you is because again it’s a tangible example of how we can change
a tangible example of how we can change
a tangible example of how we can change things in our schools
things in our schools
things in our schools these boys learned math yes but they
these boys learned math yes but they
these boys learned math yes but they also learned vital skills for living in
also learned vital skills for living in
also learned vital skills for living in the world they learn to identify and
the world they learn to identify and
the world they learn to identify and analyze problems they they were
analyze problems they they were
analyze problems they they were encouraged to to develop to develop and
encouraged to to develop to develop and
encouraged to to develop to develop and to experience because they were listened
to experience because they were listened
to experience because they were listened to a sense of agency they thought
to a sense of agency they thought
to a sense of agency they thought creatively and they learned to persist
creatively and they learned to persist
creatively and they learned to persist these skills are going to stand them in
these skills are going to stand them in
these skills are going to stand them in good stead as individuals when they grow
good stead as individuals when they grow
good stead as individuals when they grow up but these are also the skills that
up but these are also the skills that
up but these are also the skills that our next generations will need in order
our next generations will need in order
our next generations will need in order to be able to work together to solve the
to be able to work together to solve the
to be able to work together to solve the complex problems of the world these are
complex problems of the world these are
complex problems of the world these are the skills the world needs so the reason
the skills the world needs so the reason
the skills the world needs so the reason this is a hopeful story is that it shows
this is a hopeful story is that it shows
this is a hopeful story is that it shows that it’s you know that the job of
that it’s you know that the job of
that it’s you know that the job of public education is important but what’s
public education is important but what’s
public education is important but what’s also important is that it shows that
also important is that it shows that
also important is that it shows that what we have to focus on is connecting
what we have to focus on is connecting
what we have to focus on is connecting the dots between what happens inside our
the dots between what happens inside our
the dots between what happens inside our schools and what the world needs now
schools and what the world needs now
schools and what the world needs now remember the depressing slides it is
remember the depressing slides it is
remember the depressing slides it is possible if we take it on as the
possible if we take it on as the
possible if we take it on as the responsibility of our system it is
responsibility of our system it is
responsibility of our system it is possible to teach our children to have
possible to teach our children to have
possible to teach our children to have less fear to imagine to be able to
less fear to imagine to be able to
less fear to imagine to be able to approach complex law got problems
approach complex law got problems
approach complex law got problems without a a set end goal in mind it is
without a a set end goal in mind it is
without a a set end goal in mind it is possible for us to teach the students in
possible for us to teach the students in
possible for us to teach the students in our schools how we are connected to each
our schools how we are connected to each
our schools how we are connected to each other and to the world around us but we
other and to the world around us but we
other and to the world around us but we have to be intentional about it we do
have to be intentional about it we do
have to be intentional about it we do have to decide this is the job of public
have to decide this is the job of public
have to decide this is the job of public education that’s where the hope lies if
education that’s where the hope lies if
education that’s where the hope lies if we decide and if we take it on as our
we decide and if we take it on as our
we decide and if we take it on as our job to ensure that all of our students
job to ensure that all of our students
job to ensure that all of our students are educated in a way that they can play
are educated in a way that they can play
are educated in a way that they can play a real role in the world
a real role in the world
a real role in the world no matter who they are what their
no matter who they are what their
no matter who they are what their background is if we can begin to assume
background is if we can begin to assume
background is if we can begin to assume of the system that it will foster
of the system that it will foster
of the system that it will foster students whether they want to be
students whether they want to be
students whether they want to be bricklayers or dentists or chefs
bricklayers or dentists or chefs
bricklayers or dentists or chefs students who when they grow up who will
students who when they grow up who will
students who when they grow up who will be able to vote with a deep
be able to vote with a deep
be able to vote with a deep understanding of the issues who we will
understanding of the issues who we will
understanding of the issues who we will be able to make healthy choices and
be able to make healthy choices and
be able to make healthy choices and understand their impact on the world
understand their impact on the world
understand their impact on the world then we’ll have hope so the hope and the
then we’ll have hope so the hope and the
then we’ll have hope so the hope and the responsibility lie in ensuring that our
responsibility lie in ensuring that our
responsibility lie in ensuring that our system has the capacity and the support
system has the capacity and the support
system has the capacity and the support it needs to teach our kids to imagine to
it needs to teach our kids to imagine to
it needs to teach our kids to imagine to to use innovative approaches in
to use innovative approaches in
to use innovative approaches in problem-solving be to be able to take
problem-solving be to be able to take
problem-solving be to be able to take the knowledge they’ve gained in one
the knowledge they’ve gained in one
the knowledge they’ve gained in one context and apply it to another one
context and apply it to another one
context and apply it to another one these are the core skills these are the
these are the core skills these are the
these are the core skills these are the basics so all of those things that those
basics so all of those things that those
basics so all of those things that those boys learned in grade four and the
boys learned in grade four and the
boys learned in grade four and the things we choose to call soft skills as
things we choose to call soft skills as
things we choose to call soft skills as if they’re not as important as the hard
if they’re not as important as the hard
if they’re not as important as the hard skills these competencies we can teach
skills these competencies we can teach
skills these competencies we can teach while we’re teaching kids to spell and
while we’re teaching kids to spell and
while we’re teaching kids to spell and read and write but these competencies
read and write but these competencies
read and write but these competencies are as important as the so called basics
are as important as the so called basics
are as important as the so called basics and it is not correct to say yeah but
and it is not correct to say yeah but
and it is not correct to say yeah but first they got to be able to read and
first they got to be able to read and
first they got to be able to read and write before they do that complex stuff
write before they do that complex stuff
write before they do that complex stuff like collaboration and critical thinking
like collaboration and critical thinking
like collaboration and critical thinking and problem-solving no it’s the exact
and problem-solving no it’s the exact
and problem-solving no it’s the exact opposite of that these competencies are
opposite of that these competencies are
opposite of that these competencies are the foundation for all learning they are
the foundation for all learning they are
the foundation for all learning they are the basics for being able to continue to
the basics for being able to continue to
the basics for being able to continue to learn which our next generations are
learn which our next generations are
learn which our next generations are going to have to do they are the basics
going to have to do they are the basics
going to have to do they are the basics for being able to live in an
for being able to live in an
for being able to live in an increasingly complex divided and at the
increasingly complex divided and at the
increasingly complex divided and at the same time globally interconnected world
same time globally interconnected world
same time globally interconnected world they’re the basics for being able to
they’re the basics for being able to
they’re the basics for being able to change jobs multiple times and to
change jobs multiple times and to
change jobs multiple times and to understand your their impact on the
understand your their impact on the
understand your their impact on the world these are the core skills in
world these are the core skills in
world these are the core skills in education and our job is to ensure that
education and our job is to ensure that
education and our job is to ensure that our education system can support them
our education system can support them
our education system can support them now I want to make it clear that I am
now I want to make it clear that I am
now I want to make it clear that I am NOT blaming teachers for somehow having
NOT blaming teachers for somehow having
NOT blaming teachers for somehow having missed the
missed the
missed the in education or for not understanding
in education or for not understanding
in education or for not understanding that these competencies and skills are
that these competencies and skills are
that these competencies and skills are important and I am not blaming the
important and I am not blaming the
important and I am not blaming the people who run our schools they are not
people who run our schools they are not
people who run our schools they are not the problem it’s us Society we are the
the problem it’s us Society we are the
the problem it’s us Society we are the ones who have have kind of driven the
ones who have have kind of driven the
ones who have have kind of driven the system to have these narrow goals
system to have these narrow goals
system to have these narrow goals we’re the ones who declared a national
we’re the ones who declared a national
we’re the ones who declared a national emergency when our math scores go down
emergency when our math scores go down
emergency when our math scores go down by two points in the national in the
by two points in the national in the
by two points in the national in the international rankings but we don’t
international rankings but we don’t
international rankings but we don’t declare it a national emergency when
declare it a national emergency when
declare it a national emergency when only 57% of our young people vote we
only 57% of our young people vote we
only 57% of our young people vote we love the kind of up good down bad graph
love the kind of up good down bad graph
love the kind of up good down bad graph that we see in the news campus
but we need to to to know and to own
but we need to to to know and to own that because of our desire for a nice
that because of our desire for a nice
that because of our desire for a nice simple way to judge the success of the
simple way to judge the success of the
simple way to judge the success of the whole public education system
whole public education system
whole public education system we’re actually squeezing out its
we’re actually squeezing out its
we’re actually squeezing out its capacity to be the place where there’s
capacity to be the place where there’s
capacity to be the place where there’s hope for our future now I have one last
hope for our future now I have one last
hope for our future now I have one last thing to add
thing to add
thing to add and it’s why public education itself is
and it’s why public education itself is
and it’s why public education itself is the place where hope lies there are the
the place where hope lies there are the
the place where hope lies there are the obvious reasons all of our children can
obvious reasons all of our children can
obvious reasons all of our children can attend it’s universally accessible it’s
attend it’s universally accessible it’s
attend it’s universally accessible it’s free our kids can start when they’re
free our kids can start when they’re
free our kids can start when they’re four years old and its goal is to ensure
four years old and its goal is to ensure
four years old and its goal is to ensure that every single child has an equitable
that every single child has an equitable
that every single child has an equitable chance for success those things are
chance for success those things are
chance for success those things are important and they are laudable but one
important and they are laudable but one
important and they are laudable but one of the most important things is that it
of the most important things is that it
of the most important things is that it is a system and systems can be
is a system and systems can be
is a system and systems can be structured and changed in order to focus
structured and changed in order to focus
structured and changed in order to focus on the things that we need from them and
on the things that we need from them and
on the things that we need from them and in this case this needs that we need met
in this case this needs that we need met
in this case this needs that we need met are the needs of our communities our
are the needs of our communities our
are the needs of our communities our provinces our country and the needs of
provinces our country and the needs of
provinces our country and the needs of humanity itself so the other thing
humanity itself so the other thing
humanity itself so the other thing that’s interesting about public
that’s interesting about public
that’s interesting about public education is that in and of itself it
education is that in and of itself it
education is that in and of itself it provides a kind of model of on being
provides a kind of model of on being
provides a kind of model of on being able to understand and support balance
able to understand and support balance
able to understand and support balance between what’s good for me and what’s
between what’s good for me and what’s
between what’s good for me and what’s good for the group public education is
good for the group public education is
good for the group public education is constantly living in that tension
constantly living in that tension
constantly living in that tension private systems don’t have to do that
private systems don’t have to do that
private systems don’t have to do that they are allowed to meet the needs of
they are allowed to meet the needs of
they are allowed to meet the needs of the group that the particular group that
the group that the particular group that
the group that the particular group that they’re there to serve but public
they’re there to serve but public
they’re there to serve but public education by its very nature has to meet
education by its very nature has to meet
education by its very nature has to meet the needs of all the individual students
the needs of all the individual students
the needs of all the individual students in it as well as its bigger cause which
in it as well as its bigger cause which
in it as well as its bigger cause which is educating our next generation of
is educating our next generation of
is educating our next generation of society so that no one feels left out so
society so that no one feels left out so
society so that no one feels left out so that everyone has the capacity to be
that everyone has the capacity to be
that everyone has the capacity to be engaged in their world is able to vote
engaged in their world is able to vote
engaged in their world is able to vote as has a voice and is able to work
as has a voice and is able to work
as has a voice and is able to work together on the complex problem
together on the complex problem
together on the complex problem of the world around them so it’s not
of the world around them so it’s not
of the world around them so it’s not about wishing it’s not about faith and
about wishing it’s not about faith and
about wishing it’s not about faith and it’s definitely not about giving up our
it’s definitely not about giving up our
it’s definitely not about giving up our job that what we owe our upcoming
job that what we owe our upcoming
job that what we owe our upcoming generations is that we have to
generations is that we have to
generations is that we have to intentionally and with purpose ensure
intentionally and with purpose ensure
intentionally and with purpose ensure that this institution of public
that this institution of public
that this institution of public education is able to fulfill its role in
education is able to fulfill its role in
education is able to fulfill its role in hope creation public education is the
hope creation public education is the
hope creation public education is the place with intention and action where
place with intention and action where
place with intention and action where hope is possible thank you very much
hope is possible thank you very much
hope is possible thank you very much [Applause]
”
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