Running head: IMPROVING LEARNING IN MANITOBA SCHOOLS 1

Improving Learning in Manitoba Schools

Melanie Gamache

Brandon University
IMPROVING LEARNING IN MANITOBA SCHOOLS 2

Improving Learning in Manitoba Schools

Manitoba students typically achieve low scores on national standardized tests. The 2012

Programme for International Student Assessment (PISA) results, which report on student

achievement in math, science, and reading, show Manitoba as one of the lowest performing

provinces in the country (Brochu, Deussing, Houme, & Chuy, 2013, p. 23). This was echoed by

the 2013 report on the Pan Canadian Assessment Program (PCAP) where Manitoba consistently

earned last place among the other Canadian provinces in terms of student knowledge in science,

math, and reading content (OGrady & Houme, 2014, p. 1). To increase student learning of

math, science, and literacy and increase achievement on national standardized tests, Manitoba

schools should look to other provinces where student success is higher. Alberta is one province

from where students score high on the PCAP and PISA tests. This province uses data from

surveys, national assessments, and local feedback to identify areas for improvement in learning

within a school (McQuarrie & McRae, 2010, p. 4) and also identifies the factors or barriers that

influence student learning. Many of these factors or barriers that contribute to school

improvement, measured by student success, are within a schools or school divisions control.

Those school-wide factors are school climate, instruction, student engagement, and family

support (Identifying Factors that Contribute to Achievement Gaps, n.d., para. 3). These are the

areas Manitoba schools also must develop, and they are the areas that Education Minister James

Allum identified as priorities to benefit students learning (News Release Manitoba, 2014, p.

30).

School Climate

School climate refers to the general atmosphere within a school that allows individuals

to feel accepted, valued, and safe (Manitoba Education, Training and Youth, 2001, What is a
IMPROVING LEARNING IN MANITOBA SCHOOLS 3

Positive School Climate, p. 3.3). The government of Manitoba describes school climate as

something that benefits all members of the school community: staff and students. Abraham

Harold Maslow, in 1943, outlined a hierarchy of every individuals basic needs. In an

educational context, these are the needs that must be met before any learning can take place.

According to Maslows hierarchy chart, the second level is safety, which includes feeling secure,

comfortable, and without fear (Phillips, 2013, para. 3). If an individuals needs at this level are

met determines whether students can be actively engaged in learning. Students get caught in this

tier and prove to have difficulty learning if a schools climate is negative or toxic. A toxic

climate can be described as predominantly negative, with lack of respect for students and staff,

into which other people may be pulled (Drolet, 2012, p. 2). A negative environment also results

in challenge for teacher professionalism to exist. Creating a positive environment is the first step

in school change.

Climate is identified as one of the factors influencing student success (Identifying Factors

that Contribute to Achievement Gaps, n.d., para. 3) because positive, caring culture is necessary

for students to learn. Positive school climate is characterized by collaboration and collegiality

(Drolet, 2012, p. 3) as well as students who are leaders and decision-makers (Phillips, 2013,

para. 5). Students and staff who are invested in the school feel a sense of belonging and value.

Being invested and feeling valued means staff and students are more likely to contribute to the

school and strive to meet expectations regarding professional obligations and learning.

Empowering students to be co-leaders and co-learners in the school means individual students

are engaged and motivated to learn (Cardillo, 2013, School Climate and Youth Development,

para. 1), which is a fundamental milestone in student learning.

IMPROVING LEARNING IN MANITOBA SCHOOLS 4

Manitoba schools can develop, or improve upon, positive school climate by first

analyzing the climate barriers using surveys, audits, and assessment scales, then identifying the

collective schools values and a vision for the future (Drolet, 2012, pp. 5-6). Creating a vision

for what the schools climate will be like in the future identifies the objective. With a firm

objective, schools will know where their efforts are headed, the indicators of success, and when

they have reached their goal. Ultimately, Manitoba schools with a positive climate must ensure

their students, and students needs, are at the heart of every decision made (Cardillo, 2013,

Strategies to Guide Effective Practice, p. 3). With a positive climate and students as the focus,

Manitoba schools and educators will create an environment conducive for learning.

Quality Instruction

In order for Manitoba students to learn effectively, they must be taught effectively.

Quality instruction is that which responds to the needs of all students in an inclusive setting and

teachers who implement differentiated instructional strategies benefit not only students with

learning disabilities (Heubner, 2010, para. 1), but also those who require enrichment of course

content. Differentiated instruction (DI) is when teachers plan lessons that academically meet the

needs of their students, honoring each students learning needs and maximizing each students

learning capacity (van Garderen & Whittaker, 2006, Differentiating Instruction, p. 12).

Student learning in a differentiated classroom doesnt mean following an individualized plan for

each student, which would be unreasonable for classroom teachers to develop and implement.

Instead, this type of quality instruction relies heavily on teacher understanding of the curriculum

and regular, purposeful formative assessment to determine student needs at the beginning,

during, and the end of every lesson. In the differentiated instruction model student differences as

the focus of direct teaching and co-operative learning as well as providing a way for teachers to
IMPROVING LEARNING IN MANITOBA SCHOOLS 5

meet the needs of the diverse student needs in a classroom (Tomlinson, 2001, p. 1). Teachers

implementing DI plan learning experiences that are robust enough to address a range of learner

needs (Tomlinson, 2001, p. 4) and allow for re-teaching and enrichment, depending on what

students need to meet curricular outcomes. Differentiated instruction is a key philosophical

model for teachers to teach their students instead of their content.

Manitoba school divisions can support their teachers in delivering quality instruction by

following the Alberta Initiatives for School Improvement (AISI) strategy, which identified

instructional practices and professional development practices to support teaching and learning

effectively (McQuarrie & McRae, 2010, Key Findings, p. 7). This research recommends that

teachers must begin with professional development and differentiated classrooms to support

learning. Manitoba teachers trained through speakers, book studies, and site-based research will

better understand how to implement researched based best practice in their classrooms. These

professional development opportunities, supported by administrators and school divisions, paired

with adequate funding to establish learning environments conducive to learning, will begin the

process of improving instruction and learning in Manitoba. The research conducted by AISI

demonstrated that staff involvement in the project was necessary as lack of teacher engagement

stood as a hurdle to the initiative. Schools where a positive climate is already established have

less of a barrier to overcome when student needs are put first and when philosophical change is

part of each teachers growth plan. Over time, communicating student achievement to the

community may establish or increases community investment in student learning and the school.

Investment from the community creates support for student learning, which also is crucial for

student success (Steinmann, Malcolm, Connell, Davis, & McMann, 2008, p. 3). Community

support for student learning may take the form of funding, work experience programs, parental
IMPROVING LEARNING IN MANITOBA SCHOOLS 6

involvement, and communication. In addition to community support, professional support for

teachers through meaningful, research-based guidance to learn best practice will benefit

Manitoba students for learning more efficiently and effectively.

Student Engagement

Learning is also a product of student buy-in. Students must believe that what they are

learning is meaningful and relevant to them presently and in the future. This is at the core of

student engagement. Student engagement encompasses behavioural, cognitive, and relational

dimensions (Davis, Summers, & Miller, 2012, p. 21). Research has determined that when

students are engaged in learning in all three facets they are expending effort and demonstrating

persistence in learning and mastery of tasks or concepts while working co-operatively or

contributing to a supportive environment (Davis et al., 2012, pp. 23-26). Teachers who address,

and know to look for, all three levels of engagement support whole-student learning. These

teachers can incorporate learning experiences that develop student engagement in one or more of

the three dimensions. Student engagement can be measured quantitatively through attendance

and graduation records but research suggests the qualitative data derived from students

connectedness, participation, and value placed on school, academically and non-academically

(Student Engagement, n.d., para. 6), may actually be more valid. Students who are engaged in

their school and their classes have invested their time and energy into something they feel is

valuable to learn. Research has proven that engaged students achieve more when it comes to

learning in any setting (Kidwell, 2010, pp. 1-2). To increase student achievement, therefore,

teachers must engage students in every context within a school.

What motivates students to achieve and learn is no different than what motivates all

humans to achieve and do well. Behaviour theory studies suggest that tangible rewards do not
IMPROVING LEARNING IN MANITOBA SCHOOLS 7

motivate people, rather, self-directed behaviour with purpose and the chance to contribute to the

world results in high achievement (The RSA, 2010). Following this logic means that academic

achievement is not necessarily the result of rewards like grades, because what motivates truly

engaged students is to learn and master topics and content. Manitoba teachers can motivate and

engage their students by using instructional strategies that incorporate active learning (Kidwell,

2010, p.4), tasks which are authentic and relevant to students (Student Engagement, n.d., para.

3 ), and providing students with the target they must reach as well as the criteria for success

(Moss & Brookhart, 2009, p. 25). Engagement is also about making students feel valued.

Teachers who plan learning experiences that recognize and celebrate student diversity establish

value for students. These teachers build relationships with their students in order to maintain the

trust necessary to co-operatively learn in the midst of diversity. Motivation and student

engagement are facilitated through genuine relationships and as a result, student learning is

inevitable.

Family Support

Families affect student engagement and investment in learning and achievement. An

individuals perception of the world, and certainly school, comes from ones family and this unit

is usually where children initially experience joy, purpose, and creativity (Steinmann, et al.,

2008, p. 10). Family involvement in school and support of education benefits children; however,

if family members do not support school and/or education, these children may be less invested in

their own education. The research indicates in the case of a lack of family support for education,

the support may need to come from other caring adults in the community. These caring adult not

only help students to commit to education but also improve their general well-being and promote

the need for community participation in education.

IMPROVING LEARNING IN MANITOBA SCHOOLS 8

Getting parents involved in their childs education requires schools to find creative ways

to bypass barriers of cultural differences, negative historical association, and lack of

technological access with which to communicate. Well promoted and publicized school

activities or events that not only provide information but also welcome the community, may be

instrumental in overcoming the intimidation that some schools may present to families. Hosting

events that are fun and educational for families, especially those that promote learning for

students and parents together may get families into the school (Tips and Strategies, 2010, Host

Events, p. 2). Offering incentives for families to attend the school at parent-teacher conferences

or Open House such as food and prizes, which could be appealing to the demographic, also

encourage parental involvement (Tips and Strategies, 2010, Host Events, p. 3). These

incentives and opportunities for parent learning may help to address and overcome parents

negative association with school when they see the school as warm, welcoming, and supportive

of their children. Teachers and schools who build relationships with families have more success

with parental involvement. Regular communication between school and home is vital for

keeping parents up to date with expectations and happenings with their child. Communicating in

languages other than English is also effective for including families from different cultural

backgrounds (Tips and Strategies, 2010, Host Events, p. 4). Schools can use the internet to

communicate electronically with the use of websites, emails, newsletters, blogs, online grade

programs, and individual class sites. Where access to technology may present an issue, schools

may effectively communicate to families through home liaisons, traditional mail and personal

phone calls (Tips and Strategies, 2010, Host Events, p. 4). Getting parents involved in their

childrens education may require creativity on the educators part, but it is vital for student

success.
IMPROVING LEARNING IN MANITOBA SCHOOLS 9

Keeping parents involved in school is a somewhat different challenge than getting parents

involved, especially at the high school level. Some families believe that involvement in high

school isnt necessary, desired, or even possible (Steinmann et al., 2008, Key Findings, p. 11)

and school leaders must communicate that that belief is simply not true. Keeping parents

involved requires schools to build relationships with parents so they may continue to be engaged

in their childs education. The NEA in Washington, D.C. studied the practices which engaged

families most in upper middle and high school education (Van Roekel, n.d., p. 1). Providing

parents with sound resources to help their teenage children and providing volunteer opportunities

at the school or in assisting decision-making within the division (Van Roekel, n.d., p.2) is most

effective in keeping parental involvement at the high school level. Sound resources and

involvement opportunities for families, including immigrant families, are TIPS (Teachers

Involve Parents in Schoolwork) and the Parent Institute for Quality Education (Van Roekel, n.d.,

p. 2). At all levels, including the high school level, parent and family involvement encourages

positive student attitudes toward education and leads to increased learning.

Conclusion

Manitoba schools are currently struggling to maintain the standards of student learning

and achievement according to national standardized tests. This trend is ongoing and without

direct intervention, Manitoba schools will continue to fail Manitoba students. A remedy to this

problem is needed immediately where schools are directed to increase student learning through

positive climate, research based best practices in teacher instruction, and effective practices to

engaging students and families. The Province of Manitoba, its school divisions, and teachers

morally, ethically, and professionally owe the time and effort that it will take to turn around
IMPROVING LEARNING IN MANITOBA SCHOOLS 10

student achievement to the thousands of Manitoba students who are currently not succeeding or

are not engaged in their education.

IMPROVING LEARNING IN MANITOBA SCHOOLS 11

References

Brochu, P., Deussing, M., Houme, K., & Chuy, M. (2013). Measuring up: Canadian results of

the OECD PISA study. Toronto, ON: Council of Ministers of Education, Canada.

Retrieved from

http://cmec.ca/Publications/Lists/Publications/Attachments/318/PISA2012_CanadianRep

ort_EN_Web.pdf

Cardillo, R. (2013, February). School climate and youth development. New York, NY: National

School Climate Center. Retrieved from

http://www.schoolclimate.org/publications/documents/sc-brief-youth.pdf

Davis, H., Summers, J., & Miller, L. (2012). What does it mean for a student to be engaged? An

interpersonal approach to classroom management. Thousand Oaks, CA: Corwin Press.

Retrieved from http://www.sagepub.com/upm-

data/50258_Davis___An_Interpersonal_Approach_to_Classroom_Management_CH1.pdf

Drolet, B. (2012, September 6). Policy paper 12 changing toxic school cultures. La Verne, CA:

Educational Policy Institute of California. Retrieved from

http://www.epiculv.org/papers/policy-paper-12.pdf

Heubner, T. (2010, February). Meeting students where they are. Educational Leadership, 67(5),

79-81. Retrieved from http://www.ascd.org/publications/educational-

leadership/feb10/vol67/num05/differentiated-learning.aspx

Identifying factors that contribute to achievement gaps. (n.d.). Retrieved October 22, 2014, from

http://www.nea.org/home/17413.htm
IMPROVING LEARNING IN MANITOBA SCHOOLS 12

Kidwell, C. (2010, March-April). The impact of student engagement on learning: The critical 10th

EPC for California. Leadership Magazine, 39(4), 1-5. Retrieved from http://www.cms-

ca.org/Critical%2010%20EPC.pdf

Moss, C., Brookhart, S. (2009). Leveling the playing field: Sharing learning targets and criteria

for success. Advancing formative assessment in every classroom. Alexandria, VA:

Association for Supervision and Curriculum Development. Retrieved from

http://www.ascd.org/publications/books/109031/chapters/Leveling-the-Playing-Field@-

Sharing-Learning-Targets-and-Criteria-for-Success.aspx

McQuarrie, L., & McRae, P. (2010). A provincial perspective on differentiated instruction: The

Alberta Initiative for School Improvement (AISI). Journal of Applied Research on

Learning, 3(4), 1-18. Retrieved November 8, 2014 from http://www.ccl-

cca.ca/pdfs/JARL/Jarl-Vol3Article4.pdf

News release Manitoba. (2014, October 7). Retrieved November 2, 2014, from

http://news.gov.mb.ca/news/index.html?item=32874

OGrady, K., & Houme, K. (2014). Report on the Pan-Canadian assessment of science, reading,

and mathematics. Toronto, ON: Council of Ministers of Education. Retrieved from

http://www.cmec.ca/Publications/Lists/Publications/Attachments/337/PCAP-2013-

Public-Report-EN.pdf

The RSA. (2010, April 1). Drive: The surprising truth about what motivates us [Video file].

Retrieved on November 2, 2014, from http://www.youtube.com/watch?v=u6XAPnuFjJc

Steinmann, J., Malcolm, G., Connell, A., Davis, S., & McMann, J. (2008). The role of parents

and community in supporting student success. Edmonton, AB: Alberta Education School

Improvement Branch. Retrieved from

IMPROVING LEARNING IN MANITOBA SCHOOLS 13

http://education.alberta.ca/media/6412236/research_review_parents_and_community_20

08.pdf

Student engagement. (n.d.). Retrieved November 2, 2014, from

http://education.alberta.ca/teachers/aisi/themes/student-engagement.aspx

Tips and strategies for increasing parent and family involvement in Virginia schools. (2010).

Richmond, VA: Virginia Commonwealth University and Partnership for People with

Disabilities. Retrieved from

http://www.partnership.vcu.edu/documents/Partnership__Tips_and_Strategies_for_Increa

sing_Parent_Involvement.pdf

Tomlinson, C. (2001). What differentiated instruction is and isnt. How to differentiate

instruction in mixed-ability classrooms. Alexandria, VA: Association for Supervision and

Curriculum Development. Retrieved from

http://www.ocmboces.org/tfiles/folder890/WhatDIIsandIsnt.pdf

van Garderen, D., & Whittaker, C. (2006, January). Planning differentiated, multicultural

instruction for secondary inclusive classrooms. Teaching Exceptional Children, 38(2), 12-

20. Retrieved from

http://equitablemathteaching2011.wikispaces.com/file/view/Planning+Differentiated,

+Multicultural+Instruction+for+Secondary+Inclusive+Classrooms.pdf

Van Roekel, D. (n.d.). Keeping family-school-community connections helps support secondary

students success. Retrieved November 11, 2014, from

http://www.nea.org/assets/docs/HE/kz_PB25keepingFSCcon.pdf