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Chatper 45:
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45:1 Introduction: Changing Schools![]()
The decision to transfer away from Oakwood Collegiate, discussed in 45.12, was made in April, 2005, but the actual transfer to start at Subway Academy One did not go into effect until September, 2005. Secondarily there was the decision to return to full-time teaching after a number of leaves of absence.
This section is one installment in a large
thread on the subject of my teaching that runs throughout the chronicle.
Click here to see a table which summarizes these threads.
45.1.2 Moving Out of Oakwood and Starting at Subway Academy OneAnd so now at the start of chapter 46, I am setting out to live with these decisions. Initially the consequences of these decisions are that I have to move out of my Oakwood office, and prepare for a new curriculum and style of teaching. I carried out all that was required for these in the Spring and Summer of 2005. I moved out of Oakwood and started my extensive preparations for teaching at Subway Academy One.
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45.2 Summer, 2004: Preparations for Teaching at Subway Academy One![]() 45.2.1 IntroductionThis section is one installment in a large thread on the subject of my teaching that runs throughout the chronicle. Click here to see a table which summarizes these threads.
Click here to see my public records page at the Ontario College of Teachers
At this time, I also updated
my teacher CV. Click here.
![]() 45.2.3 Subway Academy OneSubway Academy One is in the basement of Eastern Commerce Collegiate Institute, (see also old web site for Eastern High School of Commerce (EHSC) 16 Phin Ave. just South of the Donlands subway stop on the Danforth line (see map). Ms Tasneem Khan is the principal for both schools.![]() In September, 2004, I transfered to Subway Academy One, which is a semestered alternative school. I decided that I wanted a semestered school, because it was difficult to take half a year off at a non-semestered school such as Oakwood. My interview had been back in 26 April, 2004. Achim Krull retired, and so I was replacing him. My fellow teachers were Sufiya Mary Reid and Renata Somers. One of the first things I did was to create a website for the school. ![]() 45.2.4 Alternative SchoolSA1 is an alternative school, which means that it is very different from a "regular" or conventional or mainstream school such as a collegiate institute. The courses themselves are virtually the same, in that content is governed by Ministry of Education guidelines, but the program delivery and the running of the school is very different. A primary difference is that it is more student-centred, almost a bottom-up and democratic style, as opposed to a more authoritarian model. Both the student population and class sizes are smaller, allowing for more personal interaction between staff and students, and between students themselves. Also there is more individual help and support than in a larger mainstream school.![]() 45.2.5 Subway Academy One ModelSA1 has a student populatio of under 100 students (aged 16 to 21) with three staff. Class sizes are generally under 12 students.![]() 45.2.6 Subway Academy One Model of LearningSA1 operates on a model of learning which involves part classroom instruction and part individualized work. Students do not participate in formal classes every day, but rather use tutorials and independent study assignments to complement what happens in the classroom. Students are expected to do at least three hours of independent study per course per week. This individualized approach reflects the school's vision of the student as a self-directed learner who enjoys the freedom and responsibility of managing their own time and learning. This better prepares students for future enrolment in post-secondary learning and work environments, since they learn time management skills, independent learning habits, and how to take responsibility for their own learning.![]() 45.2.7 Subway Academy One Vision StatementThe "Student Handbook" of SA1 describes the school's vision statement. SA1, one of the oldest secondary alternative schools in Toronto, aims to foster academic achievement in all students by:
![]() 45.2.8 Subway Academy One ProgramSA1 offers a range of core subjects from grade 9 through to grade 12U (University stream) for students working to complete the OSSD (Ontario Secondary School Diploma). Virtually all courses are offered at the advanced (or at least academic) level. The goal is that students develop self-discipline, independent learning skills, and the ability to focus on goals. Through orderly progress in learning and personal growth, students achieve the kind of authentic sense of self-esteem that comes from a job well done.SA1 operates with regular scheduled classes in all subjects, supplemented by monitored study periods. Instruction takes place in small classes, usually no more than 10 to 15 students. In their first week, students receive course outlines detailing work to be completed in order to earn the credit. The outline also includes details of evalutation procedures and topics of study. Classes are always a critical component of learning, so it is essential that students attend all scheduled classes. The form of learning prefered is one which is highly flexible; however, this flexibility presents unique challenges and responsibilities. In traditional school classroom students often learn simply by paying attention in class. SA1 students must "hit the books" on their own. To achieve success, students must complete a wide variety of required individual work, readings, and research. Students are expected to be at SA1 every day, all day, even when no classes are scheduled. Between classes, students attend study periods, and may meet individually with subject teachers to obtain additional help. In the study periods, they should work on their extended individual work assignments. They may arrange to work inthe EHSC library, or other suitable locations.
The teachers at SA1 believe that student progress is important. Students must complete at least 7.5 credits per year to earn an OSSD in four years. To this end, staff is available to help all students plan their individual time lines.
45.2.9 Student Eligibility / Entrance RequirementsTo be addmitted to SA1 students must be qualified to undertake advanced level studies, be prepared to study intensely largely under their own direction, and pass an admissions interview. Those with a strong command of spoken English and well-developed reading, writing, and study skills have the best chance of succeeding. SA1's individualized learning approach is also well-suited to older students who may need flexibility of time or support in regaining academic confidence.![]() 45.2.10 Guiding PrinciplesEvaluation is a continuous process that monitors the growth of a student throughout the course. Evaluation includes all instruments of assessing student work, such as pen and paper tests, presentations, dramatizations, and practical demonstrations.
![]() 45.2.11 School CouncilSA1's School Council meets Tuesday nights several times per year and advises the school on a variety of matters. It consists students, parents, community representatives, the principal, and one teacher. Meetings are open and all members of the SA1 community are invited to attend.![]() 45.2.12 Student CouncilA Student Council is elected in the Fall.![]() 45.2.13 My Courses
![]() 45.2.14 Extra-Curricular ActivitiesIn addition to joining activities through EHSC, such as team sports, SA1 students may take advantage of opportunities to:
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45.3 The Courses I Developed![]() 45.3.1 IntroductionThis section is one installment in a large thread on the subject of my teaching that runs throughout the chronicle. Click here to see a table which summarizes these threads.
45.3.2 My Development of CoursesMy starting point for the development of each course was the curriculum profile from the curriculum.org website. |
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Chapter 45:5 2004 to 2005 |