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    Illustrated
    Chronology
    of Fletcher
    Generations

    David Fletcher

    Chatper 45:
    June 2004
    to July 2005


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Chatper 45:
Sept. 2004
to July 2005

  • 45.1 Introduction: Changing Schools
  • 45.2 Summer, 2004: Preparations for Subway Academy One (1 of 9)
  • 45.3 The Courses I Developed (2 of 9)
  • 45.4 OISE Summer Course: "Guidance"
  • 45.5 "Windermere" Condo Townhome Under Construction
  • 45.6 Life at 118 High Park
  • 45.7 Lena and Danyil
  • 45.8 Chess During this Period, 2004 to 2005
  • 45.9 Family During this Period, 2004 to 2005
  • 45.10 Fall, 2004: Semester 1 at Subway Academy One (3 of 9)
  • 45.11 My Art of the Period, 2004 to 2005
  • 45.12 Zeitgeist: Politics and Society, 2004 to 2005
  • 45:13 Orange Revolution, Winter 2004-2005
  • 45.14 Culture, Books, Films, and TV: 2004 to 2005
  • 45.15 Spring, 2005: Semester 2 Half-time at Subway Academy (4 of 9)
  • 45.16 OSSTF D12 Teachers and Substitute Teachers (5 of 12)
  • 45.17 Work on "Fletcher Chronicle" Family History
  • 45.18 Tenants, Work, and Fire at 485 Manning Ave.
  • 45.19 Summary, Conclusions, Connections, Goals, Omissions, & Regrets



45:1 Introduction: Changing Schools

45.1.1 Introduction: Major Decisions

The beginning of every chapter follows some kind of crossroad being passed. Some decision on my part to go in a certain direction and not another. In the case of the end of the previous chapter (45) the decision was made to change schools, and now the beginning of this chapter is in the context of my setting out in this new direction, the decision having already been made. In the case of the present chapter, the decision to transfer to Subway Academy One (see 45.14) was a great crossroad.

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 One

And 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 Introduction

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.

Click here to see my public records page at the Ontario College of Teachers
and
here to see my page with the TDSB

At this time, I also updated my teacher CV. Click here.

45.2.2 TDSB

45.2.3 Subway Academy One

Subway 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 School

SA1 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 Model

SA1 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 Learning

SA1 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 Statement

The "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:
  • supporting individual needs in a safe, personal, and nurturing environment;
  • motivating students to take responsibility for their own learning and progress;
  • teaching learning skills and self-discipline;
  • allowing students to re-enter school through a continuous intake policy,
  • developing a well-rounded individual suited to life-long learning, whether in the workplace or in post-secondary education.
While providing a rigorous but supportive academic environment for students, SA1 are staff are accustomed to dealing with young people in crisis. Successful students learn to work well independently, and explore knowledge for its own sake.

45.2.8 Subway Academy One Program

SA1 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 Requirements

To 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 Principles

Evaluation 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.
  1. All staff have a clear evaluation policy, with consistency within each grade level.
  2. The evaluation policy for each course shall be communicated orally and on paper in clear, concise terms to all students from the beginning of the course and reinforced periodically.
  3. The evaluation policy for each course will comment on such items as makeup tests, surprise quizzes, assignment deadlines and weighting of term work and examinations.
  4. The final grade for each course will be determined as follows:
    • a. 70% will be based on evaluations conducted throughout the course. This grade will reflect the students most consistent level of achievement throughout the course, with an emphasis on more recent evidence of achievement.
    • b. 30% will be based on a final evaluation in the form of a culminating activity, or examination, a combination of both, and/or other methods of evaluation suitable to the course content.
  5. Students will be given feedback regarding their test, assignment, and other evaluation results. Students may discuss their marks and progress with staff at any mutually convenient time. Students who are dubious about their progress should make an effort to discuss their standing in the courses well before examination time, to allow sufficient opportunity for improvement. Where progress is unsatisfactory, staff may discuss the lack of progress with the student's parents, as well as the student. Failure of the student to improve after such a discussion will lead to further counselling.
  6. Students will receive at least two days notice for all tests. It is the responsibility of the students to ensure that they do not miss tests and assignments becasue of absences.

45.2.11 School Council

SA1'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 Council

A Student Council is elected in the Fall.

45.2.13 My Courses

    SA1Sufiya Mary ReidRenata SomersDavid Fletcher
    English..ENG1D
    ENG2D
    ELS30
    ENG3U
    ENG4U
    ETS4U
    EWC4U
    ..
    Languages..French FSF1DRussian
    Geography.... CGC1D
    CGF3M
    GCR4M
    CGW4U
    History.... CHC2D
    GLC20
    CHV20
    CHW3M
    HSP3M
    CHT30
    CHY4U
    HZT4U
    CHW4U
    IDC4U
    MathematicsMFM1P
    MFM2P
    MPM2D
    MCR3K
    MCF3M
    MEL30
    MDM4U
    MCB4U
    MGA4U
    ....
    ScienceSNC2D
    SPH3U
    ....
    Visual Arts.. AVI20AVI3M
    AVI40

45.2.14 Extra-Curricular Activities

In addition to joining activities through EHSC, such as team sports, SA1 students may take advantage of opportunities to:
  • go on field trips;
  • attend theatre, ballet, films, etc.
  • chess club;









45.3 The Courses I Developed

45.3.1 Introduction

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.

45.3.2 My Development of Courses

My starting point for the development of each course was the curriculum profile from the curriculum.org website.







45.4 OISE Course

45.4.1 Introduction

This section is one installment in a large thread on the subject of my education that runs throughout the chronicle. Click here to see a table which summarizes these threads.



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2004 to 2005

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