Inspire


The Journal of Literacy and Numeracy for Ontario

The Journal of Literacy and Numeracy for Ontario

Inspire is a journal of successful practices for teachers, principals, supervisory officers, directors of education and for anyone interested in learning how to further student achievement.


Fun and Physical Activity: Environmental influences for stimulating Fun

A growing body of evidence suggests that the health of Canadian children has been deteriorating over the past few decades (Active Healthy Kids Canada, 2010; Allen, J. B., 2003; Anderson, E. S., Wojcik, J. R., Winett, R. A., & Williams, D. M., 2006). It has been reported that fitness levels have declined and over a quarter of children have become either overweight or obese (Tremblay et al., 2010). According to the Centers for Disease Control and Prevention growth charts (2000) (Hedley et al. 2004), rates of childhood obesity have tripled in the past 3 decades, with 31% of individuals between 6 and 19 years old being at risk for becoming overweight or are already overweight. Childhood obesity has become a major public health concern because of its link to liver disease, type 2 diabetes, sleep apnea, and cardiovascular disease (YoonMyung & Lee, 2009). Read more


Catalysts for Change

As educators, our common goal is to get our students to improve in their ability to read and write, but the question is what literacy strategies do we employ to get that desired outcome and how do we get students to win early, win often, and stay on the winning streak? Read more


Revisiting the Ten Conditions for Learning

Capacity building efforts in schools in Ontario have taken root and promising improvements in student achievement are certainly evident in recent provincial data trends. Graduation rates have improved and credit recovery and credit salvaging processes have enabled students who were at high risk for not completing credits to meet with success. Read more


Beyond Professional Learning Communities

As we know, Professional Learning Communities (PLCs) are very useful meetings for teaching staff. They can make a commitment to help the school to move toward a shared vision and identify objectives that enhance the learning of all students. These meetings provide teachers with an opportunity to share and harmonize their practices and discuss their students and data. PLCs give teachers time to talk about strategies that work and strategies that don't. These meetings reinforce teamwork, cooperation, and leadership. They enable schools to develop evaluations, discuss the marking system, define teaching tasks, and, most importantly, focus on the success of all students. Read more


New Leader: Practical strategies for student achievement

Differentiated Instruction: An Inescapable Truth

A simple definition of differentiated instruction is effective instruction that is responsive to the learning preferences, interests and readiness of the individual learner. As in many schools in the province, our school has been focused on deepening our understanding of differentiated instruction and ensuring it becomes part of regular practice. Read more


No Small Change

Ontario Schools on the Edge of Something Big

These words, heard recently by millions of people around the world, were spoken by US President Barack Obama during his inaugural speech in Washington. We had the sense that day, listening to President Obama speak, that we were witnessing something big... that something truly great was about to begin. Read more


New Leader: Practical strategies for student achievement

Leadership: An Essential Element in Effective Schools

For almost six years now, Ontario's school system has gone through significant changes, stimulated in large part by research conducted in the main on effective schools. One of the proposals of the movement towards effective schools is to put in place professional learning communities (PLC) that will enable teachers to meet on a regular basis to share strategies to ensure that every student achieves success. Read more


New Leader: Practical strategies for student achievement

Director of Education as Leader

Literacy and numeracy are the cornerstones of all learning. Educators have known for a long time that high competencies in reading, writing, oral communication and mathematics are essential for student success. Recent studies have geared educators to focus their approaches and practice on high-yield strategies that ensure student success in literacy and numeracy. Read more


New Leader: Practical strategies for student achievement

Our Pathway Journey

George Webster School is an Inner City Model School in Toronto with approximately 450 students from Kindergarten to Grade Five. Within our walls, more than 30 different languages are spoken. Although 60 per cent of our students were born in Canada, English is the home language in only 38 per cent of our students' homes. Read more


New Leader: Practical strategies for student achievement

Promoting Young Women's Voices in Schools and Communities

Are you interested in promoting and fostering gender equity and critical thinking within your school community? Establishing a girls' leadership group is an excellent way to achieve these goals. Read more


New Leader: Practical strategies for student achievement

Developing Principal Instructional Leadership: Enhancing the Quality of Teaching and Learning in Classrooms

Our effort to enhance student achievement in schools was premised on the well-established belief that principal instructional leadership is second only to teacher influence on student learning. We support this critical belief at Northeastern Catholic DSB, and we recognized early the primary importance of strengthening our principals as instructional leaders in order to maximize student learning. Read more


Inspire: The Journal of Literacy and Numeracy for Ontario, is published by The Literacy and Numeracy Secretariat of the Ontario Ministry of Education.