Ontario Teachers Federation Curriculum Forum Winter Meeting and OTF/Affiliate Symposium on Teacher Education 2026
Empowering Teachers for Today and Tomorrow
Meeting Reflections Compiled by Diana Maliszewski
Friday, February 6, 2026
10:15 a.m. - Conversations and Connections / Preparing for the Symposium
Summary: OTF Director of Curriculum and Assessment Moses Velasco set the tone for the day by reviewing the Professional Learning Protocols and the goals for our meeting. We established connections with a robust round of People Bingo, complete with a prize for a completed scorecard. OTF Steering Committee member Diana Maliszewski helped the subject associations prepare for the Curriculum Forum Fair and the potential questions the teacher-candidates might ask using the strategies Snowball and Interview Role-Play
So What? Now What?
The media literacy educator in me was very happy, because the choice of what we did and how we did it was very deliberate - it's learning both through and about media, and the media experience was the energizers. I also appreciated the flexibility of both the facilitators and the participants; we did not realize how motivating the opportunity to win a gift card to A Different Booklist would be, and we had someone complete their paper within the first 15 minutes of the day! Someone else suggested that it be a draw at the end of our time together. The person who submitted their paper first (Nathalie Rudner) very graciously agreed to the change in the "rules". This shift meant that more people circulated, asking pertinent questions of the other attendees.
The Snowball and Interview Role-Play seemed to go quite well. I am glad I remembered to use a target (and was tickled when Maria Makrakis worried about the tray left willy-nilly in the middle of the floor). The activity delighted many of the subject association representatives, who saw how their areas of expertise could be incorporated, from Nicki Keenliside's observations about throwing techniques depending on location, to Matthew Sheahan's pleasure at the acting opportunities. I will need to ask Peter Beens for a copy of the photos he took as the snowballs went flying. Unfortunately, I was too busy coordinating the activity to document it visually.
Media Artifacts:
10:45 a.m. - Association Sustainability Topics, Part 1
Summary: From past feedback from subject association members, there were six areas related to the theme of association sustainability that we used to structure our conversations and learning. For the first topic, Financial and Operational Management, we used the learning strategy of Graffiti Wall. For the second topic, Recruitment, Retention, and Succession Planning, we listened to a knowledgeable panel consisting of Nathalie Rudner from STAO, Tessa Lofthouse from CODE, and Ereney Shenouda-Tortian from OSCA.
So What? Now What?
I want to respect the frank conversations we had during this time, so I'll refrain from compiling here a list of some of their comments. My admiration for Gerry Lewis rose when he double-checked about whether it was permittable to take photos of the charts; he said that the information shared related to membership fees, conferences, revenue-generating streams and financial management was very useful but he did not want to flaunt the norms we had established by taking his own pictures. I took notes in the shared collaborative notes document. In my opinion, I think my "primitive" notetaking (where I listened to the conversations and typed what I heard myself) made the learning more "sticky" for me than having Generative AI create a summary of the audio - plus, I think we may need to clarify if we need authorization from others to allow their voices to be captured by AI in this way.
Media Artifacts:
1:00 p.m. Association Sustainability Topics, Part 2
Summary: Most of the OTF CF Steering Committee met at lunch to review and tweak our plans for the rest of the day. It was clear that a) there was some rich discussion and important conversations happening, and b) there was no way we were going to be able to complete all eight topics in the course of a single day. We were too ambitious! Our revised afternoon agenda began with the topic of Marketing, Promotion, and Member Value, using the learning strategy of Snaps, a version of the OSLA Slam. The second portion was about Governance, Structures, and Compliance, through the vehicle of Carousel Interviews in groups of 4 (formed from our shoe commonalities).
So What? Now What?
I want to thank Margaret-Anne Gillis from OCA, Frey Hastings from OAEA and James Steele from OATG for their empathy, their attentive listening, and their honesty. It makes such a big difference to know that subject associations are not alone when struggling with challenging situations. I want to recommend to the OTF CF Steering Committee that our Spring Meeting invite someone with legal experience, to help subject associations draft policies that can help protect the organizations and prevent troubles from arising. Sometimes, all it takes is one unskilled or irate person or one unfortunate event to make things crash.
I also need to remind myself about some upcoming cross-collaboration between subject associations. I promise Theresa Aqui from OFSHEEA that her organization and AML will work together on a project involving digital literacy and family studies (Theresa - email me to give me the details!) I need to circle back to Brian Weishar from ELAN to promote some of their materials. Adam Mills from OAPT and I must chat about how to thrive when your subject association can be grouped inside another. I need to connect with Tessa Lofthouse from CODE about their web developers and the ability to use a filter to locate lessons on the website. Plus, I want to finish the article that Tessa and I started marrying our two subject areas; in fact, I should really consider co-writing an article with every subject association on the media aspects of their subject. Chelsea Attwell (fellow AML director) suggested that we revive our Facebook presence. I need to submit a proposal for Lynn Thomas and ECOO's upcoming conference (and maybe suggest the Ontario Privacy Commission, because they are keen to involve OSLA in promoting their recently developed privacy resources for schools). Speaking of OSLA, Wendy Burch Jones and I have lots of big plans related to T4L, articles for CSLJ, and more!
7:15 p.m. - (Keynote Presentation) The Practice of Hope: Preparing Teachers for a Democratic Future
Summary: After a lovely dinner with Gerry, Adam, Wendy, Mona, Lynn, and Cal, we gathered to hear Professor Joel Westheimer talk.
3 Key Points:
1) Hope drives us but this a dark time in history. Would we be able to tell if we were in a classroom in a democracy or dictatorship or theocracy? What should be different? What would be different about the students / citizens?
2) Stable democracies are unraveling and people are becoming more accepting of totalitarian alternatives. In 1995, 1 in 16 people in a US survey said being run by the military would be the best option, but in 2026, 1 in 4 agreed that military rule would be best. Canada cannot be smug because in a similar survey, 13.5% of Canadians would support/prefer military rule.
3) We must push back, ask uncomfortable questions, show courage, offer dissent, because "democracy must be born anew and education is the midwife". Educators must work collectively on projects we believe in to give us a sense of purpose, with courage, autonomy, community and solidarity. The purpose of education (according to a quote) is to comfort the troubled and trouble the comforted.
So What? Now What?
Westheimer said some things that aligned nicely with my philosophies, such as that libraries are very important in a democratic society, and that a "radical" (not so radical if you are media literate) idea is to point out to the students that "someone wrote this textbook". He suggests that AI attacks things that make us human, and we must guard against that. We need to teach diplomacy, and recognize that for many young people, democracy isn't delivering for them in terms of their priorities and hopes (e.g. gun control, the environment, or education). I don't have any strong next steps that I must take, just to continue what I'm doing.
Saturday, February 7, 2026
8:30 a.m. (Breakout Session A) Subject Associations as Mechanisms for Teacher Empowerment
Empowerment Within Subject Associations: A Route to Teacher Empowerment by Timothy Sibbald, Nippising University
Summary: Timothy talked about the history of subject associations and how they fit with leadership models.
3 Key Points:
1) Subject associations go back to the Victorian era (1837-1901) and connect to the "new" practice of proctoring entrance exams for Oxford and Cambridge, which led to guilds becoming subject associations. In 1860 the Ontario Teachers Association was formed and became the umbrella organization for subject associations. The unions endorsed the guilds, which led to the formation of subject associations.
2) Subject associations "picked up the loose ends" in teacher training, when the would-be educators did not have the content knowledge needed. These are learned societies and they are not just a Canadian phenomenon. There are 50 subject associations in Ontario, 30 in the UK, 50 in Japan, 40 in New Zealand, and more than 50 in the US.
3) Little research exists about subject associations. These organizations operate with volunteers and minimal budget. They don't necessarily fit neatly with leadership theories such as instructional / transformational / external / distributed leadership.
ABCs (Activities Bolstering Curriculum) that Empower and Innovate by Diana Maliszewski, Association for Media Literacy
Summary: Diana talked about how student and teacher passions for media texts can be integrated so that they bring agency, interest, and joy.
3 Key Points
1) It's helpful to use curriculum expectations and backwards planning when designing lessons, but that doesn't necessarily make them memorable. The group mentioned enjoyable lessons from their past like stream studies, a cow video, and a field trip downtown.
2) Diana's philosophy is "learning is fundamental - fun before da mental" and by making it enjoyable and personal, it becomes memorable. She provided several examples from Sanrio to green screen, K Pop Demon Hunters to fashion, from pets to board games and Chomp Saws.
3) Subject associations are fueled by people who have a passion for their subject matter. Educators can consult the websites of subject associations for lesson ideas (ABCs) that are created by knowledgeable, motivated fellow teachers.
Supporting Knowledgeable and Confident Mathematics Teachers Through Subject Matter Associations by Jennifer Holm, Wilfrid Laurier University / OAME
Summary: Jennifer, who is the OAME university representative, talked about how important OAME is to forming good math teachers.
3 Key Points
1) Subject associations are not representative of the general educator population. When it comes to math, it's like "speaking to the converted"; the problem is that we need to speak to those who aren't as "in love" with math, because they sometimes apply concepts and methods incorrectly.
2) You need math knowledge as a math teacher. OAME provides several publications that include articles for non-math teachers. They offer webinars that contain an hour of excellent PD.
3) Jennifer gave us a tour of askOAME, their special AI that has been trained on OAME content.
So What? Now What?
I really enjoyed Timothy's "history lesson". He is the editor of The Gazette, one of their online magazines. My line about "FUNdamental learning" will appear in an upcoming issue of The Gazette! I want Canadian School Libraries Journal to invite Tim (or Cal Armstrong) to write an article about their askOAME chatbot.
Media Artifacts:
10:20 a.m. (Breakout Session B) Preparing New Teachers to Use Generative AI
Behind and In Front of the Screen: AI in the Classroom by Darren Todd, Lakehead University
Summary: Darren gave an overview of issues related to AI, from how we got here to key issues in the class to how to approach it.
3 Key Points
1) November 2022 was a pivotal moment in global society because ChatGPT3 was released, and it has had an impact, generating anxiety and uncertainty in how we move forward. Lakehead University was one of the first to look at how teachers were using AI and it mirrored other studies around the world. AI is a commercial venture and humans are a digital commodity.
2) Source algorithms for non-generative AI seems lately to be "kinder" with more user control, however, technology is always one step ahead of educators, and these external pressures are placed on traditional pedagogy and practices. There seems to be a correlation between screen time and lower reading scores. For students, we must be cautious about "outsourcing our learning" and examine issues like plagiarism, social and emotional learning, shifting ethics, screen time and the decline of creative and critical skills. For teachers, we must wonder if "true learning" is taking place, and the over-reliance on AI by some teachers for too many aspects of their job.
3) Darren says the human interactions are key to using AI. We should use AI as a support tool but provide skill sets that are human-based to our students (social/emotional/ethical/research skills) and focus more on things like STEM/Makerspace. It's like picking up a chainsaw. Be careful.
Preparing New Teachers for Generative AI in Public Education
Summary: Julie shared the union perspective on AI, explaining why caution and thoughtfulness must govern educator use of AI.
3 Key Points
1) There's an odd juxtaposition - some teachers don't want their students to use AI, yet are enthusiastic to use AI themselves a lot. Teachers should obtain the knowledge they need before deciding whether or not to use AI themselves or with students. Teach ABOUT generative AI, not just with it. It is the fastest adoption of technology we've ever seen and we need to slow down and use our professional judgement, including our thoughts about what it means to be a teacher.
2) Julie used Google Maps as an allegory. Her knowledge of the city she lives in makes and influences her decisions on the routes to take that Google Maps recommends. However, if she is in an unfamiliar city, she relies on it more, but we all know that Google Maps can be wrong and direct people to drive into lakes or incorrect spots. Our professional judgement rights also come with responsibilities. We can determine what tools to use but we must be aware of our board's regulations / AI policies and we must be prepared to provide a rationale for your decisions for tool use/selection if asked, to protect our autonomy. We used to have lots of vetted supported resources available but this is no longer the case.
3) If you choose to use AI, choose to employ it with something that is easily verifiable (e.g. like the rock cycle), not on topics that have nuance and perspectives (e.g. land use and mining disputes). Teaching is like learning to drive; it takes a long time to get good and it takes practice. Don't lose the craft of teaching to AI.
So What? Now What?
I love listening to Julie. I took a few more copies of ETFO's "AI in Ed: Advice for Members" sheets.
Media Artifacts:
11:20 a.m. - Curriculum Forum Fair
Summary: This was an opportunity for Faculty of Education students and faculty to interact with subject associations, ask questions, and gather information.
So What? Now What?
I had a great conversation with Blair Vowels, who took the TL AQ with me and is now the OSSTF TELC Federation member from York, about collective agreement language for teacher-librarians. His information has spurred me to approach OSLA about a possible fact-searching mission.
I also had a great conversation with Timothy Sibbald from Nippising University. He inspired a wonderful potential AML article topic: What makes a great alt-text? It's more than a caption, less than a description, and somewhat like a precis. Who should develop alt-texts? The thing is that if text is in an unfamiliar font, it forces the user to read slower and get more out of it, but you can't create a magazine comprised entirely of a unconventional font, because sans serif fonts are good for readers. How often would/could/should publications (like OAME's Gazette) change the font?
1:40 p.m. (Closing Keynote) Looking Ahead: What Really Matters in Teacher Education? by Ann Lopez
Summary: Dr. Lopez shared her positionality, her wonderings, and agency for change based on radical love.
3 Key Points:
1) Look for the knowledge that is missing. She began her talk with an African Ancestral Acknowledgement and told us about Nanny of the Maroons. She mentioned the horrible image shared online portraying the Obamas as apes as an attempt to normalize hate and asked us what we are going to do about it. Lopez stated that if we do not pay attention, we are perpetuating harm. Some things can't be both-sided.
2) We bring ourselves and our ideologies into the class space. She has had to make an effort to unlearn her colonial education, because her positionality impacts her actions and we all need to learn, unlearn, and relearn. For instance, she "lovingly redirects" instead of acting like a prison guard with discipline. We bring our aspects of our socialization whether we realize it or not. Instead of saying "Where are you from?", which can make people feel like they don't belong, say "Tell me about yourself" or "What's the land of your ancestors?" to be invitational and avoid assumptions.
3) Be aware that people are monetizing dehumanization. Use hope as agency, as resistance. Don't be complicit. What will you use your voice for? Center a holistic, collaborative approach to support new teachers in an intentional way that re-centers humanity and positions teaching and learning as acts of justice.
So What? Now What?
This was a call to action. I hope I have the courage to answer it.
Media Artifacts:
