Advent in our Ottawa Catholic Schools

Visible Signs of Advent 

Catholic Education Centre Chapel - Advent wreath and empty manger

In many classrooms, teachers and students have co-created Advent-theme prayer tables as visible signs of their faith and expressions of the joyful hope in which they wait for the coming of Jesus at Christmas.  At St. Francis Xavier High School, grade 10 art students have designed striking Advent and Christmas murals that are on display in the school's atrium.

Advent Masses

On Tuesday, December 3, the feast day of its patron saint, Saint Francis Xavier High School celebrated the beginning of the holy season of Advent with mass for all students and staff.  Father Titus Egbueh of St. Leonard’s Parish presided.  During his homily, he spoke clearly of the need to be awake and ready for the coming of the Lord. “The time is now!” he emphasized.  

Fr. Titus celebrates mass at St. Francis Xavier

Masses were also celebrated during the Advent season in many elementary schools, including St. Elizabeth Ann Seton, Monsignor Paul Baxter, St. Andrew, and St. Jerome.  Father Frank Brewer, Pastor of St. Andrew Parish, presided at the Advent mass held at St. Elizabeth Ann Seton.

Works of Charity

As students and staff prepare for Christmas, they are participating in charitable initiatives, honouring the Ottawa Catholic School Board's pastoral theme for this year - "By Our Works, We Show Our Faith". 

St. Emily Christmas Hampers

At St. Jerome, an angel tree was set up in the school's foyer. It was filled with angel tags, each with a Christmas present request – boy or girl and the age of the child. Families in the St. Jerome community were invited to drop in to choose a tag or send a note permitting their child to take a tag. The presents that were donated were then given to families in St. Jerome's sister school, Dr. F.J.McDonald, as well as to some families in its own community.

St. Jerome Angel Tree

The Angel Tree Project at St. Joseph involved students raising $2500 through a bottle drive and homerooms choosing a family from the Assumption school community to provide for. The students then delivered gifts to Assumption school secretly, as the parents came in the evening to get the gifts to hand out to their children. The St. Joseph students also read Christmas stories to the Assumption students and handed out cookies and candy canes.

Our newest school, St. Cecilia, also prepared Christmas hampers.  These hampers will support its sister schools,  St. Bernard and St. Elizabeth.  Food for the hampers was donated by the students, and all gifts for the children in each family were donated by the teachers.  In total, the St. Cecilia Community supported 24 families (61 children). Each family also received a $55.00 food card.  Students brought in money for "hat day" to buy these cards, and the St. Cecilia School Council kindly donated $500.00 to help pay for the "food cards" 

St. Cecilia Christmas Hampers

The students and staff at Monsignor Paul Baxter School purchased toys for children at their sister school, Our Lady of Mt. Carmel.

Toys collected at Monsignor Paul Baxter

At St. Nicholas Adult High School, each staff member was provided with a $25.00 Loblaws gift certificate to share with one of their students as a gesture of appreciation to them for continuing their journey here at St. Nicholas Adult High School. 

Honouring St. Nicholas

At St. Jerome School, during the month of December, the study of saints focused on St. Nicholas, a Greek bishop who lived during the fourth century. He was known for his generous spirit and secret gift giving. Children and adults would leave out their shoes for St. Nicholas to fill with gold coins. The source of his sainthood is the many miracles that have been attributed to his intercession. Because of these, he is often referred to as St. Nicholas the Wonderworker.  At an assembly on Monday, December 16, students who, like St. Nicholas, demonstrate a generosity of spirit were recognized.

Learning Communities and Communities that Care

Bullying Prevention & Awareness Week at St. Francis Xavier

During Bullying Prevention and Awareness Week (November 17-23), the students and staff at St.Francis Xavier High School sent a loud and clear message that bullying is not a part of their school culture.  In addition to forming a "No to bullying" circle in back of the school near the bus loop, homerooms also participated in a classroom door decorating contest that focused on bullying awareness and prevention. 

St. Jerome Canned Food Drive

St. Jerome students and their families came together over the past month to gather and donate over 3500 food items for the Shepherds of Good Hope. This is 300 more than the number that was collected last year.

Of course, a little friendly competition is always a great source of motivation. Principal Mr. McGarrity challenged the three divisions - kindergarten, primary and junior - to keep a tally of what they brought in. The class in each division that brought in the greatest number of cans was treated on Friday, December 6 to a lunch cooked by Mr. McGarrity and Vice-Principal Mrs. Langdon.  Congratulations goes to Mrs. Hutt’s, Ms. Somers’ and Mrs. Nisbet’s classes.   

Book Review: Building & Connecting Learning Communities

by Steven Katz, Lorna M. Earl, & Sonia Ben Jaafer

In Building & Connecting Learning Communities, the authors begin by stating that networked learning communities can be powerful mechanisms for school improvement but only if important preconditions are in place.  They have drawn upon their extensive professional development and research experience to identify these enablers.

The three enabling factors they identify for successful networked learning communities are as follows:

-          Clear and defensible learning focus for students, teachers, and leaders;

-          Collaborative inquiry that challenges thinking and practice; and

-          Both formal and informal instructional leadership.

They recommend as best “cross-school networks of within-school PLCs”.

While the authors believe in the power and potential of collective wisdom, they also recognize that it is not without its perils.  When working together is marked by groupthink, social loafing, or a general lack of knowledge, the results can be disappointing and even disastrous.

  In Chapter 3, the authors elaborate on how to set a clear and defensible NLC focus.  They maintain that, in order to avoid the activity trap, the focus should be evidence-based and involve a combination of data and belief.  To formulate a hypothesis for inquiry, group members should first identify what they think they know about their focus and then draw on data from student achievement and from teaching and assessment practices.  Most importantly, they emphasize that the “glue” that will hold NLC’s together is a focus that will impact on classroom practice and student achievement.

The importance of relationships in collaborative inquiry is the focus of Chapter 4.  Relational trust - comprised of respect for each others’ dignity and ideas, belief in each other’s competence, and confidence in each other’s belief in putting students first – needs to be cultivated in any NLC.  Furthermore, the relationships in a NLC need to be based on a deep level of collaboration, which is beyond just sharing ideas and stories.  Group members must be willing to make their tacit beliefs and assumptions known to each other and be open to learning not only from each other but from the evidence uncovered during the collective inquiry.  By doing so, teachers and leaders will move from what Michael Barber calls uninformed professional judgment to informed professional judgment. (47)

The authors contend that there should be co-leadership in a PLC – both a formal leader and informal leader. They explore 4 roles for formal leaders in PLCs:

-          Encouraging/Motivating others, particularly by modeling what “not knowing” looks like and cultivating a climate of intellectual challenge in schools; 

-          Setting and monitoring the agenda, which means helping to establish and maintain the focus (Leaders support staying the course by focusing on alignment and by buffering.);

-          Sharing leadership, by enabling others with expertise to also provide leadership;

-          Building capacity – personal, interpersonal, or organizational capacity.

The main contribution of informal leaders should be to provide instructional expertise.

Chapter 6 focuses on the key link between student and teacher learning in professional learning networks.   Once the needs assessment is completed in a PLC regarding the knowledge that students need to acquire, the next step in the professional learning cycle is an assessment of the skills and knowledge teachers need to acquire to enable the student learning.  Only by deepening teachers’ professional knowledge can students be engaged in new learning experiences that will impact their learning.  The authors suggest the use of protocols, such as the CASL process (give background on student, then have teachers share observations, and then move to analysis and planning of next steps), during teacher moderation to avoid the “niceness” culture and encourage them to debate assessment and instructional practices.

  

Chapter 7 addresses the question, What should the learning look like for leaders so that they can enable job-embedded teacher learning in PLCs?  The key learning for leaders should be in how to create the conditions by which their schools become true learning communities.  Some specific strategies offered for leaders are the use of critical friends, the use of protocols, and the use of reflective diaries to track their own learning.

Building and Connecting Learning Communities concludes with some convincing arguments on how PLCs and NLCs sustain learning in schools.  For one thing, they push educators, through a process of internal accountability, to take the lead in their own professional learning.  As well, because they promote distributive leadership, they protect schools against dramatic changes in direction from administrative changes.

 A great feature of this book is the running narrative which is a composite of sorts of the authors’ experiences of working with numerous networks in a variety of countries.