What are the historical roots of the Saskatchewan Middle Years Association By Arron Kohlman August 1

1
What are the historical roots of the
Saskatchewan Middle Years Association? ByArron
Kohlman August 16, 2004
2
Introduction The Saskatchewan Middle Years
Association (SMYA) is a special subject council
with the Saskatchewan Teachers Federation (STF).
It performs an integral role in educating
Saskatchewan teachers about the nature of middle
years students, effective practices on working
with middle years students, and middle years
philosophy. The SMYA also informs Saskatchewan
middle years teachers about the most recent
trends and issues in middle level
education. Teachers in Canada perform a critical
role in their own learning and professional
development. The SMYA is very similar to many
other special subject councils for teachers in
Canada.
3
Introduction - Continued
According to Dunning (1997), in Canada
teachers federations, subject councils, and
various educational institutions and
organizations offer a variety of workshops,
courses and conferences aimed at keeping teachers
current with new developments in their fields(p.
45).

4
Why Do We Need to Study the History of the SMYA?
The history of the SMYA must be shared so
middle years teachers in Saskatchewan can
understand its origins and thus appreciate why
SMYA must continue to perform a critical role in
the education of middle years children in
Saskatchewan. By reviewing the history of SMYA,
we will develop an awareness of the significance
of this organization and open up dialogue with
the past in order to illuminate present
predicaments and possibilities (Welton, 1987, p.
16) for middle years teachers in Saskatchewan.
5
History is a guide to navigation in perilous
times. History is who we are and why we are the
way we are. David C. McCullough
6
Historical consciousness can provide depth and
context for current discourse about the
possibilities of autonomous learning in our
world (Welton, 1987, p. 17).
7
What is the Middle Years Philosophy? A Brief
Overview
Middle years philosophy includes concepts such
as interdisciplinary teams, block scheduling,
exploratories, common team planning time,
advisory time, an intramural program, and
transition programs. Furthermore, middle years
philosophy recognizes that children between the
ages of 11 and 15 years have unique social,
psychological, cognitive, and physical
needs. Middle schools are comprised of children
ranging from 11 to 15 years of age. Middle
schools can be comprised of various grade
configurations such as grades 7 to 9, and grades
6 to 8. Schools that include grade
configurations such as K-12 and K-7 can
successfully implement middle level philosophies.
For additional information on middle years
philosophy, please see www.nmsa.org. To learn
more about a middle school please see
http//eslaird.lpsd.ca/.
8
The Emergence of the Middle Years Movement in
Canada
The story of the Saskatchewan Middle Years
Association can not be told without describing a
brief history of the middle years movement in
North America. The history of the SMYA begins
with the emergence of junior high schools in
North America.
9
According to Gary Ferguson (1984), middle
years began as an American idea around the
early 1900s and took the form of the Junior
High School The purposes of the early Junior
High School were several. Firstly, there was
the need to train factory workers for a newly
industrialized society and this age seemed ideal
for these purposes. Secondly, the prominent
psychologist, G. Stanley Hall, began to stress
the importance of this age group and the need
for them to recognized as an entity unto
themselves. Thirdly, schools needed to do
something about the number of dropouts and
leftbacks that were products of their
schooling systems. (p. A 2)
10
During the 1930s and 1940s immigrants became
the new labour force in the United States and as
a result the Junior High School was unable to
fulfill one of its purposes. As a result, the
Junior High Schools copied the high schools and
introduced more academic subjects ( Ferguson,
1984). In the 1960s the Junior High School was
being replaced by the Middle School because
students needed a four year high school program,
the junior high school was criticized as a
miniature high school, and many psychologists and
anthropologists were arguing that children of the
1960s were developing and maturing at quicker
rate than the children of the early 1900s (
Ferguson, 1984).
11
In Canada, the first Junior High School opened
in Winnipeg in 1918 to provide a smooth
transition from elementary to secondary school
and to keep students in school who would drop out
before completing grade 9 (Ferguson, 1984). The
trend to build Junior High Schools moved to
Saskatchewan when Lloydminster and Kamsack opened
the first Junior High Schools in the province.
12
According to Ferguson (1984), educators in
Saskatchewan recognized that this ten to
fourteen age group was extremely important but,
in most cases, did not feel that the teaching of
this age group needed to be done in separate
facilities. Thus the term middle years with its
emphasis on the student, the school, the
teacher, and the program has become popular.
(p. A 3)
13
The Emergence of the Saskatchewan Middle Years
Association The roots for the Saskatchewan
Middle Years Association originated with the
1978 Middle Years Study, which was conducted by
the Saskatchewan Teachers Federation (STF).
According to Ruben Richert (1978), the goals of
the 1978 Middle Years Study were to get an
understanding of the perception of educators,
parents, and students regarding middle years
educationand we also wanted provide an
in-service experience for participants (p. 1).
14
Conclusions From the 1978 Middle Years
Study Richert (1978) concluded, this study
provides ample evidence that we have the people
in our Saskatchewan schools with the creativity
and understanding to solve most of concerns
facing middle years children. What is needed is
an atmosphere which will promote the acceptance
of the idea that many solutions to problems lie
within the group of school staffs through
sharing and analysis of ideas and practices
within and between staffs. There is a
concomitant responsibility on the part of the
various educational agencies to provide the
encouragement and support needed for this
process. (p. 38)
15
The 1978 Provincial Conference on Middle
Years The middle years conference held on April
28 and 29, 1978, was a critical moment in the
history of the Saskatchewan Middle Years
Association because it marked the first occasion
that Saskatchewan educators ,who were concerned
about middle years students, had an opportunity
to meet to share and learn. Approximately 300
participants attended the conference and
presentations covered topics such as the middle
years philosophy, the middle years child, the
middle years teacher, and the concerns of school
board trustees in middle years education
(Ferguson, 1984).
16
The 1978 Provincial Conference Continued In
addition to providing relevant and essential
information to teachers on middle years, the 1978
provincial conference performed a critical role
in the history of the Saskatchewan Middle Years
Association because it brought together teachers
who wanted to form an organization which would
advocate for the middle years child. According
to Gary Ferguson, the 1978 provincial conference,
generated a high interest in middle years in the
province and several individuals began to look at
the idea of forming a middle years organization
(Ferguson, 1984, p. A5).
17
The Harold Schultz Summary Report Another
significant event in the history of the
Saskatchewan Middle Years Association occurred
with the Harold Schultz Summary Report of 1978.
According to Ferguson (1984), in this report
recommendations were made to the universities,
to the Department of Education, to teachers and
school staffs, to school boards, and to the
Saskatchewan Teachers Federation regarding the
future of middle years in Saskatchewan (p. A 5).
18
The First Middle Years Organization in
Saskatchewan In 1978 and 1979, momentum
increased for the development of a middle years
organization in Saskatchewan. According to
Ferguson (1984), a group of teachers in
Saskatoon was informally meeting with the intent
of organizing an interest group for middle years
(p. A 5). As interest grew in middle years, a
Saskatchewan Teachers Federation short course on
middle years was offered by Alice Henderson in
the summer of 1979 titled The Division Three
Dilemma (Ferguson, 1984). This short course
brought together many of the teachers from
Saskatoon who were interested in middle years
and as a result the foundation of the first
Saskatchewan Middle Years Association was formed
(Ferguson, 1984).
19
The 1979 Provincial Conference A committee of
teachers, who were interested in middle years in
Saskatchewan, met after the summer short course
and planned a middle years conference for late
1979. The committee consisted of John Lewchuk,
Pat Donegan, Warren Noonan, Gen Schulte, Greg
Seipp, Joan Wallace, Bob Dilts, Eleanor Campbell,
and Harold Schultz (Ferguson, 1984).
20
The 1979 Provincial Conference - continued
At the conclusion of the 1979 middle years
conference, a significant event in the history of
the SMYA occurred when according to Ferguson
(1984) a group of teachers interested in
becoming involved in a middle years organization
volunteered to attend a follow up meeting. These
people met in late 1979 and formed the Region IV
Middle Years Association (p.A6).
21
The First Executive for Middle Years Teachers in
Saskatchewan in 1979 The original executive of
the Region 4 Middle Years Association included
the following people Pat Donegan President
Bob Dilts Member at Large Eleanor
Campbell Vice Pres. Terry
Pearson Member at Large Gary Ferguson
Secretary Treasurer Carol Jahren Member at
large Joan Wallace Newsletter Editor
(Ferguson,1984, p. A 6) Vera Shamon Member at
Large Gen Schulte Member at Large Pat Renihan
Member at Large
22
Region 4 Middle Years Association Activities The
executive of the Region 4 Middle Years
association began planning an operational
framework and membership recruitment during 1979
and 1980. The executive also planned and
developed its first newsletter that was published
in October 1980 (Ferguson, 1984).
In October 1980, the Region 4 Middle Years
Association developed its first activity when it
held an information presentation titled
Listening to Middle Years Students. According
to Ferguson (1984), this activity attracted
approximately 50 teachers from the Region 4
area (p. A 7).
23
The First Region IV Middle Years Association
Newsletter
24
(Pearls For Cultivation, 1984, p. A14)
25
(Pearls For Cultivation, 1984, p. A15)
26
(Pearls For Cultivation, 1984, p. A16)
27
Significant Highlights of 1981 for the Region 4
Middle Years Association An important event in
1981 for the Region IV Middle Years Association
was that the Saskatchewan Teachers Federation
published a report titled Implications of the
Middle Years Study. This study was written by
Harold Schultz. Ferguson (1984) states this
report renewed interest across the province
towards the idea of middle years. Other regions
began to make inquiries about the middle years
organization that now existed in Region IV(p.
A7).
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The STF Position Paper on Preparing Middle Years
Teachers
In 1981, Harold Schultz wrote another report
titled Preparing Teachers for Division III A
Saskatchewan Teachers Federation Position
Paper. In this paper, Schultz argued for
specific training and professional development
for middle years teachers. Schultz (1981) states
that teacher response to the STF Middle Years
Study (1978) indicated an overwhelming need for
specific preparation of middle years teachers
(p. 1). Schultz also maintained that prospective
middle years teachers deserve proper preparation
and surely one-third of the students in school
deserve the best teachers possible (p. 6).
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Other Significant Highlights from 1981

• Other highlights for the Region IV Middle Years
  Association include
• The publication of the second newsletter and the
  membership of the organization reaches 100.
• The Region IV Middle Years Association hosted a
  workshop on positive lifestyles at the STF
  Building in Saskatoon.
• 3. As the organization developed, there were
  different ideas coming forward
  on symbols to represent the middle years
  organization. Hence in 1981 a logo to represent
  the Region IV Middle Years Association was
  designed (Ferguson, 1984).

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Early Logos The first logo for the Region IV
Middle Years Association was designed by Scott
Johnson who was a grade 8 student in Saskatoon.
This logo was slightly altered when the official
name of the organization became the Saskatchewan
Middle Years Association. The arrow design was
also developed by Richard Holowachuk who was a
member at large on the SMYA executive (Ferguson,
1984).
31
Early Logos
(Pearls For Cultivation, 1984, p. A17)
32
The Saskatchewan Middle Years Association Becomes
a Reality A significant event occurred in 1981
with the provincial middle years conference that
was held in Saskatoon. This conference was an
important moment in the history of the
Saskatchewan Middle Years Association because the
Region IV executive had the intended outcome of
forming a provincial special subject council of
the Saskatchewan Teachers Federation (Ferguson,
1984, p. A8) . This conference attracted
approximately 250 delegates and it is significant
because during the conference the first executive
for middle years teachers in Saskatchewan was
elected (Ferguson, 1984).
33
The First Elected Provincial Executive of the
Saskatchewan Middle Years Association - 1981 Pat
Donegan Pres. Gary Ferguson Vice pres. Eric
Rutley Secretary Alice Henderson
Treasurer Sonia Peters Editor Ron Olson
Member at Large Aurele Duperreault Member at
Large Harold Schultz S.T.F. Liason (Ferguson,
1984, p A 8).
34
A Dream is Achieved! With the election of the
first provincial executive in 1981, a dream was
achieved for people such as Harold Schultz, Ruben
Richert, Pat Donegan, Gary Ferguson, and many
other teachers and administrators who were
committed to meeting the unique needs of the
middle years child. In 1981 the membership of
SMYA consisted of 217 teachers and it became the
fourteenth largest of the 25 existing subject
councils within the STF (Ferguson, 1984).
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The Initial Goals of the SMYA In its first year
of existence, the goals of SMYA were to further
the understanding of the middle years child,
further an understanding of teaching approaches
and the middle years student, provide a means of
communication among teachers of middle years
students, continue to develop a positive
attitude among middle years teachers and their
students, and to provide the impetus and vehicle
toward sharing the responsibilities among
administrators, Saskatchewan Teachers, Colleges
of Education in Saskatchewan Universities, and
the Department of Education. (Ferguson, 1984,
pp. A8 A9)
36
SMYA Communications An integral part of SMYA is
its professional journal titled In the Middle.
The first journal was published in 1982. In
addition to the professional journal, SMYA began
publishing the Presidents Newsletter. In the
Middle and the Presidents Newsletter continue
to be published by SMYA today. In the Middle is
published 3 times per year and the President's
Newsletter is published 4 times per year.
These publications inform teachers about many
topics related to middle years education such as
the latest research in middle years education and
effective teaching and evaluation strategies for
middle years children.
37
The SMYA Begins to Evolve By 1983 SMYA had
grown to 261 members and the third annual
conference, which was held in Regina in March
1984, attracted approx. 350 teachers from
Saskatchewan and other parts of western Canada (
Ferguson, 1984).
38
The Harold Schultz Award
At the business meeting of the 1984 conference a
significant event occurred in the form of the
passage of the proposal for a research and
development fund for middle years in
Saskatchewan. This fund would provide a grant
for individuals or groups doing innovative
and/or start-up projects and for research in
middle years in the province of Saskatchewan.
The fund was named the Harold Schultz Research
and Development fund to honor the person who has
provided so much leadership for middle years in
the province. (Ferguson, 1984, pp.A10 A11)
39

• SMYA Statement of Beliefs 1984
• In 1984, SMYA developed a revised set of beliefs
  for middle years students and teachers in
  Saskatchewan.
• The middle years student experiences a distinct
  developmental stage different from the primary
  and secondary student. A. To develop an
  awareness program designed to build
  understanding. B. To encourage research
  to increase knowledge and understanding.
  C. To support alternate in-service and
  pre-service
  activities
  that increase understanding and awareness.
• The middle years students require educators who
  understand and relate to the physical,
  emotional, social, and academic needs of this
  group.

40
A. To develop an awareness program designed to
build understanding. B. To encourage
research to increase knowledge and
understanding. C. To continue to promote
positive attitudes towards students and
educators in the middle. 3. The middle years
students require a school atmosphere that
enhances self-concept and allows for personal
growth. A. To promote the concept of positive
school atmosphere and its impact on this
group. B. To promote the concept that every
student is important.
41
4. The middle years students require the
structuring and programming that accepts and
builds on the special characteristics of this
group. A. To promote the application of content
through student-centered learning. B.
To promote the concept of every teacher as
counsellor. C. To promote appropriate
strategies and programming for
middle years students based on
relevant research.
42
5. The middle years students require societal
understanding and support.. A. To promote
effective lines of communication among all
groups directly involved in the middle years.
(Ferguson, 1984, pp. A 11 A 12)
43
SMYA 1985 In 1985, the SMYA held its fourth
annual provincial conference with approx. 600
delegates from Saskatchewan, Alberta, Manitoba,
and the Yukon. Furthermore, during this
conference the executive was enlarged by 3
members which represented the growth of the
organization. By 1985 SMYA had a membership of
565 members (Ferguson, 1984). At the conclusion
of 1985, the SMYA had established itself as
effective learning organization for middle years
teachers in Saskatchewan. Over the next 19 years
SMYA would continue to grow as organization that
provides exemplary leadership for teachers
working with middle years children.
44
SMYA Present Day Today the SMYA is an active
and vibrant special subject council of the STF
with approx. 600 members and it continues to
provide excellent leadership and service to
middle years teachers in Saskatchewan. SMYA
continues to publish its professional journal In
the Middle 3 times per year and the Presidents
Newsletter 4 times per year. SMYA also hosts an
annual provincial conference each year with all
sessions dedicated to meeting the needs of middle
years teachers and students.
45
SMYA Present Day Contd
The SMYA continues to recognize research in the
middle with the Harold Schultz Award and
leadership in middle years with the Presidents
Award. The SMYA also awards financial support
for student conferences and various other student
initiatives developed by teachers working in the
middle.
46
Saskatchewan Middle Years Association Present
Day Contd The SMYA believes middle years
students require educators who understand and
advocate for their students physical,
emotional, social, and academic needs. The SMYA
provides workshops, speakers for I interested
groups, resource materials, and an annual
provincial conference. (In the Middle, 2004, p.
1)
47

• The Goals of SMYA Present Day
• To further understanding of the middle years
  student.
• To further an understanding of programs and
  teaching approaches for the middle years.
• To provide a means of communication for teachers
  about middle years students.
• To develop a positive attitude toward middle
  years students.
• To provide a vehicle for sharing information with
  all partners in education.
• To advocate school experiences that are
  developmentally responsive to the needs of middle
  years students. (In the Middle, 2004, p. 1)

48
Conclusion
The history of the Saskatchewan Middle Years
Association is dynamic and it is rooted in the
cooperative spirit of dedicated teachers,
administrators, and Saskatchewan Teachers
Federation executive assistants who wanted to
improve middle years education in Saskatchewan.
As a result of their hard work, the SMYA is an
evolving organization that continues to foster a
strong cooperative spirit and a grass roots
approach to meeting the needs of Saskatchewan
teachers and students.
49
Conclusion Contd
Today, the SMYA continues promote the importance
of meeting the unique needs of the middle years
child by fostering a cooperative, respectful, and
professional environment for Saskatchewan
teachers in their continuous journey of
professional growth. The SMYA models an
exemplary working relationship with the STF and
the Government of Saskatchewan as one of the
important partners in middle years education in
Saskatchewan.
50
Conclusion Contd
The strength of the SMYA, both in the past and
in the present, is the group of middle years
teachers who volunteer their time to meet the
learning needs of the middle years teacher.
Teachers ,who volunteer their time to provide
a variety of relevant professional development
activities for middle years teachers, are also
improving the learning opportunities for many
middle years children in Saskatchewan.
51
To you from failing hands we throw     The
torch be yours to hold it high. John
McCrae, 1915
52
Past and Present S.M.Y.A. Executive Members -
2001
http//www.smya.ca/blastfromthepast/conf2001/conf2
001.html
53
References
2001 Conference Hightlights.SMYA Executive
Picture. Retrieved August 6, 2004 from
http//www.smya.ca/blastfromthepast/conf2001/conf
2001.html Dunning, P. (1997). Education in
Canada An overview. Toronto, Ontario Canadian
Education Association. Ferguson, G. (1984).
Roots SMYA version. In Pearls for Cultivation,
(pp.A2- A12).Saskatoon SMYA. Kingsbury, C
Holliday, S. (Eds).(2004) We believe. In the
Middle, 22(3), 1. Saskatchewan Middle Years
Association. (1984). Pearls for cultivation.
Saskatoon Saskatchewan Middle Years
Association. Saskatchewan Teachers
Federation. (1978, April). Middle years study.
Saskatoon, Saskatchewan Ruben Richert.
Saskatchewan Teachers Federation. (1981,
April). Preparing teachers for division III
(Middle Years) A Saskatchewan teachers
federation position paper. Saskatoon,
Saskatchewan Harold Schultz. Welton, Michael.
(1987). Introduction Reclaiming Our Past
Memory, Traditions, Kindling Hope. In Knowledge
for the People The Struggle for Adult Learning
in English-Speaking Canada, 1828-1973. (pp.
1-19). Toronto Ontario Institute for Studies in
Education Press.