dr. stirling mcdowell foundation for research into ...tish karpa. project review committee. teacher...

CELEBRATING 25 YEARS

Dr. Stirling McDowell Foundation for Research Into Teaching Inc.

Annual Report2016-17

Cover PhotoA mural in the shape of the medicine wheel was created by Cree/Métis artist Ray Keighley and more than 200 high school students took part in the Exploring Treaty 4 Through Art project. See page 9 for a description of the project.

McDowell Foundation – Annual Report 2016-17 i

Contents

Introduction .......................................................................................................................... 1

Overview of the Organization ............................................................................................. 2

Boards, Committees and Staff ............................................................................................ 3

The Work of the McDowell Foundation ............................................................................. 4

Research Program ................................................................................................. 4

Research Profile ..................................................................................................... 7

2016-17 Learning From Practice ........................................................................ 12

Public Relations ................................................................................................... 13

Fiscal Sustainability ............................................................................................. 14

Governance ......................................................................................................... 15

Donors In 2016 – 17 .......................................................................................................... 16

Financial Statements .......................................................................................................... 17

Appendix ........................................................................................................................... 33

McDowell Foundation – Annual Report 2016-17 1

IntroductionThis past year we celebrated 25 years of the Foundation. Since its formation in 1991 the McDowell Foundation has supported an amazing legacy of teacher-led research with real, immediate and lasting educational effects, funding almost 300 projects. Think about the number of students, teachers and families who have been affected by and benefitted from this work - thousands!

Whether through the financial and in-kind support of the Saskatchewan Teachers’ Federation, the ongoing donations of individuals or groups of teachers including superannuates and local associations or the infectious enthusiasm of our grant recipients in schools across the province, the Foundation’s heart and soul is the teaching profession. As we look towards the future, the need for quality research within a local context is as great as ever and we look forward to continuing to support teachers and other educators as they strive for new and innovative ways to support students and teachers in the province.

This past year, research teams were supported by staff of the McDowell Foundation and the Saskatchewan Teachers’ Federation from the moment of grant approval through to final report writing. Feature articles were posted online and appeared in the Saskatchewan Bulletin, and videos showing the impact of research project processes and outcomes on students and teachers were featured on www.stf.sk.ca and the Federation facebook page. The Foundation also launched a twitter account and created a bi-annual newsletter - McDowell Foundation News that will be published spring and fall.

Through these supports, the McDowell Foundation provides teachers and other educators with tools to develop successful, meaningful and achievable research projects that are based upon reflective practice and learning for all students. This research is financed through an endowment fund that has served as the financial backbone of the Foundation over its 25-year history and supports the funding of eight to 12 research projects totalling around $85,000 annually.

The 25th anniversary year has provided an opportunity to revitalize our fundraising work. We are now able to accept online donations through our Foundation website and have launched both the Thank Your Child’s Teacher and the Coffee a Month for Education Research campaigns. Fundraising will be a key priority in the next few years as we strive to increase the endowment and continue to support vital research into teaching and learning.

We thank each and every one of our donors for making this work possible! You are contributing to the professional growth of the participating teachers and the advancement of teaching and learning practices in schools across our province. We are deeply grateful to the members of the Project Review Committee for generously contributing their time and expertise, as well as the unwavering support from the STF Executive and staff of the Saskatchewan Teachers’ Federation.

To the members of the Board of Directors who have served our profession over the past year, we thank you for your leadership and commitment to strengthening the McDowell Foundation and its connections with teachers, students and communities in order to improve outcomes for all learners.

Sheena Koops Ellen Whiteman President Acting Manager

McDowell Foundation – Annual Report 2016-172

Overview of the OrganizationThe McDowell Foundation is an independent charitable organization that was established by the Saskatchewan Teachers’ Federation in 1991. The Foundation continues to work in close partnership with the Federation and receives both financial and in-kind assistance from the Federation on an ongoing basis.

Its general purpose is to support research, inquiry and the dissemination of information that focuses on teaching and learning within the publicly funded PreK-12 education system. In all its projects and activities, the Foundation is guided by the voice of practising teachers and works in consultation with organizational partners. It exists to fund, support, disseminate, celebrate and promote educational research.

The McDowell Foundation calls for research proposals on an annual basis and selects research projects for funding according to established budgets, policies and criteria. It has at times facilitated research on current and timely educational topics in partnership with other educational organizations. On occasion, it has worked with donors who have requested that their charitable contributions be used to promote and support research in a particular area of educational interest. The Foundation may also commission research in an area of need and share the findings with teachers, researchers and educational decision makers.

The mandate of the McDowell Foundation includes providing teachers and other educators with opportunities to learn about educational research, encouraging researchers to come together as an educational research community and helping researchers to share their research with each other and the general public. Each year the Foundation sponsors the Learning From Practice Exchange of Teacher Knowledge and Research conference to showcase recently completed McDowell Foundation projects.

The results of all research projects funded by the McDowell Foundation are published and can be accessed through the Foundation’s website, www.mcdowellfoundation.ca or through the Stewart Resources Centre at https://www.stf.sk.ca/professional-resources/stewart-resources-centre. To date, the results of approximately 200 projects are available. These projects provide information on the following various areas of study: early years education, fine arts and education, inclusive education and English as an additional language, Indigenous education, language immersion, literacy and language arts, mathematics and science, physical education and health, social justice and equity, teaching and learning and technology and education.

McDowell Foundation research is funded through donations from individuals and corporations and is conducted primarily by practising teachers who undertake research projects as part of their professional practice. The Foundation works to communicate with donors, researchers, educational partners and the public about the work of the Foundation and the opportunities it offers for the improvement of education. Key partners in developing an appreciation of the Foundation’s mission to develop teacher-led research have been the Saskatchewan Teachers’ Federation, local teachers’ associations, superannuate chapters, colleges of education, professional growth networks, educational administrators and the organizational partners involved in PreK-12 education in Saskatchewan.

The McDowell Foundation is governed by a Board of Directors appointed by the Executive of the Saskatchewan Teachers’ Federation. The Board of Directors oversees governance and provides the strategic direction of the Foundation. The selection and evaluation of projects funded by the Foundation is carried out by a Project Review Committee appointed by the Board of Directors.

This year the Board of Directors approved a motion calling on the Foundation to respond to the Truth and Reconciliation Comission of Canada: Calls to Action. In addition to the research projects the Foundation will continue to explore opportunities to work towards reconciliation.

Our Mission

Enriching Teaching and Learning by Supporting Professionally

Led Research


Boards, Committees and StaffBoard of DirectorsSheena Koops, President, McDowell Foundation (chair)Sean Lockwood, Vice-President, McDowell FoundationMartin BergDarren BirdJade BloorElaine Broughton, Superannuated Teachers of SaskatchewanBelinda DanielsCarlo HansenDiana Jemieff-HayesTish Karpa

Project Review CommitteeTeacher Representatives:

Jennifer DorvalBrandon NeedhamPaul McTavish

Researchers:

Dr. Terry Wotherspoon, Department of Sociology, University of SaskatchewanDr. Andrea Sterzuk, Language and Literacy Education, University of Regina

STF Federation Staff AssignedEllen Whiteman, McDowell Foundation Acting Manager Scott Burant, Managing Director, Member ServicesKemi Medu, Derek Stovin and Dustin McNichol, Research and Policy Analysts Ali Fedrau, Legal AssistantNadine Fiolleau, Administrative Assistant

Additional supports are provided by STF financial services, people services and information services.


The Work of the McDowell FoundationThe McDowell Foundation supports the involvement of practising teachers as they engage in research that contributes to knowledge about teaching and learning. The Foundation provides teachers the opportunity to be involved in critical inquiry where insights flourish and transform the educational landscape. Networks of colleagues deepen relationships and understandings through exploration of innovative ideas and methodologies. The invaluable nature of the Foundation is reaffirmed by the wealth of research that has been created and the far-reaching impact of this relevant body of deep understanding.

The work of the Foundation focuses on four key areas: research program, public relations, fiscal sustainability and governance.

Research ProgramThe primary activities of the McDowell Foundation are to provide research grants, support teachers and other educators in their research and then assist with dissemination of the findings at the end of the project.

Research GrantsIn 2016-17, the Project Review Committee recommended approval of seven projects to the Board of Directors for a total of $80,775 to be completed in 2017-18. The following projects received funding:

Table 1: 2016-17 Funded Projects

Project Title Research Team Amount

Revitalizing Nêhiyawewin: Our Language, Stories and Perspectives

Gail MacKay, Linda Wason-Ellam, Darlene Arcand, Pamela Fosseneuve, Coreen Sakebow and Dwayne Swiftwolfe

$ 13,316

Parent and Caregiver Voices: Exploring the Experiences of Parents and Caregivers Regarding the Education of Their Child

Krista McMillen, Marc Spooner, Scott Thompson, Alec Couros and Val Mulholland

$ 5,603

Language Loss: A Deformity in Education Belinda Daniels $ 8,842

Saskatchewan French Immersion School: A Case Study in Best Practice for Aboriginal Student Success

Dr. Michael Cottrell, Ted View, Suzanne Bronkhorst and Kelley Cardinal

$ 15,700

Smooth Transitions: Integrating a High School and Pre-Service Teacher Education Program

Twyla Salm, Lisa Williams and Jennifer Minter $ 8,393

Building Bridges-Our Youth, the Future“Voices of Unity”

Mel Sysing and Dustin Kasun $ 18,375

Off the Grid: Students Leading Positive, Sustainable Environmental Change

Michael Prebble, Dianne Miller and Jana Decorby

$10,546

$ 80,775


Presentation GrantsThe McDowell Foundation also provides funds for current and past researcher teams to travel to disseminate their work.

The presentations grants for 2016-17 were:

Name Project Title Where Presented Amount

Jenn de LugtTheir Voices: What High School Students are Saying about School-Related Anxiety

The Canadian Society for the Study of Education, Toronto ON

$1,500

Diane Peekeekoot, Charlotte Campbell and Emily Weenonis

Journey to Reclamation Through Oral Tradition

World Indigenous conference on Education, Toronto ON

$4,500

Renée Carrière The Muskrat ProjectWildland Fire Canada Conference, Kelowna BC

$1,423

Paula Fortier and Marielle Hamon

Using an Inquiry Approach in Early childhood French Immersion

Canadian French Immersion Teachers of Canada, Niagara Falls ON

$2,000

Education and Support for ResearchersIn addition to providing research grants, the McDowell Foundation supports researchers as needed in all phases of their research, from developing project proposals to sharing research results at conferences.

The McDowell Foundation offers workshops at each stage of the grant application process. Staff from the Saskatchewan Teachers’ Federation assist with providing support to teachers and other educators. The workshops support teachers and other researchers to become aware of the values and purposes of the Foundation and their role in manifesting these values and purposes in the field.

Part of the grant writing workshop is devoted to discussing the many ethical issues that may arise in the course of school-based research and the steps that teacher-researchers can take to avoid such problems through planning, communications and collaboration. The workshops also allow new McDowell Foundation researchers to form an educational research support network and become familiar with the way that Foundation grants are administered and supported.

In addition, the Foundation provides opportunity for research applicants to benefit from the experience and knowledge of the Project Review Committee by facilitating feedback from the committee on first drafts of the research grant application. The committee meets and reviews a draft prior to the meeting where recommendations to the board on funding are provided. This allowed research teams to hear directly from the adjudicating committee on how to strengthen their research applications.

Support continues for research teams after their applications are approved. The payment and reporting schedule for most McDowell Foundation projects includes the submission of a brief interim report that allows the Foundation to identify problems or changes in the research. For reasons that are sometimes beyond a researcher’s control (e.g., changes in schools or teaching assignments, or events in the school or among the students), research cannot be completed as planned. The Foundation then works with the researchers to develop a research report that describes the research experience and encapsulates what was learned from it for the information of future researchers.


It is a basic expectation of every McDowell Foundation project that the researchers will submit a final research report that the Foundation can make publicly available. Usually, this report is a written document that is published in hard copy and posted on the Foundation’s website. However, the goal on the part of the Foundation to ensure that the results are disseminated as broadly as possible to other educators has resulted in an expansion of acceptable formats of a final report to include written, visual, web-based or other creative ways of sharing the research findings.

Dissemination of Research

Publications

As McDowell Foundation projects came to completion in 2016-17, the Foundation edited and published the following research reports:

Instructional Leaders Supporting Implementation of Effective Literacy Instruction Jennifer Dorval Dawn Paylor, Anita Dolan, Susan Plant, Cheryl Treptow and Krista Becotte

Treaty4Project: Student’s Perception of Their Relationship to Treaty 4 and First Nation’s People Naomi Fortier-Fréçon and Leia Laing

To Thrive and Flourish: Supporting Beginning Teachers Through an Induction-by-Mentoring Approach in Rural Saskatchewan

Lynn Lemisko Laurie-ann M. Hellsten, and Carol Demchuk-Kosolofski

Creating Opportunities for Using Family Funds of Knowledge to Support Literacy Skills Callie Lewry and Sharla Currie

The Wuchusk (The Muskrat Project) Renée Carrière

All recent McDowell Foundation reports are posted on the Foundation’s website and may be downloaded as PDF documents.

McDowell Foundation Research AwardThe McDowell Foundation Award was introduced in 1998 to celebrate the work of individuals who have made outstanding contributions to educational research. In 2013 the Board of Directors restructured the McDowell Foundation Award to celebrate the outstanding contributions to educational research from a contributing research team.

This year, the Board of Directors selected the project entitled, The Wuchusk or Muskrat Project led by Renée Carrière as the McDowell Foundation Award recipient. Her research is profiled in this report.


Research Profile

Students’ Question Triggered Victorious McDowell Research Project1

1 A version of this article first appeared in the Saskatchewan Bulletin on March 15, 2017

It all started rather innocently when the curiosity of a 15-year-old student was piqued as to why the river near the home community of Cumberland River was browner than usual.

The quick answer was perhaps simple enough in that there was increased sediment in the water but from that seemingly innocuous question it set the wheels in motion for what Renée Carrière said went on to become a life-changing experience in terms of engaging students and the northern community in honouring and combining both Indigenous and western ways of knowing via authentic land-based education.

Along the way subsequent answers were sought to find out where the decreased muskrat population had gone and what is rat root. Utilizing land-based teaching practices of controlled fire burning, water sampling and plant collecting The Wuchusk or Muskrat Project became an all-consuming endeavour that is still in progress.

Aided by the extensive use of Elders, Knowledge Keepers and community members , the end resul t was the

development of a high school credit recovery program at Charlebois Community School that is a perfect fit for the vision and belief statement of the Northern Lights School Division valuing Indigenous education.

Since its inception the project has had a profound impact on all those involved ranging from students and teachers right up to the Ministry of Education and the McDowell Foundation which recently honoured the action research project as its 2016 McDowell Foundation Research Award recipient.

Carrière, the lead researcher who worked closely with Dr. Jim Jardine and Solomon Carrière as research collaborators, shared the experience with those attending the Learning From Practice conference. Her enthusiasm for the project was readily evident, never more so than during the question-and-answer segment as she extolled the virtues of using the outdoors as the classroom.

“I challenge teachers to let go of the power sometimes and empower the kids. We need to do more of this and we need to think outside the basket and not be afraid. We


found it was great to give students a camera and that tells its own story. As educators we became those little kids again. Don’t be afraid to get your hands dirty because this is hands-on learning that really engages students. Use curriculum as a guide but it’s not a law. There are different ways to get to the outcomes and that makes it an authentic journey,” she offered.

Carrière noted how it was interesting to observe how what they learned dovetailed across all subject areas.

A trapper herself along with her husband, Carrière said the questions generated by this project got trappers and community members excited and it was a poignant way to bridge Indigenous and western science knowledge. “It’s not a matter of right or wrong, but it’s different and throughout it all the students developed real pride in their community and their confidence to ask questions grew so much because we were able to open that door.”

“We often talk about attendance issues but my Grade 11 science room wasn’t big enough and that’s because the students were truly engaged and having fun because we were bringing this to life. It’s one of the tragedies of our curriculum that there has been a failure to make any effort to validate Indigenous knowledge,” Carrière said.

As a staunch proponent of the outdoor education approach, Carrière reminded those in attendance that they can apply this to any environment - urban or rural - and it doesn’t have to be a locale blessed with the abundant natural beauty of this northern Saskatchewan community.

“We have a great repository at our disposal and it’s a matter of getting to know your place and your community. As a society we’ve lost our senses, so take the students out to read a poem underneath a tree. We are a tactile species but we have to reconnect. Pretty soon you realize what impact you can have in your own backyard can have a global impact as well.”

“Does it take extra work to make this part of your regimen; yes it does but it’s a win, win situation to do these small things. Don’t photocopy a butterfly; go outside and see one.”

By her own admission Carrière was initially very nervous about how this ambitious project would unfold, alluding to it as having so many pieces of the puzzle that would have to fit together. Upon its conclusion she was, in her own words, floored by the overall results.

The real silver lining was that the findings of the project have led to the potential creation and inclusion of Saskatchewan environmental policy in regards to the adoption of a fire burn template. According to Carrière the acceptance of the findings by the Ministry of Education ostensibly legitimatizes and validates Indigenous science and ways of knowing in secondary science courses.

Carrière indicated that the fire burning is ongoing and that this is still a work in progress, adding that “we live in a western world, but we have taken small steps in bringing the two ways of knowing together and that’s to everyone’s benefit.”


Research Profile

Exploring Treaty 4 Through Art1

1 A version of this article first appeared in the Saskatchewan Bulletin on May 17, 2017

French Immers ion teachers Naomi Fortier-Fréçon and Leia Laing wanted to take their students beyond a classroom study of treaty education and explore the idea of treaty citizenship and the role of their generation in Treaty 4 territory now and in the future.

Both Fortier-Fréçon and Laing are quick to say they are not experts on Treaty 4 or treaty relationships but they were eager to provide a learning opportunity for their students. Treaty 4: The Next Generation Youth Conference, the year-long project that arose from their desire to enhance their classroom teaching, brought together Elder Noel Starblanket, Cree/Métis artist Ray Keighley, university professors, activists, education students, Regina Public Schools teachers and advocates as well as their own students to explore the idea that “we are all treaty people.”

With the support of the Saskatchewan Arts Board, the teachers brought together more than 200 students from four different Regina high schools to participate in a two-day conference exploring treaty citizenship. On the second day, they worked with the artist to create tiles that formed a mural in the shape of the medicine wheel.

After the first conference and with the possibility of a second one on the horizon, the teachers approached the McDowell Foundation to help research and better understand the learning that took place. They began the research with a pipe ceremony and relied on Elder Starblanket’s advice and support throughout the project. The teachers followed up both with work in the classroom and by interviewing two of the students about their experiences with the Treaty 4 project. The teachers also kept research journals throughout the process and documented their own reactions to the experience.

The teachers found that after the conference, classroom work and reflection students were more likely to identify and be troubled by systemic racism and more open to new ideas. They were exposed to and began to develop an understanding of white privilege and the impact on society. Through the use of art and interactions with other students from beyond their own schools, students began to truly understand the expression “we are all treaty people.”

The teachers also found that the project had a broader impact on their schools. Teachers from other classes began incorporating additional Indigenous teachings into their classrooms and became more comfortable inviting Elders and other guests into their classrooms to work with their students.

Now that the project is complete, both teachers continue to use art and writing to explore treaty relationships in their current classes. The conference itself has taken place two additional times since the initial gathering and continues to explore questions of treaty and identity. The mural created by the students with the support of Keighley at the first conference was displayed in each of the four local high schools and is currently awaiting confirmation of a permanent home.


Research Profile

Relationships with Families Key to Supporting Early Literacy1

1 A version of this article first appeared in the Saskatchewan Bulletin on April 12, 2017

For Grade 1 teachers Callie Lewry and Sharla Currie, engaging parents and other caregivers in supporting their child’s literacy development was something they as teachers felt was important. With the support of the Dr. Stirling McDowell Foundation for Research Into Teaching, Lewry and Currie focused on building relationships with their students’ families and asking the families how they wanted to support and share about their child.

Lewry and Currie started with the question: why are families not participating in home literacy activities or other school events? Through a sharing of food and other activities that built meaningful relationships with caregivers and asking how families wanted to participate, they were able to create important opportunities to share family funds of knowledge.

Using the model of a community kitchen, families were invited into a local high school where they worked together to prepare food

to take home and, while it was cooking, participate in activities designed to help the teachers learn about the families. Over the course of the year the families met with the teachers four times to cook, share knowledge and build community.

The teachers chose not just cooking but the community kitchen model where food is prepared together and then taken home because they believed that the preparing of food brought people together in more comfortable settings. “The preparation of food unites people across cultures” Currie explains. “Preparing the food together lets the caregivers be caregivers” added Lewry.

Through the process, Lewry and Currie learned that the families wanted to be involved in activities such as arts and craft projects, parenting sessions, cooking, beading or sewing or other parent groups; however, they were not comfortable being the class helper, speaking to the class or taking part in a book club. By asking the


caregivers how they wanted to be engaged and providing opportunities for more relaxed and comfortable interactions, relationships developed both between the caregivers and the teacher, and with other parents or caregivers in the class.

The teachers found that many of the activities they had previously developed to try to engage caregivers, including reading logs, practice lists for spelling and other at home reading exercises, did not have wide participation. By listening to the families, activities that support literacy could be developed in partnership rather than sending home pre-set activities and expecting the families to participate.

Lewry explains “as teachers we tend to view school life as separate from the child’s life outside of school when we should be viewing the whole child’s development as important pieces that go hand in hand.” “We need to recognise caregivers as experts on their child and invite them to share their knowledge in ways that work for them” adds Currie.

At the final session the Grade 1 students were each able to share with the families a poster that was created by the teachers that

included a photo their family had shared and talked about as part of a celebration of learning. The students proudly highlighted their family knowledge first with their class, and then with the other families involved in the project displaying not only enhanced oral literacy, but also the pride they took in their own family knowledge.

The caregivers were also clearly more comfortable in the school and participated in events like bringing baking to school community council meetings and other school activities.


2016-17 Learning From PracticeThe Learning From Practice Exchange of Teacher Knowledge and Research is the McDowell Foundation’s annual showcase that highlights our research projects and builds the research community. The conference is held in Saskatoon each year.

The purposes of the Learning From Practice conference are:

• To share the results of research projects funded by the McDowell Foundation with the education community.

• To provide research skills and information to teachers and others who wish to undertake research.

• To build an educational research community among teachers, administrators and researchers.

• To recognize outstanding contributions to educational research through the presentation of an annual award.

• To heighten awareness of the McDowell Foundation.

This year, Learning From Practice was held on February 3, 2017, at the Saskatchewan Teachers’ Federation building in Saskatoon. Over 90 people attended including research teams, teachers, pre-service teachers and other education sector partners. Eight Foundation research teams presented their work on a number of topics including:

• Integrating Indigenous land-based teaching into secondary science.

• Supporting professional development for effective literacy instruction.

• Mitigating school-related anxiety in secondary students.

• Exploring students’ relationships to treaty through the Treaty4Project.

• Induction by mentoring in a rural school division.

• Visual literacy and student engagement in secondary classrooms.

• Parental engagement in primary years: A community kitchen.

• The impact of collaboration: Classroom teachers and school psychologists.

The keynote speaker was Charlene Bearhead, the education lead at the National Centre for Truth and Reconciliation who provided a challenging and inspiring address that focused on the need for everyone to make reconciliation happen starting in their own lives, classrooms, schools and communities.

Keynote speaker Charlene Bearhead


Public RelationsThe McDowell Foundation continues to communicate with donors, researchers and the public through the Foundation’s website, our twitter account and through communication channels made available through the Saskatchewan Teachers’ Federation. These include member emails, school staff liaison meetings, profile pieces within the Bulletin and the Federation website along with other opportunities. The Foundation wishes to acknowledge the ongoing communication support provided by the Saskatchewan Teachers’ Federation in ensuring continuing communication with teachers in the province.

We have also launched the bi-annual Foundation newsletter entitled McDowell Foundation News. The newsletter will be produced in spring and fall and sent to all donors, made available on the website and distributed through twitter. The Foundation has the opportunity to utilize the newly created Saskatchewan Teachers’ Federation Facebook page to engage both teachers and the public.

Foundation staff also provide presentations and information displays at local association conventions and executive meetings, Annual Meeting of Council of the Saskatchewan Teachers’ Federation and at the Superannuated Teachers of Saskatchewan’s Annual General Meeting.

In honour of the Foundation’s 25th Anniversary this past year, a gala was held to celebrate the work of current and previous researchers, board members, staff and donors. Approximately 130 people attended the gala including representatives from three of the four founding donors. Harold Schultz was awarded the McDowell Builder Award to recognize his dedication as the first fundraiser of the Foundation. Dr. Jennifer Tupper, Dean, Faculty of Education, University of Regina was the keynote speaker and shared how important the opportunity for teachers to engage in research is for the profession and for the education sector as a whole.

Keynote speaker Dr. Jennifer TupperHarold Schultz, McDowell Builder Award recipient


Fiscal SustainabilityThe McDowell Foundation gratefully received and recognized donations and gifts in support of its research program in 2016-17. This ongoing support from a wide range of individuals and organizations committed to the Foundation has provided a solid foundation for its work.

Donations to the FoundationDonations to the McDowell Foundation may be made through bequests, payroll deductions for teachers and STF employees, donations of honoraria for corporate and organizational services, donations of payments for tutoring students, memorial gifts, gifts to honour special occasions or particular individuals or donations of the proceeds from events held by teachers or superannuates. Table 2 indicates the amount of money received this year from the major types of donation. It shows that most of the Foundation’s revenue from donations appears to come from unsolicited donations, but there are a significant number of teachers donating to the Foundation through payroll deduction, and it is becoming a more common practice to make memorial donations to the Foundation to honour deceased teachers.

Table 2: Donations to the McDowell Foundation by Type in 2016-17

Type of Donation Total Gifts No. of DonorsProceeds From Fundraising Activities or Campaigns $16,900 9

Memorial Donations $1,425 9

Honour of Donations $3,297 7

Payroll Deductions/Pre-authorized Payments $5,242 53

Unsolicited $9,794 26

*Donors may be included in multiple categories.

In recognition of our 25th anniversary year the Foundation launched a Legacy for Learning campaign. The campaign raised $18,250* donated specifically to recognise the 25th anniversary. *This amount includes donations received in the 2015-16 and 2016-17 fiscal years.

Donor RecognitionThe work of the McDowell Foundation has been made possible by the generosity of many people who understand the value of educational research to the improvement of teaching and learning in our schools. The names of all organizations and individuals who contributed financially to the Foundation in 2016-17 are listed at the end of this report.

For a more complete picture of donations to the McDowell Foundation, please refer to our website. A comprehensive list of donors is now permanently displayed there in broad categories according to amount given. Special recognition is given to the foundational donors who provided substantial gifts to support the Foundation in its early years: the Saskatchewan Teachers’ Federation, Greystone Managed Investments Inc., McDougall Gauley LLP, TCU Financial Group and the Government of Saskatchewan. In addition, the Foundation provides certificates of appreciation to local teachers’ associations and chapters of the Superannuated Teachers of Saskatchewan who donate to the Foundation each year.


GovernanceDevelopment and oversight of strategic direction along with governance and fiduciary responsibilities rest with the Board of Directors of the McDowell Foundation. Administrative and operational responsibilities are delegated to the Saskatchewan Teachers’ Federation and are typically attended to by the manager of the Foundation as determined by Federation policies and procedures.

InvestmentsThe McDowell Foundation fund is overseen by the Saskatchewan Teachers’ Federation and managed by Greystone Capital Management. The goal of the Foundation is to establish an endowment fund that is large enough to support ongoing substantive research as well as cover the costs of governing and operating the Foundation. All research funded and supported by the Foundation is currently paid for through donations and the money accumulated in the Foundation fund.

Staffing, Facilities and EquipmentThe Saskatchewan Teachers’ Federation oversees the staffing needs of the McDowell Foundation and makes equipment and office space available to the Foundation in the STF building in Saskatoon. The Foundation reimburses the Federation for all direct expenses involved in operating the Foundation and pays an annual administrative fee to reimburse the Federation for indirect costs such as building maintenance.

In addition, in-kind support is provided to the Foundation by the Federation in the form of design assistance, website and accounting support, and through the involvement of research and policy analysts from the Federation who support the research program. This ongoing support from the Federation has been instrumental in allowing the McDowell Foundation fund to grow towards its financial goals of sustainable, substantive research.


Donors In 2016 – 17Up to $499

Adam, Shirley Augustyn, Gary Avery, Wayne Barker, Wendy Baron, CharleneBekolay, MariaBoychuk, TammyCapes, TrudyChrist the Teacher Teachers'

AssociationClark, Teresa Colleaux, MarcCraig, Wendy Daniels, BelindaDevine, Mary-JoanDevine, MoniqueDickson, ThomasDonald, Ann Douziech, Joann Dubyna, Charlene Ehr, SandraFarrell, Chrisa Fraser, LynnGilmour, DougGirolami, TammyGood Spirit Teachers' AssociationHingley, JenniferHoly Trinity Teacher's Association

Irving Piot, Laurel Jaunzems-Fernuk, Judy Jayson, BelindaJemieff, Diana Karpa, Tish Keehborn, Denise Kerr, Jennifer Knipfel, Linda Kobelsky, LisaLozinski, Larry Macdougall, BarryMacleod, JaneMcdowell, KathleenMclean, SherryMynett, Raymond Neurauter Sajtos, Gail Okrainetz, Brent Phipps, Elizabeth Powell, CathyPrairie South Teachers’ AssociationRawlake, Donna Regnier, Sylvia Rospad, Elaine Rowley, PattiSampson, April Sansom, Sherry Schrader, Leah Scott Lindsay, Jana

Serafini-Dillon, JaniceSteel, Douglas STF Administrative Staff Stone, Sara STS – Carrot River Valley ChapterSTS – Fraser Valley ChapterSTS – Humboldt and District

ChapterSTS – Last Mountain ChapterSTS – Maple Creek-Medicine Hat

ChapterSTS – Moose Jaw ChapterSTS – Moosomin ChapterSTS – Nipawin ChapterSTS – Prince Albert ChapterSTS – Souris-Moose Mountain

ChapterSTS – Unity ChapterSTS – Wadena ChapterSTS – Weyburn ChapterSUNTEP Prince Albert CentreTenaski, ConnieTourangeau, NorineWall, MurrayWalters, LesleyWhiteman, EllenWiddifield-Konkin, LeslieWood, Gen

$500 - $999

Dueck, Gwen Genge, Gary LEADS

Lloydminster Teachers’ AssociationSaskatoon Community FoundationSaskatoon Teachers’ Association

STS - Regina Chapter Tri-West Teachers’ Association

$1,000 - $1,999

Horizon Teachers’ AssociationPrairie Spirit Teachers’ Association

Schultz, HaroldSTS - Mainline Chapter

TCU Financial Group

$2,000 - $4,999

Greystone Managed Investments Saskatchewan Teachers’ Federation Superannuated Teachers of SK

$10,000 - $19,999

McDougall Gauley LLP


Financial Statements


AppendixResearch Applications and Awards

2017-18 2016-17 2015-16 2014-15 2013-14 summer 2013-14 2012-13 2011-12 Total

1994-2017

Amount Available $85,000 $85,000 $85,000 $85,000 $85,000 $85,000 $85,000 $1,675,000

Number of Applications 11 11 14 11 6 12 12 15 428

Amount Requested $123,791 $156,335 $157,107 $142,438 $77,561 $112,241 $150,455 $170,611 $4,266,479

Number of Awards 7 6 7 6 4 4 12 11 256

Total Awarded $80,775 $80,970 $72,904 $76,675 $38,135 $31,314 $83,872 $82,793 $1,547,834

Distribution of McDowell Foundation Projects by Geographic Area

2017# (%)

2016# (%)

2015 # (%)

2014 # (%)

2013 # (%)

Saskatoon/Regina 7 (100) 3 (50) 4 (57) 4 (68) 5 (63)

Small Cities 1 (17) - 1 (16) -

Northern Areas* 1 (17) - - 2 (25)

Rural Areas 1 (17) 3 (43) 1 (16) 1 (12)

Mixed - - -

Outside Sask. - - -

Total 7 6 7 6 8

* Northern Areas do not include Prince Albert, which is included in Small Cities.

8200-99 17/11/2017

dr. stirling mcdowell foundation for research into ...tish karpa. project review committee. teacher...

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