Critical education: Let’s discuss the minister’s year-end message

Paul Calandra’s year end letter to the TDSB community (see below) is a fine educational resource for teachers at many grade levels. Literacy is not a critical requirement here. Even non-readers- if someone reads the text to them- could learn from it how words are used to deceive. For that purpose, the letter is perfect because it’s  nonsense.

It’s a useful resource at a time when arrogant politicians like Calandra think people are dumb enough to fall for what can only be described as “more rubbish” when his Tories have been dumping it continuously since 2018.

It should be worked into a future EQAO assessment because, unlike current test questions, it offers a chance to assess learning that is actually useful for citizens- not politicians who think that education is a resource to be developed, like cobalt or soybeans, for future corporate profits.

 

Let’s check it out:

The first clue that something interesting was about to happen wasn’t the content of the message; it was the email address.

Reply-To: noreply@tdsb.on.ca

That’s no joke; it’s a real instruction.

Before we even read a sentence, a Grade 5 student already might have something to say about this. When asked what “noreply” means, they should confidently explain: “It means you’re not allowed to call back.”

Exactly.

Welcome to our first media literacy lesson of 2026.

The year-end letter from the Minister of Education assures families that provincial supervision of the school board was necessary, effective, and already producing “early signs of progress.” Millions have been redirected. Accountability restored. Classrooms stabilized. Everything is moving in the right direction.

This is where a good teacher asks the class simple questions:

How do we know if that’s true? What information supports what he says?

What millions? Where did they come from?

What progress? 

What about that school Heydon Park that might get shut down?

Some more discussion might follow as educators help their kids become thoughtful, engaged community members:

Step One: Compare words to what you can actually see

The letter says money is being redirected into classrooms. Great! A Grade 5 student knows what that should look like. If they don’t, it’s time for a quick lesson in economics – something the business-focused Tories should love.

So, kids what does that mean:

More adults helping kids?

More support when learning is hard?

More music, art, and library time?

Fewer times when one person is doing several jobs?

This could work into a graphing lesson – keeping track of the number of times a teacher or education assistant or someone else isn’t available because they’re covering for a supply person who’s also not available.

Students notice teachers running from place to place, support staff spread thin, and classrooms held together by patience, creativity, and coffee.

When the letter talks about redirected funds but the classroom is really “make do” students learn an important lesson:

Big words don’t count if the evidence is missing.

 

Step Two: Notice what’s quietly left out

There’s a lot of talk about “efficiency,” “accountability,” and “streamlining.” in Calandra’s letter. There’s nothing in it about underfunding, inflation, or what it actually costs to support real children with real needs.

Here are some simple questions every kid needs to learn to ask:

How come we never hear anything about what’s going on in our schools?

How come the boss of the schools just got fired? What did he do wrong?

What happened to the trustees, the people who come around and talk to people at school?

How come the new name of my school just got taken down?

A Grade 5 student might call this “checking for the important part.”

They would be right. In media literacy, we use words that limit discussion to preferred topics – framing. It’s something that people who want to avoid being fully honest do so they won’t look shady. In the classroom, it sounds more like:

“That’s not the whole story.”

 

Step Three: Watch for fancy hollow  language

Phrases like “stabilizing classrooms” and “merit-based process” sound impressive until you ask basic follow-up questions — the kind Grade 5 students are famous for.

Huh?! What do you mean?

Who decides?

Who gets help?

Who doesn’t?

What does ‘merit based process’ mean?

If someone says, “I cleaned the room,” but everything is shoved into the closet, a Grade 5 student will immediately open the closet. They always do.

 

Meanwhile, back in real schools…

Teachers recently shared what truly brings them joy:

“Students’ faces lighting up when something finally clicks.”

“Colleagues supporting one another when there aren’t enough supports.”

“A winter concert for 300 students, organized despite missing resources, because the tradition matters.”

None of that came from a supervision order or a press release.

It came from educators, students, and communities doing what they’ve always done: creating something caring inside a dysfunctional system that keeps insisting everything is fine.

 

The real lesson

This letter is an unintentional  gift. It gives educators a real-world artifact to help students learn:

How to question authority respectfully,

How to separate messaging from evidence,

How to notice what’s said loudly and what’s quietly avoided,

and why democracy doesn’t usually arrive from a “noreply” address.

As we welcome 2026, students need, more than ever, to learn critical thinking.

They need adults willing to say: “let’s read this together — and check if it matches what we see in the real world.”

Any student needs to learn to tell the difference. And it’s really important for them to practice looking for that difference on the river of self-serving drivel flowing from governments, organizations and others who’ve lost any connection with what it means to be a kid  trying to find their place in the world.

 

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Year-End Message from the Minister of Education

Friday December 19, 2025

Categories:NewsParent/Guardian Communication

Below is a year-end message to TDSB families from the Minister of Education.

Wishing you all a happy and restful holiday season!

Dear Parents and Guardians,

As Ontario’s Minister of Education, my priority is straightforward: ensuring every student has the opportunity to succeed. I am writing to provide an update on the supervision of the Toronto District School Board and the work underway to refocus the board on student achievement and accountability.

Supervision was put in place because trustees were not delivering the outcomes students deserve or demonstrating the level of financial and governance responsibility that parents and taxpayers expect. When that happens, the province has a responsibility to step in and act.

Supervision is a proactive measure that allows for stronger oversight and clearer accountability. Through supervision, the province’s intent is to ensure decisions are made in the best interests of students and that resources are directed where they matter most, supporting learning in the classroom

Progress at Toronto District School Board

I want to recognize the leadership of Rohit Gupta, whose work has been focused on restoring accountability and improving outcomes for students.

Under his direction, we are seeing early signs of progress. For example, the board has:

• Redirected millions of dollars into classrooms by freezing non-school-based hiring and eliminating central positions with limited impact on students to focus resources where they matter most.
• Reformed admissions for specialized programs by implementing a merit-based process that recognizes student achievement.
• Set clear standards for responsiveness to parents, requiring principals and superintendents to acknowledge parent inquiries within 48 hours and provide a path forward as soon as possible.
• Stabilized classrooms and reduced disruption for students by refocusing fall class reorganization on core priorities and redirecting staff to maintain continuity for tens of thousands of students.
• Strengthened accountability and decision-making by streamlining approvals for budgets, hiring, and student-facing programs, accelerating action and improving coordination across the board.

These steps reflect a renewed focus on student achievement and responsible decision-making, as well as the dedication of educators, staff, and community members who are working together to create a more responsive and effective education system.

Looking Ahead

My expectations remain clear. Supervision must continue to strengthen financial oversight, improve governance, and deliver better learning outcomes for students. Closing learning gaps and ensuring students have the tools they need to succeed must remain the priority.

To better support families during this transition, I have directed the supervisor to open a Student and Family Support Office at the Toronto District School Board by mid-January. This office will provide parents and guardians with a clear point of contact and direct access to information and assistance.

You will continue to receive updates from the ministry and the board as this work continues. I encourage you to stay engaged, ask questions, and share your perspectives. Together, we will ensure students receive the high-quality education they deserve to prepare them for the jobs of tomorrow.

Sincerely,

The Honourable Paul Calandra
Minister of Education