October 5, 2025
Dr. Leyton Schnellert reflects on how educators are transforming student learning with inclusive, community-based education
Celebrated on October 5, World Teachers’ Day honours educators globally, recognizing their dedication to education and the support they need to fulfill their calling. To mark the occasion, we spoke with Dr. Leyton Schnellert, Associate Professor in the Department of Curriculum & Pedagogy at the UBC Faculty of Education. A former K–12 teacher, Dr. Schnellert’s scholarship focuses on inclusive education and community-based practices, centring the voices of teachers, learners, and communities, and the transformations that emerge when they work together.
What makes a great teacher today?
Many aspects of good teaching haven’t changed. It’s still about knowing your students, being responsive, and connecting the curriculum to their lives. But today we have a deeper understanding of diversity in all its forms. We’re more intentional about meeting students where they are and drawing on their identities and knowledge to create affirming learning experiences.
Teachers are co-creating learning environments with students, with an increased focus on student voice. We now design learning experiences that include everyone from the start. Instead of reacting to problems as they arise, we work to remove barriers before they appear. For me, that’s one of the most significant shifts—creating inclusive pathways so every learner feels they belong and can succeed.
How can teachers become leaders?
Most teachers are already leaders, even if they don’t call themselves that. Leadership can be as simple as identifying a need and taking action, whether by improving your practice, sharing what you’ve learned, or helping to shape change at the school or district level. It often begins with the simple question: How could this be different?
When teachers reach out, share ideas, and collaborate, the impact ripples far beyond a single classroom or school year. For newer teachers, partnering with trusted colleagues is key. When fresh ideas and energy meet experience, the reciprocal exchange can spark some of the most meaningful and lasting change.
“In BC, it’s encouraging that the Teachers’ Federation, the Principals’ and Vice-Principals’ Association, the Superintendents’ Association, and researchers like myself all recognize the importance of giving teachers time and space to collaborate and lead. That alignment makes these practices not only possible but sustainable.”
How can schools support teacher leadership while avoiding burnout?
One strategy I’ve seen work well is dedicating part of staff meetings to real collaboration. Instead of sitting through announcements, teachers gather around shared interests for inquiry, exchange ideas, and revisit those conversations over time.
Another approach is aligning prep times so colleagues can plan together. Some schools and districts also provide dedicated release time—half a day, a few times a year—for teachers to pursue inquiries and share their learning.
In BC, it’s encouraging that the Teachers’ Federation, the Principals’ and Vice-Principals’ Association, the Superintendents’ Association, and researchers like myself all recognize the importance of giving teachers time and space to collaborate and lead. That alignment makes these practices sustainable.
How can families help teachers thrive?
Families can make a significant difference by collaborating with teachers to establish shared goals. That starts with asking: What would make the biggest difference, and how can we help?
When parents and caregivers learn what teachers are passionate about and support that work, the impact is powerful. I’ve seen Parent Advisory Councils rally to fund grants, resources, and projects once they understood what mattered most to teachers.
At one elementary school, teachers needed more diverse and accessible reading materials. Parents jumped in, raised funds, and soon every classroom had what it needed. That kind of partnership benefits students for years to come.
How are rural teachers impacting their communities?
In a chapter of a book I recently co-authored and co-edited on teacher leadership in Canada, we examined a network of rural teachers across BC. Each identified a local challenge and asked, “How can we work with our community to address this?”
The results were inspiring. Whether in Haida Gwaii, Fort Nelson, or the southeast interior, teachers created solutions that were deeply connected to the land and local Indigenous Nations. Students weren’t just learning; they were contributing, and communities began to see schools as real partners.
One project brought Grade 9 students together with three First Nations to restore trails. Students applied social studies and science learnings to hands-on work: removing invasive species, planting native vegetation, listening to cultural stories, and creating signage in the local language. That’s teacher leadership in action. Rooted in local needs, connected with community, and empowering students to make an impact.
What inspires you about the next generation of teachers?
I’m deeply impressed with the teacher candidates I work with in both rural and urban programs. They’re coming in with a stronger understanding of truth and reconciliation, more inclusive experiences than I had, and a fundamental awareness of diversity. They also recognize that education can’t be separated from the big issues of our world.
What’s especially hopeful is their commitment to balance, wellness, and a sense of belonging. They ask: How do I ensure my students feel like they belong? How do I ensure I feel that too? That mindset is shifting the profession in healthy ways.
What excites me most is that new teachers don’t need to wait years before stepping into leadership. They’re already arriving as leaders. Our role is to honour that and welcome them fully into the profession.
On World Teachers’ Day, what’s the best gift communities can give teachers?
The best gift is partnership. Some of the most powerful learning happens when communities collaborate with teachers. When parents participate in a classroom activity, when families ask what they can reinforce at home, or when community members lend their expertise, it builds genuine bridges between students, schools, and the world beyond the classroom.
My advice is simple: get to know your kids’ teachers. Learn what they’re focusing on, ask how you can help, and get involved in ways that matter. Whether it’s supporting land-based learning, helping with a classroom project, or fostering stronger community connections, those partnerships make teaching and learning more meaningful for everyone.
This interview has been edited for length and clarity.
