Introduction: Avenue in Action at TVDSB
Innovation in adult language education is often talked about in abstract terms. At the Thames Valley District School Board (TVDSB), it can be seen, heard, and experienced.
The recently completed video Avenue in Action: The TVDSB Experience offers a vivid, on-the-ground look at how adult ESL and LINC programming has evolved across TVDSB sites in Southwestern Ontario. Through classroom footage, instructor commentary, and learner voices, the video traces a transformative journey—from largely paper-based classrooms to a robust, technology-rich learning environment anchored by Avenue.
The video shows newcomers from dozens of countries building not only their English language skills, but also the digital confidence and autonomy they need to adapt to life and work in Canada. It captures how Avenue supports in-person, blended, and online learning, and how it has become deeply embedded in programs such as Path to Work and English Anytime.
This interview extends and deepens that story. In conversation with Jennifer Jones, ESL-LINC Program Coordinator, and Jen Artan, Learning Support Lead for Adult ESL, we move behind the scenes of the video to explore the thinking, planning, and leadership that made this transformation possible. Together, the video and the interview offer complementary perspectives: one shows Avenue in action; the other reflects on why and how it works.
Watch the whole 14-minute video, then read the rest of the interview.
Generative AI was used to help organize and edit the original interview transcript. It helped break long answers into shorter sections, add clarifying questions, and improve readability, while keeping the interviewee’s words, meaning, and perspective intact.
A Broad and Flexible Adult ESL Program
Rob
To start us off, can you describe TVDSB’s adult ESL programming for newcomers?
Jennifer
Absolutely. The TVDSB Adult ESL program serves both provincially and federally funded learners, with programming that ranges from foundation literacy all the way up to CLB 7. We offer a wide mix of delivery models – in-person, online, and blended – across eight or nine sites.
Learners can choose full-skill classes or split-skill options, such as reading and writing or listening and speaking. We run daytime, late afternoon, and evening classes, including part-time options two nights a week. We also offer a more flexible “English Anytime” model, designed for independent, self-paced study.
Across all of our programs, learners participate in regular PBLA progress reviews and are supported in moving on to other adult and continuing education pathways, such as Get Set (formerly Gateway), PSW training, or Adult Day School.
Learners can choose full-skill classes or split-skill options, such as reading and writing or listening and speaking. We run daytime, late afternoon, and evening classes, including part-time options two nights a week. We also offer a more flexible “English Anytime” model, designed for independent, self-paced study.
Across all of our programs, learners participate in regular PBLA progress reviews and are supported in moving on to other adult and continuing education pathways, such as Get Set (formerly Gateway), PSW training, or Adult Day School.
Rob
That’s an impressive range – it really does sound like all the bases are covered.
Jen
That flexibility is intentional. No matter where learners fall on the spectrum, our programs prioritize real-world communication, settlement and integration, and learner confidence. Everything is aligned with CLB and PBLA principles, and we’ve been very focused on maintaining a strong balance between in-person and online learning.
Jennifer
One other piece that cuts across all of this is technology. Whether learners are in online, blended, or in-person classes, there’s always a digital component. Learners use Google Classroom and Google Meet, Avenue, or often a combination of both.
Adult Education as Mission and Mandate
Rob
How do you see the board’s broader mission when it comes to adult education?
Jen
I’ve been with the board for about sixteen years now, and what I’ve consistently seen is a strong commitment to supporting newcomers in building not just language skills, but also digital and communicative skills. The goal is full participation in Canadian society – socially, economically, and civically.
Language development is central, of course, but so is learner autonomy and confidence. Our learners are preparing for a rapidly changing environment, especially the labour market. That means understanding digital communication and, increasingly, developing what I’d call critical AI literacy skills. The board really recognizes how important that is.
Language development is central, of course, but so is learner autonomy and confidence. Our learners are preparing for a rapidly changing environment, especially the labour market. That means understanding digital communication and, increasingly, developing what I’d call critical AI literacy skills. The board really recognizes how important that is.
Jennifer
I think that’s a great summary. When you look specifically at Adult and Continuing Education, there’s also a strong emphasis on helping learners rediscover a love of learning. That idea of “continuing” is key – empowering adults to pick up where they left off or to choose the next chapter in their learning journey.
There’s also a newer focus on collaboration, innovation, and student achievement and well-being. All of that reflects the reality of an evolving world and the need for learners to keep adapting their skill sets.
There’s also a newer focus on collaboration, innovation, and student achievement and well-being. All of that reflects the reality of an evolving world and the need for learners to keep adapting their skill sets.
TVDSB and the Avenue Innovation Curve
Rob
You’ve both been deeply involved with Avenue. Without giving away too much of the accompanying video, where would you say the board sits on the Avenue innovation curve?
Jennifer
We’ve been very deliberate about how we’ve rolled out Avenue training. Early on, we started with a small group of early adopters – Jen has been an Avenue mentor for a long time – and some of us completed leadership training during COVID.
Right now, we’re at about 40% uptake among instructors. We train staff in cohorts twice a year, so by March we’ll be closer to 50%. Some instructors are now very advanced – they’re creating their own materials and using Avenue almost exclusively, with minimal reliance on Google tools. Others are just getting started, and many fall somewhere in between.
What’s important is that we intentionally select cohorts that represent a mix of CLB levels and class types – online, in-person, and blended – so we can gather meaningful feedback on how Avenue is actually being used with learners.
Right now, we’re at about 40% uptake among instructors. We train staff in cohorts twice a year, so by March we’ll be closer to 50%. Some instructors are now very advanced – they’re creating their own materials and using Avenue almost exclusively, with minimal reliance on Google tools. Others are just getting started, and many fall somewhere in between.
What’s important is that we intentionally select cohorts that represent a mix of CLB levels and class types – online, in-person, and blended – so we can gather meaningful feedback on how Avenue is actually being used with learners.
Jen
That staggered cohort approach has been really valuable. It allows instructors to collaborate, share learning, and build on what earlier cohorts have done. I’d say we’re firmly in the integration-to-innovation phase, especially in programs like Path to Work and English Anytime.
In those programs, Avenue isn’t an add-on – it’s embedded in the program design, communication, assessment, and skill development. That’s where technology really starts to transform learning.
In those programs, Avenue isn’t an add-on – it’s embedded in the program design, communication, assessment, and skill development. That’s where technology really starts to transform learning.
Barriers, Challenges, and Human Factors
Rob
What have been the biggest challenges in innovating with Avenue?
Jennifer
From an administrative perspective, timing and logistics are always a challenge. We’ve had to think carefully about when to schedule training so it doesn’t disrupt programming. For us, running training during the school year – when learning support staff are available – has worked better than trying to do it at the very beginning of the year or over the summer.
From the instructors’ perspective, the biggest concern we hear is time. A single training day doesn’t always feel sufficient to really get comfortable. We’re now looking at whether a two-day model might work better, with time to follow up, ask questions, and consolidate learning.
From the instructors’ perspective, the biggest concern we hear is time. A single training day doesn’t always feel sufficient to really get comfortable. We’re now looking at whether a two-day model might work better, with time to follow up, ask questions, and consolidate learning.
Jen
Interestingly, when I first became an Avenue mentor more than ten years ago, most challenges were technical. Today, they’re much more human and systemic. Instructors want to dig in – to design engaging H5P activities with video, interactivity, and strong pedagogy – but that requires time and space to learn.
So the real challenge is how to integrate meaningful professional learning into the time instructors actually have. It’s less about the technology itself and more about supporting people through the learning curve.
So the real challenge is how to integrate meaningful professional learning into the time instructors actually have. It’s less about the technology itself and more about supporting people through the learning curve.
Seeing the Payoff
Rob
Are you seeing rewards from all this effort?
Jen
Absolutely. Learners consistently tell us that using Avenue prepares them for other systems they’ll encounter – in the workplace, in training, in everyday life. They’re learning navigation skills, digital confidence, and independence.
Those skills are transferable. They don’t exist in a vacuum. Learners can revisit materials, continue learning outside the classroom, and communicate more confidently. That’s a real payoff.
Those skills are transferable. They don’t exist in a vacuum. Learners can revisit materials, continue learning outside the classroom, and communicate more confidently. That’s a real payoff.
Jennifer
From a staff perspective, we’re seeing a lot of enthusiasm. We now have instructors who are real champions for Avenue. Feedback from learners has been overwhelmingly positive.
Of the instructors who’ve taken the training, about 95% want to keep going. It’s very rare for someone to say, “I’m done.” In fact, we’ve had people sign up for an initial boot camp and immediately ask how to move on to Stage 3. That level of excitement is encouraging.
Of the instructors who’ve taken the training, about 95% want to keep going. It’s very rare for someone to say, “I’m done.” In fact, we’ve had people sign up for an initial boot camp and immediately ask how to move on to Stage 3. That level of excitement is encouraging.
Advice for Sector Leaders
Rob
What message would you share with leaders who are just starting out on the Avenue innovation curve?
Jen
Innovation isn’t just about tools – it’s about trust. Trusting instructors to adapt thoughtfully. Trusting learners to grow into complexity. And trusting that meaningful change takes time.
Sustainable innovation happens when we focus less on what the platform can do and more on what learners actually need in their lives.
Sustainable innovation happens when we focus less on what the platform can do and more on what learners actually need in their lives.
Jennifer
I’d add: say yes. Jump in. Use Avenue and other technologies because they deepen both teaching practice and the learning experience. There are endless opportunities to create engaging, level-appropriate content and to tailor learning to the people in front of you – whether they’re in a classroom or online.
Technology supports language learning, but it also empowers both staff and learners with essential 21st-century skills.
Technology supports language learning, but it also empowers both staff and learners with essential 21st-century skills.
Final Reflections
Rob
Any final thoughts for educators in the settlement language training sector?
Jen
You don’t have to do everything at once. One well-designed activity that genuinely supports communication is more valuable than an entire course built too quickly. Start small, focus on the skills learners need, and build from there. Avenue is powerful when it augments good teaching – it doesn’t replace it.
Jennifer
And take advantage of what’s available. Avenue and educational technology will only continue to evolve. It’s an exciting time to be doing this work.
Rob
You’ve given me absolute gold. Thank you both for such a thoughtful and generous conversation.
Our programs and courses are designed to help adults develop the knowledge and skills necessary to make a significant contribution to our society. Every year, we educate approximately 18,000 students at our five main sites in London, St. Thomas, Strathroy, Tillsonburg and Woodstock.
