Building Opportunities with Innovative Instruction

Network schools all over BC, the Yukon, Chile (and elsewhere!) are engaged in developing innovative and inventive approaches to learning and teaching. School inquiry teams are constantly developing and practicing reflective means of instruction in response to the personalized needs of their community of learners. Team work is important, as is engaging as many students, staff and community members in the process as possible. This type of pedagogy is always a work in progress -- that's the beauty of being open and responsive to constantly changing contexts -- and it shows a deep commitment to improving learning outcomes for all students in the school. 

The AbOut Program of Learning Alternatives in Nanaimo (SD#68) demonstrates this deep commitment in a way that builds unique opportunities for their community of learners. AbOut stands for Aboriginal Outreach -- it is an alternative learning program specifically geared toward vulnerable Grade 9 - 12 students who may otherwise leave the school system. The program allows students to focus on completing all of their course requirements for graduation.

The inquiry team at AbOut, lead by Brett Hancock (Program Teacher), often heard feedback from students that many mainstream classrooms did not feel inclusive and students struggled to feel engaged and excited about learning. Building on this feedback, the team developed their inquiry for the 2013 - 2014 school year:

“Will students having the ability to explore a number of possible occupations in Outdoor Education and Sustainable Living, generate a stronger interest in pursuing post-secondary education and/or immediate employment?”

And build opportunities they did. Through the AbOut program, students were given the chance to move out into the community and participate in experiential learning where they could build skills and learn about potential career options, such as construction, farming, landscape maintenance and carving. (Check out the media coverage here and here!). In addition to building employable skills, these experiences help foster a greater self-esteem, confidence and vision to set goals for the future. As Brett notes in his AESN case study, "at the beginning of the school year there were 30 students enrolled in the ABOUT Program and none had employment and none of our grade 12’s wanted to pursue post-secondary education for 2014-2015. By the end of the year we had 45 students in the program! At our June Awards, we celebrated that 12 students were currently employed and 5 students were enrolled to attend Vancouver Island University this upcoming September!  We celebrated the success of our students and hope to use our success to motivate others in our school building to engage in an inquiry question."


Arguably, some of the success of this initiative stems from the inquiry team's commitment to building community partnerships to help contribute to the breadth of learning opportunities available to the students. The AbOut program worked with a number of local groups, including the Snuneymuxw First Nation, Snaw-Naw-As First Nation, Tillicum Lelum Friendship Center, and the Young Professionals of Nanaimo, as a means of connecting students to mentors and building long-term, supportive relationships. 

With the success of the program being celebrated through the local media (be sure to watch the video!), the students' level of engagement also increased. As Brett notes "the spark that we had started in September of 2013 began to grow into a fire of passion!"

This success certainly does need to be celebrated -- congratulations to the AbOut team and their commitment to ensuring that every learner crosses the stage with dignity, purpose, curiosity and options. Check out this case study and others on the NOII website. 

Increasing Graduation Rates by Supporting Transitions

When flipping through the latest Canadian Education Association bulletin, I came across this article regarding action steps that schools and districts can take as an attempt to reduce dropout rates for secondary students.  The article, from a Quebec perspective, presents some interesting ideas.  But it particularly caught my attention because it made me think of the innovative steps Network schools are taking to address the same issue, using an inquiry based approach, and one that focuses less on dropout and more on ‘every learner crossing the stage with dignity, purpose and options.’ 

Recently, Network leader Kim Boettcher, District Principal of Curriculum & Assessment with School District #60, shared their approach to helping students transition from middle school to secondary and beyond.  This work was part of their inquiry last year, focused on Aboriginal Transitions and ensuring students are supported as they craft their Learning Journey. 

It starts with laying out a proposed learning plan in Grade 9 for each student.  Kim (and often an Aboriginal Support Worker) sat one on one with students at the computer, and typed the proposed steps in the learning journey as the student described their plans.  Not only does this give the student something tangible to refer to when thinking about their future, but as Kim pointed out, it’s also a good step in getting to know the students as people – especially what they hope and dream for the future.  When students enter secondary school this coming September, they will have access to their plan electronically, and can make changes and additions as their interests/goals/learning needs change.  Throughout their time in secondary school, the document will be a way for them to plan for their dual credit, apprenticeships, work experience, university transfer, scheduling for post-secondary requirements, etc. 

On a district wide scale, SD #60 is also supporting the transition from middle to secondary school through Transition Night dinners with school district staff, support workers, Band Councils, Elders and other community members.  This helps everyone get to know each other, as well as develops a community support system that students can draw from as they make this transition.  And having noted that math is often a barrier to graduation for many of their students, the district is also supporting additional professional learning for their secondary math teachers to build their capacity in addressing this area of student need. 

It’s amazing to see this layering of support for students as they transition to the next phase of their learning.  We’ve included a sample plan here to give you a sense of what this can look like in practice.  

Creating opportunities for post-secondary connections

It’s amazing to see so many AESN schools focusing their inquiries this year on the various transitions students face as they journey through their learning and work towards graduation.  As adults, we’ve all experienced the stress and anxiety that can come from moving from one phase of life to another.  We know our students experience this too, and perhaps even more so, without the benefit of experience to guide them through the process.

With so many graduation ceremonies happening across post-secondary campuses in BC over the last few weeks, it seems timely to share how several schools have been supporting their high school students in preparing for their futures. 

Two schools in SD 82 Coast Mountains – Kitimat City High and Caledonia Secondary – focused part of their inquiry this year around building a connection with the post-secondary institute in their region. Students have had the opportunity to visit their local college, learn about the services and programs offered, tour the facilities and even have lunch in the cafeteria.  It was important for students to experience first-hand, but in a supported nature, the possibility of post-secondary options, and what they may expect as a means of easing that transition.

This shared experience made an impact.  Students commented that the visit “gave me a better understanding of how the college works” and “it helped me set my career goals” and “it got me thinking to start making a plan.”  Several students have applied to the college this year, and several more are now thinking about this as they work toward graduation.  

This is really inspiring. It captures the networks so clearly – helping every learner cross the stage with dignity, purpose and options.