Making Successful Transitions - The Gift of Sharing

Thanks very much to Debbie Koehn, a Network leader,  for sharing this story from the Nass Valley.

This is the time of year when present opening plays an important role but gifts come in many different forms. One of the most important gifts educators can offer students is our own opening and sharing of practices.  As we grow as educators our students benefit.  The Aboriginal Enhancement Schools Network is enabling the learning and sharing of strong practices.   One great example of learning that is taking place is our understanding of the importance of transitions. 

We are learning lessons from the First Nations’ Peoples in the Nass Valley about the power of community.  Last September Gitwinksihlkw Chiefs, Matriarchs, Elders and  parents/family members presented the students to the Gitwinksihlkw Elementary School staff.  A Chief from each Tribe gave their blessing and words of wisdom, as did other respected members of the community.  The staff at Gitwinksihlkw Elementary School was honored to be part of such an important ceremony, accepting the shared role of educating and developing students’ potentials as members of the community.  This ceremony was one that demonstrated communal trust and respect for all educators and caregivers working together to help students develop skills and strategies that will help guide them through the future.

Important lessons are to be learned from this ceremony.  The Aboriginal community is helping to lead the way to understanding each individual’s personal need to feel like a valued member of the learning community. Each student is known to all the stakeholders by the end of the ceremony and should be more ready to move into a structured learning community after being acknowledged by all participants. 

Members of the Aboriginal Enhancement Schools Network will be taking this practice a step further, examining it thoughtfully so that we can emulate this wise practice when transitioning our students from grade to grade or from school to school. 

Imagine the impact on the community when the students leaving one school structure are formally presented to the new school and staff by not just their current teacher, but by caring Elders, Chiefs, caregivers and members of the Aboriginal community painting a picture with words and actions of who the student is as a person and a learner.  Students could feel ownership of a place, before even attending, knowing that the important people in their lives have come together to celebrate them as individuals. Community members could feel more at ease, knowing that students were entering a place where they already were known and knowing that the seeds of relationships had already been planted. Students and community members will have begun to develop an understanding of the new school expectations.  

If done in late Spring and early June students could have the possibility of moving back and forth between the buildings they are exiting as students and the buildings they are entering - creating a bridge of relationships between the two.  Peer learning partners could be established so that the learning community is actively interacting long before the official first day of the school year. The importance of moving through life skills (represented by educational buildings) would be acknowledged and celebrated in a traditional, dignified manner.

Although we cannot replace the meaningfully relationships built in home communities, we can begin to learn through watching, and attempting to embed in our schools the wise practices of education that take place daily in our Aboriginal communities.

                                                   Gitwinksihlkw Elementary School 

Connections and Transitions

When we started the Network in 1999, we had no idea that thirteen years later the work would be continuing. Neither of us has ever lived in a house that long let alone stuck with an initiative that has become such an important part of our lives. We occasionally wonder when it will be time to step away and say that the work is all done. From our perspective in working with schools across BC, there is still much to be done. We are encouraged by the ways in which more and more educators are embracing the goal of every learner crossing the stage with dignity, purpose and options. We are gratified by the extent to which coaching forms of assessment is becoming a way of life in many settings. And, we are deeply interested in the various ways that professional inquiry is becoming central to professional learning.

At the same time, we hear from, see and meet many educators who continue to feel isolated in their settings, where professional learning is disconnected from the needs of their learners, and who are thirsty for the kinds of connections across schools and districts that the network provides. We also know that there are still many learners who are not intellectually engaged in their learning and who feel little or no connection to their schools. To borrow from the words of Robert Frost "We have promises to keep and miles to go before we sleep." Our promise is to always provide a space for BC educators to explore powerful ideas, to interact with each other, and to make a contribution to the learning of others.

So, what does that look for the Network going into a new year? We are welcoming questions from any school in BC (or the Yukon) who wants to be part of a networked inquiry community. The template is easily accessible on the website (www.noii.ca) and while we would like to receive questions by the end of December, it is never to late to get started.  We are looking forward to the spring seminar that will be held May 5 in Vancouver - there will be lots of opportunities for interaction, for learning from other schools, and also for probing some leading edge research. Look for a flyer early in 2013 and save the date now!

Across the province, network meetings are taking place in a variety of forms. We know that face-to-face meetings are really important - and that if we use technology skillfully we can create many other ways for connections to be strengthened. The big idea is that teachers, principals and support workers have the opportunity to learn from and with each other in ways that are not constrained by geography, or role. We are also very pleased that starting early in January, there will be a research study looking at the impact of AESN in  deepening knowledge and changing outcomes connected to the goals of district enhancement agreements. We are also very pleased that we have secured funding support from two foundations. This will help us to deepen and extend the support provided to schools. We are pleased with the ways in which other initiatives, for instance the Changing Results for Young Readers and the VIU Rural Literacy projects are building on much of the work of network schools. We are looking forward to the release in February of Spirals of Inquiry and very much appreciate the partnership with BCPVPA that will direct all proceeds to network schools.

The next phase of the OECD Innovative Learning Environment project also has a direct connection to BC and to Network schools. We have been invited to be part of the international team looking at ways to sustain and extend the learning that had emerged from the international case studies on innovative learning environments. The BC network is seen as an important example of a sustained approach to innovation and we are looking forward to sharing what we learn from the workshops and deliberations that will be taking place at the International Conference on Innovative Learning Environments in January.

Our very best wishes to everyone for a relaxing an happy holiday season. May 2013 be filled with enthusiasm for learning, new connections, and the contentment that comes from knowing that our work truly does change lives.

Reflections from Down Under

Linda and I have just spent the last week working with hundreds of principals, district leaders, teachers, Ministry staff and consultants in four regions of New South Wales. We were invited to Sydney because some  key leaders have read "Leadership Mindsets" and are interested in the ways we have supported networks of inquiry in BC. The state is going through a major restructuring  - regions (aka school districts) are being reduced and more responsibility is being devolved to schools.  There is considerable interest in figuring out how networks of schools can help sustain the positive momentum that has been created over the past few years as well as how the mindsets can create a positive framework for principals.

To say the week has been fascinating would be a gross understatement. We have met many absolutely wonderful educators whose passion for public education is inspiring. The challenge of creating equity and equality in a system where roughly a third of students attend private schools and another third attend religious schools is not taken lightly. Most of the indigenous students attend public schools and the educators we met are determined that public education is the route to a better life for the vast majority of their learners.

We introduced the spiral of inquiry to each of the groups we met and it was seen as a useful cognitive tool to keep the focus on the experiences of their learners - and avoid being submersed by the churn in the system. There is a lot of interest in creating stronger links with BC schools and opportunities for the exchange of ideas abound.

We also shared the framework for Aboriginal understanding and knowledge that was developed by Laura Tait and her colleagues. This was very well received and the acknowledgement that 'Aboriginal Education is for Everyone' is also starting to take hold in NSW. There are 7 key principles of indigenous understanding that are expected to be incorporated into every aspect of the NSW curriculum. We look forward to learning more from our colleagues here and to sharing what we learn through this blog.

Working through key questions in Sydney

Sydney Opera House - beautiful

Thinking of all of you back home. Hope this week and the conference many of you are attending is chock full of new learning. G'day!

Indigenous Storywork - a new opportunity for sharing, learning and fun

UBC has declared this as the year of Indigenous Education and as part of this celebration, they are focusing on Indigenous Storytelling and opening up a province-wide Indigenous Storywork challenge  with the intention of 1. building interest in indigenous stories, 2. using stories for education, 3. encouraging creativity, 4. encouraging participation and sharing, and 5. Having fun.
 For schools involved in AESN, taking part in this challenge will be a great opportunity - as it will be for any school interested in deepening indigenous understanding through story and fun.
Please check out the information and get involved!

Youth and Media Literacy

Here's some information about an upcoming (Nov 24) conference sponsored by the YMCA on Youth and Media Literacy. Check it out.

Networks Matter - a lot!

Spirals of Inquiry

Today we pressed 'send' on the book we have been working on for over a year entitled Spirals of Inquiry. We are grateful to the BCPVPA for partnering with us to publish this book and are very pleased that all the proceeds from the sale of the book will go to supporting inquiry schools - particularly those serving vulnerable communities.

In some ways working on this book represents our gift to the educators we have been so privileged to work with over the past several years within various networks across BC. Your stories, your observations, your questions, and your inquiry journeys have all provided rich opportunities for us to grow in our understanding of the importance of inquiry. Your experiences also reinforce for us the absolute necessity for educators to  connect in substantive ways across schools, across districts and across roles. We have heard this repeatedly from many educators over the past few months -  and we are listening.

We spent last Sunday with thirty of the volunteer network leaders from around the province. Although  not exactly a day of rest, the conversations were lively, the laughter was contagious, and many  connections were strengthened. As a group, we had a chance to reflect on the ways in which inquiry is taking hold through various initiatives across BC and we also explored ways to sustain the emphasis on self and co-regulation that the network represents. One of the key features of the network has been the persistent focus on the six key strategies of assessment for learning  - and the understanding that assessment for and as learning are the bridge to a more personalized, learner-focused system. Despite the progress that has been made, there was no sense that we had arrived in a place where coaching forms of assessment are way of life in every setting, for every learning.

We were very pleased that Maureen Dockendorf was able to join this discussion. The CR4YR initiative provides such a great opportunity for a well-resourced and supported network focused on young readers.  In addition, having the coaches and facilitators from the VIU rural literacy research project led by Paige Fisher  added another dimension of coherence-creation. The more connections and coherence we can create across initiatives, the better. Our discussions led to the set of beliefs that you will find below.  Networks do matter - a lot!

So what is happening next? The case studies from the 2011-2012 schools have been posted on the website and within the next little while we are planning to get small grants out to as many of these schools as we can with the proceeds from last year's seminar. The video clips from the seminar are also posted and we encourage you to check them out.  We know that many school districts find ways to acknowledge and support the dedication of network schools. This local recognition is hugely important and greatly valued.

Any school in the province is welcome to be part of the network. All it takes is a commitment to the core beliefs of the network and a curiosity for learning. A guideline for inquiry as well as templates for school questions are available on the website.

Here's what the network leadership team sees as the core beliefs. We hope you agree.

Networks of Inquiry and Innovation*

Core Beliefs

It is our moral purpose to create a system where every learner crosses the stage with dignity, purpose and options.

We want learners to leave our schools and our learning settings as curious as when they arrive.

To sustain and encourage curiosity in young learners requires that they learn from and with adults who are also curious.

Learner well-being – intellectually, physically, emotionally, socially, spiritually and environmentally – matters.

Social responsibility and the development of democratic citizens matter to us as Canadians.

The imperative of meeting the needs of every learner is simply too challenging for any one teacher, school or district to do in isolation.

Aboriginal education is for everyone. The Aboriginal Enhancement Schools Network provides a critical space for educators to explore questions related to changing outcomes for Aboriginal learners AND to deepening knowledge, understanding and respect among all learners of all ages.

A persistent emphasis on learner self and co-regulation and ownership of learning creates coherence within and across the networks.

The relentless focus on the six key formative assessment strategies provide a framework for inquiry action - and for learner engagement.

Engaging adults in inquiry inspires life-time professional curiosity.

Creating a learning space that is not bound by roles or associations can help educators to do their best work. Networks cannot be mandated or contrived. Participation is always voluntary. Networks are always open.

Continually asking What is going on for our learners? How do we know? and Why does this matter? ensures that inquiries are focused on the experiences of learners (and not the interests of adults – no matter how exciting these might be).

Demonstrating how much difference the inquiry has made to the learners  - and their learning - based on thoughtful learning progressions (the BC performance standards) creates a shared sense of responsibility for results.

Documenting the outcomes of school level inquiry through case studies and public showcases builds confidence in the process and also helps to link knowledge and practice.

The seven key learning principles provide a framework for ensuring that our innovative efforts are genuinely evidence-informed and substantive.

Small recognition grants to schools that commit to learning with other schools and then make their learning public are important. Recognition grants communicate that the efforts of a single community is genuinely valued and that their work is part of purposeful, on-going provincial community.

Face-to-face meetings are necessary for building coherence and community.  On-line communities and technology-enhanced communication create additional and vital opportunities for networking and collaboration.

Having a consistent template for generating inquiries and for case studies helps in creating coherence.

* We use the term Networks of Inquiry and Innovation to include what we referred to previously as the Network of Performance Based Schools, as well as the Aboriginal Enhancement Schools Network, the Healthy Schools Network and recently  the international network of Innovative Learning Environments.

Kangextola Sewn-on-Top: Kwak'wala Revitalization and Being Indigenous

This is the title of Trish Rosborough's doctoral thesis that she defended brilliantly on July 16. Linda and I were both honoured to be there along with several members of her family and seven members of the examining committee including Dr. Kathy Absolon, from Wilfed Laurier University and Dr. Patricia Shaw who skyped in from Australia. Over a two hour period, Trish held the group spellbound as she explained her work and responded to probing questions from each of the examiners. Her study was conducted through a Kanextola framework, an Indigenous method based on the metaphor of creating a button blanket, the ceremonial regalia of the Kwakaka'waka. Part of Trish's study involved two years  in a Master-Apprentice relationship as she studied her own language. Her research included her own journals, personal stories, and interviews with individuals engaged in Kwak'wala revitalization.

The learnings from Trish's study have significant implications for language revitalization and language learning. Chief among these are that the complexity of the task of Kwak'wala revitalization requires a multi-faceted approach by applying indigenous principles to teaching and learning and must take into account the impacts of colonization.  Further, it is essential to sustain the spirit of the language by maintaining the literal and symbolic meanings that are important in the transmission and maintenance of the culture. Just learning the words is not enough - language learning involves so much more and a large part of this is reclaiming voice, culture and identity.

Trish, with Dr. Rita Irwin, committee chair,
Dr. Shaw on Skype and her button blanket on display,

Each of the examiners recognized the quality of Trish's work and praised her for her persistence, perseverance, creativity, academic excellence and determination. She received a spontaneous ovation from the examiners - something rare in the academy! We were proud to be there for many reasons. As graduates of UBC, witnessing the rigorous approach of the defence process was gratifying. As colleagues of Trish's, we know just how hard she has worked to manage her professional obligations and the challenges of her doctoral work. This is a huge accomplishment. And as educators in BC, we are grateful to Trish not only for her initiative in getting the Aboriginal Enhancement Schools Network started, but for her wisdom and leadership that is creating better and richer lives for countless young people - of all backgrounds.