Resources for start of school year

Welcome back to school and classes! We hope this week has been a great start to getting to know more about your classroom students and school community.

We’ve recently added Resources section to our website. Here you’ll find links to key tools you and your colleagues can use for planning your inquiry.  If you have new teachers in your school this year, particularly those beginning educators, these resources are a great place to start in connecting them to the inquiry process.  Did you know that Spirals of inquiry: for equity and quality is considered required reading for many teacher candidates at universities across BC? So new teachers may already have some experience with the inquiry process!

The First People’s Principles of Learning, developed by British Columbia’s First Nations Education Steering Committee, is a great resource to bring to share with staff at a meeting early in the school year.  These guiding principles can help to shape the pathways of learning for both staff and students throughout the school year.

We’ll soon add an Articles section to the Resources page on the website. We encourage you to share your suggestions for what should populate this space. Please contact us with your ideas!

Traditional Language Learning in Mission School District

We recently sent out the latest Network newsletter, highlighting a number of upcoming events, resources and research. If you haven’t had a chance to read it yet, check it out now, or let us know if you’d like to be added to our email list to receive future editions. 
 

We have been so encouraged and inspired by the case studies that have been coming in over the last few months (see one great example here). Given the challenging circumstances of last spring and now this fall, we have decided to extend the deadline for submission of 2013-2014 case studies until October 15. Hopefully this will give every school a chance to share their inquiries and their findings. Templates for submitting case studies are available on the NOII website. NOII templates are here, and the AESN templates are here.

A student receives a Halq'emeylem translation
of her English name at Deroche Elementary.
—Image credit: Alina Konevski/Mission City Record

We’ll also keep you informed when more case studies are added to the website, but check back here often for case studies we will highlight, offering a treasure trove of ideas and strategies shared by your colleagues from BC and beyond.

Check out this awesome example from Mission School District (#75), which made the front page of the local newspaper back in February.  The story highlights how Mission has incorporated the teaching of the First Nation language Halq’eméylem, the traditional language of the Stó:lo people, into seven schools in the district. All students at the schools have the opportunity to engage in this language learning during regular class hours, taught by a language instructor who works side by side with the teacher. This project is part of the AESN transitions initiative, with Carolynn Schmor, aboriginal education principal with the district, sharing some of her remarks with us:

“I am astounded at the progress of the students already. We were doing a cultural day at the school and I was admiring some of the button blanket dolls some of the students were making when a few of them started speaking to me in Halq’eméylem. They taught me some greetings and words and when I struggled to keep up they told me I needed to connect with their teacher “Pepte”. He will teach you, they said. I went into another class and shared this story with the teacher and she asked her class to share a song with me in Halq’eméylem and they did!”

Despite the current challenges, there is a great deal to celebrate about the impact of your work with the NOII and AESN. Thank you!

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.  

Missed the 2014 NOII Symposium? Videos now available!

We are happy to share that the videos from the 2014 NOII Symposium are now available on the NOII website. There are many videos posted – both from the keynote talks as well as the breakout sessions. If you missed one of the talks, or were not able to join us this past May, you can now review the sessions through these videos. We’ve also found it very helpful to be reminded of the many great ideas and connections that were shared together in May. These short videos can be easily downloaded and shown at upcoming staff/district meetings, professional development days, network gatherings, etc.  If you have trouble accessing any of the videos, please let us know.

Thanks again to everyone who contributed to making this event a wonderful opportunity for learning and networking. As well, a special thanks to professional videographer Shawn Lam, and to network leader Brooke Moore for editing the videos into bite-size viewing opportunities.  
 

First Nations House of Learning Graduation Ceremony

Through the Network, we often talk about the interconnectedness of our teaching and learning, and how important it is to work together toward our collective vision of every learner crossing the stage with dignity, purpose and options.  We share our moments of struggle and our moments of success, and together, we weave a story of a shared commitment to this ongoing work.  We all know that this is not easy work, so our story building is a way of renewing our energy and commitment to moving forward.

That’s why it’s exciting to share this story – one that Dempsey Bob, acclaimed Tahltan-Tlingit artist, Officer of the Order of Canada, and recent UBC honorary degree recipient, described so aptly as a “magnificent struggle.”  Just a few weeks ago, 33 UBC Aboriginal Graduates from the 2013/2014 school year walked through the graduation door of the First Nations Long House at the Vancouver campus.  In his keynote address, Dr. Dempsey Bob congratulated the graduates and recognized the stress, discipline, and commitment needed to get to this point in their journey.  He also spoke to the potential of education, and the need to continue to be diligent as we move forward:

“Because education to us has always been negative because of the residential school, what happen there. But now we have to turn it around because that’s what going to be our power in the future — the education. That’s what’s going to make our people better. That’s what’s going to lift our people up. But don’t forget about our culture. Don’t forget about our values. Don’t forget about our people. Don’t forget about our land.”

Melanie McKenna, Secwepemc, a NITEP graduate, was the graduating student speaker.  She reflected on her experiences as a new university student:

“I remember my first day at the Longhouse, searching for somewhere I might fit in. I was worried that maybe this wouldn’t be the place for me. Maybe everyone would be smarter than me, older than me, more native than me. But the moment I stepped through those doors, all those worries went away and I knew this place I would soon call my home. I was greeted with smiles and the offer of food, the two things that seem readily available here.”

This reflection is reminiscent of numerous NOII and AESN case studies that speak to the importance of building connected, safe spaces for learning and teaching, where students can feel supported and encouraged in their journey. It’s amazing to see the interconnectedness between the learning that comes out of the Network, and what McKenna has described as contributing to her success.   

Congratulations to these 33 graduates, and all the graduates that have been walking across the stage, or through the door, this past school year. 

And congratulations to all Network members who choose to journey through this “magnificent struggle,” and in so doing, create more opportunities for learners in BC and beyond.

Submitting Case Studies

Templates for submitting case studies are available on the NOII website. NOII templates are here, and the AESN templates are here.  

As an example of one story, we're really happy to share this presentation from Pineridge Elementary in Prince Rupert (SD# 52).  In addition to their case study, Sheryl Sadorski and Shauna Moore created this presentation to share their inquiry project with the networks back in May. It is a thoughtful reflection on their work this past year around improving learning through self-regulation.   

It may also be helpful to take a look at both NOII case studies and AESN case studies from past years. Although the templates have changed over the years to reflect new learning, these case studies offer rich context from experiences across BC and beyond. 

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.