A Journey Toward First Nations and Metis Education

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A Time for Significant Leadership

• A Journey Toward First Nations and Metis
  Education
• in Prairie Valley School Division

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• The Journey Beings..

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January 2006Board of Education Priority Focus
on Building Relationships with First Nations and
Metis Partners
Strategic Plan Equitable Opportunities
Goal Strategy ATFSL
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Creating a VisionCreating a Plan.
When our hopes and dreams for an education system
that is truly inclusive, reflective and
respectful of First Nations and Métis ways of
knowing have been realized, we will have achieved
our goals.
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What do we know about making change?

• The Principal as the key leader
• Alignment of planning, processes and strategies
  is critical

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• This is about learning for all 8,000 students in
  Prairie Valley
• This is about learning from one another because
  there is no specific road or path that is the
  right path for our journey

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Who could we partner with?

• First Nations and Metis leaders and communities
• Office of the Treaty Commissioner
• The Ministry of Education
• First Nations and Metis Branch
• Assessment Branch
• Curriculum Branch

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Stories of change
This is a story about us... about all of us, and
our shared landscape.
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The Story of ATFSL
We dont know what we dont know.
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ATFSL honours long-standing recommendations of
the First Nations and Métis Education Provincial
Advisory Committee (FNMEPAC) and continue
building relationships to support our goals
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Creating a Vision
A provincial education system that respects and
affirms First Nations and Métis ways of knowing
along with the historical, contemporary and
future contributions of First Nations and Métis
peoples creating a culturally respective learning
program for the benefit of all students.
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Inspiring Success Goals
Goal 1 Equitable outcomes for First Nations
and Métis learners Goal 2 All learners have
the knowledge of the unique context of First
Nations and Métis peoples. Goal 3 Data
collection and reporting on measures outlined
in the ministrys First Nations and Métis
education policy framework Goal 4 Shared
management and governance in the provincial
education system in partnership with First
Nations and Métis peoples.
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Specific Links to continuous improvement
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Focused goal-setting
School reflects students lives and the
community. Schools promote wholistic well-being
by affirming cultures, traditions, languages,
spirituality and worldviews of all
students. Adapted from AEPAC Action Plan,
2000-2005
Cultural Affirmation School Climate
Research shows that First Nations Métis
students dont always feel a sense of belonging
in their schools.
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Cultural Affirmation School Climate also
considers

• Nurturing Wholistic Development of Self-Identity
• Safe Caring Learning Environment
• Strengthening Relationships
• Social Justice Equity

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First Nations and Métis people are involved in
meaningful ways, including decision-making
processes. First Nations and Métis
parents/community, Elders, governments and
schools work together in a shared decision-making
process. Adapted from AEPAC Action
Plan, 2000-2005
Shared Decision Making
Education that truly reflects the diversity of
the province will include the meaningful
involvement of First Nations and Métis people in
decisions affecting the lives of children.
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Shared Decision-Making also considers

• Authentic Engagement Representation
• Collaborative Planning Shared Responsibility
• Fostering Community Youth Leadership
• Building Partnerships

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Provincial Core Curriculum is effectively
implemented and renewed. Administrators and
teachers are aware of policy, new directions in
provincial education, and staff development
supports. Teachers have adequate support through
actualization and assessment.
Adapted from AEPAC Action Plan, 2000-2005
Core Curriculum Actualization
All students benefit from a learning program that
includes First Nations and Métis content,
perspectives and Ways of Knowing.
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Curriculum Actualization also considers

• Culturally Responsive Teaching Learning
  Practices
• First Nations Métis Content Perspectives
• Assessment Evaluation
• Supportive Professional Development

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School is only one part of an individuals
education, and an integral part of First Nations
and Métis education. Elders, family, extended
family and community are important to teaching
and learning. Respecting diverse perspectives of
education is a multi-facetted process that occurs
in, and beyond, school. Adapted
from AEPAC Action Plan, 2000-2005
Life Long Learning
Learning is a life long process beginning at
birth and continuing through all stages of life.
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Life Long Learning also considers

• Mentorship, Leadership, Role Models
• Planning for and Managing Transitions
• Indigenous Knowledge Worldviews
• Connecting School to Community, Learning to Life

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Web of Strategic Supports or Alignment of the
Stars..

• First Nations and Métis Partnerships
• Elder and Cultural Advisor Program
• First Nations and Métis Advisory Council
• Office of the Treaty Commissioner
• Ministry of Education
• School Community Councils
• Education Equity Committee
• Report to Human Rights Commission

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Key Learning

• Ethical Space
• ATFSL provided a vehicle through which we enter
  into Ethical Space
• This Work will continue.

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Our Challenge

• Sustainability
• When you take up a challenge, expect to be
  challenged

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The answers are in the questions
How did we get there? How did we know what to
do? What changed? What stayed the same? What
lessons did we learn? Why did we make the choices
we did? How long did it take? How did we engage
people? Who was involved in the decision-making?
How did we work through challenges? How did we
celebrate successes?