Culturally Responsive School Leadership in the Saskatchewan Context CONSIDERATIONS FOR ASPIRING LEADERS Presenters: Terrance Pelletier Michael Cottrell

OUTLINE * THE SASKATCHEWAN CONTEXT: PROVINCIAL DEMOGRAPHICS AND EDUCATIONAL OUTCOMES * CULTURAL RESPONSIVENESS THEORY CHARACTERISTICS OF CULTURALLY RESPONSIVE LEADERS * QUESTIONS/DISCUSSION * HUMOUR: STUDENT EXCUSES

GROWING DIVERSITY DUE TO IMPACT OF GLOBALIZATION AND THE LEGACY OF COLONIZATION

Demographic Trajectories   Aboriginal % of Sask Population Aboriginal % of Sask School Age Population 2016 18.2 26.9 2045 39.2 59.7

Saskatchewan Graduation Rates Aboriginal Non-Aboriginal 3 Year 42.1 84.5 4 Year 49.7 87.6 5 Year 53.7 89.4

Saskatchewan/Canadian School Rankings (PISA 2015) Global Ranking #4 Excluding non-Aboriginal Students #107

Source of Images: First Nations University of Canada. (2009) Source of Images: First Nations University of Canada. (2009). 2009 First Nations University of Canada Pow Wow. Retrieved from http://www.firstnationsuniversity.ca/default.aspx?page=309

The Challenge The most successful students are typically those that align with the dominant paradigm and belong to the dominant socioeconomic and cultural groups. Our most challenging issues involve students who just so happen to be culturally different from most of those who are responsible for instruction and administration. If we come to school we graduate, the issue isn’t the students i

The Challenge How do educators who are predominantly Caucasian meet the academic and social needs of young people who enter our schools with a different set of values, beliefs, socio economic experiences, educational histories, behaviors, world views, home languages, and degrees of ableness? Or, to put it another way, how can educators work well with difference to maximize student learning?

Ft. Qu’appelle Indian School

Thomas Moore (before & after) - Regina Industrial School

St. Michael’s in 1995

Cultural Discontinuity Hypothesis Human beings are different and culture is a powerful source of difference. Children’s learning and thinking processes are deeply embedded in their own cultures. Difficulties in classroom learning arise when there is a fundamental discontinuity between home languages and cultures and the language and culture of the schools they attend.

Culturally Responsive Education The more closely human interactions in schools and classrooms are aligned with those of the wider (Aboriginal) community, the more likely it is that the goals of the schools will be realized and students will be successful.

Theory of Action If our goal is to improve student outcomes. …And our challenge is certain populations are less successful than others. …And research concludes that the most effective way to improve student outcomes is via a systemic approach where teachers clearly engage students through their own cultural lens … Then the utilization of cultural responsiveness will assist in fostering the right learning environment for students and teachers …By developing the capacity of school leaders and teachers to engage with, create meaning for, and set high expectations for culturally diverse students.

Culturally Responsive Education Theorists write about three dimensions which comprise culturally responsive pedagogy: 1. Institutional 2. Personal 3. Instructional

Culturally Responsive Education The institutional dimension refers to the administration and leadership of school systems, including the values developed and reflected in school board policies and practices. It highlights the need to critically examine the formal processes of schooling which may reproduce particular patterns of marginalization. Educators need to consider which patterns need to be intentionally interrupted and changed.

Culturally Responsive Education The personal dimension encompasses the mindset of culturally responsive educators and the practices they engage in, in order to support the development of all students. Not only are culturally responsive educators self-aware, but they also have a deep knowledge of their students and how they learn best.

Culturally Responsive Education The instructional dimension includes knowing learners well and considering the classroom practices which lead to a culturally responsive classroom. This includes the capacity to embrace systems of knowledge different from our own.  All three dimensions are foundational to the establishment of an inclusive school culture

INCLUSION Inclusion is not bringing people into what already exists: it is making a new space, a better space for everyone” (Dei et al, 2000)

Culturally Responsive Leadership Those purposeful, well-intentioned, creative, and collaborative actions that principals take to enhance the academic engagement and achievement of minority-culture students.

Culturally Responsive Education The modeling of the principal is especially important when mandating professional development initiatives that require teachers to critique their culturally located practice (Tuuta, et al, 2004).

PAUSE FOR SELF-REFLECTION What have we done or not done to cause the patterns that persist? How can we recognize what is going on in order to effectively intervene? How can we recognize and change our behaviors to get the results we want? What is it about my thinking and beliefs that allow the results to persist?

CRL Responsibilities Culturally responsive school leaders are responsible for promoting a school vision and climate inclusive of minority students, particularly those marginalized within most school contexts. Such leaders also maintain a presence in, and relationships with, community members they serve. They lead professional development to ensure their teachers and staff, and the curriculum, are continuously responsive to minority students.

Characteristic #1 Historical and socio-cultural consciousness Leaders have an awareness of how historical and socio-cultural structures impact individual and group experiences and opportunities and especially how colonization and racism advantages and disadvantages certain groups inter-generationally. Appreciate that the school performance of historically marginalized groups will be affected by poverty and social issues.

Characteristic #2 Desire to make a difference See themselves as change agents working towards greater equity. Appreciate that public education is one of the great vehicles for achieving social justice and understand that educators have a particular responsibility to ensure equitable outcomes for historically marginalized students.

Characteristic #3 High expectations Hold positive and affirming views of all students of all backgrounds. Appreciate that all human beings have an innate desire to learn under appropriate circumstances and that humanity benefits from honouring multiple sources of knowledge.

Characteristic #4 Constructivist approach Understand that learners construct their own knowledge and that the cultural background of students is central to how and why they learn. Value diverse cultures as an asset and seek to bring curriculum to life by building on the varied life experiences of all students.

Characteristic #5 Deep knowledge of their students and families Know about the lives of students and their families; know how students learn best and where they are in their learning. Be aware of health, social, family or other challenges that students may be encountering and provide kindness when necessary.

Characteristic #6 Culturally responsive teaching practices Design and build instruction on students’ prior knowledge in order to stretch students in their thinking and learning. Be open to opportunities to differentiate instruction, to teach in non-conventional ways and especially to take students outside to learn.

Culturally Responsive Leadership Qualities in Saskatchewan Context Knowledge of Aboriginal history and awareness of links between history and current circumstances. Awareness of dynamics of privilege and exclusion. Commitment to social justice: inequalities should not be tolerated. Knowledgeable and respectful of Aboriginal cultures and capacity to see culture as an educational asset.

Culturally Responsive Leadership Qualities in Saskatchewan Context Willingness to develop positive relations with Aboriginal students, families and colleagues. Commitment to innovation and determination to ensure that staff are supported and challenged to work effectively with all students. The courage to engage in difficult conversations around barriers to Aboriginal student success: racism, resources, staffing, social issues, etc.

This is the future.

Final Thoughts We wish you the very best in your leadership careers. Nothing less than the future wellbeing of our province is at stake

Questions? Source:

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