Prince George School District 57 District Principal - Aboriginal Education Aboriginal Education Delivery Framework for Prince George School District # 57 By: Terry Espejo

Aboriginal Education: Vision Statement To build the foundation for a sustainable and progressive school community and lead the quest for developing an educational program that balances the need between the perpetuation of traditional knowledge and 21st Century Learning pedagogy.

Mission Statement To increase graduation rates using a curricula that meets Provincial requirements. To integrate Aboriginal content in core and exploratory learning. To provide a learning environment that promotes traditional knowledge.

Mission Statement Cont. To implement the Prince George District Aboriginal Task Force Recommendations. To develop an Enhancement Agreement to guide educational initiatives and as an accountability mechanism with the Aboriginal community. To use best practices in lesson delivery and assessments for learning. To increase student achievement in numeracy and literacy through the use of technology. To encourage the recruitment and retention of staff that believe in the value and relationship of Aboriginal culture and learning.

Aboriginal Education Delivery Framework To envision how a District Aboriginal Education Program can be delivered, the context in which it will be operationalized must first be determined. The plan is not meant to be infallible, but be an agile guide to a journey of learning and discovery. The following model proposes six intersecting components that encompasses Aboriginal education in the Prince George District.

Education Delivery Framework SD 57 Board of Education Aboriginal Education Board Statement of intent Task Force Recommendations Enhancement Agreement District Principal 1. DPSS, SPSS 21st Century Learning Aboriginal Content Shared Learning Resources Focus on Numeracy, Literacy, Through Technology Assessment for Learning Loc. Developed courses Language, Songs, Dances, Art 2. Aboriginal Ed. Dept. Staff: Roles and Responsibilities, Recruitment of Teachers, AEW, Liaison Off. Native Student Services Employment Equity PGDTA, NITEP Letters of Permission 3. Increase success rates at each Grade level focusing on Transitional / support programs that Will lead to increase graduation / completion Rates, Apprenticeships & Post-Secondary enrolment 4. Professional Development for Admin., Teachers, Support Staff, Parents, Elders, Volunteers, AEB & Trustees aligned with school goals, objectives and “best Practise.” 5. Develop partnerships with External Ministries and agencies for support and Services, e.g., MCFD, CSFS PGNFC, PGNAETA, CSTC, UNBC, CNC 6. Budget needs to be directly linked to school goals and objectives, consistent with the Task Force Recommendations and Enhancement Agreement

Framework Analysis Center Component The center of this framework outlines the governance structure of the Aboriginal Education in the Prince George School District. Under the School Act the Board of Trustees oversees all educational programs in the district. Within the Board’s authority structure is the Aboriginal Education Board whose role is to participate in the district’s decision-making process on issues relating to Aboriginal education. The Statement of Intent is articulated by School Trustees relevant to Aboriginal education in the district. The Aboriginal Education Task Force eleven Recommendations are for Trustees to consider in the delivery of Aboriginal education.

Framework Analysis An Aboriginal Enhancement Agreement needs to be authored to guide the directions of Aboriginal education in the district and be an accountability mechanism for the Aboriginal School Community. The Aboriginal Education District Principal is a delegate under the direction of the Superintendent, Aboriginal Education Board and the Board of Trustees.

Framework Analysis Components # 1. District Plan for Student Success will chart the direction of School Plan for Student Success as it relates to student achievement in core subject and exploratory subjects; and school-wide plans to assess classroom learning. 21st Century Learning Literature suggests a holistic approach and is student centered. Curricula must be integrated, interdisciplinary and be based on “real life” problems. Aboriginal content must be interwoven within this philosophy. To partially guide classroom instruction, the Ministry’s Shared Learning Resources need to be incorporated and focus be placed on Numeracy and Literacy through the senses of today’s digital learners.

Framework Analysis Component # 1 Cont. Tenets of formative and summative assessments must steer classroom activities towards meaningful and authentic assessments that can be readily understood and communicated to both student and parent. Locally developed courses need to be fostered and supported to supplement existing curricula and to ensure learning is relevant to those student in this geographical region. The Language, songs, dances and art form taught must also coincide with the Aboriginal community in this area.

Framework Analysis Component # 2. At the heart of the Aboriginal Education Department is the staff that will not only lead but participate in realizing a shared vision for the District. The roles and responsibilities of the staff need to be clearly articulated to be mindful of their distinct collective agreements. This practice will hopefully lead to a collegial working environment that is respectful and unified. Hence, a careful selection process of staff which includes administrators, teachers, Aboriginal Education Workers, Liaison Officer, sessional instructors, volunteers and other support staff must be in place. Members of the Native Student Services is a critical group that need to play an important role in the school’s communication channels. They are an integral link between students, cultural traditions, parents, teachers and others who interact with the school.

Framework Analysis Component # 2 Continued: The Aboriginal Education Task Force recommendation on employment equity which promotes the recruitment of staff with Aboriginal heritage needs to be implemented. But above all, the selection of staff must be adhere to notions of merit where qualifications, experience, competence, commitment are paramount. Other employee groups such as the PGDTA, PEA, CUPE, School- based and District administrators need to participate in staffing and providing support to the Choice School Concept. Such support will not only strengthen the Aboriginal Education Department but assures the provision of needed services to students are rendered.

Framework Analysis Component # 2 Continued: To facilitate employment equity, partnerships must be forged with various educational institutions, for example, the UBC Native Indian Teacher Education Program, UNBC Education Faculty and CNC. To develop and strengthen cultural programs and community interaction, Letters of Permissions for persons with traditional expertise must be supported and encouraged.

Framework Analysis Component # 3: The two areas that might increase success rates for all students as they progress through each grade level are the transitional and support programs available to them. If mechanisms are in place where receiving teachers review student progress in the scope and sequence of curriculum prior to moving to the next grade, appropriate remedial instructional support can be provided in areas where the student is not meeting expectation. Also, if appropriate student reviews are in place for students who are moving from elementary to secondary schools, suitable program placements and course selections can be identified. By providing necessary supports to enhance student achievement at each grade level, the probability that graduation rates, apprenticeships and post-secondary enrolment will increase is maximized.

Framework Analysis Component # 4: To develop cultural awareness and sensitivity, and to be able to understand and teach Aboriginal students, it is an instructional imperative that professional development activities relevant to the learning styles of students, classroom management, lesson delivery, cultural traditions and assessments for learning are provided to staff and all those who interact with the school. Student learning and achievement can only be improved if research driven “best practise” becomes the norm and culture of the school.

Framework Analysis Component # 5: To meet student needs, partnerships need to be forged with external Ministries and agencies to access appropriate support and services, e.g., Ministry of Children and Families Development, Carrier Sekani Family Services, Prince George Native Friendship Center, Prince George Nechako Aboriginal Employment and Training Association, Carrier Sekani Tribal Council, University of Northern BC, College of New Caledonia

Framework Analysis Component # 6: In order for the Aboriginal Education Department to be sustainable and prudently defensible, the allocated financial resources need to be directly linked to school goals and objectives. School and department budgets must be consistent with the Task Force Recommendations and Enhancement Agreement.