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NorthernLightsinspiringsuccessedplan2010-2013

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					  Northern Lights
School Division #113




First Nations & Métis
    Education Plan
                                          Table of Contents

1.   Introduction

2.   Vision & Mission Statements

3.   First Nations and Métis Education Provincial Advisory Committee Priorities

4.   Strategies for Achieving Framework Goals




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1. Introduction

   First Nations and Métis Education framework as presented in this document is intended to provide the
   strategic policy context within which Northern Lights School Division #113 Board of Education, Director,
   Superintendents of Education, First Nations and Métis Education Consultant, Consultants, Student Services,
   School Administration, teachers and community members will work as a team to foster the academic
   achievement for all students in the division. The strategies outlined in this document are based on a holistic
   and integrated approach to improving student learning outcomes. Factors that promote success include
   teaching methods that are relevant to all students’ needs, existing Saskatchewan Learning Curriculum that
   reflects First Nations and Métis cultural components and a school environment that engages local members
   in decision making to set high expectations for their children.

   The framework is designed to be a living document. It is expected to change over time as the vision, policy
   statements, three year operational goals, strategies are implemented, and the performance measures and
   outcomes are evaluated. It is anticipated that the framework will help stakeholders identify their role in
   helping First Nations and Métis learners achieve their educational goals. It is also anticipated that the
   policy framework will help guide planning and evaluation of First Nations and Métis learner programming.




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2. Vision & Mission of the Northern Lights School Division #113
    Vision of the NLSD #113

   To increase life chances for students by developing their academic and citizenship skills within the cultural
   aspect of the North, with the help of engaged communities.

   Mission of the NLSD #113

   To advocate for equality of opportunity and support for all individuals within its jurisdiction through the
   provision of good governance, sound management, adherence to provincial and regional curricula and
   exemplary instruction.

   Beliefs and Guiding Principles
   The Board believes that the legal basis for education is vested in the will of the people who reside within the
   boundaries of the Division and the Province. The Board recognizes its responsibility to the will of the people
   through the fair representation of Division residents in educational matters and adherence to the legislation
   which applies to education. To provide fair representation, the Board will adopt policies and procedures which
   actively involve Northern parents and community members in the operation of the schools. The following
   beliefs are held by the Board and will be made manifest in the policies, procedures and day-to-day activities of
   the Division.

 1. The responsibility for education is a cooperative effort among teachers and support staff of the Division,
    parents and other community members.

 2. Effective sharing of ideas and concerns between the community members and professional staffs will result
    in continual improvements to the instructional processes and content of educational programs.

 3. Professional staff can be effective facilitators of community involvement in education.
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 4. Schools must be positive extensions of the home and larger community.

 5. School Community Councils have an important role to perform in the operation of the community's school.

 6. The public has a right to know the achievement of the stated goals and objectives of the Board. The Board
    believes and is committed to a communication strategy which emphasizes the following:
6.1 Open and candid reporting by teachers to parents;
  6.2   Availability of up-to-date, relevant information to Division staff, School Community Councils and
        community members;
  6.3   Availability of summarized minutes to all Division staff, School Community Councils and community
        members;
  6.4   Board member reports to School Community Councils;
  6.5   Publication of an annual report;
  6.6   Provision of access to Board meetings by School Community Councils and interest groups;
  6.7   Community participation in schools and in the Division;
  6.8   Fair and honest representation in the press and media.

7. Positive role models in the Division schools will encourage and motivate students to achieve. Therefore, the
   Board supports the principles of affirmative action through the Education Equity and Affirmative Action
   Plans.

Students in the Division schools will benefit from the cooperative and coordinated efforts of all supportive
agencies — both provincial and community — and therefore, interagency networking, support and cooperation
are essential.

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Measured Core Outcomes
In fulfilling the legal responsibilities for education, and within the context of the vision and mission of the
Division, the Board has established the following measured core outcomes:

1.    Improved Learner Outcomes in Math.

2.    Improved Learner Outcomes in Reading.

3.    Improved Outcomes for First Nations and Métis Students.

4.    Improved Student Transitions from High School to Post-Secondary Education and/or Employment.

5.    Improved Student Transitions from Pre-Kindergarten to Kindergarten/Grade 1 for identified “at risk”
      children.




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 3. First Nations and Métis Education Provincial Advisory Committee Priorities
First Nations and Métis Education…
is holistic, lifelong, culturally responsive learning that allows students to reflect on their relationships with
themselves, one another, and the natural world.
First Nations and Métis Education…
is a commitment to improving achievement for all learners by providing equitable opportunities for all to
succeed and contribute to society in a meaningful manner.
First Nations and Métis Education…
comes from the teachings of Elders and traditional knowledge keepers who reveal First Nations and Métis
worldviews as valid ways of knowing and understanding the world.
First Nations and Métis Education…
incorporates First Nations and Métis ways of knowing as historical and contemporary cultures that are rooted in
First Nations and Métis languages, and require the protection, revitalization and retention of languages in order
to flourish and thrive

Foundational Understandings for First Nations and Métis Education
a) FIRST NATIONS AND MÉTIS WAYS OF KNOWING
First Nations and Métis peoples have insights into learning that recognize “two ways of knowing”,
acknowledging holistic learning along with Western education concepts of learning. Engaging First Nations and
Métis peoples in educational planning and decision making will increase the learner’s potential to experience
both Indigenous and Western methodologies within the educational setting. The Ministry of Education supports
the foundational infusion of First Nations and Métis ways of knowing and mandatory Treaty education at all
grade levels and in all curriculum areas (see overview, Appendix A). The belief systems, and worldviews, of
First Nations and Métis peoples are based on recognizing and respecting the delicate balance of
interdependence within oneself and with all living things in the environment, both tangible and intangible.
Within this balance are elements of the physical, emotional, spiritual and mental, as well as teachings that have
been passed down through the generations. Coming to know, understand and practice these teachings represents
an individual’s lifelong learning journey, and sets a goal for a lifelong pursuit to live life in balance. Integrating
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First Nations and Métis ways of knowing and traditional pedagogy into the Saskatchewan education system
benefits both students and teachers by engaging participants in a relational understanding about the similarities
and differences between First Nations and Métis and non-Aboriginal worldviews. Learners may deepen their
understanding that worldviews are integral to the ways all learners experience, engage, participate in, and
contribute to society.

 b) INDIGENOUS KNOWLEDGE Indigenous Knowledge:
• embodies a web of relationships within a specific ecological context;
• contains linguistic categories, rules, and relationships unique to each knowledge system;
• has localized content and meaning;
• has established customs with respect to acquiring and sharing of
  knowledge;
• implies responsibilities for possessing various kinds of knowledge. Indigenous Knowledge systems are
adaptable, dynamic systems based on skills, abilities, and problem-solving techniques that change over time
depending on environmental conditions. Indigenous communities have their own knowledge holders and
workers. Indigenous Knowledge is inherently tied to land, not land in general but to particular landscapes,
landforms and, biomes where ceremonies are properly held, stories properly recited, medicines properly
gathered, and transfers of knowledge properly authenticated.


 4. Strategies for Achieving Framework Goals
The full implementation of this policy requires a shared approach to actualization. When the word “we” is used
within the policy goals, it refers to all educational partners. This section restates the policy framework’s four
goals in greater detail, providing a description of the goals, as well as indicators that describe the actualization
of each goal. Specific strategies are offered as descriptions of actions to be taken by the Ministry, school
divisions, and schools and communities to support the actualization of each goal. The strategies should be
viewed as an assessment for learning process, as they offer opportunities to engage in a continuous cycle of
improvement rather than a summative checklist of actions undertaken. See Appendix A for an example of a
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continuous improvement planning and report template. The strategies demonstrate a shared responsibility for
the achievement and success of all students.




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Goal 1
What do we want?
Equitable outcomes for First Nations and Métis learners.

What will it look like?
Improved educational achievement for First Nations and Métis learners with no gap between First Nations and Métis learners and
non-Aboriginal learners in the areas of literacy and numeracy, retention and graduation rates, and transitions to postsecondary
education or employment.

Indicators
What do we need to do to get there?
Collect and report school division data on:
• the number and types of First Nations and Métis languages/cultural programs offered,

School divisions…                                                         Schools and communities…
    implement and monitor the Ministry of Education’s First Nations          implement the schools and communities strategies outlined in the
       and Métis Education Policy document                                       Ministry of Education’s First Nations and Métis Education Policy
    implement Inspiring Success Building Towards Student                        document
       Achievement across the school division                                 implement the Building Communities of Hope (2004) policy to
    implement the philosophy and practices outlined in the Building             create culturally affirming and holistic learning environments
       Communities of Hope (2004) policy document to respond to the
       diverse strengths and needs of students, families and communities
    provide professional development to teachers to improve their            engage First Nations and Métis youth, family, traditional
       commitment and capacity to integrate First Nations and Métis              knowledge keepers, and community as appropriate supports for
       ways of knowing throughout the learning program                           learning
    select equitable resources in both English and French that               develop mutual pride and respect by acknowledging learners’
       promote the understanding of the histories, languages and cultures        experiences, knowledge and worldview
       of First Nations and Métis peoples                                     employ instructional and assessment methods that are based on
    use teacher year plans to track the level of infusion of First              First Nations and Métis ways of knowing to enhance the learning
       Nations and Métis ways of knowing into curriculum areas                   of First Nations and Métis learners
    use disaggregated Assessment for Learning (AFL) data for                 use Assessment for Learning (AFL) data to measure improved
       division wide planning and decision making                                learner outcomes for First Nations and Métis students
                                                                              increase participation rates of First Nations and Métis learners on
                                                                                 large scale assessments
    develop responses or supports to track and report on:                    track learner outcomes to promote equitable outcomes at school
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    - graduation rates of First Nations and Métis learners                    level
    - transition of First Nations and Métis learners’ to post-secondary      collect data on student transitions for First Nations and Métis
       education/ employment                                                  learners in order to improve student retention
    - equitable achievement outcomes for First Nations and Métis             collect, disaggregate, and report on learners data at the school
       learners on large scale assessments                                    level
                                                                             use teacher formative assessment to raise student achievement
                                                                             use assessment practices that are inclusive of First Nations and
                                                                              Métis
   offer languages/cultures programming to promote the retention            affirm languages and cultures by offering language/culture
    and revitalization of First Nations and Métis languages                   programming at the school level
   conduct action based research with a focus on promising practices        participate in action based research
    for improved outcomes for First Nations and Métis learners
   provide professional development to teachers to improve their            build upon Play and Exploration: Early Learning Program Guide
    capacity to integrate First Nations and Métis ways of knowing             and supplementary documents to create culturally affirming and
    throughout early learning programs                                        holistic learning environments




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Goal 2
What do we want?
All learners have knowledge and appreciation of the unique contributions of First Nations and Métis peoples to Saskatchewan.
What will it look like?
All learners will have foundational understanding that we are all beneficiaries of Treaty, and of Métis peoples’ contributions to
the development of the Canadian West, including their traditional settlement areas in Saskatchewan.
Indicators
What do we need to do to get there?
Collect and report school division data on:
• the actualization of First Nations and Métis content, perspectives and ways of knowing in Curriculum,
• the percentage of students participating in the Teaching Treaties in the Classroom Survey,
• the number of professional development opportunities offered to teachers that specifically address the actualization of First, Nations and Métis
content, perspectives and ways of knowing in Curriculum subject areas.
School divisions…                                                             Schools and communities…
     use teacher year plans to track the level of infusion of First               collect data on the level of infusion of First Nations and Métis
        Nations and Métis ways of knowing into curriculum areas                      content and perspectives and ways of knowing taught across all
     provide professional development to teachers to improve their                  subject areas and grades
        commitment and capacity to integrate First Nations and Métis               use student report cards to report on the level of infusion of First
        ways of knowing throughout the learning program                               Nations and Métis ways of knowing within the learning program
     select equitable resources in both French and English that                   Engage First Nations and Métis youth, family, traditional
         promote the understanding of the histories, languages and                    knowledge keepers and community as appropriate supports for
         cultures of First Nations and Métis peoples                                  learning
                                                                                   facilitate the development of and access to practical and accurate
                                                                                      instructional and learning resources
                                                                                   review and renew resources to ensure they accurately represent
                                                                                      First Nations and Métis peoples
     implement mandatory Treaty education for the benefit of all                  ensure all learners have a foundational understanding of the
         students                                                                    unique Treaty relationship that exists on this land
     support the capacity for schools to ensure that every learner has
         the necessary materials and supports required for mandatory
         Treaty Education
     provide professional development opportunities for teachers that             provide professional development opportunities for teachers that
        support the actualization of First Nations and Métis content,                support the actualization of First Nations and Métis content,
        perspectives and ways of knowing in Curriculum subject areas                 perspectives and ways of knowing in Curriculum subject areas


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Goal 3
What do we want?
Data collection and reporting on measures outlined in the Ministry’s First Nations and Métis Education
Policy Framework that demonstrate accountability towards educational outcomes.
What will it look like?
All provincial school divisions will develop and report on plans that demonstrate accountability and continuous improvement for First Nations and
Métis education.
Indicators
What do we need to do to get there?
Collect and report school division data on:
• First Nations and Métis education plans as a part of each school divisions’ Continuous Improvement Plan including clearly identified goals and
outcomes,
• representative workforce across the education sector.
School divisions…                                                             Schools and communities…
     demonstrate system alignment with Ministerial priorities through            have First Nations and Métis education plans with clearly
        human and financial resources committed to implement First                   identified goals and outcomes linked to division goals
        Nations and Métis education plans                                         develop a learning implementation plan with School Community
     include goals in First Nations and Métis Education within the                  Councils that contains goals for First Nations and Métis education
        division’s plans for continuous improvement
     evaluate hiring practices and policies to develop school division           prepare the school as a workplace open to the integration of First
        policy to ensure a representative workforce                                  Nations and Métis peoples by offering appropriate professional
     develop, monitor, and report on a representative workforce                     development to all staff
        strategy
     file an Education Equity Plan with the SK Human Rights
        Commission




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Goal 4
What do we want?
Shared management of the provincial education system by partnering with First Nations and Métis peoples at the provincial and
local level.
What will it look like?
Partnerships will exist between provincial school divisions and First Nations and/or Métis organizations that create opportunities for shared decision
making and high quality supports for all learners.
Indicators
What do we need to do to get there?
Collect and report school division data on:
• partnerships between First Nations and Métis jurisdictions and provincial school divisions reporting on the:
-number of existing partnerships across the province,
-levels of shared decision making within each partnership,
-number of reciprocal education service agreements,
-level of engagement of First Nations and Métis educators, parents, family and community members
• the number of School Community Councils that are representative of community demographics,
• the number of school division boards of trustees that are representative of community and provincial demographics.
School divisions…                                                             Schools and communities…
     develop policy that establishes a process to partner with First             engage First Nations and Métis educators, parents, family and
        Nations and Métis organizations                                              community as active participants in shared decision making at the
     create and report on partnership agreements with First Nations                 school level to improve student outcomes
        and Métis organizations                                                   develop and implement a process to create standards of
     develop partnership goals that are directly tied to division                   communication between provincial and First Nations schools on
        continuous improvement plans                                                 shared priorities
     ensure School Community Councils are representative structures              create opportunities for staff and community members to learn
        inclusive of First Nations and Métis peoples                                 about the make-up of the demographics of their communities and
                                                                                     the province’s demographics
                                                                                  achieve a representative School Community Council
     create representative governance structures that are inclusive of           encourage First Nations and Métis community members to run for
        First Nations and Métis peoples                                              election to the local school board.




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