First NatioNs techNical Workshop - kenjgewinteg.ca · we need to look at the Worldview Wholistic...

First NatioNs techNical WorkshopFor Education LEadErs

Technical FNCFNE Act Planning Process Using the “First Nation Education Organization Planning Tool (FEOPT)”

event notes

First Nations Technical Workshop For Education Leaders - Notes 2

TIME: DESCRIPTION:

9:00 A.M. – 9:30 A.M. Introduction of Overview

9:30 A.M. – 10:00 A.M.General Overview of the Education ActLegal Overview- John C. Peters LLB

BREAK

10:15 A.M. - 10:45 A.M.Potential Framework Theory of First Nation Control of Education- Indigenous Education Coalition

10:45 A.M. – 11:15 A.M.Potential Framework Theory of First Nation Control of Education- Kenjgewin Teg Educational Institute

11:15 A.M. – 12:00 P.M. Open Discussion

LUNCH

1:00 P.M. – 1:30 P.M. Introduction and Overview of FNCFNP

1:30 P.M. – 2:30 P.M. Review of Step: 3

3:14 P.M. – 4:00 P.M. Review of Step: 4

TIME: DESCRIPTION:

9:00 A.M. – 9:30 A.M. Welcome and Review

9:30 A.M.– 10:30 A.M. Step 5: Capacity

BREAK

10:45 A.M. – 12:00 P.M. Funding Formula

LUNCH

1:00 P.M. – 2:30 P.M. Community Options

BREAK

2:45 P.M. – 3:00 P.M.The Importance of Gathering Aggregate Information- Survey

Wednesday, May 27, 2014

Thursday, May 28, 2014

AgENDA


KTEI/IEC FIRST NATIONS TEChNICAl WORKShOP – First Nations Education Planning Tool (FNEPT)

Executive SummaryAs one of many key stakeholders in Indigenous education, KTEI and IEC regularly assesses the political and externalenvironment in First Nation Education: the past few years, together with projections for the future, both indicate that rapid change and response may be required in the future of First Nation Education governance and administration.As current service providers in First Nations education we are committed to providing support to our members and other interested communities to chart this path forward.

Approximately 60 delegates attended the joint technical workshop for education leaders with member communities from Kenjgewin Teg Educational Institute and Indigenous Education Coalition on May 27 & 28, 2014. The central focus was on the revised Education Organization Planning Tool that was done in collaboration with IEC and KTEI in 2013-14 that was more reflective of the community education system of our member First Nations. The revised tool was named “First Nation Education Organization/Committee Tool”. The 2 day workshop was to share and create an awareness on the First Nation Control of First Nation Education Act; understand the planning process using the newly revised “First Nation Education Organization Planning Tool (FNEOPT)” by working education technicians in our respective communities who will be involved in the planning for the imposing FNCFNEA within their respective communities. There were two seats made available per affiliated/member/participating community. The overarching intent was to collaborate to share best practices in moving forward to build education systems that are grounded in the values, integrity and knowledge systems of our indigenous peoples.

The day began with a general overview of the education act from a legal interpretation and the recent developments regarding the resignation from the Nation Grand Chief on the issue of the First Nation Control of First Nation Education Act. There was a discussion on the government’s authority to govern all aspects of the Act and that it does not actually give control to FN’s. The Government has ability to make any changes to the Act, there are 15 regulations within the Act that they have control over. Some of these regulations have not even been written yet.

Some of the areas that will be governed include:

1. What makes a graduation certificate

2. Annual budgets

3. Stipulate type of reports

4. Regulate management of HR, including Principals, Managers, Directors of Education – basically unlimited.

5. School policies, school success plans

6. Operation and maintenance

7. Community education committees- who sits on, how meetings are conducted

8. Tuition agreements

9. Home schooling

10. Calendar Requirements – school days, hours, etc.

Also concern was shared regarding the oversight of the FNCFNEA will be done by a “joint counsel” where the FNCFNEA allows the government to appoint all the members of the council – four from government appointed, four from FN’s. Other central concerns was the inadequate funding (current and future), tuition in provincial schools for our First Nation students, framework & vision of FN education built by our nations, school support services, third level services, Bill C-33; FN roll-out options moving forward and mandatory compliance by all First Nations with Schools once passed into law.

KTEI and IEC provided representatives/education leaders through a small group discussion process using the revised FNEOPT to help assess both current and potential future

DAy 1 - MAy 27, 2014


needs. As part of this information gathering process, each First Nation, as a key stakeholder via the survey tool was critical in creating an accurate and complete picture of the education systems that are presently in place with each of our member First Nations. It was advised that it may be helpful to engage their respective community, Chief and Council, Band Members and your education professionals (Principals, Directors of Education, etc) as part of this information gathering process. Kengjewin Teg Educational Institute and the Indigenous Education Coalition highly respects the individual choices and decisions made by communities going forward as this new era in First Nation Education unfolds, as influenced by the external macro environment. For this reason of macroenvironmental influence, this survey has been constructed with specific linkages to the pending requirements of Canada’s proposed First Nation Education Act (now renamed First Nations Control of First Nation Education). By virtue of this survey tool, each community’s participation, support/nonsupport, or endorsement/nonendorsement is not

u What is the vision we have for our students, what is our definition of student success? Identity for our kids.

u Pathways to self-sustaining communities – education systems, education standards, culturally appropriate standards/assessments,

u What is the environment we are in? we are trying to create a vision of success.

u We have to find the personal gifts in our children. The IEP’s of the day, were finding our gifts – we came here with gifts. Referred to Basil Johnston’s 5 responsibilities - Leaders, teachers, protectors, providers, healers

u There is no word for coincidence in the Anishnaabe language.

u If we are looking for the definition for student success, we need to look at the Worldview Wholistic Development – if you can reach their mental, emotional, physical and spiritual development, then you can reach the student.

u Where do you bring this in? i.e. Math – bring in how to measure, weigh fish, etc. Send them to go talk to their uncle, grandfather. There is no guarantee in the funding formula that there will be funding for this.

u In the Delaware Nation, the average high school graduate age is 23. The average number of years is 7 to complete secondary school.

u Residential schools – education has to be a healing process.

u Citizenship and Reciprocity

implied by KTEI/IEC or its survey respondents. Participation was voluntary. There were 130 questions in total covering two areas: Part A Education; Committee Governance Capacity (102 questions) and Part B – School Supports and Services (28 questions). Responses were to strictly self-assess their own community efforts to date and what are possible areas of “need” moving forward. Regardless of what system and structure each First Nation identifies in their respective community, it was felt by most participants in attendance that the two day technical workshop to review the tool with other communities was a meaningful and engaging exercise. It was felt that the revised tool would be used as a guide to assist each community in identifying the most pressing areas of priority which is dependent on where each community education system is gravitating towards in the best interest of their members: Stand alone community school system; an aggregated incorporated school authority/board/entity/body or under the current self-government education agreement in negotiation in some territories.

u Education Systems and Standards – have been bringing education Directors together to discuss standards – there is not one FN community that says we do not want provincial standards.

u Curriculum standards – you need to create standards that say you want …..

u Curriculum writing – road blocks – FN writers,

u Teaching standards – once we know what we want to teach, we need teacher standards to reflect the wholistic approach.

u Cultural awareness, cultural sensitivity,

u Assessment standards – do we have that jurisdiction

u It’s not starting a new system, it’s bringing our standards to the systems

u Next year – second level services will no longer be free

u Pathways to self-sustaining communities – building communities – education systems – an education that provides this

u In the end we will realize that we have those leaders, teachers, protectors, providers, healers in our communities already. Every day a child is born and a gift is provided to our communities. They have a job to fulfil.

u We are not coming here with the answer, we have a tool to walk you through the process, we don’t have to get there today or tomorrow but at least you will have a tool, and be in a cycle that can assist this process.

Potential Framework Theory of First Nation Control of Education


governance & leadership: Each participant was put into working groups and reviewed sections of the planning tool

Questions: u Representation on education committee – important that

proper stakeholders be represented

u Do not have a waiting list of people wanting to get on the committee. If you are interested, you can submit an application and you will likely get on – if you have an interest.

u Does the education committee follow policies? they are usually made by c & c, sometimes they have to be modified to suit education or health, or etc. make recommendations to c & c, if they don’t like it – re-do,

u Confidentiality is difficult, try to work with all committees

u Should each committee or c & c have all these items under Governance – is there any community that has all these things, if so, is it working?

u Lack of qualifications and experience to run a committee/board

u If we do go to the Act, do we have 2nd level to help us, research, curriculum,

u When we come together with outside boards who have different world views than ours, how do we mesh the two

u Training – who will help us train our Board and communities

u Making sure that the legislation meets our funding issues

u Kill the Bill – what do we want? How do we come together for our children to find their culture and identity?

u How does Bill C33 apply if we have no school, or committee/board

u How will we function if we have an advisory committee with very little authority? Currently they just make recommendations to Council.

u It’s difficult to get individuals to apply to the committee – they have very little background in education – need to establish capacity

Issues: u Hopefully education committee informed enough to

make decisions

u Sometimes roles and responsibilities are not clear for members

u Student engagement – some have schools on reserve, some have students who then go on to Provincial schools, some just attend provincial schools

u Qualifications, higher qualifications for committee members – right now it’s parents who have children in the school, looking for youth representation, may have to raise the qualifications,

u Communication between education committee and c & c?

Focus & Priorities: u Collaboration with communities and chiefs and councils,

communication

u Clarified roles and responsibilities

u Important that people who are involved have a good understanding of what is involved.

u Governance – train, some are new committee members, just returning to FN. Tell them to go bacj and talk to their relatives to see where things are in the community.

u Service/Tuition agreements – we want the board to say this is a service agreement and we pay you for the service. Government wants to say –“Tuition” agreement. In the service agreements you can add language, liaisons, amend the policies of the Board.

u Training and Capacity Building

u How do we create a vision that everyone will agree upon or buy into?

u How do we make sure that our language and culture is being offered or delivered in the provincial schools?

External Relations

Questions: u How do we get provincial teachers to incorporate FN

culture etc into their classroom, if they don’t have FN students in their classroom. That can’t be the only reason that they should be doing this. Need to learn the true history of Canada.

u No questions, but do have issues

u Would there be advantage to expanding external relationships?

u Why do we need to reinvent the wheel – i.e. have resources already

u Why are these questions directed to committees?

Issues: u Support workers, personnel at the board level, FNAC out

of London had an FN advertising., after three postings they couldn’t find a FN person, so they hired non-native. Felt it was a step backwards. We should have more advisory in who they hire for their positions.

u Some northern schools are in a black hole – however are members of an aggregate (FNSSP) and are very satisfied with the support.

u Communications between the Board and Education staff


Focus: u Education Service agreement – tried to get the school

board to see that five years ago, still working on it, to meet with the FN for student needs. The friendship centres are doing good jobs though. And they are not even on the Boards/Committees.

u native language – have been fighting this fight for a long time, put those terms for administration – but for us, it’s a way of life – how we do our day to day, cannot separate.

u Teachers are not sensitive to culture and are not confident in teaching our children. Along with the true history of Canada, new teachers should be taught in College.

u networking, building relationships with private sectors

u Teaching youth who they are and be proud of who they are!

u The community offers Cultural Sensitivity courses for new teaching staff and it is mandatory.

u Assessing what external relations we have, how they help and what we want to do with them. A lot of the relationships are with provincial boards and that is a challenge. You have to go through an educational process with them to get them to see your side of the view. They feel they have all the blinders on, have all the answers, so why do they need to listen to us?

u Need nation to nation indigenous advisory group

u Increase the communication and have student advocates.

Prayer and song by Elder Gary Sault

Welcoming by Bruce Stonefish, reiterating that the tool is something that can be beneficial in our communities.

DAy 2 - MAy 28, 2014

1. Parental & Community Engagement

2. Planning, Performance Management & Risk Management

3. Financial Management

4. Human Resource Management

5. Information Management/Information Technology

6. School Supports & Services

Parental Engagement1. How do we increase p/c involvement?

2. Make sure that the engagement is meaningful sometimes you don’t see the parent until there’s a problem – what is the meaningful involvement?

3. (a) The more you have in the team work, the more successful you have at the school - you need to have top down support i.e. Chief and Council to show support – not always able to come in, but even to do a walk-through to say hi, how are you? However, the support needs to be showing support to staff and students, not to discuss political items.

(b) To increase the capacity of parents and community in the education programs.

(c) Breakdown barriers, increase communication with parents – not just when problems arise.

(d) Positive vision – paradigm shift, building partnerships with communities and surrounding communities

(e) Teacher sensitivity – teachers need to get involved – some parents just need to talk first. The parent needs to feel welcomed.

Planning, Performance & Risk Management group4. Noticed that every school and community operated

differently, everyone had different strategic management plans.

5. How can we involve parents in the planning, how do we know we are achieving our goals?

6. Data gathering, we need better data collection – it seems to be a key word these days. FNSSP has helped with this.

7. Students are the focus, no matter what we are doing in our planning, we need to have our students successful in both worlds.

Financial Management1. Can we have IEC or KTEI make a template for our

communities to utilize and adopt?

2. We need a sound financial management plan

3. We need to be transparent and accountable to our communities, however, we don’t want to disclose confidential information.


human Resource Management 1. How do the other communities deal with the issue

of nepotism on our committees? We have small communities and sometimes you see families that are more educated than others – for whatever reasons. Within the communities there are certain families to really go after education and therefore come back to the communities when jobs open up. Usually the ones with education are hired. i.e. in his community in his office, he is related to 7/10 people. You also have to separate professionalism from family greetings. Treat each other with respect as employees.

2. How do you avoid nepotism? Do you hire someone who doesn’t have education or qualifications just because the one who does is related to you?

3. Lot of people are related in the community – finding ways to balance the hiring. Sometimes you have to look outside the community. In order to ensure that no-one is favoured, you may have to hire from outside if cannot hire within (with qualifications).

Information Management and Information Technology 1. Ownership or management of the information to the

First Nation? Not shared with everyone. Setting a good management of information sharing. Information has to be gathered in a way that does not disclose names.

2. The use of information/data. If we do not have a good rapport with our Councils, then we need to take the time at least once a month to address the Council. i.e. we have to share with the Council the good work that we are doing in our schools. The Council has to know the benefits to our students. Communication has to be on a constant supply.

3. Jurisdiction – who has control of this information? Right now some councils don’t want to share, but if we are to get any $ from the government, we need stats.

4. Knowledge is power – we know that the population of this Country is changing. i.e. Europe & Asia – they will not even know who the First Nations are. Curriculums have to be standardized. Intellectual property. Not only sharing with our own First Nations, but also with the rest of the Country.

Second level Services (SlS)SLS are always the direct connection to students, classrooms and schools through back end supports for student success. Third level are the broader issues; standards, curriculum, certification (like Ministry)In Ontario overview:

u 90 Schools

u (76 FN council operated schools)

u 133 FN communities in Ontario

u 16 Tribal Councils

Majority of SLS funding goes through Tribal Councils. Each SLS funding is different – there is no formula.There are communities in Ontario (28) who do not get SLS support. In the UOI there are 10.

2nd level services – KTEI u Special Education support,

u Teacher Professional Development,

u Teacher Training and how do we recruit teachers?

u Alternative schooling for students in secondary programs;

u Training for committees

u Looking at Curriculum and Resource Development

u Needed the communities to support these initiatives. KTEI was provided with funding to support, however, not enough to carry out all 7 areas once the pilot project was over. Therefore a fee for service was created for some areas.

u **Ojibwe Language Proficiency Scale – KTEI has created one and will share it. Do not reinvent the wheel.

School Support Services – group Discussions u What are SLS

u There is a lack of input on training of counsellors and EA’s/

u Do we have and understand deliverables?

u Who has the funding to provide services?

u Issue – Need to identify individual gaps, needs. Need to understand SLS. Not sure as a collective what is done at school level, what is done at Board/Committee level, what is done at Band Office level.

u Focus – Funding – where do we get it to provide the SLS.

u Two teachers, two principals at table, chief, elder, two who work with KTEI

u If the principal messes up, the chief is responsible

u In the middle of a principal’s course, heard about health


and safety and then found out what has to be done..

u It’s amazing the responsibility that principals have – good thing to have shared responsibilities and resources.

u Look back into history – started with language – what we have in our language is the services/structure. All the stuff about legistrautre, governance, laws, is in our language. As a speaker and nish person, the legislative power is in our language; that’s what Canadian government is afraid of. In the language have three laws – creation, land, people.

u Assets needs and priorities – we need to get more action from our communities (women).

u How do we lobby for more money;

u How to create a feeling of inspiration? Type in from sheets.

u Issue – high achievers – academically and in sports – but what happens to them in high school. The money we spend on them right now – people having problems, what do we have for high achievers? We give them money.

u Ensure all our FN students are reaching their potential.

u Each community to go through 2nd level with IEC or KTEI

u An aggregate to support SLS

u What would communities have to do to get KTEI or IEC to provide SLS for example: BCR’s from Chief and Councils

u Our decision makers need to hear this – what do we need to do to get this to our leaders?

Funding Formula: u The Ministry of Education spends at least 3 million every

4 years to bring in teachers to review the curriculum, First Nations receive fragmented allocations.

u When moving forward with a plan, it has to be accessible to everyone’s needs. Options and possible costs were presented by IEC including the creation of a First Nations Private School Board to access school support services including costs projected for various professional services.


As one of many key stakeholders in Indigenous education in Ontario, KTEI regularly assesses the political and external environment in First Nation Education: the past few years, together with projections for the future, both indicate that rapid change and response may be required in the very near future with respect to First Nation education governance and administration.

As one of many service providers in First Nations education, we are committed to providing support especially to our members and other interested communities who may find our work helpful. In a recent June 2014 collaboration initiative, KTEI and the Indigenous Education Coalition (IEC) co-created a survey to help assess both current and potential future needs in developing community education frameworks. As part of this information gathering process, key stakeholder input via this survey is deemed to be critical in helping creating an accurate and complete picture of a community’s current education system. It may be helpful to engage your community, Chief and Council, Band Members and your education professionals (Principals, Directors of Education, etc.) as part of this information gathering process.

In creating this survey together, Kengjewin Teg Educational Institute and the Indigenous Education Coalition’s objective was to ensure that discussions and insights as a result of this information gathering exercise continues to respect the individual choices and decisions made by First Nation communities going forward in their education planning and frameworks. As this new era in First Nation Education program and policy continues to unfold, the influences from the internal and external macro environment in Aboriginal education will need to be monitored and assessed for new developments.

FIRST NATION EDuCATION ORgANIzATION/COMMITTEE PlANNINg TOOl – SuRvEy 2014

http://www.ktei.net/first-nation-education-organization-planning-tools.html

Copy and paste the following link in your browser to download the survey:

5. COMMUNITY EDUCATION SCAN INFORMATION

Please identify which levels of education listed below are offered on reserve.

PreKindergarten (<4 years)

gfedc

Headstart gfedc

KindergartenEnglish

gfedc

KindergartenBilingual

gfedc

KindergartenFull Immersion

gfedc

K1 gfedc

K2 gfedc

K3 gfedc

K4 gfedc

K5 gfedc

K6 gfedc

K7 gfedc

K8 gfedc

K 12 gfedc

Adult Education Literacy and Basic Skills

gfedc

Post Secondary Education Secretariat/Administration

gfedc

Post Secondary Institute

gfedc

Traditional Aboriginal Education & Training

gfedc

Land Based Education

gfedc

Indigenous Immersion Learning Opportunity Children

gfedc

Indigenous Immersion Learning Opporunity Adults

gfedc

Alternative Education

gfedc

Life Long Learning

gfedc

General Interest Workshops

gfedc

Short term training accredited

gfedc

Short term training not accredited

gfedc

Other (please specify)

3. Official Name of onreserve band operated school:

4. Approximately how many students in your community?

1.

2.

3.

4.

Attending the Local Community (Band operated) First Nation Elementary School On ReserveAttending the Local Community (Band operated)

First Nation Secondary School On ReserveAttending a neighboring First Nation School On Reserve (Band Operated)Attending the neighboring provincial School Board Off ReserveAttending the neighboring provincial Catholic School Board Off ReserveAttending a KTEI (UCCMM)

School K12 On ReserveAttending Child Care/Day Care On ReserveAttending literacy and basic skills (> age of 18) On Reserve

Attending postsecondary education and higher learning OnReserveAttending postsecondary education and higher learning OffReserveOther

As one of many key stakeholders in Indigenous education, KTEI and IEC regularly assesses the political and external environment in First Nation Education: the past few years, together with projections for the future, both indicate that rapid change and response may be required in the future of First Nation Education governance and administration. As your current service providers in First Nations education we are committed to providing support to our members and other interested communities. Therefore, KTEI and IEC is undertaking this survey to help assess both current and potential future needs. As part of this information gathering process, your input as a key stakeholder via this survey is critical in creating an accurate and complete picture of the education systems in place. It may be helpful to engage your community, Chief and Council, Band Members and your education professionals (Principals, Directors of Education, etc) as part of this information gathering process. Kengjewin Teg Educational Institute and the Indigenous Education Coalition highly respects the individual choices and decisions made by communities going forward as this new era in First Nation Education unfolds, as influenced by the external macro environment. For this reason of macroenvironmental influence, this survey has been constructed with specific linkages to the pending requirements of Canada’s proposed First Nation Education Act (now renamed First Nations Control of First Nation Education). By virtue of this survey, and your participation, support/nonsupport, or endorsement/nonendorsement is not implied by KTEI/IEC or its survey respondents. Your participation is voluntary. There are 130 questions in total covering two areas: • Part A Education Committee Governance Capacity (102 questions) • Part B – School Supports and Services (28 questions) It is estimated that 3040 minutes will be required to complete the survey. Responses are strictly to selfassess your efforts to date and what may be areas of need moving forward. You may return to the survey to complete at a later date if needed. The responses and results of the survey will be shared with you and/or other key KTEI stakeholders as required. The survey will close on April 30th, 2014. G’chi miigwech again for participating in this survey.

1. Which First Nation oranization are you affiliated with?

2. Name your First Nation Community:

INTRODUCTION

*

Kenjgewin Teg Educational Institute

nmlkj

Indigenous Education Coalition

nmlkj

Other (please specify)


Second Level Services (SLS) ‘101’

May 29, 2014

Se;ng the context: Student Achievement & SLS

SLS – What are they? •  2nd level services are essenHal to the development and maintenance of high quality

elementary and secondary educaHon. 2nd level services are differenHated from 3rd level services by their direct connecHon to students, classrooms, teachers and schools. 3rd level services are normally provided by ministries of educaHon and refer to the broader educaHon issues such as regulaHons, standards, cerHficaHon, codes of conduct, and the se;ng (and altering) of the provincial curriculum.

•  There is also a certain degree of educaHonal accountability to teachers and school administrators that a system must observe, e.g., appropriate curricula, instrucHonal assistance, safe teaching environments, healthy buildings, etc., but by and large the bulk of educaHonal accountability lies with academic achievement.

76 First Na2ons with

council-‐operated schools

NAN 32 (65%)

GCT#3 13

(50%)

UOI 20

(51%)

INDEP. 8

(62%)

AIAI 3

(38%)

Council Operated Schools Source: Chiefs of Ontario, 2013

Snap Shot ~ EducaHon in Ontario (Source: Chiefs of Ontario, 2013)

•  133 First NaHons •  90 Council Operated Schools •  16 Tribal Councils •  Various EducaHon AssociaHons and OrganizaHons •  6 Indigenous Post Secondary InsHtutes •  4 PoliHcal/Treaty OrganizaHons and the Independent First NaHons

•  3 EducaHon JurisdicHon Discussions

EducaHon Mandate/AcHviHes by PTO/IFN (Source: Chiefs of Ontario, 2013)

AIAI GCT #3 IFN NAN UOI

Poli2cal Advisory

Poli2cal Advocacy

Governance Table

EPP Co-‐ord

FNSSP Co-‐ord

Postsecondary Ins2tu2on

Tribal Council EducaHon Involvement (Source: Chiefs of Ontario, 2013)

AKRC Bimose

TC Ind. FN Alliance

Keeway2nook

Mamaweswen Matawa

Mushkegowuk OTC

Fort Frances

CS Shibogama SFNS UCCMM Windigo Advisory

Educa2on authority

FNSSP Co-‐ordina2on

Liaison

Postsec. Admin

Inst. Admin

Governance Table

Educa2on Admin

Training

Learning Centre

FNSSP support

School Net

KiHS


No TC: 28 FN’s (21%)

NAN 6 (12%)

UOI 10 (26%)

AIAI 4 (50%)* IEC – not a TC

GCT#3 1 (4%)

IFN 7 (50%)

First NaHons Not Affiliated with Tribal Council (Source: Chiefs of Ontario, 2013)

Groupings for FNSSP

0

5

10

15

20

25

30

Individual First NaHons

Tribal Councils PTO's FN EducaHon InsHtute

Other FN EducaHon Org'n

FN EducaHon Authority

Federal

Aboriginal Ins2tutes Consor2um

Iohahi:Io Akwesasne

Six Na2ons Polytechnic

Kenjgewin Teg Educa2on Ins2tute

Anishnabek Educa2on

Ins2tute (UOI affilia2on)

Oshki-‐Pimanche-‐ O-‐Win Educa2on and Training Ins2tute

FNTI -‐ First Na2ons Technical Ins2tute

First NaHon Postsecondary InsHtutes

3rd Level Systems, Provincial/Territorial

Within provincial/territorial jurisdiction, 3rd level systems for elementary and secondary education are those systems enacted through provincial/territorial legislation, i.e., Public Schools Acts, enforced by Ministries of Education. They mandate 2nd level services, including the amalgamation of schools within divisions or districts. As such, K-12 school districts, and the wider interconnected educational infrastructure including early and post-secondary education, are required by law to abide by comprehensive and detailed legislation governing and regulating all aspects of K-12 education. Enabling legislation within 3rd level systems, which also underpin associated 2nd level aggregate systems at both the provincial and school district level, specifically reference and include:

•  Minimum standards and regulations for teacher and principal accreditation/certification, school accreditation/certification, age requirements and attendance, discipline, and standards for curriculum development and adaptation;

•  Amendments for appropriate education and inclusive programming for diversity of student learning, behavioural, and social/emotional needs;

•  Statutory, guaranteed and sustainable public and private school revenue, and funding allocations and methodologies as foundational legislative components;

•  Complementary and supporting regulations, directives, guidelines, policies, and procedures;

•  The education of First Nations students on and off reserve with reference to First Nations 2nd level systems and recognition of First Nations jurisdiction over education on reserve;

•  And strategic planning, research and development.

2nd Level Systems, Provincial/Territorial From a DSB perspective, typically include

regulations, directives, standards, policies, procedures, guidelines, supporting documents, and professional development resources for the three main areas of school organization: a) curriculum and teaching, b) school governance and administration c) student support services and inclusive programming. •  These policies and procedures support the 3rd

level legislation and/or statute. Supporting 2nd level policies, procedures, regulations, directives and guidelines include: consultant and subject area specialist support for curriculum, instruction, and student support services (including special education).


2nd Level Systems, Provincial/Territorial …conHnued

•  Also developed at this level are core curriculum

guidelines and supplementary support documents for the subject areas, support documents for students with spectrum disorders, physical exceptionalities, and other special needs; and guidelines and procedures documents for curriculum, school administration, and student support services.

EDUCATION SERVICES Baseline: Provide and supervise delivery of programs and curriculum Develop/deliver alternative programs and initiatives Provide/prescribe religious, culture, language programs Approval/selection of learning resources Set school calendar Coordinate placement of students Mostly Common: Establish attendance or catchment area Oversee evaluation of student achievement Sponsor educational, cultural, recreational trips PROFESSIONAL SERVICES Baseline: Teacher professional development Evaluate performance of principals, and teachers Adapt and assist teachers to implement curriculum Contribute to curriculum and ministerial initiatives committees Communicate curriculum-related policies & programs to schools Provide leadership in use of technology in schools Coordinate special education programs, consultative services Enforce the Education/Schools Act and related regulations Ensure student transportation regulations and policies are followed Mostly Common Provide leadership in managing school support services (i.e., race relations, cross cultural, human relations) Region Specific Evaluate and recognize educational activities of education programs taken by a student outside of a school program - BC Provide staff to Ministry units for development of curriculum and programs -NS Liaise with other government departments and agencies (i.e., Child Welfare) -AB, SK ADMINISTRATIVE SERVICES a. Human Resources Baseline: Assign staff Discipline, suspend, dismiss staff Support professional development of staff Support sabbaticals, secondments and teacher exchanges Mostly Common: Negotiate teacher collective agreements Negotiate agreements with non-teaching staff Provide training of student teachers Region specific: Determine number of Aboriginal and non-Aboriginal persons required as teachers – Cree School Board (CSB) Establish courses and training programs to qualify Cree beneficiaries as teachers - CSB b. Student Records Baseline: Establish procedures for students’ records Region specific: Maintain student demographic & student information system -AB c. Communications Mostly Common: Maintain web sites and information to public, students, parents, staff Prepare and distribute annual reports and other information documents d. Student Services Baseline: Coordinate provision of student transportation Mostly Common: Provide housing accommodation or boarding for students e. Facilities Baseline: Determine numbers, size and location of schools + closures Custody, maintenance and safekeeping of property Supervise operation & maintenance of schools Mostly Common: Build, equip and furnish schools f. Financial and Fiscal Baseline: Manage funds to support education programs

EDUCATION SERVICES Baseline: Provide and supervise delivery of programs and curriculum Develop/deliver alternative programs and initiatives Provide/prescribe religious, culture, language programs Approval/selection of learning resources Set school calendar Coordinate placement of students Mostly Common: Establish attendance or catchment area Oversee evaluation of student achievement Sponsor educational, cultural, recreational trips PROFESSIONAL SERVICES Baseline: Teacher professional development Evaluate performance of principals, and teachers Adapt and assist teachers to implement curriculum Contribute to curriculum and ministerial initiatives committees Communicate curriculum-related policies & programs to schools Provide leadership in use of technology in schools Coordinate special education programs, consultative services Enforce the Education/Schools Act and related regulations Ensure student transportation regulations and policies are followed Mostly Common Provide leadership in managing school support services (i.e., race relations, cross cultural, human relations) Region Specific Evaluate and recognize educational activities of education programs taken by a student outside of a school program - BC Provide staff to Ministry units for development of curriculum and programs -NS Liaise with other government departments and agencies (i.e., Child Welfare) -AB, SK ADMINISTRATIVE SERVICES a. Human Resources Baseline: Assign staff Discipline, suspend, dismiss staff Support professional development of staff Support sabbaticals, secondments and teacher exchanges Mostly Common: Negotiate teacher collective agreements Negotiate agreements with non-teaching staff Provide training of student teachers Region specific: Determine number of Aboriginal and non-Aboriginal persons required as teachers – Cree School Board (CSB) Establish courses and training programs to qualify Cree beneficiaries as teachers - CSB b. Student Records Baseline: Establish procedures for students’ records Region specific: Maintain student demographic & student information system -AB c. Communications Mostly Common: Maintain web sites and information to public, students, parents, staff Prepare and distribute annual reports and other information documents d. Student Services Baseline: Coordinate provision of student transportation Mostly Common: Provide housing accommodation or boarding for students e. Facilities Baseline: Determine numbers, size and location of schools + closures Custody, maintenance and safekeeping of property Supervise operation & maintenance of schools Mostly Common: Build, equip and furnish schools f. Financial and Fiscal Baseline: Manage funds to support education programs

Cultural Assessments

Language AcquisiHon Scale

Moving forward: !  To strengthen and enhance supports for quality educaHon services and delivery for early childhood

educaHon, kindergarten, elementary, secondary and post-‐secondary educaHon; LLL !  To ensure that tradi2onal knowledge is disseminated properly to First NaHons children to enable

them benefit the best of both worlds; !  Life long learning; !  To close the educa2on gap between and the employment gap with First NaHons, and as between First

NaHons and the general populaHon; !  To ensure that the provincial curriculum includes material on Trea2es and First Na2ons’ tradi2onal

knowledge; !  To access new skills and parHcipaHon in the regional, naHonal and global economy; !  To ensure a partnership approach is uHlized; !  To secure First NaHons’ jurisdicHon !  The scope of jurisdicHonal discussions shall include: standards (academic and cultural/linguisHc),

curriculum, accreditaHons, special educaHon, administraHon, languages, cultures, tuiHon agreements, educaHonal level equivalencies, teaching methodologies, or pedagogies, teacher cerHficaHon, evaluaHon of First NaHon educaHon systems, and complimentary health, social and cultural services which support educaHonal developments.

!  One of the responsibiliHes of First NaHons, as partners, is to ensure that all children have appropriate knowledge. Implement these responsibiliHes through partnership.


First Nations Education DEFINING STUDENT SUCCESS

Personal Gifts & Purpose

!   Teaching ‘ Personal Gift’

!   Teaching ‘Personal Purpose’

!   How do YOU ensure the gifts of our students are realized?

!   How do YOU enhance these gifts?

!   What is YOUR strategic plan to center this in YOUR stdudents educationcation path?

Worldview

!   Language – ‘Importance of Language?’

!   Cultural context

!   What is YOUR cultural identity?

!   What are YOUR aspirations for cultural re?

!   What is YOUR strategic plan to bring that to your students?

Wholistic Development

!   Student Wellness

!   Mental, Emotional, Physical, Spiritual Development

!   Students must develop on all four (4) levels

!   How do YOU support wholistic development of our students?

!   How can YOU enhance that support?

!   What is YOUR strategic plan>?

First Nations Education -Defining Student Success

Bighouse Drumsticks


Education System

!   What is the identity of YOUR education system?

!   On/Off Reservfe Schools

!   Community Services

!   Governance, Administration and Policy

! Partental Involvement

!   What is the capacity, strategic plan and cost to ensuring these Education Standards are ehanced in YOUR SYSTEM to become a reality?

Pathways to Self-Sustaining Communities

!   Teaching ‘Sefl-Sufficiency

1.  Providers

2.  Protectors

3.  Healers

4.  Teachers

5.  Leaders

•  Utilizing the gifts in our communities to ensure self-sufficiency – Defining Student Success

Citizenship & Reciporcity

!   Family Responsibility & Interdependency

!   Community Responsibility & Interdependency

!   Nationhood Responsibility & Interdependency

!   Student Responsibility

!   How do YOU define and ensure citizenship through YOUR students educational path?

Education Standards

!   Defining Student Success ?

!   Curriculum Standards – What do YOU want our students to learn?

!   Teaching Standards – How do YOU want those taught to you students?

!   Assessment Standards – Are YOU measuring YOUR students success based on YOUR standards?

!   What is the capacity, strategic plan and cost to ensuring these Education Standards are ehanced in YOUR SCHOOLS to become a reality?


Pathways to Self-Sustaining Communities Leaders Providers Healers

T

eacher

s

Pr

otec

tors

Education System On and O� Reserve Schools Parents/Community G

overnance/A

dmin

istra

tion

E

nviro

nment

Education Standards Curriculum Teaching

Asse

ssm

ent

Citizenship & Reciprocity

Family Community

Nat

ion

Wholistic Development M

ental Physical Spiritual Em

otio

nal

World View Language / Culutral Con

text Personal

Gifts & Purpose

First Nations Education - De�ning Student Success

Ind

igen

ous E

ducation Coalition

Bruce Stone�sh / Robin Cavanagh May 2014


FIRST NATIONS TECHNICAL WORKSHOPFOR EDUCATION LEADERS

Technical FNCFNE Act Planning Process Using the “First Nation Education Organization Planning Tool (FEOPT)”

2 DAY WORKSHOP for education technicians who will be involved in the planning for the imposing FIRST NATION EDUCATION ACT within their respective community.

MAY 27TH & 28TH 2014DEERHURST RESORTHUNTSVILLE, ONTARIO

Kenjgewin Teg Educational Istitute

Caroline DebassigeFinance [email protected]

Indigenous Education Coalition

Rachel HopkinsExecutive Director’s Assistantrachelhopkins@ieceducation.com519-692-3651www.ieceducation.com

Two seats are available per affiliated/member/participating community.

Register online at www.tinyurl.com/firstnationworkshop

Send your registration form to your respective community service agency

LETS HELP BUILD EDUCATION SYSTEMS THAT ARE GROUNDED IN THE VALUES, INTEGRITY AND KNOWLEDGE SYSTEMS OF OUR INDIGENOUS PEOPLES.

IEC & KTEI Communities and Schools

First Nation Control of First Nations Education Act “Structural Readiness”

What are the “75 Must” requirements in the draft FNEA proposed bill?

First NatioNs techNical Workshop - kenjgewinteg.ca · we need to look at the Worldview Wholistic...

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