Considering Aboriginal. Perspectives. Highlights in This Issue. Volume 12, Number 2 Winter Patrick Loyer

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1 Volume 12, Number 2 Winter 2012 Highlights in This Issue Guest Editorial Considering Aboriginal Perspectives...1 Reminders...2 Feature Workshops ATA Workshops Support FNMI Teaching and Learning...3 Spring PDAC...4 PD Partners FNMI Professional Development Consultant Team Supports FNMI Education...5 Upcoming Events...6 In Your Neighbourhood Committee on First Nations, Métis and Inuit Education Policy and Action Plan...7 Specialist Council Profile FNMI Education Council...8 ATA Educational Trust Supporting Teachers Professional Growth...9 Nous sommes à l écoute!...10 Links of Interest...12 Guest Editorial Considering Aboriginal Perspectives Patrick Loyer Recently, considerable emphasis has been placed on First Nations, Métis and Inuit (FNMI) perspectives in the curriculum. In its Business Plan, Alberta Education has included Goal 3: Success for First Nations, Métis and Inuit students. This goal has become a key priority for the ministry, which provokes the question, Where are teachers when it comes to realizing this goal? What has the profession done toward building FMNI success? We need to consider this: How is success defined? Is it from our own perspective of educational success, or from the perspective of the students and/or their parents? Perspective... It seems to guide many of the things we do and how we act and react in certain situations. But what if our perspective limits our potential as teachers? Since FNMI success has become a priority, we need to ask ourselves what has changed. One should know that much change has occurred. But is that change enough? I recall an elder stating, Education is not about the students and what they need to do. It is more about working with teachers to determine how they can change what it is that they do so as to improve student success. I tend to agree that teachers may need to look inside to see if what they are doing is working for all students. To understand perspective is to respect, value and try to understand the culture that students bring to the classroom. When teachers do this, it not only serves their growth, but benefits the students that they intend to serve. We need to challenge our current understanding of FNMI knowledge and culture and know that our current perceptions need to be critically considered. Sometimes teachers are unaware of their own lack of understanding about Aboriginal knowledge. It seems to fly below our radar. Or one might think I don t teach Aboriginal students, so I don t need to know. Perhaps this is due to the way we were taught or what we were taught. But that was then and this is now, and things need to change. It needs to be on our radar.

2 We often discourage ourselves from growth when we place undue emphasis on making a mistake. When it comes to incorporating Aboriginal perspectives, we don t want to be clumsy or offensive, so we don t take the risk. Don t be afraid to make a mistake when it comes to engaging Aboriginal perspectives in your work with students. Where you begin does not matter but do begin! The Aboriginal community will see that you are trying and will acknowledge and appreciate your efforts. Some areas of the curriculum lend themselves to exploring Aboriginal perspectives. Start small and feel your way: use Aboriginal literature in English classes, find a lesson on making dream catchers in art or incorporate a talking circle when discussion is needed. When it comes to resources, there are many available to help you understand and integrate Aboriginal perspectives. Many school districts have programs and Aboriginal resource people that work in those programs go to them and get some advice. There are print and video resources, so ask your librarian. If the librarian does not know of many resources, task him or her with finding more. There are websites available some are listed elsewhere in this publication. Finally, know that one of the most important ways to improve Aboriginal student success is to create relationships. Do your FNMI students matter to you? If they do, how can you show them that they matter and that you are interested in their cultural perspective? How can you adapt your practice to show them that they matter? Teach from a human-relations point of view that values process and understanding in addition to knowledge. Change must first occur from within. Change is necessary, and it is our obligation as a profession to embrace that change. When we can open our minds to new perspectives, we can change for the betterment of all our students. Reminders PD Chairs are asked to confirm current contact information with Linda Kulak, by at or by telephone at , extension 677 or PD E-News, Volume 12, Number 2, Winter 2012, p 2

3 Feature Workshops ATA Workshops Support FNMI Teaching and Learning Joni Turville The Association offers a series of workshops designed to help teachers understand the histories, cultures and world views of First Nations, Métis and Inuit people. This background will help teachers ensure that Aboriginal students succeed in school and meet the prescribed learning outcomes and also deal with prejudice and discrimination. The series includes the following workshops: Understanding Alberta s First Nations, Métis and Inuit Peoples This workshop provides foundational information that examines First Nations, Métis and Inuit cultures, histories and world views. The workshop will model appropriate local protocols and provide opportunities for participants to experience learning strategies that work effectively with Aboriginal learners. Participants will receive Education is Our Buffalo A Teachers Resource for First Nations, Métis and Inuit Education. Communicating with First Nations, Métis and Inuit Students, Parents and Caregivers This workshop focuses on intercultural perspectives and communication styles as they apply to local cultures. Through interactive activities, participants will explore respectful approaches to communicating with First Nations, Métis and Inuit students, parents and communities. Addressing Prejudice and Discrimination Relating to First Nations, Métis and Inuit Students This workshop builds on the important idea that, in order to learn, all students need to feel safe in school. Unfortunately, many students experience racism, discrimination and prejudice in school, a situation that significantly diminishes their potential to learn. This workshop explores techniques that teachers can use to help all students learn to be more respectful of the culture of others. Although the strategies examined in this workshop relate to curriculum outcomes in social studies, they are applicable to all teachers, regardless of subject. Increasing Resiliency in First Nations, Métis and Inuit Students This workshop is intended to help teachers increase the resilience of First Nations, Métis and Inuit students, thereby enhancing their chances of success. Participants will examine their school s current First Nations, Métis and Inuit policies and practices and learn about the Circle of Courage, an approach to addressing the needs of Aboriginal learners developed by Dr Martin Brokenleg. The workshop will challenge participants to improve their teaching practices and enhance student learning. PD E-News, Volume 12, Number 2, Winter 2012, p 3

4 Effective Assessment Practices for First Nations, Métis and Inuit Students As with any group of students, great variations exist in how individual First Nations, Métis and Inuit students demonstrate their learning. There are, however, some cultural traits that FNMI students often share. This workshop draws on current research to identify approaches to ensure that assessment for FNMI students truly represents their learning, that it is fair and that it considers their cultural differences. Specific ideas for culturally sensitive assessment will be provided. ATA workshops are provided to members at the low cost of $ plus GST per workshop and can help support a comprehensive professional development plan at the school or district level. To book these workshops, please contact Debra Augustyn, Professional Development, at Barnett House, by phone ( in Edmonton; , extension 485 from elsewhere in Alberta) or by at Spring Professional Development Area Conference, April 20(eve) 21, 2012 The spring Professional Development Area Conference (PDAC) will be held the evening of Friday, April 20 and Saturday, April 21 at Barnett House, in Edmonton. In March, invitations will be sent in March to PD chairs, local presidents, convention association presidents and program chairs, specialist council presidents, regional consortia executive directors and Association representatives, and members of Provincial Executive Council. PD E-News, Volume 12, Number 2, Winter 2012, p 4

5 PD Partners FNMI Facilitators Alberta Regional Professional Development Consortia Learning Network/Northwest Regional Learning Consortia FNMI Professional Development Consultant Team Supports FNMI Education Gaylene Schreiber A recent grant award to Alberta s regional professional development consortia has resulted in the formation of an FNMI professional development consultant team. Team members Terry Lynn Cook, Terry Lakey and Lorianne Tenove are excited about working with teachers across Alberta to develop ways to improve FNMI student learning, develop understanding about FNMI cultures and ways of knowing, and build relationships among stakeholders. They are committed to finding ways to resolve any and all challenges to FNMI student success. The FNMI professional development consultant team is interested in participating in professional development events, establishing elder programs, creating partnerships between First Nations schools, Métis settlement schools and provincial schools, and supporting 21st-century learning strategies for FNMI students. This two-year grant carries a mandate to provide coordination and leadership services that will support goals in the FNMI Education Partnership Council Action Plan and Alberta Education s Business Plan for Left to right Terry Lynn Cook, Terry Lakey and Lorianne Tenove Terry Lynn Cook is a long-time resident of Northern Alberta of Aboriginal descent. She has been an advocate of FNMI education from her own educational experiences, as well as from teaching with the Driftpile First Nations, working as the lead administrator at St Mary s Outreach School in Slave Lake, and completing her master of education program with a focus on Aboriginal education. As a divisional facilitator, she has provided professional development on FNMI world views and awareness of FNMI educational issues. She can be contacted at or Terry Lakey has held a variety of teaching positions, from the Aboriginal Family and School Frontline Program to teaching in the Red Deer Public School District. Among his many responsibilities have been involvement in creating and piloting cultural/academic groups for FNMI students, advising publishers on Aboriginal perspectives, and creating more than 80 culturally focused activities that support FNMI education. He can be contacted at or PD E-News, Volume 12, Number 2, Winter 2012, p 5

6 Lorianne Tenove has worked as a teacher, principal and supervisor for the Calgary Catholic School District. She was instrumental in ensuring that FNMI knowledge and ways of knowing were infused as much as possible throughout the entire organization. She achieved this by building relationships with the Treaty 7 education departments, promoting Aboriginal Pride programs, infusing culturally appropriate resources into the curriculum and forming a parent/elder council. She can be reached at arpdc.ab.ca or Professional development leaders are encouraged to contact the FNMI PD consultant team to explore FNMI professional learning needs in your areas of influence. February Upcoming Events 9 10 Central Alberta Teachers Convention 9 10 North Central Teachers Convention Calgary City Teachers Convention Northeast Teachers Convention 20 Family Day Palliser District Teachers Convention South Western Teachers Convention Southeastern Teachers Convention March 1 2 Greater Edmonton Teachers Convention 8 9 Central East Alberta Teachers Convention 8 9 Mighty Peace Teachers Convention Substitute Teachers Appreciation Week First Nations, Métis and Inuit Education Council Conference 24 April 1 Calgary Public Spring Break 24 April 1 Edmonton Public Spring Break Edmonton Catholic Spring Break April 6 Good Friday 9 Easter Monday Calgary Catholic Spring Break 13 Association Administrator Instructors Meeting Career and Technology Studies Council Conference 20 PD Facilitators Meeting 20 Convention Association Meeting 20(eve) 21 Spring Professional Development Area Conference Middle Years Council Conference PD E-News, Volume 12, Number 2, Winter 2012, p 6

7 In Your Neighbourhood Committee on First Nations, Métis and Inuit Education Policy and Action Plan Patrick Loyer The Committee on First Nations, Métis and Inuit Education Policy on Action Plan was established in June at the direction of the 2011 Annual Representative Assembly. Its purposes are to: seek input from Association members with regard to how the Association can better serve the professional needs of members teaching FNMI students, examine what other provincial organizations have done to support teachers working with FNMI students, invite input from other educational partners on their initiatives to support FNMI education in Alberta, propose Association policy on the educational needs of FNMI students and teachers, develop an action plan to support members working with FNMI students that honours the unique cultural and linguistic needs of the students, and report to the June 2012 meeting of Provincial Executive Council. The committee held its initial meeting on October 27, 2011 and reviewed the following: Terms of reference Association policy on FNMI education Alberta Education s FNMI Policy Framework AISI Provincial Research Review The Canadian Teachers Federation Study of Aboriginal Teachers Professional Knowledge and Experience in Canadian Schools. Members conducted an environmental scan of current developments in FNMI education and discussed and determined the process, strategies and timeline to meet the committee s objectives. On December 12, 2011, members reviewed their work and discussed avenues for obtaining ATA member input and setting the future direction of the committee, including conducting a survey and presenting at teachers conventions. The committee met with the three FNMI consultants from Alberta Regional Professional Development Consortia to examine their work and the work of the committee to identify possible avenues of collaboration. The business meeting was followed by a talking circle meeting with three elders from First Nations and Métis communities. This fulfilled the desire of the committee to ensure elder input into the committee process. Committee members are D A Espetveidt (chair), G J Bristow, M R Cardinal, L A Pritchard, J K Skytt and P W Loyer (secretary). S A Svidal is administrative secretary. PD E-News, Volume 12, Number 2, Winter 2012, p 7

8 Specialist Council Profile: FNMI Education Council May 10, 2007 marked the official beginning of the First Nations, Métis and Inuit Education Council (FNMIEC). The inaugural conference was held in Calgary on March 20 21, 2009, where the council adopted its constitution to officially become the newest specialist council of the Alberta Teachers Association. The FNMIEC aims to be an authority in the province regarding FNMI education and to be the conduit for information about FNMI education. The council is completing its third year in operation and will be hosting its fourth annual conference, at the Deerfoot Inn and Casino in Calgary, on March 15 17, For conference information and registration, go to FMNIEC is always trying to recruit new members. Membership is open to all teachers, not just those who work with FNMI students, and is also open to others such as liaison workers. The ATA provides one free membership in a specialist council for all teachers. You can register on the Association s website at The executive members of the council are situated throughout the province and include president Jamie Medicine Crane, from Lethbridge; president-elect Clay Beck, from Niton Junction; and secretary Vanessa Lennie, from Grimshaw. The Provincial Executive Council liaison to the council is Denis Espetveidt, from Calgary. For more information, or to get involved, contact Pat Loyer, ATA staff advisor to the council, at PD E-News, Volume 12, Number 2, Winter 2012, p 8

9 ATA Educational Trust Supporting Teachers Professional Growth Kim Dewar, ATA Educational Trust Administrator In 2011, the ATA Educational Trust awarded more than $80,000 in support of teachers professional development. For more than 30 years, the Trust has been supporting public education and providing grants to improve teaching practices in Alberta. The trust s programs include the following: Educational grants to encourage Alberta teachers to improve their skills and knowledge through formal education. Applicants are entered into a draw for grants of up to $600 that teachers may apply towards tuition. Application deadline May 1 Project grants of up to $3,000 for the development of original classroom resources or research projects that improve teaching practices. Association subgroups are encouraged to consider applying to our project grant program. To see examples of supported resources, consult the ATA library or our catalogue of trust-sponsored projects at Application deadline May 1 ATA specialist council grants of $400 to help teachers attend an ATA specialist council conference or event. Deadline September 30 Association subgroups are encouraged to make an annual donation to the ATA Educational Trust. The Trust is funded entirely through donations and so asks that provision be made to support the valuable programs that the trust administers. Group or individual donations, such as retirement tributes or donations in memory of departed teachers, are encouraged as well. Receipts for income tax purposes are issued for all individual donations made to the Trust. Visit to download a printable donation form. The Trust reports annually to the Provincial Executive Council of the ATA. An annual report and the Trust financial statements are printed in the ARA Handbook each spring. For detailed information on the Trust bursary program and to download application forms for any of our programs, visit the trust webpage of the Alberta Teachers Association website at or contact Kim Dewar in Edmonton at or , ext 436. PD E-News, Volume 12, Number 2, Winter 2012, p 9

10 Nous sommes à l écoute! Françoise Ruban Retisser nos liens : Comprendre les traumatismes vécus dans les pensionnats indiens par les Autochtones Un manuel ressource, Deborah Chansonneuve, Fondation autochtone de guérison Ce manuel a été conçu comme outil d apprentissage et de référence à l intention de groupes et d organismes qui offrent des services aux peuples autochtones. Il met l accent sur le rétablissement des survivants traumatisés à la suite de sévices subis dans un pensionnat ainsi que de leurs descendants qui souffrent de répercussions intergénérationnelles. Il sert à deux fins. Premièrement, il offre aux travailleurs de première ligne une approche fondée sur la culture pour guérir un traumatisme dans le contexte de mauvais traitements subis dans des pensionnats. Deuxièmement, c est un outil pédagogique visant à sensibiliser la population canadienne à la culture et à l histoire des Autochtones. Le titre, Retisser nos liens, a été choisi pour véhiculer un message qui redonne de la fierté à l identité autochtone et à ses origines ancestrales grâce au rétablissement des langues autochtones et à la reconnaissance de la sagesse de cette culture. Il constitue le fondement de la guérison des familles, des collectivités et des nations. En renouant avec leurs origines et en guérissant du passé, les Autochtones revendiquent un avenir prometteur pour la prochaine génération issue des communautés inuites, métisses et des Premières nations. Le but du manuel Les Autochtones sont surreprésentés dans tous les groupes à risque associés à des problèmes sociaux et économiques pouvant être évités, comme l itinérance, la pauvreté, la toxicomanie, la violence, les maladies chroniques et des maladies comme la tuberculose, le VIH/SIDA et le diabète. Pourtant, les fournisseurs de programmes de prévention et d intervention n ont pas réussi à attirer les Autochtones vers leurs services. Le lot d attitudes paternalistes et préjudiciables qui persiste à l endroit des Autochtones dans la société dominante en est une des raisons. Le maintien de ces attitudes est directement lié au manque de connaissances de la culture et de l histoire des Autochtones et fait ressortir le besoin urgent de formation et de ressources pédagogiques. Bien que ce manuel ne donne pas de recette précise pour le développement de relations de respect mutuel, de collaboration et de confiance, il vise à promouvoir le type d apprentissage actif et interculturel qui donne lieu à une nouvelle façon de penser et à de nouvelles approches. Fondé sur un processus de développement des collectivités, ce manuel a été conçu d après les idées, les connaissances et les expériences des travailleurs de première ligne, des aidants et des ainés de la région d Ottawa. Il n apporte pas toutes les réponses aux traumatismes et à la guérison et il ne constitue pas non plus le seul choix possible. Son utilité aux yeux des autres dépendra de la situation de leur propre collectivité, de leurs ressources et de leurs points de vue. Comment utiliser ce manuel Ce manuel donne des renseignements sur les répercussions subies par les Autochtones du Canada qui ont séjourné dans ces pensionnats. Il ne se veut pas une étude intensive d évènements historiques complexes et importants. Les lecteurs désireux d en savoir plus sont invités à consulter la liste des ressources recommandées ainsi que la bibliographie annotée. PD E-News, Volume 12, Number 2, Winter 2012, p 10

11 Tous les renseignements contenus dans ce manuel peuvent être adaptés aux besoins de ses utilisateurs et reproduits. Des chapitres entiers ou des paragraphes de ce manuel peuvent être utilisés à des fins de diffusion publique ou lors d ateliers de formation professionnelle, ou pour engager une discussion sur l histoire, la culture ou la guérison d un traumatisme associé à de mauvais traitements subis dans les pensionnats et les répercussions qui en découlent. Limites de ce manuel Les ainés mettent en garde les lecteurs non autochtones contre l idée que les renseignements écrits suffisent à s instruire sur d autres cultures. Les croyances, les valeurs, les traditions et les coutumes des Inuits, des Métis et des Premières nations sont trop diverses et complexes pour être transmises adéquatement sous cette forme. De plus, il est facile de mal interpréter les renseignements écrits, qui ne changent pas avec le temps. La valeur réelle des renseignements écrits peut être estimée selon deux critères : 1. Confirment-ils ce que vous savez déjà, ou ce que vous savez par expérience? 2. Suscitent-ils assez votre curiosité ou votre malaise pour vous motiver à en apprendre davantage sur un domaine particulier? Pour les Autochtones, l apprentissage par l expérience est le principe fondamental de l acquisition de connaissances et de compétences. Les méthodes d enseignement et d apprentissage traditionnelles requièrent de l action, et les ainés nous disent : «La manière dont on nous enseigne est aussi importante que la matière enseignée.» On encourage les lecteurs de ce manuel à chercher activement et dans le plus grand respect d autres occasions d apprentissage interculturel et expérientiel. Pour de plus amples renseignements sur les évènements culturels ouverts au public, on vous encourage à : participer à des pow-wow communautaires ou d autres célébrations culturelles de votre région; participer à des célébrations de la journée des Autochtones et à des évènements spéciaux qui ont lieu tous les 21 juin; communiquer avec les centres communautaires de votre région, tels que les centres d amitié autochtones, les centres de santé autochtones ou les centres d information et de ressources communautaires inuit ou métis; communiquer avec l un ou l autre des organismes nationaux des Inuits, des Métis ou des Premières nations énumérés dans le présent manuel; visiter l un des sites web indiqués dans ce manuel pour de plus amples renseignements sur les évènements interculturels et les occasions d apprentissage. Ce document est aussi disponible en anglais : Reclaiming Connections: Understanding Residential School Trauma among Aboriginal People, Deborah Chansonneuve, Fondation autochtone de guérison Aboriginal Healing Foundation 75, rue Albert, pièce 801, Ottawa ON KIP 5E7 Téléphone : Sans frais : Bélinographe : Courriel : Texte adapté (Fondation autochtone de guérison, 2005) PD E-News, Volume 12, Number 2, Winter 2012, p 11

12 Links of Interest Alberta Education has just released a new digital resource website for teachers, Walking Together: First Nations, Métis and Inuit Perspectives in Curriculum. 2Learn Education Society maintains an extensive list of FNMI digital resources. This site is hosted by the University of Lethbridge and contains 779 documents, including lessons and resources for pre- and inservice teachers. Alberta Education professional development resources for FNMI teaching and learning Government of Canada portal of teaching and learning resources for FNMI Nunavut government website outlining key Inuit beliefs and values es/ /story.html News story about an Inuit learning app available this spring Features a full suite of tutorials and tools for teamwork, project planning and interpersonal skills Features quotes and resources for goal setting Encana Environmental Education Resource Centre, an online searchable database of environmental education resources (workshops, camps, lessons, videos, etc) MyWorld English Version French Version MyWorld contains information on authenticating online information, reputation and privacy management, dealing with online relationships, and ethical use of the Internet. The site can be accessed through the LearnAlberta.ca website. Login and passwords Teacher Credentials Username: abedtmyworld Password: am6buk Student Credentials Username: abedsmyworld Password: ke1nj0 PD E-News, Volume 12, Number 2, Winter 2012, p 12

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