Exploring Educational Change with Educators in Vancouver, British Columbia

Educational change is an exciting topic with he promise of many pro-active, positive changes in educational systems around the world.  I am working with secondary teachers at Royal Bridge Education Group in Coquitlam today.  We will be engaging in learning about educational change and responding to the ideas using strategies and tools to engage learners in other contexts.  I will be encouraging participants to set up a Twitter Account and respond to the ideas and the strategies and tools on a Twitterchat @CarrieFroese #edchat #edchange #bcedchat with a corresponding A(nswer)1 if a Q(uestion)1 is asked.   It would be great if interested blog readers also participated.

I will be providing front-end loading about educational change, in both global and British Columbia contexts.

Enter provide your feedback in our TwitterChat @CarrieFroese #edchange #edchat

In our discussions of educational change, I will be focusing on the following thinkers and content from a number of sources.  The following links provide some extension materials to supplement materials presented in class and to provoke deep thinking. 

BC Ministry of Education

Explore Educational Change in British Columbia: 

■BC Ministry of Education Website   https://curriculum.gov.bc.ca/

■Content Area Material K-12   https://curriculum.gov.bc.ca/curriculum/

■Existing and New Curriculum Comparison https://curriculum.gov.bc.ca/sites/curriculum.gov.bc.ca/files/pdf/curriculum-comparison-guide.pdf

I love this Search Tool – Big Ideas / Content/ Curricular Competencies / Subjects / Integration  Take some time to explore the possibilities

https://curriculum.gov.bc.ca/curriculum/search

Carol Dweck – Mindset

Michael Fullan

Judy Halbert and Linda Kaser / NOIIE_BC

Spiral of Learning by Judy Halbert and Linda Kaser

Judy and Linda speaking from Barcelona.  A great overview and discussion in 20-30 minutes.

http://www.debats.cat/en/debates/spiral-inquiry-tool-educational-transformation

Laura Tait 

First Nations Principles of Learning

Inquire2Empower  The Indigenous Voice carriefroese.wordpress.com

 

John Hattie and Helen Timperley

Making learning visible with John Hattie – Know Thy Impact

The Research of John Hattie

In 2009 Professor John Hattie published Visible Learning: A Synthesis of Over 800 Meta-Analyses Relating to Achievement. This groundbreaking book synthesized the findings from 800 meta-analysis of 50,000 research studies involving more than 150 million students and it built a story about the power of teachers and of feedback, and constructed a model of learning and understanding by pointing out what works best in improving student learning outcomes.

Since then, John Hattie has continued to collect and aggregate meta-analyses to the Visible Learning database. His latest dataset synthesizes more than 1,600 meta-analyses of more than 95,000 studies involving more than 300 million students. This is the world’s largest evidence base into what works best in schools to improve learning.

Download the full 250+ Influences Chart here.

https://www.visiblelearningplus.com/content/research-john-hattie

Feedback: The communication of praise, criticism, and advice with an article about ‘Feedback in schools’.

The Power of Feedback – A PowToon explaining the ideas of John Hattie and Helen Timperley with respect to providing feedback to learners.

 

David Istance /The OECD – The 7 Principles of Learning

OECD – Centre for Educational Research and Innovation – The Nature of Learning (2010) – Using Research to Inspire Practice, Edited by Hanna Dumont, David Istance and Francisco Benavides / Practitioner’s Guide (2012)

http://www.oecd.org/education/ceri/50300814.pdf

7+3 Chart

http://www.educationalleaders.govt.nz/content/download/80599/660652/file/Seven%20le

Sherri Stephens-Carter – The Five Whys

A variety of strategies, processes and tools will be used to prompt learner engagement with the materials and support collaborative practices in class.  They may include the following.  We will be discussing the possible teaching applications for these strategies, tools, and processes.   All ideas are welcomed @CarrieFroese #edchat #edchange

#Blogging

#Carousel

Checklist for #VisibleLearning Inside

#GalleryWalk

#InfinityLearningMap  Infinity Learning Maps  are a practical in-road into the science of learning-how-to-learn. The approach provides a tool for teachers to support students to draw a picture of how they see the interactions surrounding their learning.  http://infinitylearn.org/infinity-maps-2/

#Jigsaw

#Kahoot

#KWL – Know Wonder Learn – Donna Ogle – 1986

#PetchaKutcha

#Sli.do

#SpiralsofInquiry

#TenMinuteWrite

#TheFiveWhys – Japanese tool

#ThinkPairShare – a collaborative teaching strategy developed by Frank Lyman of the University of Maryland in 1981

#ThreeStepProcessforChange #Fullan

#Twitter

#TwitterChat

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Who’s Invited?

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My mantra as an Elementary School Principal in British Columbia, Canada is “Everyone’s Invited to the Party”.  We register the students who live in the defined school catchment or there is space in the school to allow for a cross boundary permit.  There is no requisite testing or evaluation of “fit” in the school community.  As a student of history, I ascribe firmly to the notion that the state of democracy in a country can be judged by the state of the public-school system.  In British Columbia, we are in good shape.  Our curriculum is progressive and focused on student learning.  We do well on international testing of student achievement and have been acknowledged for the strength of the system.  That doesn’t mean that there is no room for improvement, particularly when it comes to students who enter the public system with social and/or learning differences.

Both my maternal and paternal grandmothers were matriarchs who held their families together.  They both experienced a considerable amount of adversity in their lives and it made them resilient and appreciative of family bonds.  They actively stayed in touch with each of their four children, their grandchildren and great-grandchildren.  They shared family news and ritual gatherings helped all of us step past petty grievances and hurt feelings with laughter and shared memories.   Newcomers to the family were welcomed with open arms and celebrated.  My grand-mothers thought less of themselves and more of the family members they sought to embrace.  They provided the ultimate example of inclusion.

With the deaths of my grandmothers, the bonds loosened and the context of family changed.  This change seems to be reflected in society generally.  A huge focus on the individual and their losses, happiness, divorces, and boundaries has weakened the concept of family.  Bullying by exclusion takes root in this context. The concept of family and the requirements to maintain inclusion in the life and fabric of family changes to one of judgment, preference or arbitrary measures in all too many cases.

There is no doubt that setting boundaries in cases of abuse are required for the safety of individuals involved.  However, all relationships are hard because people are not perfect, have expectations, and they keep changing.  We can learn about the importance of investing in these relationships from our grandmothers.  Blood connections are not required.  An investment in time, effort and empathy is required.  We are included in the family because we fit into the web or relationships through blood or affiliation.  Our shared experiences are instrumental in defining who we are.  Strong families create spaces for all members to be loved and celebrated.  There is also scaffolding to navigate through difficult situations so that the family is able to remain intact.  The longevity of the relationship brings depth because of the shared experiences.

In his book my grandmother asked me to tell you she’s sorry (2015), Fredrik Backman does a masterful job of illustrating the insecurity of 7- almost 8- year old Elsa in finding her place in her two new families, after the divorce of her parents.  Her father’s wife has two of her own children and her concern is that she upsets the family dynamic, as she has read on the internet, so they don’t want her around.  Her mother and her step-father are going to have a new baby and her concern is that they will love the new baby more because he belongs to both of them.  Fortunately, in this case, both parents and their partners are very focused on the child’s needs and respecting the other parent. They fully invest in including Elsa in both of the families she belongs too.  In this situation, everyone wins.

On Twitter this week, @MrsHankinsClass was sharing how her students said “Welcome to the family” when the new student said “Hi”.  This is a concept of family in the very best of ways.  Day One that new student knew he was welcome and he was in a safe place therefore in a position to start learning.  There is an expectation that differences will exist, problems will be encountered and there will be a will a respectful problem-solving process.  This is what inclusion is supposed to look like.  You walk into a classroom where it is just fine to be yourself.  Perfection is neither expected nor required.  In the midst of challenges and poor choices, the expectation is that you calm down, then problem solve and then repair relationships.  Tomorrow is always another opportunity to be your best self.  Growth is the valued currency. 

I’m excited about the beginning of a new school year and it isn’t restricted to the new post it note colours and shapes and the smell of new notebooks.  I’m in a new school and there is another opportunity to work with a new staff to welcome our students to a school where they want to come each day.  Fredrik Backman defines the most important human right as the right to be different.  Yes, everyone is invited to the party!

 

 

 

 

 

 

 

 

 

 

 

 

Wild About Vancouver and More…

I am on the Steering Committee of a group called Wild About Vancouver, brainchild of our fearless leader, Dr. Hart Banack, UBC.  This is a particularly good opportunity because I get together with people who experience the concept of #GetOutdoors on so many different levels.  Our conversation started with a goal of organizing an outdoor festival to get people of all ages out as participants and stewards of our amazing city, Vancouver, British Columbia.  Yes, Canada for those of you familiar with another Vancouver, south of our border.   Vancouver in itself provides many opportunities for outdoor activity and is widely known for the active lifestyle of it’s residents.  The outdoors provides many possibilities to enhance mental health, physical well-being, environment awareness and action, as well as curricular instruction.

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I am writing this blog on the deck of my father’s cabin in the Eastern Sierras at the doorstep of Yosemite.  Just like my first visit at 9 years old and ever after, I am awake before anyone else.  This was one of my favorite places to be when I was a little girl on visits with my older sister down south to see my father, step-mother, and later younger siblings.  I could get up and out.  No burglar alarm to be dis-armed.  There were discoveries to be made and other early risers in the world.  And I had energy to expend.  Lots and lots of energy.  Cabin life allowed for that to be a natural part of life.  We hiked beyond the waterfall.  Rowed.  Played “Kick the Can” endlessly with the other cabin kids.  Tried to steer the motor boat clear of the dangers of pipes hidden in reeds, sand bars and trees in the lake and on the “jungle cruise” aka stream.  Fishing was a challenge for me unless we were casting and then reeling those rainbow trout in.  I was a high activity kid.  As an educator and a Mom, I had a personally tested strategy of using the outdoors as a way to increase focus in the classroom and to get kids to sleep at night.

I carried the habit of running, biking, hiking, and physically challenging myself into adulthood.  I learned as an adult that no one actually cared how you did at something.  Sometimes just trying was a victory.  I did my first Terry Fox 10 km Run for Cancer Research at the urging of my husband.  I believed passionately in the cause.  I watched Terry run on the nightly news and my Mom had already suffered her first bout of breast cancer.  I hit the 9 km mark and thought I was going to have to stop when a volunteer on the sideline yelled “good form”.  That carried me to the finish line with renewed energy, through many Sun Runs, My First and only Triathlon at Cultus Lake, and getting back to running after pregnancies and injuries.  Experiences skiing during my high school years, made learning to snowboard achievable.  Familiarity on my bike made the bike trip through the Prince Edward Island a glorious adventure.   A willingness to try some new physical challenge frequently ended with an increased sense of pride.  When that didn’t happen, it resulted in a good story, frequently filled with laughter.

When I graduated from the University of British Columbia, it was the 80’s and very difficult to get a teaching job in Vancouver.  I did another year at UBC to get a diploma in English Education while continuing to worked in a daycare / out of school care centre.  My quest “to teach” was infused with my supervision responsibilities.  I got my Class 4 driver’s license and we took those pre-schoolers all over the lower mainland of Vancouver to explore.  School aged kids were welcomed to Sparetime Fun Centre after school and organized into clubs.  We went outside to collect materials for arts and crafts.  We ran. We danced.  We played.  We learned.  By the time I got a full-time job at 22, learning through play indoors and outdoors was a well-established part of my understanding of how you establish rapport and create bridges between experience and curriculum.

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I did my mandatory “out of town” practicum in Abbotsford, British Columbia, because I could stay for free with my paternal grand-parents.  When I had my son, I wanted to be closer to home  and started working in Coquitlam, where we had purchased our first home.  When our youngest daughter went off to Queen’s University, my husband and I promptly moved back to Vancouver where I grew up and both of us lived, prior to kids.   The place I was teaching, determined how I went about teaching the curriculum.  In Abbotsford, background experience of students included experiences with gardens, cows, berry picking, farms and the ever-present smell of manure from spring to fall.  In Coquitlam, salmon spawning in streams, raccoons in garbage, bear awareness when hiking or running in the park, and deer wandering on roads was common place.  In Vancouver, walking and biking as a preferred mode of transportation, many local mountains for skiing and snowboarding, beaches, seagulls, crows and ethnic cuisine permeates life.  This awareness of place has increasingly become part of education as we have reflected on how we incorporate understandings that are implicit in the Indigenous cultures that were present long before Canada emerged as a country.

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The location of the school in British Columbia impacts how many Indigenous students attend.  This sometimes provides a block for staffs trying to authentically incorporate Indigenous teachings into the curriculum.  However, the sense of place provides an entry point for all students to gain insight into Indigenous ways of knowing.  Examining how the place we live impacts our experiences, lends itself to going outdoors and considering our present and historical context.  Many things in life cannot be anticipated or guaranteed with confidence.  If you live in Vancouver, I can guarantee that it will rain and I can even tell you what that smells like.  As a 6-year-old in Venice, my daughter looked up at me and smiled and said “It smells like home, Mummy”, when it started to rain.  These understandings over time are the things we can learn from the stories from our local Indigenous people. Medicine Wheel teachings that have been incorporated into many Indigenous cultures have much to teach about how we make decisions, resolve conflict and achieve mental health.

My mother was in the hospital awaiting a procedure when I was called into the room to calm her down.

My response, “Breathe, Mum…No.  Not like that.  Into your abdomen…  You know…Yoga, breathing.  No.  Not like that.”

My mother’s exasperated response:  “You mean I’ve been breathing wrong my whole life?”

The poor nurses came running when we both burst out in uncontrollable laughter with tears running down our faces.  They thought they had lost us both.  However, there is a reason that the Japanese have taken the world by storm with “Shrin-yoko” or “forest bathing” since the 1980’s, yoga practices have become common place for people of all religions, and Indigenous teachings to improve physical and mental health are being considered.  They teach contemplative practices and breathing that is very much centred on experience in nature.  As a special education teacher and school principal, much of my work has been teaching students how to self-calm BEFORE problem solving.  The first step is always to slow down breathing and learn what strategies work for you.  My first go to strategy is physical activity but all of my students can tell you that a pot of Earl Grey tea works wonders for me.  The trick is to have more than one strategy that works for you.

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We have many amazing educators on the Wild About Vancouver Steering Committee.  Although I have many years of experience in education from kindergarten to the university level, as a classroom teacher, administrator and university instructor, I am constantly learning from our committee members who come with varied experiences and approaches to how they get children to pay attention to the nature around them.  Although I can’t prioritize what is most important about experiences outdoors, I strongly believe it is our success in getting children to pay attention that has the most significant impact on teaching curriculum.  When we closely consider something, we come up with the best questions.  The best questions result in the deepest learning and meaningful discovery.  Engaging with nature is a catalyst for curiosity and the learning that comes with it.

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Wild About Vancouver Committee members have all come together because we love Vancouver and want to fully engage people of all ages outdoors in all our city that has so much to offer.  What we believe is most important varies with who you are talking to on the Steering Committee or what participant.  Our ideas and suggestions are very contextual in that we are sharing what we know as Vancouverites.  We have a one week long Wild About Vancouver Festival every year with a grand WAV event in the city.  However, the learning and the application of this learning is relevant in any context.  I have learned so much from participating in twitter chats and blogs originating in England and Germany.  I have also taken from Reggio Emilia early education teachings with roots in Italy by doing lots of reading and visiting the Opal School in Portland, Oregon.  And I’m pondering Wild About Vancouver at my Silver Lake playground in the East Sierras on the California – Nevada border.  This model of celebration of outdoor activity takes place in many cities.  The Wild About Vancouver model takes it one step further by incorporating a celebration of the outdoors with a striving to deepen the learning we take from nature in all aspects of our lives.

Please include us in your you tweets about Outdoor learning @WildAboutVan and tag us with #getoutdoors and #outdoorlearning in all social media posts.  For you Vancouverites, we are always looking for participants and Steering Committee members if you are so inclined.  Check us out at https://www.wildaboutvancouver.com/

Enjoy the day and #getoutdoors

The Indigenous Voice

I grew up living, learning and playing in Vancouver, British Columbia, on the ancestral and unceded lands of the Musqueam, Squamish and Tsleil-Waututh Nations.  I saw Indigenous people but I did not hear their voices.  In school we learned about a culture that was part of our past.  Not our present. Definitely not our future.  Yesterday on National Indigenous Peoples Day, the first day of summer on June 21, 2019, that had changed.  And to quote an expert on joy, Chief Dan George, ”And my heart soars”.

Raising of Indigenous poles at the VSB – proud moment in our quest for human rights in Canada

In the Summer 2019 edition of the Montecristo magazine, Robert Davidson talks about when he erected a totem in Masset in 1969.  It was the first one that had been raised since the 1880’s.  “…it opened the door for the elders to pass the incredible knowledge that was muted…Before the totem pole was raised we had no idea of their knowledge.  I had no idea that art was so important.”  I think Vancouver educators are hopeful that the poles raised at the VSB this week to advance reconciliation with Indigenous people and celebrated on National Indigenous Peoples Day with 1000 plus people to bear witness to the event, will be part of many positive and productive learning conversations.  I am deeply grateful that Akemi Eddy took her Grade 1 students to see the carvers in process and brought back wood shavings. Angie Goetz was able to support students in transforming the shavings into their own beautiful art.  Akemi also took three of our students with Indigenous heritage down to the VSB ceremony with our ever-supportive PAC parent, Kathleen Leung- Delorme.  These students were able to bear witness to the smudge at the beginning of the day in the presence of Judy Wilson-Raybould and Joyce Perrault.

I was fortunate to meet Joyce Perrault when I was the vice-principal at Norma Rose Point K-8 school in Vancouver.  It was one of the many schools that she was working as an Indigenous Education Enhancement Worker.  Not only was she able to establish a strong rapport with students in the relatively short weekly assignment at the school, but she was a sweet and gentle soul with a plethora of ideas to empower Indigenous students in finding their own voices, and to support non-Indigenous students in applying Indigenous teachings to explore their own pathways.  The hallway displays were inspired, interactive and collaborative ventures created with the Indigenous students she was working with.  She had put together a flipbook of the Medicine Wheel Teachings from her Anishinaabe/ Ojibwe heritage that she had implemented with students over the years.  She was looking for a publisher.  I had no doubt it would be published.  She thought the publisher would use her text and drawings.  I thought that the publisher would use the text and assign an artist to market it as a hardcopy version that could be used in libraries and on coffee tables, as well as a soft cover for use by individual kids.

The publisher smart enough to pick up the book was Peppermint Toast Publishing.  It is a small publisher in New Westminster that publishes one book per year.  They made a wise choice.  Joyce Perrault’s first book, All Creation Represented:  A Child’s Guide to the Medicine Wheel, was published in 2017 with Terra Mar’s amazing illustrations.  The Vancouver School Board alone has purchased 250 copies.  Her second publication is in process to support educators in teaching Indigenous ways of knowing through Medicine Wheel teachings.

This year, as principal of University Hill Elementary School, I did not have the number of Indigenous students, to warrant the assignment of an Indigenous Education Enhancement worker. However in Vancouver, it is mandatory for all public schools to have an Indigenous goal to support the quest to decolonize education. At University Hill Elementary, our Indigenous goal is: To increase knowledge, acceptance, empathy, awareness and appreciation of Indigenous histories, traditions, cultures and contributions among all students in an authentic way.

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Learning to Powwow dance with Shyama Priya

Our teachers took on this goal with enthusiasm.  When I arrived at the school, Melody Ludski, had already taken the lead in having a spindal whorl commissioned by Musqueam carver, Richard Campbell.  He came to unveil his amazing carving with his daughter shortly after the Truth and Reconciliation walk in 2017.  I was talking about how impressed I had been with the fluency of the young woman speaking Musqueam on the stage at the end of the Truth and Reconciliation Walk, only to discover that she was Richard Campbell’s daughter.  And she was standing in front of me.  Bonus! We had amazing teaching that day and our students were able to hear the welcome in the Musqueam language from Richard’s daughter, Vanessa Campbell .  Richard Campbell also shared the process of his carving, from the inspiration in the selection of wood to the finished product.  He also shared that he was a survivor of the residential school system.  Students, educators and parents in the audience witnessed first-hand the pain of the experience and the incredible support in the father-daughter relationship.

Many of our teachers have been engaged in personal, professional development around Indigenous teachings via VSB supported inquiry studies, school based professional development, book clubs and university coursework.  Our students have been the winners.  Delta authored materials published by Strong Nation Publishing have been implemented by primary teachers to teach core competencies. Ideas have been implemented from Jennifer Katz book, Ensouling Our Schools – A Universally designed framework for mental health, well-being, and reconciliation.

Staff got together to plan an outdoor learning space once the portables were removed from our site.  A large circle of twelve large rocks that were big enough to seat 30 students were installed to facilitate outdoor learning.  Some teachers wanted twelve rocks to teach time.  Many agreed one needed to be placed to indicate true north and all of the compass directions.  Some of us were excited with the possibilities for use as a talking / listening circle, as practiced in many of our classrooms, as well as integration of other Indigenous teachings.  The Musqueam have gifted the VSB with the word, Nə́ caʔmat ct, which means “We Are One”, as part of our move towards reconciliation.  I personally love thinking about it that way and calling it that as a way of honouring that our school is on Musqueam ancestral lands and demonstrating our openness to learning.

The intermediate curriculum benfited with the success of The Human Rights Internet Grant (www.hri.ca) for $1900.00 to implement new curriculum with Grade 4/5 students with a human rights lens on our Indigenous people.  Students learned about the United Nations Declaration of Rights and Freedoms which was adopted by Canada in 1959 and the implications of these rights for our Indigenous people.   It allowed us to show honour and respect by inviting Indigenous speakers to share Indigenous teachings with our students.  Intermediate students had inspirational drumming and storytelling sessions with Alec Dan and teachings about indigenous plants by Martin Sparrow in the Pacific Spirit Park.  This Human Rights Internet Grant also enabled UHill Elementary students to share their outdoor learning with students from Norma Rose Point during the Wild About Vancouver Celebration in April.  It also allowed us to invite Indigenous speakers to share their teachings with the entire school including: Debra Sparrow to talk about the replica of one of the MOA (Museum of Anthropology) weavings by her and her sister Robyn Sparrow that we recently purchased and display in our foyer; Shyama Priya to share her Powwow dancing, including participatory opportunities for our students; Martin Sparrow doing the Indigenous Acknowledgement and sharing his teachings at the 2nd Annual University Hill Elementary Multi-cultural Fair; Martin Sparrow sharing bannock and salmon pate at our Earth Day BBQ.  Joyce Perrault was also willing and able to request some of her teaching time allotment to come and share her book with our Grade 3 students and her process of writing it with our aspiring UHill Elementary authors.

Joyce Perrault in conversation with Vincente Regis about Indigenous teachings.

Vincente Regis, a new PAC member, came forward with an idea for a school community Arts Festival at a PAC Meeting this Spring.  He spoke passionately about the Arts Festivals he had implemented in Brazil as an educator.  With enthusiastic support from PAC, we  started meeting shortly after the PAC meeting to begin the planning for the first UHill Elementary Arts Festival.  He very much wanted it to unfold before the end of the school year while momentum was high.  When we decided on the date when we weren’t building the playground, and when I could access staging and tables for the event, Vincente immediately understood the significance of the Arts Festival taking place on Indigenous Peoples Day and the opportunity to honour the Indigenous voice and the contribution to Indigenous people in all aspects of the arts.  He promptly began planning to incorporate an Indigenous song from Brazil with our students.  I went to work to find an Indigenous artist willing and available to open with the Indigenous acknowledgement and put a spotlight on the Indigenous contribution in the arts.

The British Columbia Literacy Council of the International Literacy Association (BCLCILA) is currently going through a period of revitalization and relocation to Vancouver, British Columbia.  Due to the BCLCILA  / International Literacy Association membership of two UHill Elementary staff members and the support of BCLCILA, we were able to invite Joyce Perrault to not only facilitate an after-school session with educators in May, but also participate in the school community event on Indigenous Peoples Day, June 21, 2019 from 3:30 – 6:30 pm.  She graciously accepted even though her morning started with her participation in the VSB ceremony to honour the raising of the 13-metre pole carved by James Harry of the Squamish Nation, and his father Xwalack-tun, a master carver with 50 years’ experience, as well as the male and female welcome poles by Musqueam carvers, William Dan and his family and his siblings Chrystal and Chris Sparrow.  Big day!

Laura Tait, respected Indigenous educator, and current Assistant Superintendent at Nanaimo Ladysmith Public Schools (SD 68) has been cited to have said “If you want to know about Indigenous culture, make an Indigenous friend.”  That has been the basis of trying to provide opportunities for developing community with our Indigenous neighbours.  I have now participated with Joyce as she has engaged in learning conversations with students, educators, and parents.  Her pride in her Ojibwe / Metis heritage has remained constant.  Her voice has grown along with the number of people wanting to hear her story …”And my heart soars.” And more importantly, so does hers.  Our path to reconciliation needs to include more of these spaces for the development of Indigenous voice and friendships.

What is Powerful Professional Development?

I have a passion for learning.  I was a curious kid.  A risk taker. A reader.  As a beginning teacher, my learning was fueled by the plethora of professional development opportunities to learn that were available in the system, including district and school based professional development.  The British Columbia Teachers Federation (BCTF) provides a structure and funding for vibrant, Professional Specialist Associations to organize groups of like-minded teachers into Local Specialist Associations.  I jumped in feet first and became actively involved as participant and executive member of The Primary Teachers’ Association.  My first principal invited me to attend my first meeting of The International Reading Association (now the International Literacy Association).  I would go on to become the president of the local chapter, The B.C.Literacy Council, and then provincial coordinator.  Human Rights Education.  Special Education.  English Language Learning.  Outdoor Learning.  I had a wide range of interests and the encouragement from colleagues and administration.

There is no shortage of professional development opportunities for curious educators.  In fact, the big question, is how do we take the front-end loading and personal passions and incorporate the ideas into educational practices that support our students in their learning?  The focus on “Make and Take” or “ideas to try tomorrow”, were often novel but not necessarily transformative in my practice.

I was fortunate to cross paths with Maureen Dockendorf.   After 5 years of teaching in Abbotsford,  I began teaching in Coquitlam.  I promptly signed up to participate in a Teacher Inquiry group led by Maureen Dockendorf.  We defined areas of interest.  Clarified our question.  Came up with a plan to work with our students and colleagues to find possibilities and sometimes, answers.   Reported out on the learning to keep us accountable for doing the work and integrating other sources or learning.  The added bonus was it was fun.  It involved collaborating with colleagues.  It caused us to carefully considering the questions and responses of our students.  It led to reflection of who we were as educators in the class and how we were meeting the needs of our students.  It allowed us to go deeper in our learning.

The work of Linda Kaser and Judy Halbert has been instrumental in the inquiry process becoming an influential force in the learning of educators and students in British Columbia.  The Spiral of Inquiry they developed has been instrumental in shifting the way we think about learning.

  • What am I learning and why is it important?
  • How is my learning going?
  • What am I going to do next?

Professional development expectations have shifted.  The merits of a powerful speaker conveying ideas based on solid research and practices continues to be inspirational.  The New and Aspiring Leaders Program designed by the Harvard Graduate School of Education is masterful at bringing together inspirational speakers and facilitating with educators from all over the world.  Collaborative structures were built into the program to facilitate the sharing of ideas with educational leaders from all over the world.  Educators were astounded by the implementation of Universal Design in education for all students in Canada.

A number of strategies have become common place to facilitate conversation about the ideas.  Think Pair Share, sitting in table groups, focus questions, and mixer activities have become common strategies to encourage even diverse audiences to talk about the ideas being presented by the speaker.

Social media has become a tool to present, learn and engage with colleagues about ideas online.  I have seen this as a way to get people in the same room to engage with each other and the speaker.  Twitter has become my newspaper and educational magazine.  On a daily basis I will read articles, blogs and magazine stories that are recommended by the people I follow.

I also participate in twitter chats, some regularly scheduled like @BCedchat on Sunday nights at 7 pm PST, other slow chats over the course of a month, like @perfinker.  I share out things I’m excited about and sometimes plan to meet face to face with online , like annual Edvents facilitated by @Edvent247

I have been asked how I have the “extra” time to blog.  For me, writing is my effort to make sense of the ideas percolating in my mind.  Having worked as a faculty associate at Simon Fraser University, I developed a strong appreciation of sitting with ideas over a period of time before making a judgement.  It was not learning that came easily to me.  One of my colleagues in Coquitlam nicknamed me the Tasmanian Devil back in my SD#43 days.  Reflection takes time.  If I can reflect before formulating and articulating an idea in writing, then I am in a much better place to engage in a discussion.

Last summer, I had the opportunity to participate in the inaugural year of Short Course II offered by the British Columbia Principal Vice Principal Association.  The design of Short Course II  for experienced principals and vice principals incorporated the three elements I believe are required to exist in an infinite loop for professional development to be powerful enough to implement personal and systemic change.  The elements continue on throughout a lifetime, although not necessarily in the same order.

  1. Inspiring big ideas to consider
  2. Opportunities for meaningful collaboration with peers to occur
  3. Time to reflect on the ideas

Leading, learning and innovation was the focus of the four day summit offered by BCPVPA at the University of British Columbia – Okanagan campus in Kelowna, B.C.  The input was inspirational on so many levels.

  1. The Indigenous people in the area, welcomed us to the land and shared their teachings.
  2. David Istance not only presented but engaged with each of the groups. As many of you will already know, he was one of the authors of the OECD 7 Principles of Education that have been the catalyst of educational change around the globe.
  3. British born, Amelia Pederson, presented the doctoral work she is doing at Harvard and actively engaged with the group, table groups and individuals throughout the week.
  4. David Weiss, President and CEO of Weiss International, gave us his perspective from working with organizational consultants who lead innovative consulting and training projects.
  5. Innovative business owners in Kelowna welcomed our BCPVPA groups into their companies and engaged in conversations about their inspiration, their process of developing their innovative idea, the skill set required of their employees and their goals moving forward.

Opportunities were structured for collaboration with colleagues throughout the province over the course of the four day program and throughout the year.

  1. A facilitator was assigned to each group and welcomed us into our table group and posed discussion questions and processes to keep us on track.
  2. We sat in the same daily table group and had the opportunity to get to know each other and engage with the ideas and questions together.
  3. We also had the opportunity to meet with other people with similar interests to develop our own inquiries to focus our work throughout the year. I was able to connect both professionally and personally with colleagues from Delta and Richmond to tease out my ideas.
  4. Informal opportunities to collaborate were part of the program, such as the wine and cheese at a local winery and the Open Deck time on the roof of FreshGrade.
  5. Online opportunities were provided to meet with our table groups over the course of the year.

By the time I had finished Short Course II, I had defined the first of my professional growth goals.  This is a management requirement for principals and vice principals in the Vancouver School Board in in British Columbia.  However for me defining an inquiry goal has always been part of grounding me in my practice.  Doing it prior to the start of the next school year allowed me to reflect on the previous year, consider new learning and thoughtfully plan my year so I could act deliberately rather than reactively.  During Short Course II, we agreed to meet with other SCII participants and participate online with our table groups.  It being the inaugural year, the anticipated challenges with technology presented themselves.  However it provides a pathway forward to continue to engage with colleagues over time.  The more we got to know each other, the better the conversation.  The inspiration, the collaboration and grappling with the ideas over time, provided an amazing model for powerful professional development.

Welcome to Our School

We are proud of our school and happy to welcome visitors into the conversation about learning.

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As a member of the VSB, I would like to acknowledge that we live, work and play on the unceded and traditional territory of the xʷməθkʷəy̓əm (Musqueam), sel̓íl̓witulh (Tsleil Waututh) andsḵwx̱wú7mesh (Squamish) Coast Salish peoples.

We are delighted to be able to show you around and encourage you to ask lots of questions.  The following challenges are to help you engage with our students and staff and understand some of the priorities at our school.  The staff and students touring you around the school will be able to give you some understanding of the history, our peer helpers program, Indigenous ways of knowing and breaking down the barrier between learning outdoors and learning indoors.

Challenge 1 – Look for evidence of the 7 principles during your observation.  It may be helpful to use the 7 Principles of Learning Chart.

The OECD has pointed out that the rapid advances in ICT have resulted in a global shift to economies based on knowledge, and an emphasis on the skills required to thrive in them.  At the same time empirical research on how people learn, how the mind and brain develop, how interests form, and how people differ has expanded the sciences of learning.  The result is that the educational community is now “rethinking what is taught, how it is taught and how learning is assessed”.

The OECD’s work on innovative learning environments was led by Hanna Dumont, David Istance and Francisco Benavides. Their 2010 report “The Nature of Learning”  identified seven principles of learning:

  1. Learners at the centre
  2. The social nature of learning
  3. Emotions are central to learning
  4. Recognizing individual differences
  5. Stretching all students
  6. Assessment for learning
  7. Building horizontal connections

Challenge 2 – Engage in a conversation surrounding the Spirals questions. 

The Spirals of Inquiry by Judy Halbert and Linda Kaser lists three questions that will find helpful in engaging with students and staff.  Students are encouraged to look closely, notice details and ask questions to encourage learning in all aspects of their lives.  Many staff are involved in inquiry projects to explore their professional questions.  Vice principals and principals in the VSB are using these questions to guide their professional growth plans.

  • What are you learning and why is it important?
  • How is it going with your learning?
  • What are your next steps?

Challenge 3:  Note the development of core competencies in the classroom.The New Curriculum:  You will note that competencies and concept-based curriculum are intertwined with learning standards in B.C.’s New Curriculum. Core Competencies have become the focus of learning and they use content to develop the three main areas:

  1. Communication
  2. Creative and Critical Thinking Skills
  3. Personal and Social skills

Challenge 4:  Find examples of Student Voice and Competency Based Assessment The new curriculum has shifted the focus from summative assessment to formative assessment.  Students are encouraged to identify their starting point and formulate a plan for growth.  The focus has shifted from a deficit model to “I Can” statements.  Students are invited to be active participants in determining how they learn and planning for growth in skills, strategies, and collaborative practices.

Challenge 5:  The Canadian Experience – Note examples in the school of how students are being introduced to the role of Indigenous populations played in the development of Canada and our perceptions of Canadian identity.

Wab Kinew, hip hop artist, author, broadcaster, politician, Ojibwe activist, and leader of the NDP Party in Manitoba, has said “Reconciliation is realized when two people come together and understand what they share unites them and what is different about them needs to be respected.”  Authentic reconciliation happens when people develop relationships with one another.

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Challenge 5:  Identify several different types of learning spaces and the types of competencies being developed in those spaces. 

We have several options for student learning at UHill Elementary School.  Supervision is required in all spaces.  Classroom teachers work with SSA’s (Education Assistants), Resource teachers, the principal and students to explore possibilities to maximize student learning in a variety of spaces and places.

  • The Classroom – indoor and outdoor spaces
  • Outside Learning Spaces
    • The Readers Writing Garden (outside)
    • The We Are One Rock Circle (outside)
    • The Soccer Fields or basketball court (outside)
    • The Buddy Bench (outside)
    • Sidewalk games
  • Resource Rooms
  • The Gym
  • Collaboration Spaces outside classrooms
    • Foyer in the main entrance
    • The Starry Night Room / Room painted yellow
    • The Garden Room – currently the in residence program, Project Chef, is in this room
    • The Main Foyer
    • Library
    • The Learning Lab / Maker Space Room
    • Gym
  • Active Learning Room (ALR) / room painted white
    • Ready Bodies Learning Minds
    • Peer helpers Program, a Grade 5 Leadership Program, at 11:45 am facilitated by The Community School Team
  • Places to Self Calm, work quietly independently, with a partner or small group
    • Peace Pod / room painted blue and decorated with saris
    • The Think Space – in the Office area

Challenge 6:  Breaking Down the Barriers:  Identify examples where learning outdoors is brought into the classroom and where indoor learning is brought outdoors.

The places where we live and grow impact our experiences and our perceptions.  Living in a temperate rainforest, attending school in the Pacific Spirit Park, and walking down to Acadia Beach impacts the knowledge our students are developing but also how they self regulate.

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I am a big fan of Twitter to keep parents informed about what is happening at the school by posting updates and pertinent information @UHillElementary and to further my own professional learning @CarrieFroese

We hope you enjoyed your visit!

Ms. Carrie Froese @CFroese

Principal University Hill Elementary School

Vancouver School Board, British Columbia, Canada

Inquire2Empower Blog carriefroese.wordpress.com

Learning from Wab Kinew

I’m getting ready for Wab Kinew’s visit organized by Vancouver Kidsbooks this Wednesday.  I finally read his book The Reason You Walk (2017 edition) from the stack beside my bed.  This book brings to life the negative impact of residential schools on the parenting of the children who attended. It is a very personal story of Wab’s relationship with a father suffering from his years in residential school.  I will never understand what overtakes people that allow themselves to treat human beings with such cruelty, let alone the most vulnerable. Repeatedly.  This is one of the dark stains on Canada’s reputation as a country that champions human rights.

Many of us have witnessed the apology for residential schools to Indigenous People in Canada by Stephen Harper when he was Prime Minister in 2008. The question that lingered was “What now?”  Certainly the first step was acknowledging what had happened and why it happened.  The attempt to “Kill the Indian in the Child” can only be understood in the context of cultural genocide.  As a country, we have a long way to come back from decisions that were made in our infancy as a country but sustained for way too many years after.

Wab Kinew has written a book that is truly a book about acknowledging what has happened but also moving beyond the atrocity of residential schools.   Wab Kinew (pg 211) tells us: “Reconciliation is realized when two people come together and understand that what they share unites them and that what is different about them needs to be respected.” That is an achievable goal to strive towards. And I am inspired.

The title of the book, The reason you walk or “Ningosha anishaa wenjii-bimoseyan” comes from the lyrics of an Anishinaabe travelling song. Wab Kinew’s dad, Ndedeiban, passed on the teaching to him: The words are interpreted as a direct message from the Creator aka God (The Reason You Walk, pg. 252):

  • “I am the reason you walk. I created you so that you might walk on this earth.
  • I am the reason you walk. I gave you motivation so you would continue to walk even when the path became difficult, even seemingly impossible.
  • I am the reason you walk. I animate you with that driving force called love, which compelled you to help others who had forgotten they were brothers and sisters to take steps back toward one another.
  • And, now my son, as that journey comes to an end, I am the reason you walk, for I am calling you home. Walk to me on that everlasting road.”

This book is as much about a father-son relationship as it is about larger political issues. It helped me to better understand my own mother’s long lingering journey towards death. And the all too soon deaths of my aunt and brother.  This book is testament to the fact that different faith traditions can speak universal truths that cross religion denominations.  As human beings, we are all on the same journey of joys, defeats, celebrations and sorrows.  The end goal is to allow people to define their own journey and support each other along the way.

A New Age of Joy & Optimism for Indigenous Peoples in Canada

I love the picture of this little guy on the front page of The Vancouver Sun.  The sparkle in his eyes and the look on his face remind me so much of my son at that age.  With life comes the opportunity for grand adventure!  Joy is suppose to be part of every child’s life.  I hope that all things good unfold for this little man.  The title of the Vancouver Sun picture: “A New Age is At Hand”.  Colonialism did not work for the Indigenous people of Canada.  But there is hope and there is unprecedented optimism for the future.

A fierce pride in Canada’s accomplishments throughout its almost, 151 years of nationhood, is strong.  The is a realization that north of the 49th parallel existed for thousands of years prior to confederation.   The learning from the Indigenous people was invaluable.  Finally it is part of the national conversation.  Within the field of Education in British Columbia, there is a quest to embrace our history, even when it includes the shame of colonial structures and prejudice that allowed children to be separated from their parents and basic human rights to be ignored.

Summer solstice,  the longest day of the year, was chosen to be THE day to celebrate, recognize and honour the heritage, cultures and valuable contributions by the First Nations, Inuit and Metis peoples of Canada.  The Northwest Territories has celebrated this day as a statutory holiday since 2001 and The Yukon followed suit in 2017.  The day started with one of the teachers engaging me in a conversation of the use of “Indigenous” rather than “Aboriginal’ and the implications.  I had my phone out, googling, so we could determine why Metro Vancouver Celebrations were mostly using the word “Aboriginal” and “Indigenous” was being used on the national stage.   What was most respectful?  How do we explain the difference?  What I thought was indicative of this “new age” was  that it mattered.

One of our Grade 3 teachers, Janet Logie, is a committed student of history and volunteer at the Hastings Mills Museum at the Old Mill Park by Jericho Beach.  As a kid, my sister and my cousins, would regularly swing into the museum to check it out when we were at the park.  It still smells the same but the context has changed.  Amazingly intricate baskets and artifacts that were purchased as parts of private collections have been curated and recognized as significant parts of the history of Vancouver.  Recently there was a special event to publicly thank the Indigenous First Responders during the Great Vancouver Fire of 1886 who saved many lives.  Marissa Nahanee, of the Squamish Nation, performed the Paddle Song beside the replica of the historic “Tent City Hall” and volunteers served Indigenous herbal teas by Raven Hummingbird Teas in the museum. Our MP, Joyce Murray, brought formality, acknowledgment and thanks of the government.  It was a great event.  Our children are growing up with an appreciation of the contributions by the Indigenous community in our shared history when they go out to play.

The focus on the herbs grown and used by the Indigenous people has been a focus for Grade 2 teacher, Joan Phoenix.  Our PAC (Parent Advisory Committee) supported her financially in designing and planting a butterfly garden that would attract the butterflies once the primary children had observed the life cycle indoors and freed them into their natural habitat.  One of her parent volunteers, Sara Baren, teaches Urban Forestry at UBC.  She enlisted the help of Emily Tu, newly accepted to do a MA in Landscape Architecture, to work on the project.

They were instrumental in helping Ms. Phoenix to plant indigenous plants that would serve this purpose.  The Grade twos used books and iPads to research the traditional uses of the plants by the Musqueam and that are now widely available in grocery stores.

Our Grade 5 teacher, Melody Ludski, is currently doing her graduate work while teaching full time.  She has extensive background knowledge on Indigenous ways on knowing, as well as incredible sensitivity to the protocols required because we work, learn and play on the unceded lands of the Musqueam people.  To celebrate National Indigenous Day, Ms. Ludski booked accomplished Pow Wow dancer Shyama Priya, who has Cree roots on her mothers side.  She was taught by Coast Salish pow wow dancer, Curtis Joe.  She took the time to share the story of creating her regalia and engaged kids and teachers in dancing that reflected amazing skill and athleticism.  I was fortunate to go to a few pow wows with my friend, Latash Nahanee, many years ago and join in the dancing during the grand procession.  The only word for the heartbeat of the drum and the communal participation – Joy!  You could see it on Shyama Priya’s face and those of the children.

The Garden Committee, headed up by Grade 1 teacher, Kate Foreman, for many years has been planning an outdoor learning space.  Two portables were removed from our school site this year and the perfect opportunity presented itself.  Many teachers were very inspired by the idea of a circle with twelve large rocks for seating an entire class.  The size of the rocks and the placement to reflect true north, south, east and west were carefully planned and facilitated.  As a history major, I loved the possibility of reflecting Indigenous Culture as an early instigator of a democratic system.  Everyone has a voice in the talking circle and respect for divergent opinions is a basic tenet.   The Vancouver Board of Education was gifted a Musqueam word by Shane Point:  Nə́c̓aʔmat ct  It means ‘we are one’.  Our Nə́c̓aʔmat ct Circle will be a talking circle for problem solving, a listening circle to teach empathy, a way to incorporate medicine wheel teachings and understanding of the circle or life and the seasons and relationships with ourselves, others and Mother Earth.

The work of Laura Tait has been inspirational in helping our staff “to push the paddle deeper” in our School Growth Plan.  We will be developing and progressing through our own adapted version on the rubric based on her Aboriginal Understandings Learning Progression from SD68 Aboriginal Education.  I am so excited that another inspirational colleague, Joyce Perrault, will be helping us to navigate the path.  With her drum and her newly published book, All Creation Represented, we will be exploring the Medicine Wheel from an Ojibwe perspective  while sitting in our Nə́c̓aʔmat ct Circle.  The book states that it’s a child’s guide to the Medicine Wheel but with all I’m learning, the next hardcover, coffee table edition will be marketed to adults.  The book provides insight into relationships with ourselves, each other and Mother Earth.  I am feeling joyful and optimistic too.   We are heading out on a promising journey with optimism and joy and determination that the United Nations Declaration on the Rights of Indigenous Peoples  will be respected in this chapter of Canadian history.

Note:  The phonetic pronunciation of nə́c̓aʔmat ct  is knot-sa-mots.

Indigenous Ways of Knowing: Transforming our Relationships

I believe in Aboriginal Enhancement agreements.  For some, they represent a token of political correctness which can be limited to lip service.  For others they focus our attention on something that matters not only in terms of facilitating basic human rights, but developing a culture of kindness and respect that we as Canadians have built our identity on.

John Hattie points to a large body of research that informs us that the largest predictor of health, wealth and happiness is not grades achieved by students, but the number of years spent in school.  Low graduation rates of indigenous students have meant that part of our job as educators is to create a learning environment in which all students find something to stay for.  Obviously we want this for all of our students.

Daniel Wood wrote an article in the travel section of The Vancouver Sun newspaper (Apr.28, 2018) on Easter Island:  “And once the last tree was chopped down, there was no wood to make a boat and leave.”  The habitat once plentiful with fish, birds, palm trees and fertile lands was left an archeological site on grassland.  Like those who inhabited and devastated Easter Island thousands of years ago, we too have much to learn.   The FNESC materials give us with tools and insight into how we can draft meaningful goals to incorporate indigenous ways of knowing into our curriculum.

What is frequently lacking is a clearly articulated learning intention so we can determine if we are making an impact.  From this intentional stance, we are able to devise a plan that serves the needs of all of the students in our care:

  1.  To create a culture of kindness and respect.  For our indigenous students, it means listening to the stories and rather than rewriting history.  It means finding a way to move forward together.
  2.  To create a learning environment where students are engaged in learning.
    • How can we support students in their ability to self regulate so they can learn?
    • How do we incorporate student choice and provide clarity and high expectations into our learning contexts?
  3.  To incorporate indigenous ways of knowing into our lives.
    • What does it look like when we understand the First Peoples Principles of Learning and incorporate them into our lives and stories?

In response to stereotypes of indigenous culture that have pervaded our culture, and appropriation of cultural items to gain profit, we are left unsure of truly what is respectful.  Anthropologist, Aaron Glass states in his interview with Heather Ramsey of The Tyee ( March  2011):  “Totem poles, he says, have been added to the stereotype of the North American Indian, along with the teepee, the tomahawk and the feathered headdress.”  If we are earnest in our intention, this fact makes us wary when we see these images and concerned that we may be perceived as a part of the system that perpetuates negative stereotypes and gets in the way of developing respectful relationships.

The Tomahawk Barbecue was the first drive-in restaurant in Vancouver started by Chick Chamberlain in 1926 just off Marine Drive.  Chick learned to cook in the early 20’s when he opened a small coffee shop in a cabins to rent business with his brother.  The drive-in part of the restaurant wasn’t a huge success because of the dust from the unpaved roads.  It did evolve as a community hang-out.  One of the patrons of the restaurant mounted a big tomahawk over the door and the name stuck.  It managed to stay open through the “Dirty Thirties” largely because Chick would accept payment in curios, hand made pots, drums, cooking utensils, large and small totem poles, masks and other beautifully carved objects from those who couldn’t afford the food.  He started to purchase indigenous art long before it was recognized as valuable.  “Tomahawk’s famous hamburgers are named after some of the Indian chiefs Chick had known over the years, as a sort of memorial to his friends: Skookum Chief, Chief Capilano, Chief Raven, Chief Dominic Charlie, and Chief August Jack.”  Chuck Chamberlain is Chick’s son and has maintained his father’s legacy.  Chuck was happy to share stories of the his Dad, his restaurant, and his friends over the years when I came for breakfast on a rainy Saturday morning.  A painting of Chief Simon Baker graces the wall when you enter.  Chuck is proud of this friendship and was honoured to be a pall bearer at Chief Baker’s funeral.

The story that was most powerful was the story of the Wild Man of the Woods Mask used in the Squamish ceremony of boys moving into manhood.  When the mask is needed for a ceremony, it is taken down from the special resting spot in the restaurant, and once it’s purpose is fulfilled, it is returned to a place where it rests with the spirits of the ancestors.  This is so different than the experience of another friend of mine who is a member of the Squamish Nation.  He took a special basket made by his grandmother to the Museum of Anthropology with an inquiry about how best to preserve it.  The Museum of Anthropology explained they could help.  When my friend and his family returned to request it for use in a special ceremony, they were denied access.  Two similar scenarios with the biggest difference being the respect demonstrated and the dynamic of power and control.

I remember going to the Tomahawk Restaurant for breakfast as a very little girl, one weekend when my aunt and my Mom ventured over the Lion’s Gate Bridge to go to Capilano Canyon with my sister and cousins.  My husband remembers not being able to finish the Skookum Chief burger, nicknamed The Hulk burger, when he was a little boy.  Yet, I paused to return because of the name – Tomahawk.  As a student of history and an educator wanting to rectify past wrongs, I had many questions.  Was it respectful?  Was it appropriate?  Was it a remnant of past uninformed representations of indigenous culture?  Tomahawks were from the prairies, weren’t they?   It wasn’t until I did some internet research, listened to an interview and did some the reading, that I gave myself permission to return for a visit and a questions to ask.  And yes, I was dying to see the art.  While I was there, chatting with Chuck, I kept thinking of the First Peoples Principle of Learning:  Learning is embedded in memory, history, and story.  Listening to the stories always needs to proceed formulating the judgement.  What I heard on Sunday, was pride in respectful relationships and families that have become intertwined over many years.

Recently I cited Byrd Baylor’s book, Everybody Needs a Rock in reference to an Indigenous sharing circle of large boulders that we are installing in our playground.  The intention is to help students understand the very beginnings of the concept of democracy in giving everyone a voice.  One of my respected colleagues, questioned my reference to a non-indigenous author.  Again I did some internet research to discover that she has maternal Native American decent but grew up in a largely non-indigenous culture.  However I went back to the First Peoples Principle of Learnings:  Learning is holistic, reflexive, reflective, experiential, and relational (focused on connectedness, on reciprocal relationships, and a sense of place).   Ultimately, isn’t our intention for all people to embrace these principles because it represents universal learning that matters.  And isn’t it our intention for all people to share the stories that come to form their understandings.

Anthropologist, Aaron Glass also stated in his interview with Heather Ramsey of The Tyee (March  2011):  “What we argue in the book is that the totem pole has been a constantly evolving form, so there was never a moment when “it” almost died. It kept changing, migrating, transforming. This is not a story of death and rebirth it is a story of continual transformation.”  As with the totem pole, the relationship between indigenous and non-indigenous people will continue to evolve and transform as we open ourselves to new learning.  Hopefully this time we get it right, and that relationship will be based on respect, honesty, shared power, and a willingness to be open to learning from each other.

Discussing U.S. Election Results with Children

When my son was young, Bart Simpson hit the air waves.  I hated how the characters on the show talked and how they disrespected each other.  It incensed me to the point that I refused to let my son watch it, despite a considerable amount of begging.  The conversation ended briefly.  I soon discovered that he would go to his friend Dennis’ house to watch the show.  It wasn’t until that point that I agreed to watch the show with him.  It opened the conversation.   We would discuss what he found funny and what offended me.  Although he still preferred to watch it at Dennis’ house without my commentary, at least he understood my perspective about the importance of respectful interaction.

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The election of Donald Trump to the position of President Elect of the United States has stopped many conversations.  Coming from a Canadian stance, it is largely incomprehensible how someone who has overtly disrespected and discredited woman, Latinos, Muslims, Immigrants and the LGBTQ community could be selected for public office, in part by the people he targeted.    I needed to step away from being personally offended by his hateful rhetoric, in order to come to the conclusion that this was not just a win for misogyny, racism, homophobia, xenophobia and a fixation on the gun culture.  This was a democratic election and the leader was chosen by the 55.6% of the population who opted to exercise their democratic right to vote.


It has pushed the need to ask questions about what is happening south of the border that has created the palpable anger and commanding voice for change?  What is a “protest vote”?  What is the “status quo” that has created such a reaction?  Who voted for Trump?  Did gender play a part in preventing the election of a woman?  How did the close alignment with bankers and sizeable payouts to prevent bank failure impact public opinion?  How much impact would Bernie Sanders have been able to make on what happened in a Clinton government?  What was the impact of the votes garnered by Jill Stein and Gary Johnson?   The list goes on.

As a vice principal in a school, I spend a large chunk of my time engaging in conversations about respectful interactions.  The rules of the game in school are intended to prepare them for life.

  • Tell the truth.
  • Tell the other person your thoughts in a respectful way.
  • Take responsibility for your behaviour.
  • Empathize with the other person you are in conflict with.
  • Don’t make yourself feel big by intimidating others with words, physical proximity or force.

Prime Minister Justin Trudeau wrote a letter to third graders at Tecumseh thanking them for their work to welcome Syrian refugees to Canada earlier this year.  In the letter he told them that their voices and what they do matter right now.   I believe our children internalize these messages that their voices matter, just like they internalize the rules of respectful engagement when they live it.  My hope is that our children fully participate in the democratic process by voting and holding elected officials accountable for their conduct, actions and decisions.  My dream is for them to assume roles and responsibilities in the future where they are able to conduct themselves with integrity, intelligence and kindness to create a world based on respect for peace and justice.

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