Overview
This eLeadership Guide has been informed by the voices, teachings, and guidance of many. This includes Elders, Indigenous scholars and educational leaders, Superintendents and Directors from both provincial and First Nation school authorities, and the College of Alberta School Superintendents (CASS) First Nations, Métis and Inuit Education Action Committee (CASS, 2023a). The CASS Action Committee played a key role in identifying many vital conditions and considerations required to move forward with Education Service Agreements (ESAs) respectfully, in the spirit of reciprocity, with collective vision, and with collective commitment to student learning and well-being. It is with the wisdom of the aforementioned that the digital resource has been designed and the topics determined. These include
- Beginning With Treaty
- Reawakening the Spirit of the Collaborative Frameworks/Image
- Keeping Young People/Community Forefront
- Understanding ESA Standards
- Building Understanding/Relationships Before Discussions/Negotiations
- Learning How to Approach Discussions/Unpacking Assumptions & Bias
- Building and Sustaining Respectful Relationships Through Discussions/Negotiations
- Anticipating Disagreements/Disputes
- Accepting Accountability for Student Learning
- Acknowledging Systemic Barriers/Racism
Source: This graphic is adapted from the Continuous Improvement Cycle in the Alberta Education Funding Manual for School Authorities 2022/23 School Year.
Establishing and Sustaining Respectful Relationships for Student Success: Education Service Agreements eLeadership Guide Outcomes
Participants will
- explore foundational documents, resources, teachings and guidance as they relate to Education Service Agreements (ESAs);
- relate to wisdom and guidance offered and stories shared by First Nations and provincial district leaders;
- reflect on foundational documents, resources, teachings, and guidance about ESAs;
- interpret and relate new learning as a system education leader to establishing and sustaining respectful relationships within ESA context; and
- identify resources that support respectful relationship building.
Note About Terminology
Although, at this time, “Indigenous” is generally considered the accepted term in Canada when referring to First Nations, Inuit and Métis, some of the citations in the course materials reference “Aboriginal.” It is important to note that Section 35 of the Constitution Acts, 1867 to 1982 refers to Aboriginal peoples of Canada.