Take Action – How are We Actioning the Plan?
Once district leadership has collected the data in multiple ways, both quantitively and qualitatively, next steps would be to analyze the data to identify trends, patterns, and findings. Once this step is completed, investigate research on similar findings and engage with staff, Indigenous staff, and community to share research and to jointly determine appropriate strategies to address findings. Once agreement is reached on strategies, and resourcing is in place, draft your plan and communicate to your district and community for understanding and support prior to implementation. Establish a committee of members, Indigenous and non-Indigenous to oversee the implementation of the plan
School District No. 57 (Prince George) recently established a SD57 Indigenous Education Advisory Council to support improving Indigenous Education through the guidance of Indigenous , parents, and Elders . Many school districts in Alberta have Indigenous advisory councils for the same purpose such as the Wolf Creek Wisdom and Guidance Council and CBE Elder Advisory.
Saskatoon Public Schools developed an administrative policy AP 372-Anti-Racism and Response to Racism that outlines their expectations for staff to reduce racism in their schools and district , thereby creating better learning and working conditions for staff and students and to welcome Indigenous parents and community into their schools.
CASS Learning Guide-Assurance Framework shares the stories of practice for how 3 superintendents used the assurance framework to guide their planning and actions to improve student learning.
Calgary Catholic School District
Bryan Szumlas, Superintendent of Schools
Superintendent Bryan Szumlas introduces his district’s story of practice as being guided by their mission and vision based on four pillars: faith formation, students success, wellness of staff and students, and Indigenous education. The Indigenous education strategy has three actions: the integration of foundation knowledge of Indigenous Peoples, Indigenous students success and belonging; and nurturing successful and enduring relationships with Indigenous communities. Cynthia Launiere-Zielke, lead for the Calgary Catholic School District Indigenous education team and Elder Wanda First Rider describe how these actions are realized and have improved success for Indigenous students.
Download Presentation
Fort McMurray Public School Division
Annalee Nutter, Superintendent of Schools
Superintendent Annalee Nutter’s story of practice is framed on the Alberta professional practice standards for system education leaders (LQS) and superintendents (SLQS), and the OECD report Promising Practices in Supporting Success for Indigenous Students providing actions they have taken to support the wellbeing, engagement, participation, and achievement of their Indigenous students in the past decade. Discussion points and breaks are included in her presentation.
Foothills School Division
Chris Fuzessy, Superintendent of Schools
Superintendent Chris Fuzessy’s story of practice describes their 3 year journey to advance truth and reconciliation. The journey began with the two year development of The Truth and Reconciliation for Learner Success Toolkit in collaboration with Indigenous communities. The toolkit is for all students, staff, and community to build their foundational knowledge to advance reconciliation and supports the learning required to meet the Alberta professional practice standards. To further support learning, a lead teacher program for Indigenous education was implemented along with an Indigenous Advisory council to further family and community relationships, and to include Indigenous voice, perspective, and feedback. The Board and the executive team is reading Marie Battiste’s “Decolonizing Education” as part of their governance learning.