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First Nations, Métis and Inuit Student Success. “Let us put our minds together and see what life we can make for our children” – Sitting Bull Come now – let us reason together – Isaiah 1:18. Education Partners’ Task Force.
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First Nations, Métis and Inuit Student Success “Let us put our minds together and see what life we can make for our children” – Sitting Bull Come now – let us reason together – Isaiah 1:18
Education Partners’ Task Force • “The realities and depth of the Aboriginal student achievement gap will take a united and combined education system effort, spanning from the home to the community to the classroom to the boardroom to the Ministry. (Task Force Report) • Task Force Members include: ASBA, ASCA, ATA, Alberta Education, CASS
Task Force Terms of Reference: • promote awareness, understanding and respect of the unique needs of First Nations, Métis and Inuit students, their communities and their cultures; • engage and collaborate with First Nations, Métis and Inuit communities, the provincial and federal governments and education stakeholders in developing and implementing strategies intended to support and promote student success; and • support each of these associations as they ensure First Nations, Métis and Inuit students are provided with high-quality, equitable learning opportunities that are culturally relevant to the unique needs of the student and their communities.
Task Force Report • The report, distributed at this FGM, examines some of the key issues surrounding the education of First Nations, Métis and Inuit students and proposes a governance framework that school boards can use to promote lift to student results. • It looks at the issue of improving results for Aboriginal students through the lens of School Board Governance
Task Force Report • The Report is a synthesis of Canadian research and some Alberta School Board Practices. • Research sources include: - Good governance practices generally – ( e.g. Canadian Institute on Governance) - Leadership practices that have a demonstrated positive impact on student achievement (e.g. CASS Framework for Success) - Alberta and Canadian studies of effective Aboriginal education practices (e.g. AISI)
Task Force Report • School Board practices used in the report to illustrate key concepts in action are just some of the many currently used by Boards in Alberta. • Some practices are presented at other FGM information sessions
Premiers Council for Economic Strategy (May 2011) • “We must accelerate action on ensuring the growing population of Aboriginal young people can benefit from the opportunities this province can offer and contribute to the province as skilled and productive workers, engaged citizens and future leaders”(p. 6).
The Bottom Line • Quite simply, governance practices matter. School boards, by employing effective governance practices and focusing on student learning, can overcome many of the historical and socio-economic factors that negatively affect Aboriginal student performance. Good governance practices can both “raise the student achievement bar” and “close the student achievement gap”. (Task Force Report)
Task Force Report The following five principles provide a useful framework for school boards intent on improving student results generally and Aboriginal student results in particular. The principles are: • 1). Legitimacy and Voice • 2). Direction • 3). Performance • 4). Accountability • 5). Fairness
Legitimacy and Voice What this means – This principle addresses the importance of meaningful engagement of the Aboriginal community and of its’ involvement in, and ownership of, decisions that affect the education of Aboriginal children.
Legitimacy and Voice What this looks like in action Alberta’s school boards engage in a number of practices that help give voice to the Aboriginal community in a context that creates a sense of belonging and helps build understanding, cultural awareness and trust. For example: • Interpretive centres/curriculum content • Including Aboriginal Elders or members of the Aboriginal community in key school board celebrations and events like graduations, socials or workshops. • Aboriginal representative as part of the school board makeup • Aboriginal advisory committees or “Council of Elders”
Direction • What this means – The principle of direction speaks to the importance of an organization’s strategic vision, to the importance of having a broad and long-term strategic plan (Education Plan) that details purpose, goals and measures, along with a sense of what is needed for the accomplishment of school jurisdiction goals.
Direction • What this looks like in action – School boards that want to improve Aboriginal student achievement make this a conscious choice, a non-negotiable goal. Resources will be assigned to support this goal and discipline will be exercised to ensure that other actions do not detract from this priority.
Direction The following governance practices have been linked to improved student results: • Policy governance model of operation • Shared vision centered on students and their learning • Choice for parents • Engaging and involving parents • Focus and discipline
Performance • What this means – The performance principle is anchored in the notion of producing results that meet needs while making the best use of resources.
Performance • What this looks like in action– School boards positively influence student performance when they: • Engage the local Aboriginal community in a dialogue about local factors that present barriers or contribute to success • Provide the resources for individual student supports
Performance • Establish high standards • Hire the right people • Put priority on optimizing internal talent (staff development) • Build relationships and partnerships.
Accountability • What this means- School Boards are accountable to their communities by virtue of their elected status, and are also accountable for the provision of quality educational services through the policies, structures and resources that they put in place
Accountability • What this looks like in action – School boards improve student learning when they: • Define and measure success together with their Aboriginal community • Track progress and use resulting data to “move and improve” • Create staff accountability mechanisms that hold staff accountable for student results
Fairness • What this means – The governance concept of “fairness” is grounded in principles of transparency and equity. In operation, fairness is not about identical treatment for all but rather, about addressing needs.
Fairness What this looks like in action- The Alberta Government First Nations, Métis and Inuit Education Policy Framework outlines key principles that help serve as a sound “fairness implementation guide” for school board actions aimed at improving results for Aboriginal students. These include; transparency, inclusiveness, innovation, learner centered, collaboration and results orientation.
Conclusion • Closing the achievement gap will take time, persistence, courage, appropriate resource allocation and discipline. In short, it will take leadership. • Evidence from research and best practice does not point to a singular optimum strategy or “silver bullet” reform; rather, the evidence supports comprehensive leadership exercised through a suite of promising strategies. • School boards can improve student achievement by a cumulative and disciplined process; step by step, action by action, that, in sum, add up to excellent results. This is the challenge facing Alberta’s school boards, a challenge in which failure is not an option, a challenge they are capable of meeting. (Task Force Report)
