Building Relationships to Engage FNM Students in Education

1. Building Relationshipsto Engage FNM Students in Education Action PlanGroup Inquiry Into Teaching and Learning Pt. 2 Marti White & Dianne Broome EC&I 808 November 18/2016

2. Challenges and Frustrations • FRUSTRATIONS • Lack of resources • Unrealistic ministry expectations/goals • Increase graduation rates • CHALLANGES • Student attendance • Student behavior • Lack of parental • involvement • Low student interest

3. 7 Factors that Effect Engagement Health and Nutrition Vocabulary Effort and Energy Mind Set Cognitive Capacity Relationships Stress Level There is no way to know for sure which one of these are more significant then the other.

4. What aspect of teaching and instruction do I want to change? • Changing teacher/colleagues attitudes towards the students that they encounter and teach. Knowing that students lack of motivation and connection towards their education may be based on factors out of their reach or control. Teachers need to become the motivators through making connections and building vital, caring relationships with every student based on empathy.

5. Why is it important? Current Statistics: • According to Chiefs Assembly on Education in Canada (2012) Secondary school data (2004-2009) identifies the rate of First Nation graduation at approximately 36%11 compared to the Canadian graduation rate of 72%. conversely, some First Nations exceed those rates with Membertou First Nation in Nova Scotia achieving 100% graduation rates in the last few years. • Provincial stats showthat in 2001, 53 percent of Saskatchewan’s Aboriginal population aged 15 and over had less than Grade 12 graduation compared to 38 percent of the non-Aboriginal population. • • The proportion of First Nations people with less than Grade 12 was 57 • percent. • • The proportion of Métis people with less than Grade 12 was 50 percent. • Within Wesmor Public High School roughly 330 students on the books and a turnover rate of around 700 students per year. • In Westview Public Elementary School last year out of 356 students, 181 were considered CORE students and 175 were transient in terms of coming and leaving.

6. Saskatchewan Ministry Education Goals for 2016/17 By June 30, 2020, collaboration between First Nations and Métis and non-First Nations and Métis partners will result in significant improvement in First Nations and Métis student engagement and will increase the three-year graduation rate from 35 per cent in June 2012 to at least 65 per cent.

7. How may this practice improve learning for my students? • Increase attendance • Positive behaviors • Engaged students • Student retention • Higher graduation rates

8. How does my teacher narrative connect with this change? Dianne: I know that throughout my years of elementary education the importance of knowing that my teachers cared about me. I remember those who strove to make a difference in my day. Those were the teachers that I wanted and enjoyed to be around, and also who I worked harder for. I was treated with dignity and respect. They made me feel special. Looking back at my narrative and seeing the two teachers who stuck out in mind and who supported me and truly cared about my success worked on building a caring relationship with me first. They showed me their genuineness that they were there for me and made a life long lasting impression and connection with me. Looking at the photos I placed in my narrative was another reminder of how much I value the relationships and connections that I have made with my students throughout the years. I left off my teaching narrative with 5 questions that still perplexed me around the theme of student engagement. I believe that Baruti has not discovered a new strategy to entice and assist students to be engaged in the buildings that they learn in, rather he allows us to approach relationship building from a different perspective where we look within ourselves first and then looking out.

9. How does my teacher narrative connect with this change? Marti: After looking back at my teaching narrative I was able to reflect on the relationships with the people around me they were some of the most important factors that motivated me to continue going to school. I never grew up in a home that had all the extras so there was always an emphasis on work hard and get an education. Much of what Baruti talks about is the emphasis on building relationships and inspiring our students to succeed. I believe I model this to my students by continuing my education and having high expectations. We can’t change the environment our students come from but, we can influence them to work hard and get ahead. I have had many people in my life that I have created relationships with that have reaffirmed this philosophy.I believe by placing high expectations on my students and inspiring them to succeed I create relationships with my students that allow them to become successful.

10. How does my context work for or against this change? • In the schools that we teach in it works towards this change because of the current stats and unique situations that the students in our building encounter in their daily lives. Many of the students in our schools live below the average living standards and therefore this factor impedes on learning at their best ability. However, BarutiKafelehas developed commonsensical strategies to assist teachers and all school staff to motivate their students to be the best they can be in order to achieve and feel success in school.

11. What does the research say about this theory and practice? Who is BarutiKafele? • He is an educator, renowned international motivational speaker and an award winning author . • As a middle year and high school principal he led the transformation of four different urban New Jersey schools . These schools went from some of lowest performing schools in the U.S.A. to the highest ranking schools. In fact Newark Tech recognized national acclaim as one of America’s best high schools based on achievement by U.S. News and World Report Magazine . • He has been referred as an expert in “attitude transformation” in leading schools and administration closing what he refers to as the attitude gap. • Kafele’s has developed strategies for schools how to implement positive school climate and culture, particularly those students who are at risk.

12. BarutiKafele’s Philosophy: A Framework for Closing the Attitude Gap: Who are you? What are you about? Attitude toward students (do I believe in them?) Relationship with students (do I know them?) Compassion for students (do I care about them?) Environment for learning (do I provide my students with an environment of excellence?) 7. Relevance in instruction (do I realize who my students are?) Kafele, B. K. (2013). Closing the Attitude Gap . United States: ASCD.

13. BarutiKafele on Closing the Attitude Gap

14. What else does research say? • In a Canadian study, Wasserman (2001) reports in Alberta that students who changed schools frequently had lower provincial test scores (grades 3 to 6), ( Aman, 2008). • “This disproportionately lower rate of academic success among Aboriginal students has • been consistently explained largely in terms of the discontinuity between the home • cultures of Aboriginal students and the processes and environments of the school. • Particularly in the case of Aboriginal students who move from their home communities to • attend urban/metropolitan public schools where over 90% of the teachers are non- • Aboriginal (Brady, 1995) and belong to the dominant Canadian culture,” ( Kannu, 2007). • “When teachers remain ignorant of their students culture, students often experience a demotivating disconnect between the school world and their home life “(Jensen, 2013, p. 12). • “Because poverty is a variable that we cannot do anything about, our energy must be devoted to those areas we have absolute control - the climate and culture of the classroom” (Kafele, 2013, p. 25). • Until you make your school the best part of a student’s day, you will struggle with student attendance, achievement, and graduation rates (Jensen, 2013, p. 4).

15. What else does research say? • “One of the main conclusions of the FSIN (2002 23) report was that, “ the employment participation and unemployment rates of First Nations persons cannot show any substantial improvement until there is a large increase in the number of First nations youth who complete their grade 12.” (Gouletpg. 4). • “Improvements in educational success are the key to reducing the poverty facing Indigenous people.” (Goullet pg4). • “This will require substantial effort and improvement by educational systems that have not been effective with Indigenous students. Enhancing teacher effectiveness has been cited as a key to improving educational systems and Indigenous students success.” (Goulet pg.4). • In “Motivators for Student Success: Perceptions of Grade 12 Aboriginal Students,” written by Jane Preston and Tim Claypool recorded student interviews from two Urban Saskatchewan schools that the biggest factor which motivated students to continue going to school everyday was the close relationships and connections they encountered with the staff. (Preston and Claypool, 2013). • To get kids to graduate, we need to keep them in school. To keep them in school, we need to make our classroom relevant, engaging, and full of affirming relationships (Jensen, 2013, p. 3).

16. What are the challenges associated with making this change? • Not all staff will buy into this idea/strategy (doubt) • Some may say, “I do this” but it isn’t necessarily consistent or practiced • It’s one more thing to be added to the ongoing list of responsibilities (in order to be successful, some type of measurable tool should be implemented). • Teachers/school staff can’t fix everything attitude. Schools are equipped to do so much. We can’t possibly change “all students attitudes.” • Exhausted teachers and school staff. Not feeling supported by Ministry/Division etc.

17. How will I go About making this change? • Creating a mission and vision statement • Create an inviting environment • Have Teachers read “Closing The attitude Gap” • Have a PLC around BarutiKafele philosophy • Create time for staff to develop strategies to enhance relationships with students • Creating a secure well managed learning environment • Engaging in teaching and learning that are responsive to students interests and needs. • Create connections to the community • Seek knowledge and understanding about FNM culture and customs • Make an effort to create a personal connection with the students

18. Mission Statement We all have mission and vision statements in our school but have you ever thought about making one for your classroom? A mission and vision statement should be no longer than two sentences long and posted in a highly visible area in your classroom. EXAMPLES: “Your success in my classroom is my mission.” “Your education matters to me and I will support you in succeeding.”

19. References Aman, C. (2008). Aboriginal Students and School Mobility in British Columbia Public Schools. Alberta Journal of Educational Research. 54 (4). 365-377. ASDC (Interviewer) & Kafele. B. (Interviewee). (2013). What is the Attitude Gap? (Interview transcript). Retrieved from https://www.youtube.com/watch?v=dolQNnpu3-s Chiefs Assembly on Education. (2012). A Portrait of First Nation Education. Gatineau, QB. Retrieved from http://www.afn.ca/uploads/files/events/fact_sheet-ccoe-3.pdf Goulet, L. G. (2014). Teaching Each other. Vancouver : UBC Press.: ASCD. Jensen, E. (2013). Engaging Students with Poverty in Mind. United States of America: ASCD. Kafele, B. K. (2013). Closing the Attitude Gap . United States Kafele, B. (2016). Principal Kafele is ON FIRE. Retrieved from http://www.principalkafele.com/about/biography/ Kannu, Y. (2007). Increasing School Success Among Aboriginal Students: Culturally Responsive Curriculum or Macrostructural Variables Affecting Schooling? Diaspora, Indigenous, and Minority Education, 1:1, 21-41

20. References Preston, J. & Claypool. T. (2013). Motivators of Educational Success: Perceptions of Grade 12 Aboriginal Students. Canadian Journal of Education. 36 (4), 257-279. Thompson, L. (2015).First Nations and Métis Education: An Advisory for School Boards. Saskatchewan School Boards. Retrieved from http://saskschoolboards.ca/wp- content/uploads/2015/08/Module_11_FNM_Education.pdf