Métis Nation and MacEwan partner up for new management program
Feds help youth in Kitchener-Waterloo gain job experience
Agreement supports Abbotsford Aboriginal students
BDC announces 2007 E-Spirit winners
The Co-Ed Versus Single-Sex Question
Industry and government support School of Exploration and Mining
A college or university “without walls”
Program connects Aboriginals with film & TV professionals
NWCC student awarded Alberta scholarship
First Nations students learn about culture while following Ontario curriculum
Métis Nation and MacEwan partner up for new management program
The Métis Nation of Alberta Labour Marketing Development (LMD) and MacEwan School of Business have partnered offering an exciting new opportunity to Métis interested in furthering their careers.
The Management Studies program is a 12 month diploma program that connects students to the real business world rather than the theoretical business world. Studies revolve around real-world cases and the curriculum is always being updated to keep up with the changing times.
“It is about time we get our Métis people out of entry level positions and into the role of leaders and management within corporations and organizations. Education is a key to that success,” said Lorne Gladue, LMD Director. “This partnership with MacEwan is a step in that direction and we look forward to developing more opportunities with the college for our Métis people.”
Financial burden of education is a deterrent for many who are interested in pursing post-secondary education. There is funding available to help cover the cost of tuition, books, supplies and a training allowance. All Métis applications for funding will be processed through the Métis Employment Services once they have been accepted into the program and funding will be determined on a per case basis.
“We want to ease some of the challenges people face while earning an education,” said Gladue. “Being able to offer funding for students will greatly help reduce the amount of debt some of them would face if they had to go the route of student loans.”
Management Studies focuses on the fundamentals for running a successful business such as communications, accounting and marketing. Also there are courses in human resources, strategic management and business law.
To help make the transition from either the workforce or from high school, there is a preparatory term that starts in July prior to the September 24 start date. This term will prepare students for success in the Management Studies program.
Near the end of the course, there is a three week field placement that helps students get hands on experience and apply their newly learned knowledge; these field placements are a great networking opportunity for getting a foot in the door. For students who want to continue their studies, credits earned in management studies can be transferred to other post-secondary institutions.
Graduates of the Management Studies diploma have gone on to a variety of careers in the fields of finance, accounting, and entrepreneurship. They have also entered careers in management, hospitality, not-for-profit administration and there are already several Management Studies graduates working for the Métis Nation of Alberta.
“With education the possibilities are infinite,” said Gladue. “Métis have always been leaders, not followers. This is a great way to be a leader in the business world as well.”
MacEwan is accepting applications for Management Studies. For more information contact the MacEwan School of Business at 780-497-5241 or Métis Employment Services at 1-888-486-3487.
Feds help youth in Kitchener-Waterloo gain job experience
The Honourable Monte Solberg, Minister of Human Resources and Social Development, announced May 22nd, $414,048 in funding for the Waterloo Region District School Board, in partnership with the Waterloo District Homebuilders Association, to help young people in Ontario find and keep jobs in the construction industry.
“Canada's New Government is delivering on its commitment to support apprenticeship training through projects like this one in Kitchener-Waterloo,” said Minister Solberg. “This project will allow local youth to get on-site experience and develop other skills to build a better and stronger future.”
This project is funded through Service Canada's Skills Link, one of Canada’s youth employment programs. Participants will gain work experience by participating in the construction of a house with the company Freure Homes. The 93-week project will also help participants overcome barriers to employment by providing them with the life and job skills they need to make the transition into the labour force or return to school. As part of the program, each participant will attend workshops to enhance their leadership, teamwork and communications skills, as well as to develop personal qualities such as self-esteem and self-reliance.
To help young people develop their skills in the trades sector, Canada’s New Government is delivering new initiatives and working with employers, community organizations and other levels of government. These initiatives include:
- A new tax credit of up to $2,000 per year for employers who want to hire apprentices;
- A new cash grant of $1,000 per year for registered apprentices in their first two years of a Red Seals trade program;
- A new deduction of up to $500 for tradespeople to cover the cost of work tools.
Service Canada brings Government of Canada services and benefits together in a single delivery network.
It provides Canadians with one-stop, personalized service they can access however they choose – by phone at 1 800 O-Canada, Internet at servicecanada.gc.ca, or in person at Service Canada Centres across the country.
The Skills Link program is one of three programs that help young Canadians aged 15 to 30 obtain career information, develop skills, gain work experience, find good jobs and stay employed. The two other programs are Summer Work Experience and Career Focus.
Skills Link focuses on helping young people who face barriers to employment such as high school drop-outs, single parents, Aboriginal youth, persons with disabilities, youth in rural areas and recent immigrants. Summer Work Experience helps secondary and post-secondary students find summer jobs. Career Focus helps post-secondary graduates develop advanced skills and find careers in their fields. All three programs provide a range of activities that can be tailored to meet individual needs.
Projects funded under the Skills Link program have been reviewed to ensure compliance with the Department’s Grants and Contributions program and are subject to review under the Financial Administration Act.
Any employer, organization or individual seeking more information about youth programs and services should go to servicecanada.gc.ca, call the Youth Info Line at 1-800-935-5555, or visit a local Service Canada Centre.
Agreement supports Abbotsford Aboriginal students
Abbotsford-Mount Lehman MLA Mike de Jong and Abbotsford-Clayburn MLA John van Dongen joined Aboriginal leaders and Abbotsford school district officials May 22nd to sign an Aboriginal education enhancement agreement to help improve Aboriginal student achievement.
“This agreement serves as a guide and will help the school district and Aboriginal communities identify and address the needs of Aboriginal students so that all students can achieve their best,” said de Jong.
The school district worked closely with Aboriginal communities and the Ministry of Education to develop the agreement. The agreement has four goals for Aboriginal learners, which are to increase:
- The number of students meeting expectations in reading;
- School completion rates;
- Cultural pride; and
- The sense of belonging for students in school.
- “By providing support for Abbotsford Aboriginal students in a number of areas of their school life, including academics, arts, athletics, culture and language, we are ensuring students have a positive educational experience and a sense of belonging,” said van Dongen.
- In addition to the goals, the Abbotsford school district focuses on Aboriginal culture, mentoring, early literacy, and leadership. Several programs have been developed in the district to support Aboriginal students in the following ways:
- An Elders-in-the-classroom program where Elders go into classrooms throughout the year to provide cultural presentations;
- A program for at-risk students where district staff work with at-risk students to provide support and create positive relationships;
- Elementary school reading programs where teachers’ assistants take 30 minutes a day to assist students with reading; and
- A number of leadership initiatives in which districts work together to provide leadership training for students.
“The signing of this agreement demonstrates that our government is fulfilling its commitment to develop new relationships with First Nations,” said Education Minister Shirley Bond. “We are working together with Aboriginal communities and school districts to improve student achievement while preserving their culture.”
There are approximately 1,750 Aboriginal students in the Abbotsford district this year, about nine per cent of the district’s total student enrolment. The district serves the Sumas First Nation, Matsqui First Nation, Metis and Inuit people and other First Nations living off-reserve. The district lies within the shared traditional territories of the Sto:lo Nation.
“The enhancement agreement, developed by the Abbotsford school district and our Aboriginal communities, is a powerful framework for Aboriginal student success,” said Perry Smith, district principal for Aboriginal education. “This agreement was designed so that all parties involved are able to move in one direction to support student learning. I believe the enhancement agreement is a positive step towards helping our students grow as learners.”
Abbottsford is the 33rd school district to sign an Aboriginal education enhancement agreement. These agreements support the Province’s Pacific Leadership Agenda to build new relationships with First Nations, and to close gaps in health, housing, education and economic opportunities. Enhancement agreements are one component of the Province’s strategy to improve Aboriginal student achievement. Other components include the new First Nations education jurisdiction agreement and developing Aboriginal content for K-12 curriculum.
The Province is investing an estimated $51.1 million – $1,014 per student – for Aboriginal education in 2007-08. The funds are used to support Aboriginal language and culture programs, student support service programs, and other localized Aboriginal education programs.
BDC announces 2007 E-Spirit winners
The winners of the 7th annual E-Spirit National Aboriginal Youth Business Plan Competition were announced May 16th at a special Gala ceremony, concluding the three-day event that attracted over 200 Aboriginal youth from across the country.
The business plan competition, organized by BDC, featured 16 weeks of interactive business planning resources, access to mentors online and a chance to meet and network with other students, online, and in person at the Halifax event.
This year’s event involved a total of 76 teams from 40 schools and over 217 students from across Canada. In addition to presentations by each team, an independent panel of experts judged business displays that included posters, detailed 3D mock-ups, product samples, business cards, promotional videos and laptop demonstrations.
“Canada’s New Government is investing $135,000 in the 2007 E-Spirit Aboriginal Youth Business Plan Competition,” said the Honourable Peter MacKay, Minister of Foreign Affairs and Minister of the Atlantic Canada Opportunities Agency, on his behalf and on behalf of the Honourable Jim Prentice, Minister of Indian Affairs and Northern Development and Federal Interlocutor for Métis and Non-Status Indians. “This investment will help to increase awareness of entrepreneurship on the part of Aboriginal youth and help them develop their business skills. Working with young people contributes to building a strong, competitive Canada.”
“The judging panel was impressed with the level of sophistication of participants’ entries," said Jean-René Halde, BDC President and CEO. “BDC is proud to be supporting this innovative way to initiate Aboriginal youth to the world of entrepreneurship, and even prouder to see the positive outcome for all participants, he added.
E-Spirit 2007 winners
The E-Spirit National Aboriginal Youth Business Plan Competition Gold Award was presented to Allanah Kenoras-Schwandt and Kate Russell from Grand Forks Secondary School of Grand Forks, BC. Their business project, Ding Dong Delicious, would offer an eco-friendly, web-based delivery service of fresh produce, out-of-season produce and other food items from local and international suppliers.
The Gold Award was presented to Grand Forks Secondary School of Grand Forks, BC. The students are Allanah Kenoras-Schwandt and Kate Russell, coached by Mrs. Anna Groeneveld. Their business project, Ding Dong Delicious, would offer an eco-friendly, web-based delivery service of fresh produce, out-of-season produce and other food items from local and international suppliers. Local individual and commercial customers would make their selection online and obtain their goods in a recyclable container called the “Green Box”, delivered in a fuel-efficient vehicle.
Silver Award was presented to John Woodhouse, Amanda Anderson and Angela Franklin (missing) from R.B. Russell Vocational High School, of Winnipeg, Manitoba
The Silver Award was presented to R.B. Russell Vocational High School, of Winnipeg, MB. Winning students are John Woodhouse, Angela Franklin and Amanda Anderson, coached by Mrs. Cora Bell. Their business concept, The North End Youth Program, would provide a safe learning environment for Aboriginal youth from the area, helping them achieve their potential through after-school sport and other educational activities. The service would lower criminality in the neighborhood and ensure youth benefit from a healthier lifestyle.
Bronze Award was given to Marie-Claude Grégoire-Vachon, Jean-Sébastien Vollant and Myriam Vollant from École Manikanetish, in Sept-Îles, Québec.
The Bronze Award was given to Ecole Manikanetish, from Sept-Iles, QC. Students awarded are Jean-Sébastien Vollant, Myriam Vollant and Marie-Claude Grégoire-Vachon. The team was coached by Mrs. Guylaine Turbis. Their winning business idea is an Innu culture education program aimed at youth from the area. The two local communities share a school and sports centre but lack cultural exposure to the Montagnais heritage. The program would focus on teaching sessions led by local Elders. The team has imagined a slogan for the program:
“By using the wisdom of our Elders we shall learn the love and respect of our culture”.
“All E-Spirit participants greatly benefit from this opportunity to learn more about entrepreneurship,” said E-Spirit Elder Gilbert Sewell. “Students have acquired new business skills and have enjoyed a wonderful networking opportunity,” he added.
Cash prizes were awarded to the three winning schools in the amount of $2,500 for Gold, $1,500 for Silver and $750 for Bronze. Nine special achievement awards were also presented in addition to the cash prizes.
About BDC Aboriginal Banking
The number of Aboriginal entrepreneurs has grown to over 27,000, representing a 30% increase from 1996 to 2001. This growth in self-employment is more than nine times that of the Canadian average. With this increased activity comes the need for a greater variety of consulting and financial services. BDC Aboriginal Banking consists of Aboriginal people who are aware of the specific needs of Aboriginal entrepreneurs, and play a leading role in the development and delivery of BDC’s customized, long-term, and flexible solutions.
The E-Spirit program was developed by BDC and is supported by Atlantic Canada Opportunities Agency (ACOA) and Indian and Northern Affairs Canada (INAC).
The Co-Ed Versus Single-Sex Question
By Stephen Johnson, Head of School, St. John's-Ravenscourt
Study after study has been done comparing the salutary effects of single-sex education against those of co-educational environments. Research that touts the advantages of one way, trounces on the perceived advantages of the other. For a parent deciding on a school, the data can be bewildering. There is excellent research in support of both single-sex and co-educational environments and yet often the best decision will come from a parent’s deep and comprehensive understanding of their son or daughter.
A recent study conducted by The Strategic Counsel, a well-regarded Canadian market research company, tested student satisfaction of co-ed versus single-sex educational environments. The online study surveyed over 17,000 high school students preparing for college or university entry, from every model of education across Canada including public, independent, private, co-ed and single-sex.
The study suggests that girls, typically thought to benefit more from single-sex environments, feel just as confident in co-ed classrooms as they do in single-sex classrooms. Socially, both genders feel that the co-ed atmosphere is engaging and easily allows for the development of both same-sex friendships and opposite sex friendships. Academic outcomes appear to be comparable and unaffected by specific gender streaming. Students who attended independent co-ed schools also claim, overwhelmingly, that they feel safe on campus, ranking these schools the highest on safety issues among all other types surveyed.
Intuitively, we understand that there are few real-world environments composed entirely of male of female participants. For that reason alone, it seems logical that the more boys and girls are exposed to each other, in both the competitive and teamwork environments in school, the better understanding they will have of each other and the more developed will be their ability to work together effectively down the road.
At St. John’s-Ravenscourt School, we can leverage the benefits of a co-ed environment by providing students with real world situations deliberately intended to break down stereotypes, foster understanding, and build cooperation. By providing this type of diverse and acculturated environment, we are contributing in a vital way to our students’ growth and socialization process. In the future, our students will find themselves employed in situations where they will be exposed to a variety of differing viewpoints and where they will need cultivated and informed skills in order to contribute meaningfully. It’s not enough to merely offer a co-ed classroom – we must be proactive in creating learning opportunities that address gender-specific stereotypes.
Diversity of any kind integrated into an educational environment is the essence of a real-life education, as the heart of character development. Opening minds, dispelling myths, having close encounters with the so-called ‘other,’ humanizes individuals and provides the opportunity for us to become colour-blind and gender-blind.
Note: Statistics taken from The Strategic Counsel Report, The Benefits of a Co-educational Environment, 2006.
Industry and government support School of Exploration and Mining
Northwest Community College School of Exploration and Mining has attracted support from an important coalition of donors to mark BC Mining Week 2007. The coalition includes mining and exploration companies in the northwest and the government of BC. BC Mining Week 2007 was May 14 to 18.
Blue Pearl Mining and the Ministry of Energy Mines and Petroleum Resources have each donated $25,000 to the School of Exploration and Mining Endowment Fund. RoxGold has contributed $10,000. The NWCC School of Exploration and Mining provides entry-level training for the minerals industry and operates throughout northern BC.
Blue Pearl Mining owns the Endaco Molybdenum Mine near Fraser Lake and the Thompson Creek Mine in Idaho, and is developing the Davidson molybdenum property near Smithers. It is one of the world’s largest publicly-traded pure molybdenum producers.
Peter Tredger is the Vice President of Special Projects for Blue Pearl. He says “Donating $25,000 to the NWCC School of Exploration and Mining fits our policy of supporting local ventures. We believe that education is an important aspect of a sustainable mining industry. When we help support the School of Exploration and Mining, we create a legacy that benefits the community and the industry.”
RoxGold is working on a grass roots discovery, TJ Ridge Project, 95 kilometers north of Hazelton. RoxGold approached the school to contribute $10,000 to the School by sponsoring student tuition, and contributing to the endowment fund.
The Ministry of Energy, Mines and Petroleum Resources has also contributed $25,000 to the School of Exploration and Mining Endowment Fund. The ministry was an early contributor to the School’s mineral exploration programs in the northwest and throughout the province. It also contributed to the Reclamation and Prospecting (RAP) pilot project that is currently under way.
NWCC president Stephanie Forsyth welcomes the contributions by the expanded partnership. “We have set a 2007 goal of $250,000 for the School of Exploration and Mining’s Endowment Fund. This Fund is critical for the support of the School’s students and educational offerings. Exploration and mining companies are a driving force behind the School and we appreciate their generosity and support.”
The School of Exploration and Mining Endowment Fund will be used for course development, program support and tuition awards. The contributions during BC Mining Week 2007 bring the fund’s total for 2007 to $100,000. The long-term goal for the fund is to raise $1 million.
The Northwest Community College School of Exploration and Mining provides entry-level training for the mineral exploration and mining industry throughout northern BC. The School is a partnership between Northwest Community College and Smithers Exploration Group, with early financial support from BC’s Ministry of Energy, Mines and Petroleum Resources.
Smithers Exploration Group (SEG) has represented the mineral exploration industry in northwestern BC since 1971.
A college or university “without walls”
Three things should concern all of us who live and are committed to Northern Ontario. First, we should be concerned about the population trends – the growing population of Southern Ontario and the depopulation predicted for the North is serious. Our share of Ontario’s population is predicted to decline from 6% today to less than 3% within the next 25 years.
Second, we should be concerned about economic development. Ontario predicts a growing skills shortage, especially in relation to service sector skills, health and public services and skills in environmental technology and specialized science and technology areas. We have to adapt to changing market demands and pressures and look at developing the skills of our workforce.
This gives rise to the third concern. Education, specifically equitable and affordable access to quality education for all Ontario residents is key. It is estimated that over 210,000 people in Northern Ontario do not have direct access to a campus of a college or university – over a quarter of the population of the North.
Northern Ontario residents, especially those living in remote and small communities, have just as much right to a quality post-secondary education as the residents of Waterloo, London or Toronto. Education is key to the future of the North – it creates opportunities, enhances skills, improves the flexibility of our businesses and organizations, while it also develops inquiring and innovative minds.
These three issues are linked. We know that when people leave a small community to pursue their education, they rarely return. We know that employers are demanding more and more qualifications; there is a strong link between educational attainment and employment and salary. We know that there is a strong link between levels of education and health. Education is about more than knowledge – it is about the empowerment of people and communities.
It is important, then, to recognize just what is being done to make access to education a priority in the North. Contact North is the network hub for a partnership with Northern Ontario’s colleges and universities that use innovative technologies to connect individuals and communities to learning opportunities.
Last year, 5,000 residents from small and remote communities were served. Contact North delivered over 11,000 course registrations in 565 college, university and secondary school credit courses by distance education leaders such as Confederation College, Keewatin-Patricia District School Board and Lakehead University. Of the 89 communities served by Contact North, 69 have no other post-secondary presence, 7 can only be reached by air and 18 are First Nations communities.
Serving First Nation communities is one of Contact North/Contact Nord’s top priorities. Northern Ontario is home to 104 of the 134 First Nation communities in Ontario, representing almost 50% of Ontario’s total Aboriginal population.
More can be done now to serve the North. Contact North has implemented a major expansion in 2006 by establishing Access Centres in twenty new communities throughout the North, including a number of First Nation communities, to serve the education and training needs of these residents. This trend has continued with the opening of three more centres in 2007. In addition, we have extended our videoconference platform to 11 additional communities for a total of 35 videoconferencing centres.
Key to these investments is a simple idea: bringing quality education and choice to communities that hitherto had no choice. A college or university “without walls” that makes degrees, certificates, diplomas and courses available to communities without a campus is a powerful investment in the future.
Some suggest that using distance education is not the same as having a campus in the community. They are correct – it is in fact better. Rather than just having one set of college or university courses to choose from, students in Moosonee or Red Lake can chose full or part-time courses or programs from fifteen institutions.
Rather than having just a “correspondence” course, students can engage in active class discussions, complete team assignments, and explore web-based resources for their learning. This technology makes quality learning possible in 89 communities throughout the North.
Contact North/Contact Nord brings the future closer to home by making learning more accessible, affordable and local.
Visit www.contactnorth.ca
Program connects Aboriginals with film & TV professionals
A select group of 12 young adults from Winnipeg, Dawson City and Siksika Nation in Alberta recently began 14 weeks of intensive film and TV training as part of NSI New Voices.
The full-time program run by National Screen Institute - Canada connects young Canadian Aboriginal adults with industry professionals through skills development training and an eight week full-time work placement.
The selected participants are:
• Kerry Barber (Dawson City, YK)
• Roger Boyer (Winnipeg, MB)
• Candace Back Fat (Siksika Nation, AB)
• Clarence Fisher (Winnipeg, MB)
• Sheldon Greene (Winnipeg, MB)
• Craig Guiboche (Winnipeg, MB)
• Amanda Smart (Winnipeg, MB)
• Brian Tuesday (Winnipeg, MB)
• Sam Vint (Winnipeg, MB)
• Asini Wakos (Winnipeg, MB)
• Angela Wandering Spirit (Winnipeg, MB)
• Susan Solway (Siksika Nation, AB)
Previously the program accepted Manitoban participants only. This year, applications were open to a limited number of out-of-province participants.
This is the third year that Melissa Kajpust, a film and television writer, has co-managed the training program with Lisa Meeches, president/executive producer of Winnipeg-based Meeches Video Production Inc./Eagle Vision Inc.
“We were completely overwhelmed by the quality of applicants this year,” said Melissa Kajpust in a release. “Deciding on the 12 participants is the toughest part of this job. The Aboriginal youth never cease to amaze us.”
Lisa Meeches added, “Each of the applicants was absolutely amazing – unique in their gifts and their outlook on life, ready and eager to commit to our ever-growing industry here in Manitoba. The students we decided to select are outstanding and we can’t wait to introduce them to the industry.”
Training startsed with a traditional Aboriginal Feast at Thunderbird House in Winnipeg.
NSI New Voices is designed for young Aboriginal adults aged 18 to 35 who have a sincere desire to work in the film and television industry. Each student receives minimum wage throughout the 14-week program. The program begins with six weeks of skills development training where students meet industry experts followed by an eight-week internship within an industry setting. Graduates of this program have gone on to find work with companies such as Buffalo Gal Pictures, Eagle Vision, Frantic Films, the Winnipeg Film Group, and the Banff Centre as well as numerous film and television productions and the development of their own projects.
NSI New Voices is funded in part by the Centre for Aboriginal Human Resource Development (CAHRD), NBC Universal, The Winnipeg Foundation, CTV, RBC Financial Group, the Aboriginal Media Educational Fund, MANITOBA FILM & SOUND, Manitoba Aboriginal and Northern Affairs and Manitoba Culture, Heritage and Tourism.
NWCC student awarded Alberta scholarship
Northwest Community College (NWCC) student Karen Plasway (formerly Karen Naziel) is one of 26 BC Aboriginal students awarded an Alberta scholarship worth $2005.
In celebration of their centennial year, the Alberta government is providing 25 annual scholarship awards to every province and territory in Canada – with the Ministry of Advanced Education adding one more scholarship to cover all 26 public institutions. Plasway is one of the first recipients of this newly created award.
Currently enrolled in NWCC’s Business Technology Online Office Assistant Certificate program, Plasway is a recently married mother of three living in Smithers. A member of Wet’suwet’en Gitumden Clan, much of Plasway’s career had been spent working in the areas of forestry and fisheries. The onset of arthritis led her to Northwest Community College to prepare for a new line of employment.
“I was very apprehensive about starting back to school and failing at it terribly, but I have proven myself very wrong, I can do this,” explains Plasway. “I find myself helping my fellow students and really enjoying helping others. I plan on continuing on to the Accounting Certificate of the Business Technology Program with a long term goal of enrolling in NWCC’s First Nations Public Administration Program.”
“Karen is an inspiration and role model for all students,” remarks NWCC’s Business Technology Program Coordinator, Sandy Clark. “Re-entering school from the workforce is a big adjustment both emotionally and financially. Karen has kept a positive attitude throughout her studies and her commitment and positivity has had a marked affect on her academic success.”
“Lack of financial aid is a significant barrier to post-secondary education for many students in our College region, and most especially within our First Nations communities. These scholarships play a vital role in giving our students the economic assistance they need to get the education and training required to access employment opportunities regionally and beyond,” states NWCC President, Stephanie Forsyth. “We are very proud of Karen, not only for her success in being awarded the scholarship but for her commitment to reach her goals and becoming an important role model for other First Nations women.”
When asked what Plasway plans on doing with her scholarship, she replied: “I want to buy a laptop computer with which to continue my studies and purchase some office clothing appropriate to my new career.”
First Nations students learn about culture while following Ontario curriculum
By Lindsey Coad
The lunchtime chatter fades as children make their way outdoors for recess.
But before joining them, Grade 3 student Oceana Doxtator hangs back to finish her journal entry.
“It’s fun writing. You can write in cursive. You can go back and read it again,” she said.
Oceana, who attends a First Nations' elementary school, is practising for an Ontario standardized test that will measure her skill level.
“I feel good about it,” Oceana said. “My brain is working well and my brain wants to do it really fast so we can get it done and over with.” Staff are feeling good, too.
The First Nations school has won an award from the Indigenous Education Coalition for a school-wide literacy strategy started last year.
“(Students) came up extremely weak in language skills, so we’re trying to bring them up as quickly as possible to provincial standards,” said principal Ron Richmond.
Staff designed a plan from scratch and secured funding from various sources, including band council, government and corporate sponsors.
A reading assessment is done for every student and a roomful of books is organized according to reading levels. Student progress is tracked with a focus on the primary grades.
Teachers are improving their classroom strategies with on-site help from faculty at the University of Western Ontario in London, Ont.
“This school is doing an outstanding job in trying to address student achievement. They’ve made great strides,” said Bruce Stonefish of the Indigenous Education Coalition and a trustee for the Lambton Kent District School Board.
The on-reserve school doesn’t receive the same funding for teacher training as public schools, Stonefish noted.
First Nations schools were initially hesitant to participate in standardized testing when it was introduced by the Education Quality and Accountability Office, said vice-principal Cathy Hampshire.
The school has participated voluntarily since 2004 and pays a fee to do so. Despite the students’ best efforts, they found themselves at the bottom of the Fraser Institute’s annual ranking of schools.
“We felt so thrilled and pumped up that our kids had made progress, but it was like a pin that deflates your balloon. It’s not a true reflection of where our school actually is,” Hampshire said of the ranking.
Big gains have been made over the past three years.
Today, 30 per cent of students are meeting provincial standards in reading, writing and math.
Fifty per cent are approaching standards. The goal is to exceed provincial standards.
“Every year we’ve improved. There’s unlimited potential here for our children. We know they have the ability,” Hampshire said.
There are other signs of progress at the vibrant school of nearly 300 students, located on a reserve near Wallaceburg, Ont., south of Sarnia.
Teachers Craig Bunda and Paul Stone have swapped chalkboards for electronic whiteboards. The result is lively lessons in everything from math to the Anishnaabe language.
“It's cool,” said Grade 3 student Wade Riley, who used the board to write a story about powwows.
Nutrition is also part of the equation for success. Nurturing the whole child means providing daily breakfasts and snacks, as well as hot lunches in winter.
“For a bright mind, you need a full stomach,” said chief Joseph Gilbert.
He recently accepted $63,000 in federal funding to cover half the renovation cost of the school kitchen.
“It’s important for our children to be brought up where they can be competitive in the job market and careers,” he said.
The school operates on a $6-million budget with funding from Indian and Northern Affairs Canada.
Laughter echoes from the gym. Brilliant pieces of Aboriginal artwork hang in the lobby.
Staff follow the Ontario curriculum but infuse it with grandfather teachings, Ojibwa as a second language and cultural values.
This helps students develop a sense of pride and identity, Richmond said.
“They are capable of doing things and they have proved that. If you give them a chance at the Ontario curriculum, they can compete on an equal footing with other nationalities.”