The Official Magazine of the Manitoba Association of School Superintendents

Fall 2010

The official magazine of the Manitoba Association of School Superintendents Aboriginal Education Canada Post Publications Agreement Number 40609661 40609661 Number Agreement Publications Post Canada

Manitoba Association of School Superintendents 3

Fall 2010 Volume 11, Number 2

M.A.S.S. Journal Published For: M.A.S.S. The Manitoba Association of School Superintendents 375 Jefferson Avenue Winnipeg, Manitoba R2V 0N3 Phone: (204) 487-7972 Fax: (204) 487-7974 E-mail: [email protected] Journal Web: www.mass.mb.ca Published By: Table of Contents Matrix Group Publishing Inc. Publication Mail Agreement Message: Number 40609661 6 A Message from the Minister of Education, Citizenship and Youth Return Undeliverable Addresses to: 52 Donald Street, Suite 300 7 A Message from the President Winnipeg, MB R3C 1L6 9 M.A.S.S. Executive 2010-2011 Toll free: (866) 999-1299 Toll free fax: (866) 244-2544 President & CEO Jack Andress Aboriginal Education: Senior Publisher 10 Making a Difference for Aboriginal Learners Maurice LaBorde By Brian O’Leary Publishers Peter Schulz Jessica Potter 14 Aboriginal Pedagogies: Supporting Culturally Relevant and Culturally Trish Bird Inclusive Educational Practice Editor-In-Chief Shannon Savory By Leah Gazan [email protected] Editor 18 Seeking Mino-Pimatisiwin: Aboriginal Perspectives in River East Karen Kornelsen Transcona School Division [email protected] Finance/Accounting & By Carole Shankaruk Administration Shoshana Weinberg, Pat Andress, 22 The Kenanow Education Model: Honouring Our Children Nathan Redekop [email protected] By WahWahbigiinoojii, David Anderson Director of Marketing & Distribution Shoshana Weinberg 26 Revitalizing and Sustaining Aboriginal Languages in the Winnipeg School Sales Manager Division Neil Gottfred By Val Georges, Sophie Boulanger and Geraldine Whitford Sales Team Leader Ken Percival Matrix Group Publishing Inc. 31 On the Land: The Integrated Approach in Frontier School Division Account Executives By Dave Swanson and Byron Apetagon Albert Brydges, Miles Meagher, Rick Kuzie, Benjamin Schutt, Rob Choi, Brian Davey, Randi Cameron, 35 Everyone’s Business: Aboriginal Education in Manitoba Jim Hamilton, Chris Frenza, Declan O’Donovan, Jeff Cash, Sandra Neily, By the staff of the Aboriginal Education Directorate Elise Jacobsen-Clarke, Selina Margetts,

Susan Costen, Colleen Bell Fall 2010 Layout & Design 38 The official magazine of the Manitoba Association of School Superintendents Cody Chomiak Buyer’s Guide Advertising Design On the Cover: As M.A.S.S. President Paul Cuthbert says in his message on page 7, “Many school A b o r i g i n a l James Robinson divisions across this province are involved in a variety of initiatives that not only aim to Education For advertising information contact Matrix close the educational gap between Aboriginal and non-Aboriginal learners, but also help Group Publishing Inc. at (866) 999-1299. non-Aboriginal students, educators and the public be better informed about Aboriginal culture, history and education.” This issue of The M.A.S.S. Journal includes articles that ©2010 Matrix Group Publishing Inc. All rights showcase divisions who are striving to “close the educational gap” by implementing reserved. Contents may not be reproduced by new and innovative programs and courses. Their ideas are forward-thinking and any means, in whole or in part, without the prior inventive. We hope you discover what’s possible as you read their stories. written permission of the publisher. The opinions expressed in this magazine are not necessarily those of Matrix Group Publishing Inc. Manitoba Association of School Superintendents 5 6 MASS Journal Fall 2010 A Message from the President

Aboriginal population in provincial Aboriginal perspectives into main- schools has resulted in many school stream curriculum. division initiatives, many of which Many school divisions across this are profiled in this journal. province are involved in a variety of While we have seen some improve- initiatives that not only aim to close ments in the last decade, achieve- the educational gap between Aboriginal ment levels and graduation rates and non-Aboriginal learners, but also for Aboriginal students are signifi- help non-Aboriginal students, educa- cantly lower than those of the non- tors and the public be better informed Aboriginal students. The majority of about Aboriginal culture, history and Aboriginal youth does not complete education. This journal profiles some high school; leaves the school sys- of those great initiatives. Paul Cuthbert tem without skills for employment M.A.S.S. has formed an Aboriginal Superintendent/CEO or adequate language and cultural Education Ad Hoc Committee to Evergreen School Division knowledge of their own people; and address this very important issue in feels that schooling experiences erode the coming year. M.A.S.S. and com- s the President of their identity and self-worth. munity members on the committee are Manitoba Association of Even though the educational Val Georges (Chair), Wayne Leckie, School Superintendents attainment levels have improved for Ray Derksen, Bev Fontaine, Mary (M.A.S.S.), I am pleased Aboriginal youth as compared to older Courchene, Leon Tetreault and Byron to present our Fall 2010 Aboriginal people, the advance of each Apetagon. We will keep you informed journal on the theme new generation over the last has been a of the work of this committee as it ofA Aboriginal education. Aboriginal lot faster in non-Aboriginal groups. As develops. education is one of M.A.S.S.’s priorities a result, the gap continues to widen. As my predecessor Sandra Herbst and this journal is one of the strategies Among the young and middle-aged, wrote in our last journal on newcomers, our organization is using to raise aware- Aboriginal people are more than twice “If our schools are to be communities ness about Aboriginal issues and assist as likely not to have a high school of hope for all of our students, we must school divisions in their efforts to build diploma and they’re less than a third as carefully consider Margaret Wheatley’s success for Aboriginal learners. likely to have a university degree. This contention of ‘turning to each other’ Manitoba and Winnipeg have data alone should be a call to action for to figure things out.” In this journal, been identified as having the greatest all public schools. colleagues from across the province are concentration of Aboriginal people Aboriginal leaders have also making their practice public, so that we in Canada. The Aboriginal popula- expressed concern over the educa- can “turn to them” and listen to their tion in Manitoba public schools is tion of all Canadians with respect stories. So, as you read these articles, I growing more rapidly than any other to knowledge of Aboriginal issues encourage you to read with reflection population group. Awareness and and Canadian history. Therefore, and with a sense of hope for all of our recognition of the rapidly expanding efforts are being made to integrate Aboriginal learners.

Manitoba Association of School Superintendents 7

M.A.S.S. Executive 2010-2011 Table Officers: REGIONAL REPRESENTATIVES:

Patricia Burgoyne Bruce Wood Barb Isaak Mike Borgfjord Metro South Central Metro Southeast President PAST President SECOND VICE-President Assistant Superintendent Assistant Interlake Paul Cuthbert Kelly Barkman Brian O’Leary Superintendent Prairie Rose Superintendent Superintendent Superintendent/CEO Superintendent/CEO Superintendent Louis Riel School School Division River East Transcona Seine River Evergreen School Division Red Valley School Seven Oaks School Division Division School Division School Division Division

Brett Lough Reg Klassen Blaine Veltch Coralie Bryant Pat Drew Metro Southwest North Executive Director Administrative second vice-president TREASURER Assistant Superintendent Superintendent Assistant Ken Klassen Robert Chartrand Superintendent Rolling River Flin Flon School Superintendent Superintendent of Schools, South St. James- School Division Division Hanover School Division Winnipeg School Division Assiniboia School Division

Manitoba Association of School Superintendents 9 Making a Difference for Aboriginal Learners By Brian O’Leary imply put, too few of our Aboriginal students graduate. This is true in most schools and most school divisions. It is true in our school Sdivision, Seven Oaks. It is a truth we are working hard to change. No single factor explains the way things are. Poverty, racism, history and family dynamics all play a part. And there is no simple solution. In the Seven Oaks School Division we are working hard to change the cir- cumstance of our Aboriginal learners so more of them succeed in school, graduate and are able to make a contribution and lead a fulfilling life. Believing that there is no singular or simple solution, we have approached the challenge of making a positive difference in the lives and life prospects of our Aboriginal students in many ways. • We have worked with our Aboriginal families to actively engage them in our schools. • We have listened to the stories of students’ experience in our schools in order to appreciate what is working well and to be able to confront some hard and unpleasant truths. • We have worked purposely to ensure that every child in our commun- Photos from a divisional grad powwow. ity and particularly Aboriginal students see themselves and their culture almost from the birth of their child high school and is on the stage to see reflected in our schools. with free parent child literacy program- them graduate from Grade 12. • We have sought to understand and ming in every school. It continues with The role of the family in any child’s to limit the effect of poverty on our orientation meetings at the start of education is crucial. By valuing the family students. every school year from Kindergarten we can support their ongoing interest in to Grade 8, where teachers learn their child’s education and enhance their We enrol families the personal story of each child and capacity to support their child. We don’t enrol students in our their family in one-on-one meetings. With positive relationships developed schools, we enrol families. This is espe- Throughout high school each student we gain added benefits. A group of cially important for Aboriginal children and their family has a teacher advisor Aboriginal parents in Seven Oaks that given the sad history of residential as a constant advocate throughout their initially came together to probe issues schools and the resulting legacy of high school years. The teacher advisor of concerns, the Seven Oaks Aboriginal hurt and mistrust of school systems. In initially meets with students and their Parents (SOAP), has run a program of Seven Oaks we begin involving parents families before they ever register for after school Aboriginal cultural activities

10 MASS Journal Fall 2010 for middle years students for the past a student to ask how they were doing of Winnipeg in partnership with The five years. Parents in the Elwick housing or offer encouragement makes a real Winnipeg School Division to start our development run the Village Centre, a difference. own education program for Aboriginal community-run service and development Those interviewed cited the valuing of teacher candidates. agency. Manitoba Education’s Building Aboriginal culture and indigenous know- The teacher candidates are employed Student Success with Aboriginal Parents ledge as being important. This was more by us as teacher assistants and pursue (BSSAP) program has supported a host common to the experience of recent grads Bachelor of Education courses on week- of parent school activities at Margaret than those who had left school in the 80s ends and in the summer. The creation Park and Elwick schools that bring and 90s. Even these successful grads proof this program provided an immediate Aboriginal parents and elders into the vided troubling accounts of their experi- boost to our Aboriginal staff compli- schools with greater frequency. ence with racism: ment and is educating a steady stream of At the same time, the narratives do well-qualified Aboriginal teachers. Appreciating what makes a reveal issues of stereotyping and racism by difference school staff. For example, Shania describes What would you want for your own In 2006 a group of Seven Oaks staff a math teacher who is frustrated by her child? formed a research cohort whose work requests for assistance in grasping a dif- None of the initiatives to ensure culminated in the release of the 2010 ficult concept. She was told, “I am not success for Aboriginal students matter report Celebrating Strengths: Aboriginal your personal math tutor and if your if they don’t lead to meaningful aca- Students and Their Stories of Success in parents can’t afford it there are tutors for demic achievement. In order to meet Schools. The research cohort looked at low income families.” When she became that goal we need to provide support the experience of Aboriginal education pregnant she had some teachers say to her, and keep expectations high. We need in Canada in general and in Seven “So what are you going to do now? Be on to avoid making premature judgements Oaks in particular. They sought out and Welfare?” that limit student’s futures and we need interviewed Seven Oaks graduates of . . . to deal systemically with the effects of Aboriginal descent. Educators, at times, may not be aware poverty. Key to the experience of success- of the power of their words and actions and In Seven Oaks we have worked to ful Aboriginal students in our schools of the long term impact that they have upon alleviate the effects of poverty in the was a strong sense of family and cul- students. Mike Rose (1999) writes, “Do not ways that many school divisions do—by tural identity. Successful students were think that because a child cannot read a text, providing nutrition programs, lower proud of their heritage and their fam- he cannot read you. Children can tell right class sizes and greater parent and com- ilies were strong and supportive, help- off those people who believe in them and munity outreach for schools in poor ing them through difficult times. In those who patronize them” (p. 17). neighbourhoods. We’ve also worked the school, friends and a positive peer very consciously to eliminate the nega- culture made a huge difference in the Can they see themselves? tive stigma many students experience educational experience of Aboriginal It is encouraging that the more recent in school. We’ve eliminated school fees learners. Students valued teachers who grads in the research study could cite and charges for curriculum-related field go the extra mile to build relationships more examples of seeing their culture trips. We’ve drastically lowered the cost and exhibit care. A teacher taking aside and ways of knowing represented in of school supplies and made provision to their schools. This is a testament to the waive the cost altogether when needed. initiation and expansion of programs We provide lunch supervision at no like Native Studies courses, Cree and charge. These are important actions. Ojibway Heritage Language courses, What does it feel like to be the child fiddling, our Elder in Residence, our who doesn’t have school supplies, who Aboriginal Artist in Residence, pow- can’t join the class field trip or who can’t wows, feasts, storytelling and talking stay for lunch because there isn’t enough circles in our schools and classrooms. money at home? We know that it is important for our We’ve also taken steps to help stu- students to see themselves represented dents raise their expectations for them- in the staff they encounter. Our com- selves. Our College and University munity is diverse and that diversity Bound Program provide exposure to must be embraced, valued and repre- post secondary opportunities and men- sented in our staffing. We had diffi- torship to students from families where culty finding Aboriginal teaching staff. no one has ever gone on to post second- There were far too few enrolled in ary study. We have experienced a 70 The cover of Celebrating Strengths: teacher education programs. To correct percent direct post secondary entrance Aboriginal Students and Their that situation we approached Manitoba rate for participants. The real barriers Stories of Success in Schools. Advanced Education and the University to high aspirations and post secondary

Manitoba Association of School Superintendents 11 education is often more of one of how students see themselves and their future than one of ability or financial resources. The CUB program succeeds because it changes how students see themselves and their future. In 2008 we launched the Bright Futures Program—a storefront tutoring and mentoring centre that serves our poorest neighbourhood, one with a significant Aboriginal population. The neighbourhood it serves has a historical graduation rate of 52 percent. Two years into the program 76 percent of the 100 participants are on track for on time graduation and 100 percent are still enrolled in school. For unsuccessful students to achieve more in school they must work harder and work longer. The tutoring and mentoring provided by Bright Futures gives students both the means and the motivation to achieve. The experience of Bright Futures is that students will work harder and can achieve greater success. The Bright Futures and College and University Bound programs are proof that children disadvantaged by poverty can achieve if expectations and aspirations are high and they receive support. It is important then to maintain all students in the mainstream with healthy peers and help them keep up rather than putting them in classes where expectations are lowered and hoping that some- how they might catch up. There is no one thing we should do to ensure great success for Aboriginal learners. There are many things we should do and if we maintain our optimism and work to improve every aspect of what we do, we will make the difference we hope for the Aboriginal Learners in our schools. n

Brian O’Leary is Superintendent of Seven Oaks School Division.

References Celebrating Strengths: Aboriginal Students and Their Stories of Success in Schools (2010). Published by Seven Oaks School Division. Rose, Mike. (1999). Possible Lives: The promise of public education in America. New York, New York: Penguin Group (USA).

12 MASS Journal Fall 2010

Aboriginal Pedagogies: Supporting Culturally Relevant and Culturally Inclusive Educational Practice By Leah Gazan

ne new direction for community. Students are required to lis- schools to view student experiences that teacher training in ten and reflect upon the beliefs, values fall outside of middle class, dominant Manitoba is to trans- and points of view of others to discover cultural norms and values as negative. mit educational prac- collective solutions that support posi- As a result, difference is looked upon as tices and techniques tive and cohesive relationships with their a deficit, “that locates the responsibility that support inclu- classmates. for school success in the lived experien- siveO classrooms (Manitoba Education, As a result, all students have an equal ces of children (home life, home culture, 2006). The rationale for this change in place within the learning circle due to the SES) rather than situating responsibil- how teachers are trained reflects a grow- focus on creating harmony with others. ity in the education system itself” (p. ing understanding of the importance of The framework of the “collective com- 112). However, the increasing diversity increasing the cultural competency of munity” practised within the Aboriginal in Manitoba’s labour market requires pre-service teachers to ensure the inclu- worldview places value on inclusion by the ability to work cross-culturally as a sion of diverse worldview perspectives, engaging students equally in establishing means to effectively participate in prov- including those found in Aboriginal cul- a positive classroom environment. It also incial and world economies. Schools, tures (Manitoba Education, 2007). can be extended to include discussions in this context, become an increasingly The Faculty of Education at the Uni- about the importance of equal partici- important venue to teach cross cultural versity of Winnipeg has responded by pation by all people, communities and skills as they are micro representations of establishing new courses to meet these nations to support increased harmony the rich cultural diversity that now de- changing requirements for teacher cer- within the global village. fines the global market. tification. This has included a mandated The practice of using the Aboriginal Implementing practices that support Aboriginal Education course for pre-ser- worldview of collectivity as a classroom inclusion, however, requires both an vice teachers that must be completed as management strategy has resulted in the examination of the social foundations part of their degree requirements. This recognition by many educators of the of school and how our personal world change has been challenged by some stu- value of incorporating Aboriginal world views may work to maintain the barriers dents who question the focus on Aborig- views in the classroom as a means of that result in the school failure and poor inal Education in context of the dynamic achieving inclusion. At a practical level, achievement of minority and disenfran- racial, linguistic, cultural and religious this change is based on the increased chised students. This personal exam- diversity found in Manitoba schools. success of Aboriginal students in the ination is profoundly important given However, Aboriginal world views, when classroom. At a more philosophical level, current educational trends which indi- incorporated into the classroom in mean- teachers are beginning to recognize that cate that adjusting practices and gearing ingful ways, effectively support inclusive traditional practices rooted in western learning to better reflect the lived experi- educational practice. world views often fail to meet the needs ences of students’ results in improved One example of an Aboriginal world of diverse students in the classroom. school performance. view that supports the inclusion of all This is especially true for students whose The need for such change is supported students is the value of having a collect- cultural values differ from the dominant by educational research where strong ive responsibility for the well-being of values that form the foundation of our arguments are made to nurture differ- the whole community. This world view provincial schools. ences among students by honouring cul- is premised on a belief in the importance Barton, et.al., (2004) asserts that tural diversity in the classroom. As noted of “living in harmony with the other “schools tend to maintain the ideals and by Freitas and McAuley (2008), “the human and nonhuman entities who in- beliefs of a capitalist culture, positioning colour-blind position fails to recognize habit the world” (Martin, 1996). When the cultures of poor, minority, immi- the lived experience of difference and the placed in context of a diverse classroom, grant and linguistically diverse families splitting that students suffer as they as- this Aboriginal world view would require as subordinate” (Barton, Drake, Perez, similate into school culture [while] avoid- students to share equal responsibility in St. Louis, & George, 2004, p. 5). More- ing the political and historical context of coming up with harmonious solutions to over, Shields (2004) argues that this schooling” (p. 431). Thus, teachers who promote the wellbeing of the classroom subordination reflects the tendency of do not adopt practices that respect the

14 MASS Journal Fall 2010 differences found in a student’s cultural training and perspectives into public leaving students with only a superficial and social experience may risk excluding schools. understanding of the role of the Medi- students from equal participation in the Although the grant primarily focuses cine Wheel in the transmission of values classroom. on increasing the academic success of and beliefs. The need to create moments of inclu- Aboriginal students, the AAA has the However, when the Medicine Wheel sion is especially important in urban cen- potential to positively impact all students is meaningfully incorporated into learn- tres where children and youth come to attending provincial schools (Manitoba ing, there is the potential to demonstrate our schools from culturally and socially Education, 2010). In a review of the the interrelationships of all things, a diverse contexts with a set of values and discussions pertaining to the AAA grant, foundational belief within the Aborigin- beliefs learned in their families and com- parents noted how AAA funding could al worldview. For example, Elder Percy munities. Traditional approaches to ad- be used to inform and educate non-Ab- Tuesday (2010) utilizes the Medicine dressing diversity have placed the onus on original students, staff and community Wheel to communicate the equality of the student to adjust their worldview as a about Aboriginal cultures, traditions and all cultures and races, values of living way to successfully navigate the cultural histories. with kindness and respecting others and foundations of schools. This approach In addition, school division rep- the environment and the importance of to addressing diversity has not been suc- resentatives found areas in provincial honouring student autonomy. He also cessful, as reflected in lower graduation curricula where a natural integration discusses how the Medicine Wheel can rates in Aboriginal populations. As a re- of Aboriginal perspectives could occur be used to provide students with a cross- sult, it is imperative that teachers engage “without requiring a lot of extra work” curricular understanding of informa- in practices that allow students to share by teachers (Manitoba Education, 2010, tion taught in the classroom. Central to their world views in meaningful and p.4). Thus, the failure of teachers to in- Elder Percy Tuesday’s Medicine Wheel equitable ways. tegrate Aboriginal perspectives is not an Teachings is the importance of equality The new Manitoba Social Studies issue of cultural mismatch nor of addi- and balance within teaching practice to Curriculum is an example of a tool that tional work but rather that “teachers ensure the inclusion of diverse student teachers can use to engage in discus- need to build confidence in their ability populations. sions of diversity by exposing students to incorporate Aboriginal perspectives Another example of the way in to different interpretations of Canadian into the curriculum and understand that which Aboriginal world views can work history and encouraging community these efforts involve more than simply to enhance inclusive teacher practice involvement in the classroom. These offering crafts” (Manitoba Education, multiple interpretations have included 2010, p.4). highlighting the distinct perspectives At the classroom level, teachers have found in Aboriginal communities and worked to ensure that the diversity of the the inclusion of a residential school unit, student population is reflected in teach- where students learn about this dark era ing and learning. The Medicine Wheel, in Canadian education. for example, has been incorporated into Aside from changes to Manitoba lesson plans to teach specific concepts curricula, the province has also acknow- and theories. Although this is a posi- ledged the importance of investing in tive step, these teachings often occur programs that respect diversity through outside of regular classroom instruction funding provided by the Aboriginal as separate or extracurricular activities. Academic Achievement Grant (AAA). Moreover, rather than using the Medi- This grant aims to incorporate Aborig- cine Wheel as a teaching technique, it inal programs, professional development is often used as an organizational chart,

Manitoba Association of School Superintendents 15 comes from the belief that learning is and based on the individual strengths of occurs. It is rooted in a respect for based on the readiness of the student the learner. This may require educators inclusion of everyone in the learning to acquire information. This approach to teach in ways which may contradict community and a belief that all people utilizes “scaffolding” whereby individ- their own cultural styles. This shift is ne- have an important place in the learning uals learn through active observation cessary, however, if we as teachers are to circle. However, in order to develop and sharing to achieve higher levels of become culturally responsive to an ever- a classroom dynamic where students understanding. diversified student population. truly find a place of belonging, teach- In this model an individual is not Incorporating Aboriginal world ers need to ensure teaching pedagogies viewed as a “tabula rasa” but as an ex- views into teaching and learning ex- speak to a wide cultural audience. panding vessel of knowledge and under- tends beyond the commonly used This is not only important for Ab- standing in need of respectful guidance. symbols in the classroom. It is com- original learners, but for all students who Respectful guidance refers to planning prised of complex practices and values will have to function in an increasingly for student learning within a context of that guide the manner in which rela- global community. This need for cross a mutual respect for diverse world views tionships are expressed and learning cultural proficiency has been recognized by the Province through legislated changes to teacher certification and enhanced curriculum. The implementation of core values grounded in Aboriginal world views effectively supports this goal while ensuring that all students regardless of cultural background are included in the voices of our schools. n

Leah Gazan is a professor in the Faculty of Education, University of Winnipeg.

References Barton, A. C., Drake, C., Perez, J. G., St. Louis, K., & George, M. (2004). Ecolo- gies of parental engagement in urban education. Educational Researcher, 33(4), 3-12. Elder Percy Tuesday, Medicine Wheel Lecture, June 9, 2010. Freitas, E. & McAuley, A. (2008). Teaching for Diversity by Troubling Whiteness: Strategies for Classroom in Iso- lated White Communities. Race Ethnicity and Education, 11(4), 429-442. Manitoba Education, Citizenship and Youth (2007). Aboriginal Education Action Plan Highlights Report. Winnipeg, Mani- toba. Manitoba Education, Citizenship and Youth (2010). Aboriginal Academic Achievement Grant Review: Highlight of Regional Discussions. Martin, P.R. (1996). Aboriginal World Views and Their Implications for the Educa- tion of Aboriginal Adults. Thesis submitted in partial fulfillment of requirement for degree of Master’s of Education. Shields, C. M. (2004). Dialogic leadership for social justice: overcoming patholo- gies of silence. Educational Administration Quarterly, 40(1), 109-132.

16 MASS Journal Fall 2010

Seeking Mino-Pimatisiwin: Aboriginal Perspectives in River East Transcona School Division By Carole Shankaruk

traditions and ceremonies, all which have having culture as the basis of learning; Storyteller been passed down from generation to all recognize the need to address learn- Tell me a story, sweet Mother. generation. ing holistically. Traditionally, Aboriginal Of the Ancestors and their days, The Elders have taught us that our communities, parents and extended family Of how they walked with beauty, teachings were based upon The Medicine members worked together to achieve edu- Learning the Medicine Ways. Wheel. They say that the Medicine Wheel cational goals for their children, once was a system of cultural values, a world again focusing on the child as a whole. As you relate the stories, view held by Aboriginal peoples as a way Within our schools today we are using I am allowed to see of living. There are four domains on the those teachings to focus on the strengths The importance of every lesson Medicine Wheel which are represented by of our students and the development of And how it applies to me. all races that walk on Mother Earth: White the whole child. We are in partnership (Caucasian), Red (Aboriginals), Yellow with our parents to create the best learn- Through another’s example (Asian), Black (African-Americans). The ing environments possible. Together, we I share the laughter and the tears. Medicine Wheel also represents all four create an educational climate that fits aspects of self: physical, intellectual, spirit- well with the concept of inclusion which Through another’s experience ual and emotional. allows every individual to feel accepted, I learn how love can conquer fear. Other components within the valued and safe. “By working together, Medicine Wheel include the four key we strengthen our capacity to provide the Together we can journey periods in the life cycle spanning from foundation for a richer future for all of Through those other times birth/infancy, to youth, to adulthood and us” (Manitoba Education, Training and Reclaiming all the wisdom finishing with elderhood/death. Many Youth, 2006, p. 5). Of the legacies left behind. teachings are woven into the Medicine Wheel—the four directions, the four sea- Strategies and initiatives By Jamie Sams sons, the four primary elements of fire, Manitoba and Winnipeg have been water, wind (air) and earth. identified as having the greatest concen- Excerpt from The 13 Original Clan Mothers. How does all this connect to educa- tration of Aboriginal peoples in Canada. Your Sacred Path to Discovering the Gifts, tion? The Medicine Wheel provides a Awareness and recognition of the rapid- Talents, and Abilities of the Feminine Through holistic framework to support all students ly expanding Aboriginal population in the Ancient Teachings of the Sisterhood. within the education system regardless of provincial schools prompted Manitoba HarperCollins; First Edition (April 22, 1994). skin colour or race. Teaching Aboriginal Education to request that all schools in perspectives within this system allows us Manitoba incorporate Aboriginal per- to break down any negative stereotypes spectives into all curricula. Since 1995 hen we exam- because the history of the First Peoples Manitoba Education has culturally and ine the concept of Canada is being taught to all students financially supported this process through, of Aboriginal represented within the Medicine Wheel. among other initiatives, the Aboriginal p e r s p e c t i v e s When we are focused on the learn- Academic Achievement grants available within the edu- ing of all our students, we strive towards to all school divisions within Manitoba cation system, it Mino-Pimatisiwin (healthy balanced life- under the leadership of the Aboriginal Wis important that we not only look to styles). The strategies we use can assist Education Directorate. our future but also look to our past. As us as educators to role model, guide and River East Transcona School Division Aboriginal Peoples, our connection to the mentor students and to teach both cur- (RETSD) has incorporated authentic and land makes us who we are and connects riculum and culture which allows our stu- successful Aboriginal cultural programming us to one another and the circle of life in dents to create their own healthy balanced for our students and staff since 1995. Under which we all participate. lifestyles (Mino-Pimatisiwn) and become the Aboriginal Academic Achievement Mother Earth, culture, family and effective global citizens. portfolio our school division has imbed- community are all woven together. This Writing from a critical perspective, ded Aboriginal perspectives directly into interconnectedness is expressed through many Aboriginal and non-Aboriginal curriculum in all of our 42 schools. All our customs, values, language, arts, dances, scholars speak about the importance of schools within our school division submit

18 MASS Journal Fall 2010 a written proposal documenting how they it is important for us to know the past plan to implement Aboriginal perspectives to move into the present and deal with into their student learning. the many issues challenging us in con- Within our Division many of our temporary times. We still face the effects schools have implemented many innova- of residential schools and the impacts of tive and creative ways to teach Aboriginal that governmental policy in the education Perspectives. Each of our schools is presently system today. at different places along the continuum of Research has been done that speaks to their learning and implementation of cur- the trans-generational trauma that we are riculum. On approval of their proposal by still dealing with in 2010. Statistics dem- their Aboriginal Community Networker, onstrate that Aboriginal Peoples within funds are allocated to the school to support Canada are the poorest of the poor, have their school-wide initiatives. the largest number of children in care, In RETSD our Aboriginal Academic the highest incarceration rates, the high- Achievement programming is driven by est suicide rates, and the fastest growing our AAA Steering committee which con- population facing diabetes, HIV and TB sists of: our Divisional Elder, an Assistant outbreaks (Statistics Canada 2006). Superintendent, administrators, teaching Our professional development program staff, consultants, Aboriginal networkers, addresses these systemic issues through a parents, student services, and the clin- half-day workshop. The program includes ical unit representing all areas within Early, a Sharing Circle format with all staff par- Middle, and Senior year levels. From the ticipating in experiential learning. We have support and commitment of many of our been told over and over again by our staff throughout the division has evolved educators that they knew the work we a mosaic of creativity and innovation were doing in Aboriginal education was regarding implementation of Aboriginal important but after sitting in circle with Perspectives into school learning environ- Elder Mary Courchene and having an ments. authentic voice share the history, the “light bulb finally went off” within them. Professional development As a school division we not only look Under the guidance and leadership of at the educational component but we our Divisional Elder, Mary Courchene, also allow our staff to feel and experience professional development learning ses- the heart component. Collectively, we sions are offered to assist our teaching work together to give our educators the staff to implement Aboriginal perspectives time to connect, learn and support one with confidence into their classrooms. another in seeking their own personal Curriculum consultants and Aboriginal Mino-Pimatisiwin. In response to school networkers facilitate learning workshops administrator requests, these professional which allow staff to gain confidence and development workshops are now offered knowledge regarding Aboriginal learn- to all 42 schools in River East Transcona ing outcomes and cultural teachings. As School Division. we begin planning for our upcoming academic year we are extremely grateful Historical Relations Teaching for the ability to learn, share, and grow Circles for Students collectively under the leadership of Elder Aboriginal Community Networkers, Mary Courchene. This has truly been one along with the Divisional Elder, also facili- of our greatest honours as a school div- tate interactive classroom Teaching Circles ision within the Province of Manitoba. with students and staff on historical relations between Canada’s Aboriginal Peoples Historical Relations Teaching Circles and Canada’s social systems. Students School-wide staff professional develop- engage in sharing circles where cultural ment is also facilitated for all of our schools teachings are offered and personal learning within the River East Transcona School reflections are shared with the entire class. Division. The entire school staff hear This learning presentation is linked to the from an authentic Elder about the history Manitoba Social Studies and Canadian of the First Peoples through a Historical History curricula. Relations Teaching Circle. Once again, Continued on page 20

Manitoba Association of School Superintendents 19 Continued from page 19 (ceremonial clothing specific to Aboriginal students and families and creating school Through our school division’s powwow). These students participated in environments where our children want to Aboriginal Academic Achievement initia- our second Divisional Powwow Grand attend and who feel a very strong sense tives, we provide learning opportunities Entry on April 22, 2010 (Earth Day) at of belonging. Our efforts are providing about Aboriginal peoples, customs and Chief Peguis Junior High. Students dem- successful and authentic programming for history for Aboriginal students to increase onstrated much excitement and pride over all of our students represented within the a sense of belonging and pride in their “earning” their first official regalia. Once Medicine Wheel. heritage and for non-Aboriginal students again, students reflecting all races within to gain a better understanding about the the Medicine Wheel participated in their Mentorship Programs Aboriginal peoples of Canada. first Powwow that day. When asked to Another initiative which has been share what they liked best about Coyote highly successful has been the implemen- Divisional programming Club, some of our participants answered: tation of Mentorship programs within Two years ago, we designed and “it was fun”, “we can learn about our cul- our schools. Senior Year students meet launched the “Coyote Club,” an after ture”, “I learned a lot about respect”, “I liked weekly with Early Years students and school cultural programming series for stu- to learn about a different culture”. learn together about social responsibility dents in Grade 4 to 8. Two schools in our Due to the regular high attendance, via Aboriginal Culture. These mentorship division, Donwood and Wayoata, hosted observations of positive choices, feedback programs include a 7-week leadership the Coyote Club. From October to March, from administrators, demonstration of training segment for the Mentors, and students from all cultural backgrounds and cooperative behaviours among participants, then a 10-week program of shared activ- divisional schools were welcomed to take increased attendance, and the children’s ities and cultural teachings either after part in this 16-week programming series feedback, we will plan to repeat offering the school or over lunch time. to learn about Aboriginal culture. The “Coyote Club” for all students in our division The work that is being done in the River activities participants engaged in at the club who want to learn more about Aboriginal East Transcona School Division is an active included powwow dance, traditional hand culture (Aymont Hunter, 2010). partnership between educators, administra- drum songs, sharing and smudging circle, Prior to these programs becoming div- tors, parents, support services and most sports and crafts. isionally directed, Donwood School had importantly, our students. One of our The average number of students implemented after school programming of goals collectively is to decrease the gap that attending was between 50 and 70. As a similar format beginning in 2005. The exists regarding graduation rates between a wrap-up event to the series, students discussions that are now occurring with Aboriginal and non-Aboriginal students. enjoyed a field trip to the “Boreal Forests Donwood’s administrators are the posi- The Department of Education has identi- Unlimited,” where they were taken on a tive outcomes they have seen within their fied those statistics to demonstrate that only guided tour along a nature path with a students over the past five years: “Increased 33.7 percent of Aboriginal students acquire traditional Cree medicine teacher and a respect for self and others, more positive Grade 12 successes in comparison to 62.7 biology teacher. They played games in the behaviours being exhibited and increased percent for non-Aboriginal students. open rugged spaces, enjoyed a hot lunch attendance,” are some of the successes our Data collection has become very and came back to the city with many fond students are demonstrating. important to allow us, as a school division, memories and new understandings about In today’s world we all live at a very to ensure that our programming is reflect- the wonders of the natural world. fast pace and sometimes we expect posi- ive of positive outcomes. Statistics collected In the 2009-2010 academic year, club tive results within these short timelines. from within our division within a six-year participants who gave their best effort to What we have learned in River East span (2004/05 to 2009/10) demonstrate learn powwow dance and attended regu- Transcona is that we need to continue to that our senior years schools have col- larly were rewarded with the opportun- offer our initiatives over the long-term. We lectively doubled their graduation rates for ity to design their own powwow regalia are developing strong relationships with Aboriginal students.

20 MASS Journal Fall 2010 References Akiwenzie-Damm, Kateri (2005). Jamie Sams(1994). “The Thirteen School: A Guide for Parents and “First Peoples Literature in Canada,” Original Clan Mothers,” Your Sacred Path Families of Aboriginal Students,” Hidden in Plain Sight: Contributions of to Discovering the Gifts, Talents & Abilities of p. 5. Aboriginal Peoples to Canadian Identity and the Feminine Through the Ancient Teachings Aymont Hunter, Lisa (2010),The Culture, eds. David R. Newhouse, Cora of the Sisterhood. New York: Harper, 126). Manitoba Middle Years Association J. Voyageur, and Dan Beavon. Toronto: Manitoba Education (2006), Journal, p. 9. Statistics Canada University of Toronto Press, 169-76. “Helping Your Child Succeed in (2006).

We know as a cultural group that we have many hurdles to overcome but what is so exciting at present is that the education system is uniquely placed to develop learning relationships with our students over a thirteen-year span. During these years we are given the opportunity to educate our students, develop effective healthy relationships with them, and ultimately allow them to reach Mino-Pimatisiwin. Our vision within Aboriginal Education is to develop effective, practical, and grassroots resources to better assist everyone with their roles as teachers, guides and mentors for the benefit of the thousands of students we work with on a daily basis. Together we move toward our vision— the success of all our students within the Medicine Wheel in the River East Transcona School Division. Meegwetch. n

Carole Shankaruk is the Aboriginal Community Networker for River East Transcona School Division. She is of Metis descent and the great great great granddaughter of the Metis leader, Cuthbert Grant.

Manitoba Association of School Superintendents 21 The Kenanow Education Model: Honouring Our Children By WahWahbigiinoojii, David Anderson The education of all children is an important enterprise, and in light of the 55 percent failure rate of Aboriginal students in the current system, a new direction is needed for teacher education and school programming. The Elders at the University College of the North have designed a teacher education program focusing on Kenanow, All of U, which requires teachers to become more familiar with methods and ideas that are land-based, that are integrative and holistic, and that honour all students in their learning. Beginning with the teachings of the Muskegowuk, the Anishinabe and the Dene, the People of this Land, the central concept is to provide all students with the opportunity to learn to live, and to continue learning about living, Mino-Pimadiziwin, Mino-Bimadiziwin; The Good Life.

n 2006, the idea of a teacher 3-R’s: Respect, Relationship and The Anishinabe/Muskegowuk 3-R’s education program based at the Responsibility. These are the teachings provide a framework for teachers to newly incorporated University that have been given to all people by plan engaging activities that enable College of the North was brok- our Ancestors and are there for all to all students to learn, understand and ered. Training teachers in the pick up. Living in relationship to the participate in the history and life of this north, to work in the north land and with each other is essential land. Education for All of Us means andI be aware of the teachings from for the sustained life in the north. looking behind and looking ahead, the north, was an idea that many First Knowing our responsibilities to our- and having the knowledge skills and Nations and non-Aboriginal educators selves, our family, our community and attitudes that enable All of Us to live, supported. The Governing Council of our environment will enable each to be Mino-Pimadiziwin. U.C.N. asked the Elders Council to an active participant in planning and create a vision for the teacher training working in the north. Respectful living Teaching and learning program. Over a number of meetings, means knowing how to live on this land The Kenanow Education Model a number of days and many discus- and with each other, and planning for asks educators to revisit the teach- sions, the Elders Council created the the future of all children. ing/learning relationship. In traditional Kenanow Education Model, designed for the Kenanow Faculty of Education. The Elders expressed several concerns with the current education system, particularly with the high number of students who drop out of the education system and are unprepared to live a productive, quality life in their communities. Education is supposed to prepare all students for their continued learning and to provide each individual with the skills, knowledge and attitudes to live a good life. In Muskegowuk terms, it is the role of all parents and community members to ensure that all children learn how to live Mino- Pimadiziwin, the Good Life. To live Mino-Pimadiziwin means learning how to live on the land and learning the Anishinabe/Muskegowuk

22 MASS Journal Fall 2010 terms, children learn by watching and learning and abilities. Teachers who plan for their students is the essence of the listening, by paying attention to what is and provide integrated, holistic learning Kenanow Teacher Education Program. happening in our life and our environ- opportunities will enable all students to Traditional classroom teaching is slowly ment. As we Watch and Listen, we understand the concept of Weweni— evolving to include cooperative educa- process the information and think about doing well in the activities they are tion, thematic based studies, integrated what is occurring and what we know engaged in. units of study and learning on the land. about and can do about what it is we The concept of Weweni is an essential In some schools, a community garden are witness to. This applies to learning teaching for all students. Learning to provides an environment to learn biol- how to prepare dinner, to keeping a be proud of their accomplishments and ogy, history, language, fractions and home, to providing for our families. It to understand the importance of doing social studies. also means understanding the know- things well encourages all students to In some schools, walking in the ledge contained in Teachings, stories continue learning in deeper, meaningful neighbourhood forest provides the and activities in the community. ways. If a thing is worth doing, it is worth opportunity to learn botany, social When a child has watched and listened doing well is an old adage that continues studies, physical and health education, and thought about what it is they are to be relevant today. Students who are mathematics, history, science and tech- witness to, they prepare to get involved... not given the opportunity to do things nology. Providing learning opportun- to DO. Children prepare themselves to Weweni learn that they can produce work ities and environments for all students be participants in the activities and the that is Debinaak, just okay. Teaching our to engage in meaningful education knowledge they have been learning. This allows students to connect to the his- Traditional Anishinabe Learning requires tory of their community and begin teachers who are patient, who provide to think about the future, their own details, explanations and many opportun- future and their responsibility to plan ities for all children to become comfort- for the future of their children and able with the learning activity. grandchildren. The Kenanow Education The learning environment is more Model challenges teachers to than just the classroom environ- further understand the learning ment. Children learn everywhere process and to prepare a learn- and all the time. The Kenanow ing environment where students Education Model asks all teach- can participate in their learners to honour the knowledge and ing in a wide range of holistic, skills each child brings to the class- integrated, challenging activities. room and provide opportunities Students are invited into the for each child to continue to grow learning environment using their and develop as a “human being.” curiosity, their previous knowledge, (In all Aboriginal languages, the their own love of learning and their word each Nation has for themselves environment. will usually translate to “human being.”) The Kenanow Education Model tells The learning environment is not just the us that language learning begins with traditional classroom, but all of creation. the aural/oral process, listening to the The more our students come into contact language of others and understanding the with their whole environment, the more vocabulary and syntax that is being used. children to be proud of their learning and they will understand the importance of Oral language skills come first and provide their accomplishments allows them to the Earth in their own lives. the foundation for later written language be active participants in their own learn- In learning the skills and knowledges skills. Self talk, interactive talk, storytelling ing. When we teach our children that they need to live Mino-Pimadiziwin, stu- and listening to stories provide the foun- a “C” is good enough to pass, students dents require the opportunity to be par- dation for later literacy skills. Traditional quickly learn that, that’s all I have to do, ticipant in their learning and have oppor- practices in the Oral Tradition provide which is not good enough for any parent. tunities to demonstrate what they know. the mental capacity and skills necessary for They quickly learn that they are a “C” This aspect of assessment is important to processing and understanding complex student, and they are not encouraged to the Kenanow Education Model. language and provide the vocabulary and be Weweni. The opportunity to demonstrate, skill set necessary for a written literacy. to “show you what I know” allows all Teaching opportunities that enable Honouring our children and their students to be humbled and proud of students to learn by watching, listening learning their accomplishments and their learn- and participating in meaningful activities Teaching our Teacher Candidates ing. For teachers, the teaching/learning provide the foundation for students to how to plan and provide meaning- process is to provide the students with become more confident in their own ful, engaging learning opportunities the skills and knowledge, and then to

Manitoba Association of School Superintendents 23 provide the students with the opportunity Being a humble, yet brave learner, Giving students the time they need to to do something with those skills and with being respectful and truthful, being caring incorporate new ideas and to understand that knowledge. Taxonomically, teach- and loving, and being wise and honest are and use new ideas and skills provides each ers provide the opportunities to learn the teachings of the Seven Grandfathers. student with the opportunity to do things Knowledge and Comprehension, then They provide our teachers with a template Weweni, carefully, with respect and with allow students to Analyze and Apply, and for their planning and their assessment humility. then—and this is the important part— strategies. All students want to be seen, Schools can support student learning provide the time and opportunity for stu- to be honoured and to be respected. by celebrating life in all its many facets dents to Synthesize and Evaluate, to create They want to learn the skills and know- and forms. Celebrating student successes something that demonstrates their learn- ledge that will enable them to live Mino- in school and outside school, including and their understanding (Synthesis), Bimadiziwin/Mino-Pimadiziwin. Their ing community events and activities, and and to allow them to think about what it learning is constant and they demonstrate moving the classrooms into the natural is they have accomplished (Evaluation). their learning every day, in ways that are world will teach all students that life is Benjamin Bloom thought like our not always acknowledged in the class- lived all the time, in all of Creation. Elders; our education system must truly room. We acknowledge and celebrate those engage, challenge and honour our stu- The task of each teacher is to empower schools and those teachers where mean- dents and their learning. Our Elders have every child to understand the world and ingful learning opportunities occur and seen too many of their children and the technology around them, to honour encourage teachers to share their experien- grandchildren come out of school with the lives that have been lived before them ces and their skills with others. Classroom the Debinaak attitude. They see that very and learn to be responsible enough to look gardens are being grown in Northern few of their children and grandchildren beyond themselves and see what needs Manitoba and the students have learned understand Yaangwamizin—that deter- to be done to ensure that future genera- important lessons of respect and help- mination to do things carefully and to do tions have the opportunity to live Mino- ing others. Urban High School students things with honour and pride, to accom- Bimadiziwin/Mino-Pimadiziwin. have created films and videos which show plish tasks with Weweni, the respect one The Kenanow Education Model others that a Good Life can be lived with- feels, the satisfaction one gets when they encourages and supports teachers to pro- out drugs or alcohol. Respecting others do something well. vide meaningful learning experiences for means working and sharing with others, all students. Teachers provide activities and classroom and school environments Learning to learn that engage the students in ways that where students work with other students Learning is lifelong, as our Elder allow them to learn, to think about and are celebrated and encouraged. Bawdwaywidun Binese reminds us; the discuss, and to acquire the skills and The Kenanow Faculty of Education road to knowledge is eternal. He inspires knowledge they can use to demonstrate provides these foundations for our teacher us to continue to learn all there is to what they know. Teaching students to use candidates and is working with schools learn about our life, our history, our technologies like Power Point and other across the North to create positive learn- teachings and Mino-Bimadiziwin/Mino- multimedia presentation software will ing environments for all students. The Pimadiziwin. allow students to show you what I know. move toward a respectful learning community is being seen across Turtle Island¹ and all of our children will be better educated for it. Ekosi, Maa Sii Ch’k n

WahWahbigiinoojii – David Anderson is Dene/Anishinabe and was born in Ontario. He has been an instructor in the Kenanow Faculty of Education – University College of the North in The Pas, Manitoba, since its inception in 2008. He can be con- tacted at [email protected].

Reference 1 First Nations refer to this land asTur- tle Island. It is also more recently known as North America. See/Hear Thomas King’s The Truth about Stories for more information.

24 MASS Journal Fall 2010 Manitoba Association of School Superintendents 25 Revitalizing and Sustaining Aboriginal Languages in the Winnipeg School Division “Language is the principle instrument by which culture is transmitted Shaughnessy Park School – Winter 2009: A field trip to Fort Whyte from one generation to another, by which members of a culture Provincial Park, Manitoba. Students make a stop in the teepee and communicate meaning and make sense of their shared experience. The recognize the seven sacred animals threat that their language could disappear is a threat that their distinctive that represent the Seven Teachings. world view, the wisdom of their ancestors and their ways of being could be lost as well.” Royal Commission on Aboriginal People, 1996

By Val Georges, Sophie Boulanger and Geraldine Whitford

ver the years the learn strategies to deliver second lan- Winnipeg School guage programming while students Division has under- acquire language and cultural concepts. taken a number of Presently, six schools and eight teachers Aboriginal language have participated in the Ojibwe lan- William Whyte School – Fall 2009: program initiatives to guage program and plans are underway Students at William Whyte School, supportO and strengthen existing languages to implement Cree language program- Winnipeg, Manitoba, are participating and to encourage further language acqui- ming in another six schools. in morning exercise with weather sition. Just over 1,000 Aboriginal students The program began with a sur- terms. Ojibwe Language Teacher, in division schools speak Ojibwe, Cree vey of schools to determine interest. Sophie Boulanger, holds up a picture or Oji-Cree as a first language and most Interested schools assess teacher and of a Nice Day – Mino-Giizhigan – and Aboriginal students have had some expos- community interest and began to plan students are identifying the weather ure to an Aboriginal language. delivery and develop capacity to sus- in Ojibwe. Ojibwe and Cree programming is tain Aboriginal language programming. provided to all students at Children The Ojibwe language support teacher of the Earth High School and Niji commits to support programming for a Mahkwa School. A few other schools minimum of three years. Programming have also offered Cree and Ojibwe as is developed collaboratively. Teachers a course or as an after-school initia- determine the curricular area, incor- tive. Overall, these programmes have porate general learning outcomes and contributed to the ongoing efforts to target specific concepts. Materials and revitalize and sustain existing Aboriginal resources are adapted or developed to languages. meet the student’s needs as learning Most recently, the Winnipeg School progresses during the 13-week pro- Division has embarked upon a new gram. To support and facilitate con- William Whyte School – Fall 2009: initiative intended to address simul- tinued learning beyond the program, Students are listening to the taneously a number of Aboriginal lan- the Ojibwe Language Support Teacher teaching of the petro form at the guage needs. The Aboriginal Language provides language, resource material Whiteshell Provincial Park. They are Support Teacher works with classroom and instructional support to partici- connecting the Seven Teachings teachers intensively over a 13-week pating teachers. In addition, profes- they had received in the classroom period to teach an Aboriginal language sional learning and Aboriginal language and identifying the petro form in to students and teachers. Participating classes for teachers are offered at various Ojibwe: Turtle – Mikinak. teachers acquire the language and times throughout the school year.

26 MASS Journal Fall 2010 Student learning aware of the First Nation Timeline and The students have taken this “gift traditional stories were shared. A field of language” to a level that will not trip to Lower Fort Garry is incorpor- only provide them with self awareness ated to educate the students on the first and self confidence but it enhances their European Settlers in Canada, Treaty understanding and respect for all cultures. Relations and the gathering of First William Whyte Community School has Nations. completed two cycles of Ojibwe as a It is important for students to second language learning. Students have experience firsthand the language demonstrated greater participation in class and land-based contexts beyond the and pride in their identity. The students classroom. Field trips included sage- state that they share the language they picking, animal-tracking and historical have learned in class with their families, sightseeing. The language experiences thereby strengthening the school’s rela- strengthen curriculum in science, social tionship with the community. studies, health and math. Classroom Two Grade 4 students at Ralph Brown experiences include games and songs, School shared their experience in the opening exercises, greetings, weather Ojibwe language program: terms, the Seven Teachings, counting, I enjoyed learning the Ojibwe lan- calendar updates and simulated conver- guage... I learned how to count, say the sations. Community resource people days of the week, how to introduce myself are an important part of programming and ask other students where are they as they are used to extend and expand from. I also enjoyed playing the Ojibwe Ojibwe language growth. games like counting game, apple tree and the guessing action game. I felt good as Teacher learning a person and was able to communicate Teachers participating in the pro- with other people, and I felt free to go gram have immersed themselves in both learn outside the classroom on traditional the language and culture to provide the teachings such as the tobacco ties. I’d students with the greatest opportunity really like to learn more on Powwows and to learn language in a meaningful way. The Peace Banner Project. Photo on this on traditional teachings. Teachers who began as non-Ojibwe page and the border above by Travis Bevan. . . . I come from a Filipino background and I speak Tagolog. I think it is important to Joe A. Ross School in The Pas learn another language so I can speak By Bev Fontaine, Director of Education to other people. I speak two languages, Since we’ve opened our doors at Joe A. Ross School, maintaining our Cree Language was English and Tagolog, and am learning always one of the goals of the community. In a report completed in 1992 by Opaskwayak other languages such as French, Japanese Educational Authority, (Rebirth of the Cree Language. Cree Language Survey), it was found and Ojibwe. I feel smart and very happy that “The Cree language on Opaskwayak Reserve was diagnosed as being a Declining to learn languages. It is important for Language in the community” (p. 8). Anishinabe people to learn their language As a result of the survey, we consulted with the Elders on the direction we should take because it is their language. I also learned with the Cree language program. Out of the consultations came many ideas, one of which it to show respect for Anishinabe people was to implement Cree Immersion in our school. and I now know where they come from In 2005, we began the Cree Immersion program in kindergarten. We were over- and can understand them more. I really whelmed by the feedback of the community. Three of the four kindergarten classes enjoyed learning about the Sweat Lodge, were delivered in the Cree language. We have continued to build on the program it taught me to respect and love more. each year. In 2010, we have Cree Language as the main means of instruction up to The students at General Wolfe Grade 4. We have 46 percent of our student population from kindergarten to Grade School have shown tremendous progress 4 enrolled in Cree Immersion with the remaining 54 percent receiving Cree as a separ- in learning the language. They are ate subject. Our plan is to have total immersion to Grade 6. Our ultimate vision is learning about the community reserves fluency in the language. in Manitoba through a Native Studies With this program in place, we are seeing the younger generation, our future leaders, Course. Vocabulary representing the beginning to understand and grasp the language, using it at home as well as in school. As community structure was introduced educators and parents, it is extremely pleasing to hear the Cree Language being spoken. and practiced daily. Students were made

Manitoba Association of School Superintendents 27 speakers have demonstrated a great deal the content, Ojibwe language and students incorporated the medicinal of courage and commitment in delivering the inquiry process to teach students teachings they received from the lan- instruction. As teachers’ competence in about plants. Students explored the guage class to create this story. The the language grows, they begin to apply medicines through visuals and draw- True Worth of Mother Earth recounts the Aboriginal language to more complex ing, video production and hands-on the teachings of the four scared medi- concepts and instructional processes. experiences such as reproducing a cines: Tobacco, Sweet Grass, Sage and One Grade 4 classroom teacher who common medicinal remedy. The unit Cedar and how these medicines are very was working with her class on a was extended to include the teaching important gifts from Mother Earth. The Science unit on plants adapted the of the tobacco tie and students were vocabulary of the animals, medicines unit and linked this topic to the Four able to visit a Sweat Lodge in Birds and the natural surroundings are all Sacred Medicines. The teacher used Hill Park. The students placed tobac- in the Ojibwe language which the stu- co ties on trees for the teachings. dents are utilizing from previous learned Ojibwe conversation on greetings The Ojibwe Language Support vocabulary. In Art class, students creat- between two students at Ralph Teacher works directly with the class- ed water paintings depicting the story of Brown School room teacher and students by model- the animals and medicines. The finished (Bezhig - 1st person and Niizh -2nd person): ing the language and making connec- project is a large banner with the story Bezhig: Boozhoo Aaniin e izhinigaazoy- tions to classroom learning on a daily and the paintings along the side (see an? (Hello, How are you? What is your basis. Initially, the Ojibwe Language photos). Students at Strathcona School name?) Support Teacher takes a greater role have benefited through language classes Niizh: Boozhoo, Naomi n’dizhinigaaz ni in the instructional process but as in many ways and are able to recount daakoz! (Hello, my name is Naomi. I’m the teacher gains confidence he/she and further develop these teachings to not feeling well!) assumes greater responsibility for the other learning experiences. Bezhig: Shoomiingwenin? (Smile.) language and the instructional pro- Our goal is to eventually have the Niizh: ‘ (Smiling face.) cesses. Teachers continue to integrate capacity within the Winnipeg School Bezhig: Miigwech! (Thank You!) and deliver the language across all Division to deliver Aboriginal Language Niizh: Marnetta izhinigaazo. (Her name subject areas after the program block programming inclusive of all nations: is Marnetta.) has ended. Where possible teachers Cree, Dene, Dakota, Michif, Oji-Cree Bezhig: Aaniin wii ezhiwebak agochiing? are encouraged to gain fluency and and Inukutuk. n (How will the weather be outside?) expand their use of the target lan- Niizh: Mino Giizhigan agochin. (It’s going guage by interacting and gaining sup- Val Georges is Director of Aboriginal to be a nice day.) port from fluent staff in the school or Education, Sophie Boulanger is an Bezhig: Aandi Wenjiiyan? (Where are you parents and community members. Ojibwe Language Support Teacher, from?) Evidence of continued Ojibwe lan- and Geraldine Whitford is the Niizh: Manitoba n’doonjii. (I am from guage integration after the Support Aboriginal Educational Consultant/ Manitoba.) Teacher moves on to another school Aboriginal Academic Achievement Bezhig: Miigwech Giga waabamin! (Thank occurred this year at Strathcona School Support, for the Winnipeg School you and I will see you again!) through The Peace Banner Project. The Division.

28 MASS Journal Fall 2010 Manitoba Association of School Superintendents 29 30 MASS Journal Fall 2010 On the Land: The Integrated Approach in Frontier School Division By Dave Swanson and Byron Apetagon

eographically, Frontier surrounding lakes, rivers and points of School Division cov- interest. ers much of the prov- The two Norway House Frontier ince and is one of lar- School Division schools, Jack River and gest school divisions Helen Betty Osborne Ininiw Education in North American in Resource Centre, incorporate land-based termsG of land covered. Over the years, approaches in all subject areas available in the division has developed a strong com- its Norway House schools. mitment to the language and culture of Because Norway House is situated First Nations Communities in which its in a very rich, untouched and valuable schools are situated. Although the division wilderness, the natural outdoor surround- has its challenges, given its geography, ings are limitless in assisting teachers and it has unique opportunities to carry out students to be involved all types of out- this commitment in the context of its door class activities. Over the years, both incredibly beautiful Northern environ- schools have consistently delivered a wide ment which supports tourism, fishing, variety of outdoor educational activities trapping, hunting, camping and all types in academic, survival, traditional, life and of outdoor living opportunities. The var- cultural skills. iety of outdoor opportunities is a valued Precisely because of these land-based asset to support, strengthen and enrich approaches, the results have proven to teaching and learning in Frontier School be successful. Many present and former Division. students have become knowledgeable The majority of the student popu- and avid outdoors people. The added lation within Frontier School Division component of the seven sacred teach- communities is of First Nations origin. ings has been more successfully taught The division believes in involving students within the context of land, water, and air. in land-based approaches for quality learn- Furthermore, outside cultural and recrea- ing from which students can benefit for tional programs within the community life. The division constructed the Sea Falls have adopted the land-based approaches Wilderness Outdoor Education Camp into their own programming. where teachers, parents and students have been able, since 1991, to reside and use as Jack River School a base camp. Concepts of outdoor living, Jack River School has 419 students survival skills and academic subjects are from nursery through grade six. In recent being taught at the wilderness camp dur- years, classes have travelled to the Sea ing all four seasons. Falls wilderness camp where students and The learning principle that children teachers are busy learning about fishing, learn 90 percent of what they do with hunting, trapping, boat and water safety, their hands, minds and working with canoeing, earth sciences, physical sciences, concrete materials is fundamental to the and safety in the outdoors, biology, chem- division’s integrated curricula. The out- istry, outdoor food preparation, cooking, doors is the vehicle for much of this learn- arts and crafts and more. ing, while providing a rich opportunity to Teachers make precise outdoor educa- learn the native Cree language. Students tional plans in relation to the curriculum learn to name living and non-living things topics being delivered in the classroom. in their immediate surroundings and learn Students are being prepared to do what about the history of their communities, is expected during outdoor educational

Manitoba Association of School Superintendents 31 trips. Community resource persons and Norway House is situated. During this each of the seven teachings are carried out programs are often incorporated and inte- process, students are busy with class les- in the context of the outdoors and the grated into the outdoor educational plans. sons involving research, measurement, natural environment. The teachers take As a result, the Sea Falls wilderness camp observations and daily record-keeping. their classes to the outdoors to enhance trips are very rewarding, fun and success- Again, the garden and flower bed land and strengthen each teaching. As a result, ful. based approach has inspired several homes the students’ behaviour and attitudes have Jack River School has begun an out- in the community of Norway House to considerably improved over the years. door flower bed and vegetable gardens grow their own flowers and garden beds. around the school. All classes are involved One of the most remarkable land- Helen Betty Osborne Ininiw in the process of the preparation of till- based integrated programs is based on Educational Resource Centre ing, seeding, planting, germinating, and the seven sacred teachings at Jack River (HBOIERC) nurturing growing plants. Students learn School. Although the seven sacred teach- HBOIERC is the larger school with about which plants are suited to growth ing programs is an emotional well-being a student population of 1,172 from N - in northern areas of Manitoba where program, many of its activities promoting 12. The HBOIERC classes deliver outdoor educational programs at Sea Falls wilderness camp all year long. Teachers work hard to prepare all subject areas in the context of land based approaches and perspectives and students spend considerable time and energy preparing and carrying out the activities of the integrated curricula on the land. In the last three years, students have undertaken canoe excursions between the Norway House and Cross Lake communities. In this venture students who participate in the canoe trips relive, experience, and revamp skills, learn history, and learn to excel in land and water safety and all the skills of living on the land. On these trips the students are involved in learning canoe safety and water skills, mapping, food prep- arations, scheduling, and daily journal writing and much more. The Apasapowin canoe trips (see related sidebar on page 33) have been very successful as the canoeists hail from the communities of Cross Lake and Norway House. Students from Otter Nelson River School in Cross Lake join with students from Helen Betty Osborne and with the help of experienced resource people familiar with the river, elders and parents, canoe the hundred or so miles of the Nelson or its tributaries. The adults who know the river tell stories during camp, imparting their knowledge of Cree and history to the younger people. In this venture students from the two communities learn about each other in the areas of lifestyles, language, history, and, most important, they develop life-long relationships. In the winter seasons, Helen Betty Osborne classes go on outdoor educational trips by skidoos to surrounding lakes to observe new territories

32 MASS Journal Fall 2010 inaccessible in the summer seasons. and spiritual well being through counsel- lived upon it. The revitalization of First Students learn about the names of ing, mediation and conflict resolution is Nations Languages and approaching the secluded and isolated lakes and rivers encouraged. The seven sacred teachings, curriculum through Aboriginal perspec- where in the past nomadic Cree fam- the sacred trees program, and the virtues tives are the keys, the division believes, ilies lived off the land. Again, the stu- program are available for use in class- to increasing student engagement and dents experience how life was like long rooms. achievement, including graduation ago through land-based approaches. Through these programs and by from Grade 12 (Frontier School Division The students are involved in various being exposed to the outdoors, students Strategic Plan 2010-2014). n activities such as ice fishing, snaring, are learning to show respect for them- tracking wild life, building shelters and selves, the people they deal with every Dave Swanson is the Area 5 fires, and cooking in the outdoors. As day and for the land around them. Superintendent and Byron Apetagon is a result, lifelong and valuable lessons They are gaining perspectives on their the First Nations Language and Culture are learned. history and on the sustainability of this Curriculum Developer for Area 5, in the Frontier School Division supports stu- beautiful land, its resources and the life Frontier School Division. dent success through increased engagement in First Nations Language and Cultural programming. Frontier’s teachers use the outdoors to promote language, culture, traditions, science, mathematics, social studies, health, physical education, the arts, and survival skills. Emotional

The “Apasapowin” Story By Byron Apetagon When Danny Halcrow was a young boy he would go with his grandfather to the winter trap lines. Danny remem- bers that his grandfather would pull him along on a homemade winter sled. Danny would sit in a box on top of the sled covered with warm blankets. As Danny’s grandfather pulled him along the winter trails, he would notice his grandfather looking back at him on the sled to see if he was fine. As teacher Hubert Hart of HBOIERC of Norway House and Danny Halcrow of ONR School of Cross Lake discussed the ideas of linking students’ learning by way of canoeing between Cross Lake and Norway House, they agreed to use the Cree name “Apasapowin”. The Cree word “Apasapowin” means “Looking Back”. Just as Danny Halcrow saw his grandfather looking back to see if he was safe, teachers Hubert Hart and Danny Halcrow wanted their students to learn more about their histories of their communities and rivers, in order to appreciate learning the beauty and the unknowns that exist on the mighty rivers of the Nelson. This way their students may “look back” on their memories and experiences from the Apasapowin canoe trip.

Manitoba Association of School Superintendents 33 34 MASS Journal Fall 2010 Everyone’s Business: Aboriginal Education in Manitoba By the staff of the Aboriginal Education Directorate boriginal education • Aboriginal and Northern Affairs; school divisions with a focus on is one of Manitoba • Advanced Education and Literacy; languages and cultures of Aboriginal Education’s key prior- • Education; students through building partner- ities. The department • Entrepreneurship, Training and ships with Aboriginal parents and and many partner Trade; and communities. The BSSAP 2010/11 organizations, includ- • Healthy Living, Youth and Seniors. project funding budget is $600,000. ingA a number of school divisions, are As Minister of Aboriginal and Northern Project schools have the opportun- involved in a variety of initiatives that Affairs, Honourable Eric Robinson is ity to gather annually to share best not only aim to close the educational gap Minister responsible for Aboriginal edu- practices. A DVD highlighting between Aboriginal and non-Aboriginal cation. Manitoba Education works closely five BSSAP success projects was learners, but also help non-Aboriginal with Aboriginal and Northern Affairs developed. More details about the students, educators and the public be on the alignment of Aboriginal educa- project can be found online at www. better informed about Aboriginal culture, tion. Some activities being undertaken by edu.gov.mb.ca/bssap/index.html. history and education. Manitoba Education are described in the Manitoba Education wants to following paragraphs. Data and research see increased Aboriginal student suc- Increasingly important is data and cess. Objectives leading to this goal are Key investments research that helps to drive decisions outlined in the Bridging Two Worlds: Manitoba Education’s key investments regarding Aboriginal education and Aboriginal Education and Employment that lead to student success in Aboriginal policy directions. Manitoba Education is Action Plan (AEEAP) 2008-2011. education include: involved in: The AEEAP builds upon the former • The Aboriginal Academic Achievement • Aboriginal Identity Declaration (AID) Aboriginal Education Action Plan 2004- (AAA) Grant which is provided to collection, in partnership with schools 2007, complementing existing activities school divisions to assist with current and school divisions in the provincial with new opportunities. A publication is programming or the implementation school system. Through the collec- available in English online at www.edu. of new programs that target academic tion of AID data, the department is gov.mb.ca/abedu/action_plan/index. success for Aboriginal students. The better informed about the number html and in French at www.edu.gov. AAA Grant budget in 2010/11 is and location of Aboriginal students mb.ca/efpa/plan_action/index.html. $6,500,000; and in the provincial school system and Coordinated by the Aboriginal • The Building Student Success with can better assess various dimensions Education Directorate, the AEEAP is a Aboriginal Parents (BSSAP) Fund of Aboriginal student success. This multi-departmental plan involving: that supports 45 projects in 19 declaration project has become more successful through increased efforts of AID promotion throughout the province. • The Aboriginal Teachers’ Questionnaire (ATQ) that gathers information on the number and location of self-identified Aboriginal teachers across the province. The ATQ was initially distribut- ed in 2006. A follow-up ATQ was dis- tributed in 2009. Information received through the ATQ’s was analyzed and reported back to school divisions following each survey. The ATQ reports are on-line at www.edu.gov.mb.ca/ aed/publications.html. • Council of Ministers of Education Canada (CMEC) has an Aboriginal Education Action Plan which includes

Manitoba Association of School Superintendents 35 a priority on data to define, collect Institute (LRI) has a working partner- Education Partnerships Project. and share. The idea is to create a ship to improve education outcomes This project is aimed at positively comparable pan-Canadian picture of for students in Manitoba schools impacting student development in Aboriginal educational achievement through projects on learning resources Manitoba First Nation-operated through the use of provincial, ter- development. schools. Manitoba Education ritorial, Statistics Canada, and other • Manitoba Education relies on input is working in partnership with data. Manitoba has been lead on this and advice from the Aboriginal MFNERC on 3 activities: priority since 2004. community through the Aboriginal - A Model for Success - to exam- • Making Education Work (MEW), Education Directorate Advisory ine the provincial assessment a demonstration project with the Council (AEDAC), established in framework and suggest revisions Canada Millennium Scholarship April 2004. This council focuses on for implementation in First Foundation, sought to improve high matters related to programming, policy Nations Schools school graduation rates and enrolment and initiatives in K-12 Aboriginal - Living for Learning - to evalu- in post-secondary for Aboriginal stu- education. A second council, the ate the efficacy of private home dents. The research was conducted Advanced Education Training and placement programs for stu- in 3 provincial schools and 3 First Literacy Aboriginal Advisory Council dents who must leave their Nations schools - Cross Lake, Norway (AETLAAC) focuses on matters relat- home community to attend House, Peguis, Selkirk, Swan River ed to training, post-secondary educa- school and Thompson. The research explored tion and employment. These councils - First Nations Virtual High the impact of community, family, aca- play a vital role in ensuring there is School - to create a sustainable demic and career interventions. Each voice from the grassroots Aboriginal service to provide web-based school worked in partnership with community on all aspects across the high school courses to remote local Aboriginal community organ- education continuum. First Nations students izations. Program implementation was • Manitoba Education has a partnership • Western Northern Canadian Protocol completed in June 2009 with the with The University of Winnipeg. (WNCP) First Nations, Metis and evaluation process expected to be com- The Shine On Initiative is intend- Inuit Directors of Education involves pleted by December 2010. ed to help increase representation Western and Northern jurisdictions to • The Aboriginal Education Research of Manitoba’s Aboriginal commun- work together to promote and support Forum (AERF) is an annual forum ity in post-secondary education. The improved outcomes for Aboriginal stu- designed to address shared understand- department-approved school initiated dents/learners through shared actions ing of the research with Aboriginal course is delivered through the U of W related to common priorities. peoples and communities. The 6th Collegiate to high school students who • Manitoba Education is currently Annual Forum was held at the Victoria take the course on campus. working with the Treaty Relations Inn in Winnipeg, April 13-15, 2010. • Partnerships with the Manitoba First Commission of Manitoba on Treaties The 7th Annual AERF is being planned Nations Education Resource Centre teacher resources for schools. for April 26-28, 2011. Check out (MFNERC) and Indian and Northern • Manitoba Education partners with www.aerf.ca for more information. Affairs Canada (INAC) include: Frontier School Division, Mystery »» alternative formats of curriculum Lake School Division and other part- Partnerships and resources for blind and vis- ners to address the development of Manitoba Education is increasingly ually impaired. Memorandums Cree language resources for the class- supportive of and engages in partner- of Understanding support Speech room as well as teacher professional ships that enhance educational steward- Language Pathology and Deaf learning in the area of Cree Language ship through increased dialogue with First Education, with a goal to build teaching. Nations communities, Aboriginal organ- capacity of MFNERC specialists in izations, Elders, and education, training First Nations schools. Support to schools and post-secondary education stakehold- »» The School Improvement Project Manitoba Education continues to par- ers. Manitoba Education works diligently (SIP) which was implemented ticipate in initiatives that help educators to improve outcomes through a number from September 2007 to June better understand and address the effects of partnerships which include: 2009 to improve English Language of socio-economic conditions on student • Manitoba Education and The Arts and Math learning outcomes success. For example: Assembly of Manitoba Chiefs (AMC) in four specific First Nations com- • The Community Schools Partnership Working Group, that in partnership is munities: BrokenHead, Long Plain, Initiative (CSPI) funds and supports working toward improving education Brochet and Fox Lake. 25 project schools serving low socio- outcomes for students in Manitoba »» MFNERC submitted a propos- economic neighbourhoods, help- First Nations schools. al to INAC with the support of ing schools develop a comprehensive • The department, with Manitoba Metis Manitoba Education and Healthy range of supports and approaches to Federation (MMF) and Louis Riel Child Manitoba (HCM) for the meet the needs of children, youth and

36 MASS Journal Fall 2010 families. A number of projects include schools through the Manitoba First dialogue and expand awareness of all BSSAP project funding and in the Nations Education Resource Centre. citizens to the true history of residen- 2009/10 school year 3 new CSPI sites • Current topics in First Nations, Inuit tial schools. were added to include Parent Child and Metis Studies is a full credit course • K-12 Aboriginal Languages and Centres funding from Healthy Child intended for grade 12 students. The Cultures: Manitoba Curriculum Manitoba. Two administrative resour- course is multi-disciplinary and allows Framework of Outcomes 2007. The ces were developed to support project students to explore and develop skills Framework enhances Aboriginal lan- sites, and annual training initiatives are and concepts in Social Studies, ELA, guage, culture and community based coordinated for project sites to meet the Arts, Geography, and Law. student learning in Manitoba schools. their project needs. • From Apology to Reconciliation: A Manitoba Education is focused on Manitoba Residential Schools Survivors goals to increase student engagement and Curriculum projects Social Studies Project announced on high school completion, as well as family Aboriginal Education curriculum pro- June 11, 2009. The project includes and community engagement and educa- jects are developed in assisting teachers new resources for the Grade 9 and 11 tional stewardship. Due to many factors and students increase their cultural com- Social Studies and History curricula, including jurisdictional and demographic petency and understanding of Aboriginal which will assist teachers in providing realities, this task is not easy. peoples. Such projects include: students with culturally appropriate Manitoba is encouraged that stake- • A Journey from Cultural Awareness resources regarding residential schools. holders are continuing and increasingly to Cultural Competency is a training The department has developed an making Aboriginal education a prior- manual and kit which includes a 4-day interactive website that highlights ity. To do so, helps to create a better training component. The training the project areas. From Apology to understanding of Aboriginal people and manual was developed to assist teach- Reconciliation – Residential Schools Bridging Two Worlds. n ers with useful and accessible tools DVD and Teachers Resource Guide that respect the cultural traditions of are currently under development. Additional information is avail- Aboriginal children and their families. Manitoba Education will continue to able from the staff at the province’s Manitoba Education is coordinating respond in positive ways on the path Aboriginal Education Directorate at training with school divisions, and toward healing and reconciliation that 945-7886 or by email at aedino@gov. in collaboration with First Nations will see opportunity to further the mb.ca.

Manitoba Association of School Superintendents 37 Buyer’s Guide

Architecture and Engineering Conservation Fundraisers Stantec...... 16 Oak Hammock Marsh...... 4 Lamontagne Chocolate Inc...... 25 Mom’s Pantry...... 34 Barristers, Solicitors and Trademark Agents Consulting Engineers Rasmussen Company...... 38 Fillmore Riley...... 25 Genivar...... 25 Scoop-A-Lot...... 20 Benefits Counter Tops Hearing Clinic Manitoba Blue Cross...... 32 Flo Form Counter Tops...... 24 Protec Hearing...... 15 Bike Equipment/Cross Country Ski and Dell Computers Interior Finishing Snowshoe Supplies Dell Computers...... OBC Kenteriors...... 30 Olympia Ski & Cycle...... 20 Education Landscaping Bike Racks Life’s Vision...... 29 Valley West Landscaping...... 12 Woodcock Cycle...... 37 SERC...... 29 University College of the Learning Resources Biology Teaching Tools North...... 37 Manitoba Text Book Bureau...... 34 Virtmac...... 13 Educational Media Library Books Winnipeg Free Press...... 12 Mandarin Library Automation...... 32 McNally Robinson...... 34 Educational Publishing Locksmith Bus Charters and Educational Tours Solutions Tree...... IBC Noble Locksmith...... 34 Fehr-Way Tours...... 9 Vital Transit ...... 37 Electrical Contractors Manitoba Minister of Education Mr. Electric...... 7 Manitoba Education Citizenship & Youth...... 6 Camping Gear Wilderness Supply Co...... 38 FESTIVALS / CONFERENCES Partners Program Technology Service Manito Ahbee Festival...... 30 Merlin...... 8 Catering Tall Grass Prairie Bread Company...... 28 First Nations Education Plumbing, Heating and Air Conditioning Keewatin Tribal Council...... 30 Contractor Chartered Accountants J. Omand & Son (2009) Ltd...... 30 Gray McNamara Bradshaw LLP...... 30 First Nations Student Services Power Smart Energy Manager Program Cncrete Cladding M.I.E.A. (Manitoba Indian Communications Services Manitoba/Manitoba Hydro...... 3 Concrete Cladding Systems Ltd...... 9 Education Association)...... 34 Printers Concrete Slab Lifting Food Testing Derksen Printing...... 30 Urtek Canada Inc...... 21 Sunbutter...... 21 Professional DJ Mo Sound...... 34 Projectors and Document Cameras Epson Canada Ltd...... IFC Recruitment Make A Future...... 6 Roofing MJ Roofing...... 34 Oakwood Roof & Sheet Metal Co. Ltd...... 34 School Tours La Maison Gabrielle-Roy Inc...... 30 School Trips Meadow Green Stables...... 29 Roxy Lanes...... 29 Score Boards OES Inc...... 33

Specialty Maintenance Products Modcast...... 25 Sports Flooring, Scoreboards Centaur Products...... 30 Student Transportation Transfinder Corporation/Marketing Department...... 3 Teacher’s Resource Publications Pemmican Publications...... 33 Transportation Services VEMA/MDA...... 17 Travel Innovative Group Travel...... 15

38 MASS Journal Fall 2010