School District No. 59 (Peace River South) • Spring 2016 FOCUS On Learning PEDALLING FOR POWER pages 18-19
AABORIGINALb Ed EDUCATION Great strides Great results The Literacy page 10-17 Blitz is on in Chetwynd View FOL pages 6-7 magazine online! Electoral Area I Electoral Area II
The core business of School District No. 59 is Board of Education to provide a quality education to all students with the foundational value of “continuous learning for all people.” In order to keep up with current research on effective instructional practices, it is crucial that Superintendent teachers and educational support staff have time to pursue professional development. In this year’s edition of Focus on Learning, we have highlighted one of the learning opportunities afforded teachers Andrea Smith Crystal Hillton Sherry Berringer Leslie Lambie this year. The Aiming for Excellence Confer- Chetwynd & Rural Area Chetwynd & Rural Area Tumbler Ridge Superintendent & CEO ence, organized and funded by the Peace River Our Vision South Teachers’ Association, was a very high Collaborating, outcomes Electoral Area III Electoral Area IV caliber professional development experience featuring local and nation- ally acclaimed experts across a wide range of topics. Time for learning oriented communities is targeted on other non-instructional and curriculum implementation of learners. days and many teachers spend considerable time engaging in professional Expanded learning development in the evenings and on weekends. Teaching is an art form that is never complete. Every educator in this District, whether fresh out opportunities for students. of university or with 35 years and the title of Superintendent, every one of Delivery models based us has room to grow! on best knowledge I am very proud of the reputation the teachers in this District have and practice. for leading the way in the implementation of innovative and effective teaching practice. Examples of such innovation are the Coach/Mentor Tamara Ziemer Richard Powell Wayne Ezeard Nicole Soontiens Board Chair, Dawson Creek Board Vice-Chair, Dawson Creek Pouce Coupe & Rural Area Rural Area Surrounding Program with a focus on Aboriginal learners, Gwillim Lake Outdoor and Our Mission Experiential Education, Inquiry Based Learning, an inclusive education Because the world continues to change, there is Currently, we have seen encouraging results model for learners with exceptional needs, the Primary Literacy Project, To enable each individual a need to ensure our education system continues to from the Primary Literacy Project and a significant and strong partnerships with Northern Lights College and local businesses to realize his or her full understand and adapt to that changing environment. increase in Aboriginal graduation rates. We look for community embedded Career Education. None of these would exist personal potential. The role of the Board of Education is to ensure forward to continuing growth in these areas as without District support and staff commitment to ongoing professional the system continually focuses on student learning. well as improving numeracy results. development. There is a need to provide the best possible learning Our district has many dedicated, talented and I hope the articles contained in this magazine will provide an infor- environment and that environment must be current caring individuals who are doing an outstanding mative look at the impressive array of learning opportunities that engage and educationally progressive. To do this we need job. These people make our district a better place students of all ages! to constantly monitor finances for the best use of for students. As trustees we thank these people Leslie Lambie, Superintendent & CEO our dollars. Communication must be open within all and encourage them to continue to strive for sectors of the organization. And programs and facili- excellence for our students. Enrollment increased this year by 10.50 reduction in transportation funding; the reduction ties need to be reviewed regularly to make sure they Full Time Equivalents (FTEs). An increase represented approximately $750,000. Recommended meet the needs of students in the twenty-first century. Richard Powell, Board Vice-Chair in students has not occurred in the last cuts not yet implemented include the cancellation of ten years. Since 2005/2006, enrollment an additional route, instituting a rider fee structure across the District has dropped from 4,457 for all students, further increase of fees to private supporting the needs of PACs in an ever-changing public education system FTEs to 3,492 FTEs in the current school year. schools, and charging transportation fees to students PACDistrict
Finances District PAC is an excellent opportunity for PAC District PAC is a member of BC Confedera- We are projecting continued modest increases riding to schools outside their catchment area. Related representatives from School District No. 59 to have tion of Parent Advisory Councils (BCCPAC) and over the next five years as projected Kindergar- to transportation, the board does have $500,000 set open discussions about matters relating to education would like each school in our District to be an ten enrollment exceeds the exit numbers of the aside in designated reserves. This will be available in the District. We talk about any concerns that PACs active member of this provincial organization. graduating class. when Funding Protection is no longer able to support may have and how these concerns can be resolved. We BCCPAC's purpose is to promote, support and For the District, this means we will be seeing our transportation budget. promote parent education in the form of educational have parent participation in order to advocate for a decline in the additional Funding Protection we The targeted administrative savings of $246,997 discussion. Topics from this year’s guest speakers the success of all students. receive because of the declining enrollment. The for this year was met, and an additional $212,928 included Internet safety, the Early Literacy Program, I would like to send a warm and welcoming District received an additional $3.67 million in targeted for the 2016/2017 school year. These reduc- PAC financing and reporting, Me-to-We and outdoor invitation to any interested parent to come and Funding Protection this year. This is projected to tions are targeted towards areas that will not impact and experiential education. We directly communicate join us at our DPAC meetings. Tumbler Ridge decline to $2.68 million for the 2016/17 school educational service in the classroom. with District personnel and with other organizations and Chetwynd PACs also have the opportunity to year. The continued additional funding has With all the changes, it’s an interesting in our community and province on common interests join us via telephone conference. allowed the District to delay the full implemen- yet challenging time to be involved in school concerning education.
tation of recommended transportation cuts as district finances! Kauri Taylor-Cook, District PAC Chair proposed in 2013 in response to the 25 per cent Melissa Panoulias, Secretary Treasurer Informed parents have the strongest voice.
2 Focus on Learning • Spring 2016 Focus on Learning • Spring 2016 3 Aiming for EXCELLENCE
Special keynote speaker and format change-up takes annual conference to new heights
isit most classrooms and you’ll find the same Previous page: Angela Connelly, conference organizer, and Shelley Moore, conference keynote speaker. Top right: A group of participants join keynote speaker, Shelley Moore, for an enthusiastic “We are getting rid of the idea V remarkable cultural diversity we see in our wrap-up to the conference. communities today as well as a whole lot of unique Bottom right: Shelley Moore keeps her audience's attention with powerful information and funny stories. that some kids are normal and differences you can’t see. Our classrooms need to some are different and instead be inclusive and as it turns out, including everyone creates better learning for everyone. we operate an inclusive classroom? How do we teach Angela Connelly took on planning duties for thinking of everyone as special to the particular ecology of each classroom with its this year’s conference. “We changed things up and unique.” Inclusivity was the theme of the Aiming for varying mix of needs and abilities? And don’t forget, this year. We decided to have a single focus and Excellence conference hosted by School District No. teachers are as diverse as the rest of us. How can they go into it more deeply. By having one keynote 59 in October. All teachers, staff and administrators teach from their strengths?” speaker instead of many mini sessions, by from the district as well as education professionals bringing in an expert, we were able to tackle some from independent schools and School District No.60 “You can’t take the special out of the kid, and why would you want to anyway? Every kid is special. bigger ideas with more depth. Everyone in the (Peace River North), were invited to participate. The district was included and we invited North Peace We are getting rid of the idea that some kids are FOCUS On Learning three days of professional development aimed to and the independent schools. I guess you could School District No. 59 (Peace River South) challenge ideas about diversity and inclusivity and normal and some are different and instead thinking Focus on Learning is published Mike Readman Publisher of everyone as special and unique. We are moving call it inclusivity in practice.” each spring by School District offered strategies to make it happen in the classroom. Laura Reynolds Layout & away from the idea of everyone coming out the same “Inclusivity is my passion,” says Shelley No. 59 (Peace River South). “We are the public school system,” says Leslie www.sd59.bc.ca Design and focusing on individual strengths.” Moore. “All means all.” ◆ Focus on Learning is Barbara Swail Writing Lambie, Superintendent and CEO of School District produced by Editing & No. 59. “We prepare all students to become citizens, Studio TGP Inc. Photos to take their roles in society, regardless of what abili- Find us online at Tryna Gower Photos www.studioTGP.com ties or backgrounds they bring with them to school.” 250-782-4671 Kit Fast Writing & Dawson Creek, BC Photos Mike Readman, District Principal, added that the Special thanks to our advertisers for making this publication possible. conference was an annual opportunity for educators We invite your comments, story ideas, photos and questions. to hear from experts, recharge professional batteries, Please contact Michael Readman at 250-782-8571. get excited about their practice, and pick up new ON THE COVER: ideas, strategies and tactics. Back row left to right: Tamlyn Paquette and Elder Henriette Landry The keynote speaker, Shelley Moore consults with Middle row left to right: Kenneth Duggan-Rohel, school districts on the theory and effective practices Isaiah Davis and Hunter Gentry Front row left to right: Phinn Cameron and Lucian of inclusion, special education and technology. “I try Desjarlais to bring special ed and “regular” ed together. How do
4 Focus on Learning • Spring 2016 Focus on Learning • Spring 2016 5 BlissedAt Little Prairie Elementaryon Blitzes School
Whole-school learning games prove to be an outstanding tool for reading and arithmetic mastery ou can feel the excitement in the room The group has done this many times before The grade Y of five year olds. Today is Blitz Day at so very quickly the grade sevens form teaching seven mini- Little Prairie Elementary and in the common groups of two or three “mini-teachers” and the teachers have room, the rest of the school is gathering. These younger students are assigned to teaching groups. received training in youngsters are anxious to join the fun. Then they’re off! Each group of mini-teachers how to use the games leads a flock of enthusiastic youngsters to one and teach the skills. At of the teaching stations scattered throughout the several stations there are school. Some stations focus on numeracy skills, adult assistants but many are some on literacy skills, all are set up as games. After staffed only by mini-teachers who the initial chaos of dozens of children streaming are learning the meaning of integrity through the halls, things settle down quickly and and role modeling, how to set up the the fun begins. stations, explain the concept of the game Each station is focused on a different literacy clearly and encourage their young students. They or numeracy skill. There are many levels of skill have learned teaching strategies—how to let someone to become literate—able to read and write fluently figure it out for him or her self—and to stay focused on —that most of us have forgotten we ever had to the goal without clamping down on the fun. For the grade learn. The same is true of numeracy—the ability sevens there has to understand and work with numbers. been a blossoming "Blitzes keep students of pride as they have At one station, youngsters identify the sounds taken ownership of in simple three letter words. It turns out we all had engaged. Leadership, the teaching, and a to go through a learning stage in which it was a organization and fun growing bond with challenge to recognize the difference between b, the younger students d, p, etc. How about all the different sounds for are the bonus prizes." through supervising the vowels, a, e, i, o and u? Not only did we have in a caring, support- to learn all the sounds, we had to recognize them ive, fun way. inside a word. While the older students are developing leadership and At other stations, older students are experi- teaching skills, the younger students are gaining measure- menting to see how many ways they can illustrate able improvement in their literacy and numeracy. Frequent a number using coloured blocks. Another group testing shows that since the blitzes were introduced this is practicing multiplication with Cheerios, and yes, year, there has been a marked improvement in scores from they eat them at the end. The library is unusually last year overall and month over month. full of sound as younger learners cluster round Little Prairie started Blitz Day in September. For Top: Mini-teachers debrief after a blitz senior student readers to watch the words go by as session. Clockwise from bottom left: Deakon the story unfolds. two full hours each Thursday, the entire school gathers, Tower, Liam Penner, Drayton Nelson, Zach engages and focuses. The results have been encouraging, Walker, Josh Deck, Jadyn Bissett, Ava Everyone is having a great time. A bell sounds with teachers noticing significant improvement in reading Strachan, Hailey Castle, Grace Gauthier, to send the groups off to new stations and the fun and math abilities over the months. The students are more Ireland Bassendowski, Charli Parrish, Rylee begins all over again with an entirely new problem. enthusiastic about math and reading than previously, LaGreca, Devyn Jenson, Abbi Fuller, Teagan finding as their own ability improves more quickly and they Warncke and Kristen Bodo. have fun with the learning, they are more engaged in the Middle: Connor Galbraith, Avery Harrison, Mara Mamic, Paige Kinley, Olivia Scott, Top left: Kale Warncke spies some math tips. regular classroom lessons that give them the foundations Morgan Cox, Lainey Toutant and Lincoln Bottom left: Rylee LaGreca operates the teaching puppets. to play the games. It’s an experiment that has paid off well, Tower, standing in back, read together at one Bottom right: Carter Dunn, Cayden Lindstrom and Ryder Ingles for teachers, mini-teachers and the junior grades who are of the blitz stations. are feeling pretty good about their work. reading, writing and "arithmeticking" better than ever. ◆ Bottom: Bella Redhead and Myah Brown.
6 Focus on Learning • Spring 2016 Focus on Learning • Spring 2016 7 SD59 Leads the Way in Primary Literacy District invited to share successful strategies from BC to Oregon
THE PRIMARY LEARNING PROJECT IN BRIEF The vision: 90 per cent of students entering Kindergarten will be reading, writing and "In January of this using numbers confidently and competently, at grade level, year, 45 per cent are when they enter grade four. The project: involves intense reading at early focus on literacy, numeracy, inquiry based learning and grade one level. social emotional learning. Teachers: engage in practices That is phenomenal!" and ongoing professional development that supports this approach. Participating classrooms have these in common: University who devoted her career to primary literacy. daily basis. But that has focused our teaching so • 120 minutes of uninterrupted time School District No. 59 embarked on a pilot project we now teach each child to address their individ- for literacy every day; with Dr. Mort in September of 2013 with the goal of ual needs, rather than delivering curriculum to • Numeracy and social emotional at least 90 per cent of students reading at grade level the entire class. It has made learning much more learning are woven through; when they entered grade four in 2017. fun for the kids—they are way more motivated. “The results to date have brought joy to my They see their results and want to reach their • Phys Ed, Art and Music learning goals. The project has proven itself with are integrated; heart,” says Lambie. “Previous to the start of the project, none of our Kindergarten kids could read the results—happier learners, more successful • Content areas are vehicles for at the end of the year. In January of this year, 45 per learners, better outcomes. And there have been learning but are not reported on; cent are reading at an early grade one level. That is a lot of new teaching techniques and tactics that have come with it so it’s been really interesting as • It is an inquiry/activity phenomenal! And our pilot group is already ahead of ” his is for all kids,” says Leslie Lambie, Super- well as satisfying.” based environment; their cohort in all measurable areas.” T intendent and CEO of School District No. 59. In fact the project has been so successful, • There is enthusiasm for learning! She is talking about the Primary Literacy Project, The project started with about half the K/1/2 teachers volunteering to participate. Now about 85 SD59 has been invited to present at teaching started in 2013 in response to stubborn statistics that conferences in Portland, Oregon; Seattle, showed 30 per cent of students were not reading and per cent across the three district communities and rural schools have volunteered for the program. Washington; Victoria and Vancouver, BC and writing at grade level when they entered grade four. Calgary, AB. “We have been the pilot project,” “Research shows that kids who have trouble at that Teachers meet once a month on their own time to review current research and teaching techniques, says Lambie. “Dr. Mort has just published Top: Leslie Lambie, Superintendent and CEO, meets point will have a very difficult time catching up, if a book with a chapter about what we have with teachers at Little Prairie School in Chetwynd. they ever do. We just could not stand by and let that share their experience, successes and failures and to support each other in the process. accomplished in this district. We just want to continue.” make it available, to offer the recipe, to save Bottom: Dianne Bassendowski and Christi Fowler, “In the beginning, it was more work and there teachers at Little Prairie Elementary, at a Primary There had been many attempts to fix the problem others the four or five years it’s taken us to learn Learning Project meeting in Chetwynd. without success until Lambie met Dr. Janet Mort at was a steep learning curve,” says Katie Sanford, how to do this. And it’s great to see our teachers a conference. Dr. Mort, now retired, was an adjunct Kindergarten teacher at Little Prairie Elementary in recognized for the work they’ve done and the professor and researcher at Vancouver Island Chetwynd. “There’s way more data collection on a successes they’ve had.” ◆
8 Focus on Learning • Spring 2016 Focus on Learning • Spring 2016 9 hand IN Hand
Above: Brooke-Lynne Bueckert and Riley Wilde with a totem pole Top: left to right: Travis Huber, Riley Wilde, Miya Kemp, Katie Top: back to front: More button blankets by Miché Kemp, they helped make. Weingart, Summer Lazinchuk, Cassidy Handfield and Evany Tytis Witowski, Travis Huber and Domanik Germain. Sprinkle proudly display their button blankets. Bottom: The class made villages for First Nations Bottom: Katie Weingart with the Weingart Clan button blanket. and settlers out of everyday and recycled materials.
Parkland students study First Nations history through hands-on projects
visit to Mrs. Greenberg’s 2/3/4 class at One village has lots of greenery, a totem pole the house and that First Nations people used A Parkland Elementary reveals walls and and tipis, animals and even some miniature people. totem poles because they didn’t have a written counters covered in interesting drawings, The other looks a bit dustier and the buildings have language.” models and little red and black blankets with straight walls made of popsicle sticks, although the Perhaps the most popular project was the designs made of buttons. The class has been lights really turn on! button blankets. After learning about the crest studying Aboriginal history and culture in Grade four student, Miché Kemp, made a tipi blankets used by West Coast First Nations this, the year of the Truth and Reconcilia- and learned, “First Nations people did not have a everyone got to design a crest for their family tion Commission Report and new curriculum written language and had to remember stories. I and made a miniature blanket with that image from the BC Ministry of Education intended didn’t know they were nomads, which means they on it. There were a lot of very proud blanket to correct the historical record and teach the moved around.” Josh Eyben is in grade three. “I owners, just as their First Nations counterparts culture of the many First Nations who first learned how to craft materials from stuff around would be with theirs. ◆ settled the land thousands of years ago.
Hon. Mike Bernier, MLA for Peace River South
Peace River South Office Contact Info The Mayor and Council of the City of Dawson Creek commend the administration and teachers 03- 00 aska en e awson reek 4 8 of School District No. 59 for their ongoing efforts one 250-782-3430 to assist our young citizens in realizing their full o ree -855-582-3430 potential and reaching their life goals. mai ike. ernier. @ e . c.ca www.dawsoncreek.ca Like the City of e si e www. ike ernier .ca Dawson Creek [email protected] • 250-784-3600 on Facebook.
10 Focus on Learning • Spring 2016 Focus on Learning • Spring 2016 11 FAMILY-NESS EW N VIEWS on Aboriginal Education AT SCHOOL “ eaching our kids about Aboriginal history T and culture is critical to strengthening our relationships, communities and province,” said Minister of Education and South Peace River MLA, Mike Bernier. He was announcing a new teaching resource and additional curriculum Top: left to right: Austyn Jackson, Treyvan that focuses on Aboriginal history and culture. Charters and Brandon Williams are rightfully proud of their Certificates of Achievement. The guide, Aboriginal Worldviews and Perspec- Previous page: from left to right: Cole Spiers, Theo Bernard, tives in the Classroom: Moving Forward, was the Paige Breault, Rebecca Tolway, Konrad Langenmaier (Coach result of public consultations between the Mentor), Aleks Lucas, Kaley Boucher, Ronda Nelson ( Assistant Ministry, First Nations, Métis, school district Coach Mentor), Alex Jensen, Kayden Strong and Taryn Fickle leaders, teachers, support staff and students, gather in the Welcome Room at South Peace Campus, Dawson and post-secondary institutions held in commu- Creek Secondary. nities throughout the province. Designed for K to 9 classrooms, the to 12—enjoy school more, perform better and resource book encourages two main teaching graduation rates increase. themes: strengths-based, learner-centred It turns out what works for Aboriginal practice and the need to overcome racism. students works for all students. First and Key themes include: Relationships; Language Coach Mentors have made a difference from K to 12 foremost, create a sense of familiness in the and Culture; Community Engagement; Engage- classroom and school by building relation- ment with the Land, Nature and the Outdoors; cross from the music room at École Frank Each SD59 school has a coach mentor to History; Local Focus; Emphasis on Identity; Ross Elementary is a pleasant room filled support Aboriginal students and their ships with each student. Teach to each child’s A strengths rather than delivering curriculum to Power of Story; Experiential Education; and with books and pictures. This is Megan Harder’s teachers by establishing relationships Traditional Teaching. office and she is the school’s Aboriginal Educa- with the kids and helping teachers create the collective group. Have high expectations tion Coach Mentor. Visiting students, Austin and culturally responsive classrooms. The idea for each student. Support the teacher’s mastery “This new resource provides teachers with Kate, are full of chat—about video games today. of coach mentors is one strategy of many of their subject. Make sure the teacher knows the framework they need to ensure Aboriginal brought in over the past five years in a bid where each student is at in their learning. And content is being taught in the classroom,” said Over at South Peace Campus of Dawson reject deficit thinking, the idea that the child Bernier, “to help our children appreciate, under- Creek Secondary School, the Welcome Room is to bring Aboriginal graduation rates in line with their non-Aboriginal counterparts. comes with problems the teacher is helpless to stand and value the importance of Aboriginal full of young adults sipping coffee, munching affect. It’s all about relationships and caring. culture and history.” toast and chatting. Coach Mentor, Konrad And it’s working! Langenmaier and Assistant Mentor, Ronda A few years ago, Aboriginal students’ Coach mentors get to know their students A second guide, The Indian Residential Schools Nelson, are answering questions and kibitzing graduation rates hovered at 40 per cent, a individually. They work with each child or and Reconciliation Teacher Resource Guide, was with the students. As different as each room dismal record. But why? Many people had tried youth to set SMART goals (Specific, Measure- developed by the First Nations Schools Associa- is from the other, there is a similar feeling of many things over the years without success. able, Attainable, Relevant and Timely) and then tion and the First Nations Education Steering ease and warmth and the students obviously feel Coach mentoring and a shift in teaching support the student to reach them, setting them Committee for teachers in grades five, 10, 11 at home. approach have seen all students—from K up for success. These children are advancing and 12. The grade-specific Residential School toward graduation with confidence and will guides aim to help students of all cultural have the choice to continue to post-secondary backgrounds gain an understanding of the schooling and a wide range of occupations. history of the relationship between Aboriginal WORK WITH US Just a few simple things; being there for a and non-Aboriginal people over the course of kid when you’re needed and genuinely caring Canada’s history. DAWSON CO-OP Integrity Community Accountability Respect Excellence about them (which is why people go into “It is vital that Aboriginal history is included teaching after all), supporting them to find in our school curriculum to educate our youth solutions, giving individual attention so they on Aboriginal culture and ensure the legacy Employees receive • Full and Part time positions • Excellent benefits feel cared about, building relationships that are of residential schools is not forgotten,” said STUDENT John Rustad, Minister of Aboriginal Relations an extra $50 for • Team-oriented environment • Competitive salaries meaningful with kids and teachers, and working BONUS with teachers to help them help their students. and Reconciliation. “This guide is not only an every month they • Steady, continuous employment • Opportunity for advancement For Megan Harder, Konrad Langenmaier, Ronda important step toward helping our children work upon graduating Nelson and their colleagues, this is the job of understand the Aboriginal perspective but also For more info, contact: Debra Smith, Human Resources Manager Phone: 250-782-4858 | Email: [email protected] the coach mentor. ◆ a step towards reconciliation.” ◆
12 Focus on Learning • Spring 2016 Focus on Learning • Spring 2016 13 GiftGift CertificateCertificate
To: To: Training & Therapy
Counselling Sessions: Counselling Sessions: Value: Gift Certificate Value: Honoured Until: On the second day, students participated in the To:HonouredMediation, Until: Mood Disorders, Addictions, Grief & Loss, Eating Disorders, and Trauma Informed Practices. Workforce Training H2S Alive course. Here Jesse Babkirk, Counselling Sessions: Suite 305, 1323 - 102nd Ave, Dawson Creek, BC V1G 2C8 250-219-4594 Matthew Chalmers and Jonathan Cronier gear up during Suite 305, 1323 102nd Ave,Suite Dawson 305, 1323 - 102ndCreek Ave, BC, Dawson V1G Creek, 2C8 BC V1G 2C8 250-219-4594 250-219-4594 the afternoon session. Value: Honoured Until: Previous page:
Top: During the tour of the carpentry program and Suite 305, 1323 - 102nd Ave, Dawson Creek, BC V1G 2C8 250-219-4594 workshop, Alex Campbell put the finishing touches on a functional catapult. Tom Moran Lisa Gardiner (250) 784-7090 (250) 719-4331 Bottom: On the first day, students had lunch in the Aboriginal Gathering Space before heading Let the power of a out to explore NLC facilities and experience some METIS TRADES team work for you. of its programs. Left to right: Facilitator Brad Dawson Creek Realty Booker, Jesse Babkirk, Jack LeRoux, NLC Aboriginal Independently Owned and Operated Student Advisor Theresa Gladue, Métis Elder Ray 10224 10th ST, DAWSON CREEK, BC Gagne, Matthew Chalmers, Kailey Boucher and Alex Phone: (250) 782-8181 CONNECTiONCONNECTiON Campbell. www.remaxdawsoncreek.ca Making the connection between school and career he best way to start a career path is to Brown's Social House, United Spring and Brake, The event featured dinner, Metis jigging T step out into the world and walk it. This Curtis York Trucking and Red Weld in Dawson and community bonding. There was a diverse Baked Cafe year students taking part in the Métis Trades Creek. group of about 30 participants ranging from Baked Fresh Daily Connection Program did exactly that. students to elders. “This was their opportunity to learn more Scratch baking For three days in February, students had about a variety of industries and the skills and The program had many successes for the opportunity to explore trades training, attributes that employers are looking for in students. “The students had many positive Roasted meats tour local workplaces and strengthen their a potential employee,” says coordinator Brad personal achievements,” says Booker. Fresh baked connection to the Métis community. Booker. “Students were filming events to show friends honey oat bread and family later. Students were regularly “This program gives them employable A valuable part of the program is the connec- Daily specials skills, an introduction to Northern Lights tion to students' heritage. “The Metis culture was sharing daily highlights. One student has since Witty sense of humour College and a look at the different trades that woven throughout the program,” says Booker. signed up for math tutoring knowing that he are open to them,” says Amy Cross of Métis “The students participated in a Metis kitchen needs to achieve a certain mark to pursue a Come visit us today! new passion.” Nation British Columbia. “They get to meet party at the Nawican Friendship Centre. The P: 250-784-0015 and be motivated by people who have already kitchen party was a chance for students, parents This initiative is in partnership with 937 103rd ave, started down their career path.” and community to come together in celebration Métis Nation of British Columbia and School Dawson Creek B.C. As an introduction to industry and local of Metis culture and the students' success in the District No. 59. ◆ facebook.com/ businesses, the students toured Aspol Ford, program.” BakedCafeDawsonCreek
14 Focus on Learning • Spring 2016 Focus on Learning • Spring 2016 15 LET'S TALK SCIENCE BUILDING KNOWLEDGE AT MOBERLY LAKE
he best way to start your school day To start the program on the right path, Fofonoff T is with great questions, and better yet, wanted to know what the community thought. “I great answers. conducted two focus groups. One with students and What forces affect buildings? Hurricanes! one with parents so that the learning matches the Tsunamis! Earthquakes! What shapes withstand needs of the community.” those forces? Squares! Pyramids! Rectangles! The focus groups answered basic questions In this class, the Let’s Talk Science challenge such as: Are you thinking of careers and what kind? is to build the tallest How are parents involved in making those structure possible decisions? Are you worried about careers using milk cartons, but "Let's Talk Science at all? the buildings will have uses Science, “The idea is to raise those questions to withstand the forces now so when it comes time to make those generated by the table- Technology, hard choices in high school you will have shake earthquake and already thought about it and will stick with hurricanes generated Engineering and your choices,” says Fofonoff. by young lungs. Math to develop In addition, students did pre-surveys For coordinator career choices." at the start of the project to find out how Marcie Fofonoff, they related to science, math and learning the Let’s Talk Science and what their career goals were. There are Top left: Build, test and improve. Aaliyah Long, Nevaeh program at Moberly Lake Elementary is a way to Montgomery, Brooklyn Gentry and Kenneth Duggan- choices and connections to make between a job and Rohel start on the next building. introduce science, technology, engineering and what you need to qualify for it. You might say you Top right: Waterfall Allison, Kierra Garbitt and Logan mathematics (STEM) to young students and then want to be a dentist but not realize that you need to Paul apply the hurricane test. connect those subjects to their future. keep up on your math and science classes. Middle: If you’re learning, why not have fun? Kenneth “I try to link real people and the work they Let’s Talk Science is a national, charitable Duggan-Rohel, Myles Jones and Isaiah Davis. do to the choices students make, as they grow organization that strives to help students develop Bottom left: Marcie Fofonoff measures success. older and move through school,” says Fofonoff. positive attitudes, critical skills and career aware- Bottom right: It’s tall, but will it survive? Kierra Garbit, “To think, what is possible as a career, and then ness through science, technology, engineering and Logan Paul, Waterfall Allison and Annaliese Siemens make it happen.” mathematics. ◆ work on their tower.
16 Focus on Learning • Spring 2016 Focus on Learning • Spring 2016 17 Pedal Power Energetic kids making electricity at Little Prairie Elementary
tart with a spark of creativity, apply some we can generate and then how we can channel the S practical skills, stir in some physical exercise electricity to the devices,” says Booker. and you have the mechanical engineering elective When you look closely, even building a simple system at Little Prairie Elementary. involves asking a lot of questions, learning a lot of Previous page: Zach Walker inspects the LED strip The challenge for this project is turn a station- different things and applying what you learn to create lighting powered by the hand crank generator. ary bike into a source of power to operate and workable solutions. Top left: Blaze Harrison and instructor Brad Booker recharge an assortment of electronics found in How do the generators work? How do spinning test a method of attaching a generator to the today’s classroom. gears affect workload? And how do you calculate the stationary bike. “We want to build a desktop to be an interac- amount of electricity different devices use? Top right: Troy Sinnicks starts work on the desktop tive electrical recharge station,” says instructor Yes to It provided funding to purchase the stationary control panel with Zach Walker and instructor Laura Brad Booker. “It will have plug-ins for charging bike and the electrical gear, but the class itself is Craig. computers, playing music and running strips of part of the regular elective program at Little Prairie LED lights.” Elementary. Bottom right: Jadyn Bissett and Brad Booker inspect the wiring of the recharge station panel. It seems like an easy project, turning the overflow The elective programs allow kids to try different of student energy into measurable output, but it’s activities, discover a new interest or explore their Bottom left: Keenan Hein and Austin Hansen trickier than first thought. passion and be inspired to learn more. There are testing the hand crank generator to see what can be “We have to figure out how to attach the genera- classes on cooking, growing food, photography, art efficiently powered, including LED strip lighting and an iPad. tor to the wheel, calculate how much power and many other subjects. ◆
18 Focus on Learning • Spring 2016 Focus on Learning • Spring 2016 19 The difference between a manager and a leader can make all the difference to the school experience
s there a difference between managing and from a system in which the principal runs the show. I leading? That’s a fundamental question for The answers were interesting. Principals mentor their any work place and it is one School District No. staff, are accountable for everything that happens at 59 administrators and aspiring administrators their school, are versatile, resilient, flexible and adapt- recently set out to answer in a year long set of able, tech savvy and collaborative. And principals training workshops designed to foster leadership. genuinely care about their staff, students and school. “Many people learn to manage well. It’s a Leaders must have a vision that inspires. Leader- skill we need in our daily life and can often be ship requires compassion, empathy and understanding, transferred to situations in the workplace. But the ability to ask questions and be questioned by those leadership is another matter,” said Dr. Sylvia Bell, with less authority. A good leader can change his or her Principal at Chetwynd Montessori School, who mind, tolerate discomfort, be vulnerable without losing led the kick-off workshop. “Leadership is a team self-confidence and will take feed back even when it sport. Good leaders inspire others and empower doesn’t follow the party line. That’s a lot to take on and them, by showing the way, mentoring and encour- not qualities taught in the standard fashion. aging. These are valuable qualities in today’s “A good leader has to know what he or she believes, education environment.” what their values are. Good leaders listen to their gut Dr. Bell started the first session with the and take action based on intuition and instinct. They question, “What good are principals anyway?” rely on instincts because they have confidence in their
It seemed like a radical place to begin talking to foundational knowledge and their staff. Then they
teachers, principals and administrators coming must be able to take action and their actions must The DANCE of “ A good leader can rely on their instincts because they LEADERSHIP “ have confidence in their knowledge and their staff. bring value for others,” said Dr. Bell. “When a leader is work—everyone has their own unique approach afraid to ask questions, to appear as if they don’t have and style—and establishing trust and confidence all the answers or is put off by feedback that disagrees allows the principal to mentor staff by offering with their point of view, the lines of communication specific rather than general feedback. This is the very quickly close down and at that point you have a potential value for staff members in being willing to manager, not a leader.” join the leadership team. And once you have a well Dr. Bell explained that the power difference functioning team, you can get over the hurdles that between senior administrator and staff can be the end crop up. The bonus—you get to spend your days of communication if the leader is not willing to step in a supportive, engaging and exciting workplace.” out and invite input. In return, a leader will engage The Dance of Leadership training is a joint Far left: Leslie Lambie, along with teachers and Above: Erica Sieber, Sylvia Bell, Daun Newman and Dianne with staff to learn about their teaching methods, venture between School District No. 59 and School administrators from SD59 and SD60, meet for the first Bassendowski work on an assignment. their approaches to classroom management and the District No. 60. Future sessions will tackle commu- session of leadership training in January. Top right: Mark Moeller and Daun Newman at the many aspects of teaching that go beyond delivering nications, data assessment, planning, supporting all leadership training workshop. the curriculum. “Knowing your staff and how they learners, ethical decision-making and change. ◆
20 Focus on Learning • Spring 2016 Focus on Learning • Spring 2016 21 SUPPORT OUR LOCAL BUSINESSES MAKEGREAT Your guide to local business supporters of School District No. 59 and Focus on Learning HAPPEN THINGS TOYS, HOBBIES, AND SO MUCH MORE! & SIGN BRANDING GRAPHIC DESIGN WEBSITES SOCIAL CORPORATE MEDIA VIDEO PHOTOGRAPHY FORYOUR FUTURE PUBLISHING MARKETING The Northern Toy Box 250.782.4671 Find us online studioTGP.com School District 59 students and parents - NLC is your local College. For a free campus tour and information session, contact a Student Recruiter. BROOKS GOWER CONTRACTING Training available in Training available in Trades and Apprenticeships Academic and Vocational Programs B OFFICE: • Aircraft Maintenance Engineering • Applied Business Technology Tel/Fax: (250) 782-2223 G AFTER HOURS: (250) 219-7834 • Automotive Service Technician • Business Management [email protected] • Carpentry • Career and College Preparation (Upgrading) C • Commercial Transport • Computer Service Technician (Online) 250.784.5121 bgcandinsulating.ca BOX 477, 901C - 103rd Ave • Electrical • Criminology Dawson Creek, BC V1G 4H3 • Esthetics and Nail Care Technology • Early Childhood and Education (Online) • Hairstyling • Education Assistant • Heavy Mechanical Trades • Health Care Assistant • Millwright • Practical Nursing • Oil and Gas Field Operator • Social Services Worker • Plumber/Gas Fitter • Power Engineering For more information, • Professional Cook email [email protected] • Welding or apply online at nlc.bc.ca Simple Pleasures • Wind Turbine Maintenance Technician 1-866-463-6652
PHONE: (250) 782-9155 TOLL FREE : 1 (888) 672-8629 12109 - 8th Street, Dawson Creek, BC V1G 5A5
YOUR COMMUNITY MINDED DEALER! 71 16.0 . 9-
22 Focus on Learning • Spring 2016 Focus on Learning • Spring 2016 23 LET’SLET’S CONSERVECONSERVE WATERWATER NOW!NOW!
The City of Dawson Creek monitors water quality and quantity in the Kiskatinaw Watershed.
STAGE1 LEARN ABOUT YOUR WATER Water ConservationConservation MeasuresMeasures www.dawsoncreek.ca/water from May 1 to September 30 • The Kiskatinaw Watershed • Water Treatment & Distribution • Water Utilities Providing clean water is one of the City’s biggest • Water Conservation expenses. Daily water use within the City can If you have questions or concerns regarding double during the summer months, due mostly the Kiskatinaw Watershed please contact the to outdoor watering and vehicle washing. City’s Watershed Coordinator at: The City’s 4-stage bylaw helps conserve water Toll Free: 1-855-782-1793 or (250) 782-1793 by designating watering days and times for E-mail: [email protected] residents, and working in stages to accommodate Inquiries about water treatment hot weather and lack of rain. or distribution contact: • Even-numbered address watering days: 250-782-3114 Wednesdays and Saturdays between 4:00 a.m. and 9:00 a.m., and between 7:00 p.m. and 10:00 p.m. • Odd-numbered address watering days: Thursdays and Sundays between 4:00 a.m. and 9:00 a.m., and between 7:00 p.m. and 10:00 p.m. • Hoses for washing boats and vehicles must have We are Planning for People automatic shut-off devices. To find out more about Sustainable Dawson Creek, call 250-784-3600 or visit www.dawsoncreek.ca SustainableDawsonCreek
24 Focus on Learning • Spring 2016