MFNERC Vision The Manitoba First Nation Education Resource Centre’s vision is to develop a unique education system based on a foundation of First Nation values, beliefs, and traditional cultural practices with academic standards second to none. The education system will be developed and implemented by the First Nations people under First Nations jurisdiction. -Wahbung VOLUME 14 ISSUE 14

MANITOBA FIRST NATIONS EDUCATION RESOURCE CENTRE OCTOBER 7, 2004

Principal’sPrincipal’s NewsletterNewsletter There may be times when you will be sorry MFNERC Mission about something you The MFNERC mission is to improve the quality and standards of educa- said; sorry that you tion for First Nation students. stayed too late, or sorry that you went so early; sorry that you won COMMUNITY-BASED SCHOOL PLANNING INITIATIVE something, or lost; but all your life, you’ll never Welcome back to another School Planning initiative. be sorry you were kind. exciting and rewarding Lawrence Sinclair Memorial Arthur F. Lenehan school year. I trust everyone School in Kinonjeoshtegon had a good and restful sum- First Nation, Fox Lake Na- INSIDE THIS ISSUE: mer holiday. tive Spiritual School in Fox A lot of things have hap- Lake First Nation, Charles Science/Math Update 2 pened since the identifica- Sinclair School in Fisher tion of the 11 schools that River Cree Nation, Nisicha- R & D Update 3 are targeted for the wayasihk Neyo Ohtinwak ONR News 4 2004/2005 school year for Collegiate and Otetiskiwin the Community-Based Kiskinwamahtowekamik Curr. Dev. Projects 5 School Planning initiative. School in Nisichawayasihk Indian & Northern Affairs Cree Nation (Nelson House), In-School News 6 of Canada (INAC) has man- Mikisew Middle School and Pimicikamak News 7 dated the MFNERC to as- Otter Nelson School in Pimi- Recess Time at the Otetiskiwin sist all First Nation Schools cikamak Cree Nation (Cross F.N Sch Governance 8 Kiskinwamahtowekamik School in putting together a school Lake), Neil Dennis Kematch in Nisichawayasihk Cree Nation plan before April of 2005. Memorial School in Sapo- Past, Present, Future 9 (Nelson House) The 11 schools identified taweyak Cree Nation, Peter last year will still be a prior- Yassie Memorial School in Library News 10 ity but the other First Na- Sayisi Dene First Nation tion schools will be added to (Tadoule Lake), Abraham UPCOMING EVENTS the schedule. This will mean Beardy School in Shamattawa that School Administration First Nation, Pine Creek • First Nations Circle of Specialists will be contacting School in Pine Creek First Knowledge and Practices your school real soon. Nation, Red Sucker Lake Conference, Canad Inn, School in Red Sucker First Club Regent —Oct. 21 & I want to recap the First 22. Nation Schools that are Nation, and George Knott School in Wasagamack First Red Sucker Lake School scheduled to participate in • Improving Math Numeracy, the Community-Based Nation. second session—Oct. 28. Contact Olga McIvor

• Resource Teacher meeting in Brandon, November 15. Contact Jennie Tait at the Thompson Office.

• First Nations Studies Gath- ering—Nov. 29 & Dec. 1, 2004

• MFNERC Open House— Dec. 17, 2004 George Knott School in Wasagamack Abraham Beardy Memorial School First Nation in Shamattawa First Nation PAGE 2 V OLUME 14 ISSUE 14

Science Update for 2004 – 2005 School Year

The Senior Science program continues 4) S3 Physics 30S; System wide implementation is sched- to implement new curricula this school implementation this year uled for the 2006 – 2007 year. The following list should be 5) S4 Physics 40S; Voluntary school year. adapted by all schools in Manitoba. implementation year. Tran- sitional Physics may be used Compulsory Science Courses this year only. Compulsory and 6) Biology 30S Voluntary Im- 1) K – S2 (compulsory courses); plementation this year. Optional Science continued system-wide imple- Mandatory implementation mentation of Pan-Canadian next year. Courses Aligned Curricula. 7) Biology 40S under develop- ment this year. Voluntary Discontinue use of all 30G science Optional Science Courses implementation next school curricula as of June 2005. year. Discontinue use of all 40S science 2) S3 Current Topics in Science 8) Chemistry 30S is under de- curricula as of June 2006 30S – System wide implemen- velopment this year, Volun- tation this year tary implementation next Any further questions or clarifica- 3) S4 Integrated Science 40S – school year. tions should be directed to Rocky Under development, volun- 9) Chemistry 40S is under de- McKay (940-7041) or Rudy Subedar tary implementation year is set velopment this year and (940 – 7048), MFNERC Science Spe- for the 2005-06 school year. next school year. Voluntary cialists. Math Update Proposed Dates for the S1 Math Proposed Schedule for the Improving Math Pilot Project Workshops Numeracy Chun Ong Olga McIvor Location: Sub-Offices (Scheduled for every 3rd Thursday except October) (locations may change ) September 30, 2004-Dauphin (confirmed) November 2, 2004-Fisher River Session Topic Focus Date December 2, 2004- Dauphin 1 Exploring what it means to do math Sept 23-04 January 27, 2005- Fisher River February 25, 2005- Dauphin 2 Developing understanding in math Oct 28-04 4th Thursday March 24, 2005- Fisher River April 28, 2005- Dauphin 3 Teaching through problem solving Nov 18-04 May 26, 2005- Fisher River 4 Geometric thinking and concepts Dec 16-04 Proposed Dates for the S1 Regular Math Improvement Roundtable 5 Developing early number concepts Jan 20-05 Chun Ong Number sense (k-5) Location: Thompson Sub-Office 6 Strategies for whole number computation Feb 17-05 Semester 1 (grades 5-8) · September 17, 2004 7 Developing concepts of ratio and proportion Mar 17-05 · October 15, 2004 (grade 5-8) · November 19, 2004 8 Mastering the basic facts (k-8) April 21-05 · December 17, 2004

Semester 2 9 Algebraic reasoning (K-8) May 19-05 · February 18, 2005 · March 18, 2005 10 Book Study wrap-up June 16-05 · April 22, 2005 · June 3, 2005 PRINCIPAL’S NEWSLETTER PAGE 3

NEW EMPLOYEE throughout our lives. Heather Sinclair Administrative Assistant My father encouraged and supported me on being the best I can be in high Tansi! Anin! school and college and in my per- sonal life. Now, that I am a parent of Greetings with a big Hello to Educa- a five year old, who is starting her tors, Directors and all readers. My educational growth, I will pass on my name is Heather Sinclair; Administra- father’s teaching to my daughter. I tive Assistant for the Research & De- look forward working with all staff of velopment Unit. with such an important initiative, the MFNERC and involved with our “Education/Language” for our First Manitoba First Nation Community’s I have been hired and welcomed to Nation communities. I am a true be- Educators, Directors, Students, Eld- the MFNERC as of Monday, July 19, liever of excelling with educational ers and whoever I will meet. 2004. I am so happy to be working progression. It is a continual process

RESEARCH && DDEVELOPMENT UNIT UPDATE

Greetings! Schools can get copies of the docu- Welcome back to another school ments listed under on a separate year. I hope you all had a wonder- page as part of the Principals’ ful summer although it seemed to Newsletter edition. These materials fly by quick. and resources are available to First Nations schools. If you need copies The beginning of a school year is for your school programs please about new starts as we get back to call Steve or Heather @ 940 7020 more normal schedules. For us at and they will be happy to assist you. the Research and Development Unit, it is assuming and imple- Other activities are also listed on menting the activities and initia- the calendar of events that we will The First Nations Writers’ be offering during this school year. tives we have to do for the up- symposium we hosted during coming school year with less peo- I hope you will be able to join us at ple. We are happy to have some of these functions, the Summer Institute was a Heather Sinclair join our team. huge success! She will be working with the We look forward to working with Aboriginal Language Initiatives you and we wish you a very suc- program coordinated through the cessful school year! R&D Unit. Megwetch, Ekosi, Thank You! The First Nations Writers’ sym- posium we hosted during the Florence Paynter Summer Institute was a huge suc- Research & Development Coordi- cess! We have some great writ- nator ing talent out there. We hope to have a selection of the writings published at a later date. Teaching is about people communi- cating and working together toward a The most important thing I common goal. Doing this well requires can give any child is attitude, bringing ourselves as human beings example and time. into the relationship. Working together

Floyd Looks for Buffalo Hand comes only if we know one another. Patricia Cranton 2001 PAGE 4 V OLUME 14 ISSUE 14

Ki sipwetewak etoke; Manimaha

This is a revised and shorter version of A) Winter survival skills Alderick Leask’s newsletter article. B) Tools and Equipment C) Proper use and maintenance of equip- Cross Lake’s pride to the betterment of ment their children, the ONR School Outdoor D) Scaling, filleting and cooking fish Education Program is pleased to share the following for your reading pleasure. E) Types of fish

The 2nd Semester of the Outdoor Educa- All the different types of fish we caught tion Program (Feb. 2004) started off ex- were used for various purposes: dog food, Learning tremely cold for man, beast and automo- bait for trapping, and donations for human Like breathing, learning is a normal bile. Even the ‘powerful’ ski-doo occasion- consumption. The biggest fish always went function of living. Learning can be ally froze to a standstill. This had a factor to the student who can tell the best fish hindered by inadequate activities in how often the practical and hands-on story of the day. and impaired resources or it can be deliverance of the seniors 2 to 4 Outdoor enhanced by appropriate activities Education program was done. and improved resources. In the Senior 4 program the students cov-

ered and studied the following topics: Dorothy Mackeracher In Senior 2, the outdoor education pro- A) The life of a Trapper “Making sense of Adult Education.” 1996 gram is divided into these categories: B) CPR and First Aid A) The History C) Different animal traps and preparation B) Basic information on outdoor activi- of cleaning and skinning The local resource personnel ties D) Theory and practice in their communal C) The safe and proper use of equipment

D) Maintenance and storage of equip- commitment to the students’ ment ‘The Trapper’, a bi-monthly magazine from the Manitoba Trappers Association is one success was constantly Some of the outdoor activities the Senior of the resources for this course. The mone- present and encouraging. 2 students in ONR school undertook are; tary profits from the December fur table in setting rabbit snares, preparing the rabbit Thompson, Manitoba sale of weasels, flying for cooking, survival skills such as building squirrels, martens, mink, beaver and skunks a fire and building a shelter, map reading was shared equally by the students in the and using and reading a compass. class, regardless of who caught what. The local resource personnel in their communal commitment to the students’ success was In Senior 3, students showed great desire constantly present and encouraging. The and know-how in their camping and prepa- results of the High School Outdoor Educa- ration skills of winter fishing. Topics cov- tion program was a great success for ONR ered in this course are: School and students.

Students from Cross Lake take part in the Outdoor Education Program in Pimicikamak Cree Nation. PRINCIPAL’S NEWSLETTER PAGE 5

Message From The CommunityCommunity Education Coordinator

Well, I hope that everyone had a re- Our involvement will be to ing reading as one goal, laxing and restful summer. Best facilitate a process, which the ELA specialist wishes for a great year! This year the involves reflection and as- would then assist the school administration specialists will sessment of the present school to develop an focus their activities on facilitating situation, and identification action plan to pursue the development of school plans. We of priorities and goals for this goal. Ultimately, it are encouraging a community-based the school to pursue, all will be the responsibility approach, which involves as many with the aim of increasing of the school staff to individuals, groups, and agencies in effectiveness as measured by Philosophy of Commu- put the written plan to- the identification of priorities and student outcomes and com- nity-based School gether. We look forward goals for the school. We feel this munity satisfaction. Once Planning to providing assistance approach would be most in keeping goals are identified other with community-based with the spirit of local control. Ulti- specialist staff of the “Participation leads to school planning and mately it is the decision of each MFNERC will be available meaningful involve- hope that everyone will school and First Nation of course, as to assist with further devel- ment; involvement avail themselves of the to what extent the community at opment of an action plan. leads to ownership; energy and gifts of our large is involved in the planning For example, if a school ownership leads to staff. process. wants to focus on improv- school pride” By Rabindranath Subedar (ELA) Community-Based Curriculum Development Projects

The MFNERC has completed the would like to say “ekosi’miigwech/thank Gwen Merrick, Director of Programs training component and the follow- you” to the classroom teachers, for all their time and commitment up support as per requested by the school support staff, principals, Eld- with the individual projects. individual curriculum development ers, Education Authorities, Chiefs, committees from the self-select com- Councils, and other community In the future, we hope to continue munity schools. members of the fol- the process with additional First Na- The established lowing First Nations tions, if funding allows. committees who communities for their The established committees were involved now hard work and com- During the 2003-2004 school year, have the capacity to who were involved now have mitment to the pro- Elders *Gordon Hamilton, continue the cur- ject’s activities: Bloodvein First Nation and the capacity to continue the riculum develop- • Bloodvein First *Stanley Bradburn, Bunibonibee ment process curriculum development Nation Cree Nation (Oxford House) which was a major passed onto the spirit world to join process which was a major • Fisher River Cree goal. At the onset, Nation their loved ones. Both Elders were it was projected goal. • Bunibonibee Cree very supportive and instrumental in that the projects Nation providing the guidance, spiritual sup- would require two port and their knowledge and exper- • Pimicikamak Cree years which would then allow us to tise to the individual committees and Nation (Cross Lake) work with other First Nations. the project’s activities. On behalf of Their contributions and ongoing sup- MFNERC, we would like to extend port to the importance of the pro- The projected timelines were not fea- our condolences to the individual jects are greatly appreciated. sible and we did continue beyond the families, friends and colleagues of

target date. We would like to encour- these two Elders. As well, I would like to personally age the established curriculum devel- thank my colleagues; ELA Specialists, opment teams to continue the proc- Gloria Sinclair, Darcy-Anne Thomas, ess and MFNERC will publish the All of us are born for a reason, but Helen Armstrong, and Curriculum completed ELA units, lesson plans all of us don’t discover why. Success Specialists, Dan Thomas, & Elaine and other support materials that have in life has nothing to do with what Hall-Pratt, Administrative Secretaries; been developed to date. you gain in life or accomplish for Bryanna McKay and Doris Clark, as yourself. It’s what you do for others. well as, Florence Paynter, Research & On behalf of the MFNERC, we Development Coordinator and By: Danny Thomas PAGE 6 VOLUME 14 ISSUE 14

IN-SCHOOL PROGRAMS COORDINATOR UPDATE

Aaniin! We would like to thank the schools that jects that MFNERC’s science spe- Boozhoo! to all have been very understanding and pa- cialists, Rocky McKay and Rudy teachers, prin- tient with the requests that we may not Subedar will be promoting for this cipals, school been able to follow-up with immediately. school year will include: Manitoba support staff For this 2004-2005 school year, the In- First Nations Regional Science Fair and students! school Programs specialists will be con- Canada Wide Science Fair Affilia- tinuing to provide workshops/training, tion Hopefully, eve- co-facilitate program plans, and provide ryone had a ongoing support to classroom teachers, Should you require any additional restful summer school support staff and school adminis- information regarding any of the holiday. trators within English Language Arts, above, please do not hesitate to Within our Science and Math. contact me at 204-940-7031, or toll unit, the spe- free, 1-877-247-7020, cialists have been very busy during Some of this year’s program activities/ the latter of August and during the initiatives are currently underway. These Miigwech/Ekosi/Thank You. month of September 2004. During include regional, community-based work- Violet Okemaw this time, we received many requests shop sessions, and projects. for staff professional development In-School Programs Coordinator from various First Nations schools. Some of the First Nations Science Pro-

Regional & Community Based Workshop Sessions

Upcoming community-based and regional S1 Math Improvement Round- workshops and/or training for First Na- table & S1 Math Pilot Project tions school staff that have already started Locations: Dauphin, Thompson & include: Three possessions Fisher River sub-offices September 2004 – June 2005 should you prize: a field, Year 2 of the Bunibonibee K- Gr. 8 Math a friend, and a book. Numeracy Training Workshops School Literacy Project (September 2004 – June 2005) By: Hai Gaon Location: Bunibonibee Cree Nation Location: Dauphin sub-office (Oxford House)

Bunibonibee School Literacy Project

In August 2004, a brief overview of Darcy-Anne Thomas, ELA Specialist for the In-School Pro- the project’s activities to date were grams Unit has been a key player in facilitating the Buniboni- provided to the school administrators bee School Literacy Project. and the Director of Education, which Way to go Darcy-Anne! include planning for the implementa- tion of several project initiatives, such as the Riggs Reading curricu- lum, Guided Reading and the setting up of in-class libraries. For the 2004- Read not to contradict and confute; nor to believe and take for granted; nor to find talk and discourse; but to weigh and consider. 2005 school year, scheduled dates Some books are to be tasted, others to be swallowed, and some few will be set to begin the activities as to be chewed and digested: that is, some books are to be read only outlined within the project’s pro- in parts, others to be read, but not curiously, and some few to be posed plans. read wholly, and with diligence and attention.

- Francis Bacon PRINCIPAL’S NEWSLETTER PAGE 7

Pimicikamak Cree Nation

On September 20 and 21, 2004 at a dance at the bridge site where the community/school gathering the opening ceremonies took place. This leaders of the Pimicikamak Cree Na- $25 million dollar project provides all tion and Education Authority along weather access to the community of with the teaching staff of the two Pimicikamak. The project replaced schools and community members the existing seasonal ferry service and reflected upon the journey of educa- winter ice road access to the commu- tion within their community. At this nity Kichi Sipi means the Great River gathering the schools and community in Cree. took another major step forward in meeting the educational needs of the I had the wonderful opportunity of people, especially the children in their being one of the School Administra- community. The two-day gathering tion Specialists facilitating the above was facilitated by First Nation School community/school gathering along Administration Specialists from The with my colleagues, Elmer Everett Manitoba First Nations Education and George Ross. Resource Centre. After revisiting the vision and mis- My name is sion statement on education the two Doreen schools at Pimicikamak Cree Nation McPherson committed themselves to developing and I am a Community-based School Plan in originally partnership with the community. The from Peguis Community-based School Plan ad- First Na- dresses the recommendations made tion. Just as a result of a school evaluation recently in completed on both the following July of 2004, I came on schools at Pimicika- board with the Commu- mak: Mikisew Mid- nity Education unit at dle School and Ot- At this gathering the schools the Manitoba First Na- ter Nelson River and community took another tion Education Re- High School. major step forward in meeting source Centre. Previous Sandy Robinson to this date I held the was given the direc- the educational needs of the position of English tive to oversee fol- people, especially the children Language Arts Specialist low up to the in their community. in the In-School Pro- evaluation results. grams Unit under the same umbrella. I can be Despite the excite- reached at 204-645-5152 at the ment of the official opening of the MFNERC Fisher River Sub-Office Kichi Sipi Bridge on September 20, or through the MFNERC office in 2004 the teaching staff kept focus on Winnipeg at 204-940-7020. the task at hand. The participants from the gathering were in atten- PAGE 8 V OLUME 14 ISSUE 14

First Nations Schools in Manitoba

Ralph Arthurson, our School Board • 19 have elected governing school • 1 has a traditional governing board. Trainer, from the MFNERC did re- boards. search to find out how many First Nation operated schools there are in Manitoba. • 21 have no boards and Chief and This is not a scientific survey and may The following are the results he found in Council are responsible for education. contain a margin of error of 2% either his research: way. • 5 have appointed governing boards.

• 2 are operated by their respective 1) There are 64 First Nations in Mani- Tribal Council. toba. • 2) 52 First Nations have band operated 1 is operated by an advisory commit- schools. tee. • 11 First Nations have Frontier • 2 have Nursery and Kindergarten Pro- School Division grams on the reserve school and send the other children to the local non- • 1 First Nation has made alternative native school division. arrangements for their children. • 1 has no reserve school and send all 3) Here is the break down of the govern- their children to the local non-native ance system in First Nation Schools. school division.

Artists in the Schools Project

Once again, for this 2004-2005 November, MFNERC will select 6 school year, the MFNERC will be new schools for this initiative. First providing the “Artists in the Schools Nations artists will be contracted to The MFNERC will be Project” to six First Nations Schools. conduct art instruction for 4 days to providing the “Artists in the As in previous years, a cover letter, students from the selected schools. It Schools Project to six First the proposal, and specific deadlines is important to note that teachers are will be sent to the schools in early expected to accompany and supervise Nations Schools October. During the first week in the class during these workshops. Para Educator Graduation

Congratulations to the first graduates of Chairperson, Mr. John Peter Day. the Para Educator program. Forty five We give encouragement to those who are con- graduates from First Nation communities tinuing their education to better the First Na- across Manitoba became the first certified tion school they work for! para-educator professionals through MFNERC and University College of the North (UCN) Para-Educator / Rehabili- By: June Montour tative Assistant (PERA) program which began last fall. Forty-two of the graduates Special Education Instructor are continuing with the Rehabilitative Assistant Diploma program which is al- ready underway. Graduation ceremonies took place on Au- gust 20, 2004 at the Victoria Inn in Winni- peg. Special Guest Speaker was MFNERC’s former Executive Director, Mr. Don Robertson. Other special guests included Grand Chief Dennis Whitebird from the Assembly of Manitoba Chiefs, Grand Chief Chris Hen- derson from the Southern Chiefs Organi- zation, Grand Chief Dr. Sidney Garrioch from MKO and MFNERC IWG Board PRINCIPAL’S NEWSLETTER PAGE 9

The PAST, PRESENT, and the FUTURE: The Answers are Within Us

Community-based school planning pro- The arrival of the Europeans started the dian government”. The government failed vides First Nation communities an excel- process of change in First Nation com- to provide adequate funds to fulfill the lent opportunity to evaluate their educa- munities. The fur trade was the first con- treaty promises. tion systems. This process provides all tributing factor in Prior to 1840, the gov- community partners input in the building First Nations de- ernment had little inter- of a community vision of education. Be- pendency on Euro- est in providing educa- fore the process can be undertaken, we pean goods. Compe- tion for First Nations have to ask ourselves two questions tition for furs began people. At this time the “Where are we now?” “How did we get to erode the spirit of missionary organizations to where we are?” Answering these two cooperation. A life began to set up schools question will provide us a deeper under- of healthy independ- or boarding houses in standing of the past and will provide an- ence which led to Ontario. These schools swers to the present state of our schools. the signing of trea- were run by poorly ties with trained and low paid Before European govern- missionaries. These in- contact and for some ments stitutions strongly be- Before the process can be time after their arri- ended in lieved that in order to undertaken, we have to ask val, First Nations restricted Good leadership consists of become good Christian lived as independent ourselves two questions social and showing average people how to Indians, the First Nations people. The commu- physical mo- people would have to be “Where are we now?” “How do the work of superior people. nities (tribes) were bility for First John D. Rockefeller civilized. Academic pro- healthy, viable and did we get to where we are?” Nations peo- gress was not a priority. self-sufficient. Each ple. People Realizing it was too expen- tribe had control of were placed on land called sive to assimilate the Indians through edu- their territories and was free to make reserves. In the Cree language this land is cation, the government agreed to hand their own laws. The laws had effect on all called Iskonikan which translates to land over the responsibility of education to the aspects of life: spiritual, social, mental, left over. Often, this land is referred to as churches. The Bagot Commission of 1842 and physical. This holistic living was “the land nobody wanted”. As the fur and the Gradual Civilization Act of 1857, based on a spirit of trust, respect, and trade industry and the Indian Act of 1867 paved the way cooperation. The entire community was began to diminish, the important role of for churches to run the government funded involved in raising the children. First Nations as middlemen ceased and schools that would teach the Indians Eng- they began to be a “burden to the Cana- lish and eradicate their culture. This ar- rangement would be in effect for more than a hundred years.

The residential schools were established. The First Nations leadership wanted white education for their children so they would survive in a rapidly changing new world. Their reasons differed radically from the government’s mandate. Native leaders in- sisted they only wanted their children to receive an education not assimilation. This was the beginning of a fundamental change Every person takes a in First Nations People’s lives. different journey through life and the As Mohawk Patricia Monture stated in a nature of that jour- lecture recently, “When aboriginal people ney shapes who we understand their ways, they will be are. equipped with the tools they need to make a system that works for them”.

Patricia Cranton I acknowledge Verna Kirkness for her Becoming an Authentic thoughts and ideas. Teacher in Higher Edu- cation George Ross 2001 School Administration Specialist MFNERC Instructional Resource Centre (IRC)/Library News Manitoba First Nations Education Resource Centre Welcome back to another school year everyone! Lots of news from the IRC/Library! Editors: Elmer Everett & Beverly McKay We have a new Library Specialist. Her name is Lois Mercredie 1214 Fife Street and she comes from the Peguis First Nation. Barb Dollmont, the Winnipeg, Manitoba Library Technician from the Winnipeg Office has moved to the R2X 2N6 Thompson Sub-Office full time.

Phone: 940 7020 Fax: 942 2490 The IRC has many items for loan to staff at First Nation schools. Email: [email protected] Some of those items include: • Reading kits • Science kits There are no • Novel kits • Videos disposable Kids! Our new Library Specialist, Lois • Books with cassettes

Only dialogue, which Mercredie. Please feel free to contact the IRC office in Winnipeg toll free at 1- requires critical think- 877-247-7020, our IRC office in Thompson at 1-877-879-0930 or ing, is also capable of Welcome Lois! in Dauphin at 1877-388-5580 to borrow items. generating critical thinking. Without dia- The Library Specialist is also available to assist in helping set up, logue there is no com- and organize school libraries and also to do some basic library munication, and with- training with school staff. If you would like more information give out communication Lois a call in our Winnipeg IRC office at the above listed number. there can be no true education. The IRC/Library staff hope you have a great school year and look Paulo Friere 1970 forward to helping in any way we can.

Outcome-based/ Performance Education Summer Institute for Principals and Education

Outcomes are the observable/ Directors 2004 measurable knowledge, skills, and values that students are expected to have acquired and develop at certain This year the annual First Nations key stages of their schooling. They Summer Institute was held at the Vic- describe what students should toria Inn during the week of July 5-9, know, should be able to do, and 2004 with accredited workshops aimed should value as a result of their toward beginning principals. Topics learning experiences. included: Exploring your philosophy on Education and schooling, defining The Common Curriculum Grades 1-9 your school culture, Instructional lead- February 1993 ership compared to management, Ef- fective communications means good leadership, and key elements of school administration. 25 beginning princi- pals received their accreditation toward Leadership and Management.

www.mfnerc.org Great work!

The Education Directors summer in- stitute focused on Technology, and this year 6 education directors received their accreditation toward Instruction

Way to go!