National Gathering for Indigenous Education Friday, November 21 – Saturday, November 22, 2014 Session Descriptions Pre-‐Conference Workshop: November 20 10:00 a.m. -‐ 12:00 p.m. P1: Walk a Mile in Our Moccasins: A Simulation Experience of Colonization This session will highlight the innovatively developed CATEP/Community-‐based Teacher Education Program, a partnership between University of Winnipeg and Seven Oaks School Division. It will highlight how a school division is not only growing their own Indigenous educators, but it will demonstrate how these teachers are becoming leaders in the area of Indigenous education. Participants will be walked through the experience of colonization to understand the impacts from an Indigenous perspective. The impacts of this walk will then be discussed and participants may also ask questions about Seven Oaks School Division’s Community-‐based Aboriginal Teacher Education Program. Rebecca Chartrand, Division Lead for Aboriginal Education, Seven Oaks School Division and MEd University of Manitoba Bernadette Smith, Seven Oaks School Division Teacher Team Leader and CATEP Graduate; Kim James, Seven Oaks School Division Grade 7/8 and CATEP Graduate Kaylah Chartrand, Seven Oaks School Division Educational Assistant and CATEP Student, Community-‐
based Teacher Education Program. University of Winnipeg Alison Cox, Seven Oaks School Division Educational Assistant and CATEP Student, Community-‐based Teacher Education Program, University of Winnipeg (3rd year) The presenters of this workshop are all members of CAEM (Council for Aboriginal Education Manitoba) and variously involved with CATEP (Community-‐based Aboriginal Teacher Education Program). Each presenter is an Indigenous educator with a strong commitment to leadership in Indigenous education. Page 1 of 14 Session A: November 21 9:15 -‐ 10:30 a.m. A1: Improving Success for Indigenous Learners Through Collaboration This presentation focuses on the role of the coach/mentor teacher and a collaborative process that places Indigenous student achievement at the forefront. The coach/mentor engages with the student, parent, and teacher to develop goals and monitor the achievement of the goals throughout the year. The coach/mentor also works with the classroom teacher to develop classroom profiles and instructional plans highlighting the needs of Indigenous learners from a strengths-‐based approach to inform a Relationship-‐Based Learning context. The coach/mentor collaborates with the classroom teacher throughout the year to support student achievement working towards a systemic change. Relationship-‐Based Learning consists of caring for the student and his/her learning, setting high expectations, rejecting deficit theorizing, pedagogical content knowledge and power sharing. Caron Jones, MEd, BGS, Vice-‐Principal of Aboriginal Education, School District #59 Peace River South Caron Jones is Métis and was born and raised in the Peace Country. Caron has worked in the education system as a youth worker, classroom support, teacher, middle-‐school vice-‐principal, and is currently District Vice-‐Principal of Aboriginal Education. Caron is working alongside numerous colleagues to develop a foundation of change that will see significant improvement for Indigenous student success. Karen Edwards, MEd, Doctoral Candidate – ABD, Coach Mentor Teacher A2: Visions and Voices: Exploring Art Through FNMI and other Canadian Artists Bringing Indigenous Arts to Elementary Classrooms This visually stunning resource includes lesson plans designed for grades 1 to 8, which integrate the artworks, cultures and concerns of First Nation, Métis, and Inuit (FNMI) and other Canadian artists into elementary classrooms. Each lesson has been designed around pairings of artworks chosen because of commonalities in subject, medium, technique, or other complementary themes. In addition to addressing curriculum expectations, these rich units provide a closer look at artists, instruction in specific grade level skills (including elements and principles), and assessment and evaluation. Participants will experience lessons and be involved in discussions around inquiry and big ideas supporting this resource. Georgie Groat, Curriculum Consultant, FNMI Education K-‐12, District School Board of Niagara Georgie Groat is from the Tuscarora Nation Bear Clan. Her goal is to create authentic FNMI resources and to highlight the importance of educating on FNMI perspectives with all teachers on her board. Gerda Klassen, Curriculum Consultant, The Arts K-‐12 As an Arts Consultant, Gerda Klassen has presented and co-‐presented many workshops, coordinated numerous arts events, and lead arts learning groups and committees. She enjoys working closely with teachers to co-‐plan and develop relevant classroom resources. Gerda is currently the president for ARTSECO, the Arts Education Consultants of Ontario. Page 2 of 14 A3: Innovations in Indigenous Education Indigenous students gain the skills, qualifications, and knowledge they need to enjoy and achieve education success when Indigenous worldviews are part of the curriculum. This presentation will focus on how secondary schools (grades 8 to 12) can develop units to be used cross-‐curricular with Indigenous pedagogy and values incorporated for all learners. The focus will be on social studies and English classes with authentic Indigenous curriculum. Best practices will be developed to compare and contrast present day curriculum standards with authentic Indigenous curricular materials. Through the use of Indigenous materials, students will bring thought and opinions to Eurocentric views versus Indigenous views. By the end of the session, educators will be come away with best practices on integrating Indigenous pedagogy into the classroom for all learners. Brad Baker, BEd, MEd, District Administrator, North Vancouver School District Brad Baker is a proud member of the Squamish Nation. Brad’s traditional name is Tsnomot; he is very proud to share this name with two great men, his father and grandfather. One of his goals for Indigenous students in North Vancouver is for the school district, and the community as a whole, to value and validate the rich history and culture of Indigenous peoples. A4: Community Based School Planning Process: “A Journey Towards Mino Pimatisiwin” The overall aim of any school organization is to provide success for all learners and opportunities to reach their potential. Student success must be the central focus in all school decision making. Community Based School Planning is a process to bring the First Nation community together to reflect upon and examine its education system through Indigenous values, vision, and purpose. It is a process for the school and community to identify key goals and objectives, develop action plans, then implement, monitor, adjust, and assess their plans. Participation, input, and active involvement by all not only generates multiple ideas that are relevant to the current and future education needs of students, but also leads to a sense of ownership and inclusion by all. When ownership and inclusion are fulfilled, so is the desire to make a difference by all. The positive impact on student success becomes unlimited. George Ross, M.Ed., School Administration Advisor, Service Delivery Unit, Manitoba First Nations Education Resource In his currently role, George Ross and the Manitoba First Nations Education Resource has been mandated by the Assembly of Manitoba Chiefs to provide educational services to 17,000 students in 55 band-‐operated schools in Manitoba. He is a member of Pimicikamak Cree Nation (Cross Lake) and speaks his Cree language fluently. George holds a Master of Education degree from the University of Manitoba and has had the opportunity to work in different school jurisdictions including federal, provincial, and band-‐operated. Having extensive experience in educational administration, his goal is to assist First Nation school administrators to develop effective school programming. A5: Facilitating the Transition to University Business Studies: Online Learning with Social Media, Mentors, and Smartphone Technology in the Business Network for Indigenous Youth In 2011, the Business Network for Aboriginal Youth (BNAY) was established to connect Indigenous learners with an interest in business to their futures as business leaders. The mentorship program Page 3 of 14 employed smartphone technology and social media to link 30 Indigenous high school students from across Nova Scotia with six Indigenous business mentors. These mentors facilitated a series of activities using virtual networks to teach business concepts and models and offer advice and support. The program is now being expanded and will soon include 300 students and 50 mentors in all provinces and territories. This presentation will explain how social media networks such as Facebook, Twitter, and YouTube helped create the BNAY and “shape” its programming. Session participants will learn the value of integrating social media and smartphone technology into secondary business education; appreciate how effective this program is in helping to manage the transition from high school to post-‐secondary business education; and learn how a similar program could be mobilized in other Indigenous communities across Canada. Lastly, participants with smartphones will be invited to join the BNAY students in a “live” activity. Allan MacKenzie, BBA, BA, BEd, MEd, Project Manager, Purdy Crawford Chair in Aboriginal Business Studies, Cape Breton University Allan’s main focus is the Business Network for Aboriginal Youth, a mentorship program that aims to attract more Indigenous high school students in Nova Scotia to study business at the post-‐secondary level. He has four years’ of experience teaching at the secondary level and three years’ of experience working in public administration. Page 4 of 14 Session B: November 21 10:45 a.m. -‐ 12:00 p.m. B1: Linking Culture to Student Success The Grand Erie District School Board received funding from the Ontario Ministry of Education as part of a First Nation, Métis, and Inuit (FNMI) initiative that provided for a Student Work Study Teacher (SWST) to work with elementary FNMI students at their desks in their classrooms. The goal of the initiative is to unlock the student voice in terms of their thinking, perception, assets, and barriers to success in the provincial school system. The presentation will provide evidence and artifacts to support the importance of culturally relevant teachings for all students. In addition, the session will speak to the sharing of indigenous knowledge with administrators, teachers, and support staff in provincial elementary schools. It will also demonstrate the importance of understanding culturally relevant cues and considerations when planning to support Indigenous students and their families. Deneen Montour, BA, BEd, MEd, Native Advisor, Grand Erie District School Board Deneen Montour is Haudenosaunee, Kenyen’kahaka, Turtle Clan from the Six Nations of the Grand River Territory, where she resides with her husband of 25 years. She is a mother of three and a grandmother. Deneen has been a teacher for 26 years and has been in the Native Advisor position since 2000. She has been part of numerous board and community initiatives that support Six Nations students on their journey to the completion of secondary school and beyond. Suzie Miller, BA, BEd, FNMI Student Work Study Teacher, Grand Erie District School Board Suzie Miller is a Haudenosaunee teacher. Suzie is on leave from Six Nations after having taught in the classroom for 13 years. Prior to that, Suzie was an Addictions Counsellor at Six Nations. Suzie coordinates the Pen Pal Program, which originates from relationship building between Six Nations and neighbouring communities. Suzie is married and is the mother of two sons. B2: Assessing a Child’s Deeper Understanding of Mathematics Participants will see the first demonstration of Help Me Talk About Math, Saskatchewan’s newest early years assessment that is founded on a holistic assessment approach. Going beyond conventional math assessments, Help Me Talk About Math evaluates a child’s deeper understanding of mathematics processes, such as visualization, estimation, problem solving, and communication. The assessment collects data from children, their caregivers, their teachers, and Elders in their community to provide a holistic and comprehensive assessment of success in mathematics. The assessment was developed in Saskatchewan to reflect local cultures and contexts, and is rooted in a First Nations and Métis learning perspective. Greg Miller, Assistant Deputy Minister, Saskatchewan Ministry of Education Greg Miller is an Assistant Deputy Minister at the Ministry of Education. Greg joined the ministry in 2011 and leads the Early Years, Information Management and Support, Provincial Library and Literacy Office and the Student Achievement and Supports branches. Greg is also Chair of the Board of Teacher Education and Certification for the province and is Co-‐chair of the Senior Inter-‐Ministerial Committee responsible for Saskatchewan’s Child and Family Agenda. Page 5 of 14 A large focus of Greg’s work these days is support the launch of the Student First engagement with students, teachers, and school communities across the province. Greg came to government from the Regina Public School Division where he was a senior leader working on the integration of Curriculum, Assessment, and Instruction for student success. He has a long list of accomplishment in the education sector in that role as well as in past roles as principal, vice-‐principal, and science teacher in Saskatchewan. Jarrett Laughlin, Education Consultant and Senior Research Analyst, bv02 Through his work with the Assembly of First Nations, Jarrett Laughlin works with educators across the country developing innovative assessments that are rooted in a new, holistic approach aimed at engaging parents, teachers and Elders, and are reflective of the local contexts and cultures of their students. Jarrett has identified innovative approaches to measuring success in lifelong learning, and translating research into action through socially innovative, community-‐based projects that support the overall well-‐being of First Nations, Inuit, and Métis communities. Jarrett has worked in the education field for over 15 years. B3: A New Approach to Distance Education for Isolated High Schools: An Overview of eLearning in the Beaufort Delta Isolated high schools have different economies of scale that present unique challenges to supporting a vibrant learning environment. The field of eLearning has evolved over the last decade to a point where most school districts provide some form or degree of eLearning. But what is eLearning? What are the most effective practices and components in a thriving eLearning program? And how can we provide inclusive, equitable access to high school programming for all of our schools? Recognizing that isolated and rural high schools are not homogeneous in their needs, composition or support systems, this presentation will provide a brief overview of common challenges the Beaufort Delta school district faced in meeting the needs of isolated high school programming, and explores what makes the model of eLearning in the Beaufort Delta unique, successful, and scalable. Chris Gilmour, BA, BEd, MEd, Beaufort Delta Education Council With two Master of Education degrees, Chris Gilmour began teaching at the elementary level before moving into high school administration, then working at the Council office as the Program Consultant for Information Technology. As a passionate Northern educator based in Inuvik, Chris is currently designing a scalable, unique model of distance education to support remote high schools. He sits on the Territorial Distance Education Committee, tasked with developing a long term vision and framework for distance education in the Northwest Territories. Chris enjoys swimming and skating with his wife Tara and their three girls. B4: Growing Strong: Learning about the Land and Science through the Growing of Traditional Plants and Crops This session will explore indoor gardening as a platform for supporting students to connect themselves, fellow students, and their communities to traditional ways of life in urban settings. Educators (Primary-‐
Intermediate) will learn about community partnerships that foster connections to the land for urban Page 6 of 14 Indigenous students. Participants will examine the integration of Ojibwa cultural values with the Ontario Science Curriculum, methods and resources for growing plants indoors, and how the First Nations School of Toronto used the program to improve the consumption of nutritious foods, knowledge on living sustainably, and accessibility to traditional medicines. Elsie Twyford, HBSc, BEd, MEd Candidate, Curriculum Lead, First Nations School of Toronto Elise Twyford has led numerous workshops for Toronto District School Board schools, including Teaching Mathematics Holistically and Connecting Native Issues to Literacy Learning. Elise is passionate about improving student well-‐being through teaching the whole child, intellectually, physically, mentally, and spiritually. Sharla Niroopan, BA (Hons), BEd, MEd Candidate, Grade 7/8, First Nations School of Toronto Sharla Niroopan is currently developing an Indigenous digital timeline tool for the TDSB, retelling the history of Turtle Island. Sharla’s classroom reflects student voices, with a focus on social justice discourse and Indigenous worldviews solidified into project-‐based learning opportunities. B5: Parental Engagement Strategies This session will provide participants with strategies to increase parental engagement in First Nations schools. After a brief discussion as to why it is necessary, the six levels of parental engagement will be outlined. Valuable tips will be provided to participants on how to create a school council and how to maintain it. The presenter will describe his experiences as a principal at First Nations schools where parental engagement was low and how he created School Councils in three First Nations schools in Ontario. Dr. Oscar V. Correia, OCT, BSc, BA, BEd, Med, PhD Oscar Correia was born in Mumbai, India and came to Canada in 1976. He began his teaching career at two First Nations schools in Manitoba. For 33 years, he has worked as a teacher, vice-‐principal, principal, and superintendent of education. Oscar has worked in Catholic, private, public, urban, rural, and First Nations schools and has taught on three continents. Session C: November 21 1:45 p.m. -‐ 3:00 p.m. C1: Building Relationships: Renewing Education in the North Educators in the Northwest Territories are aware that the history and legacy of residential schools need to be acknowledged and understood if the success of Indigenous students, and of the education system as a whole, is going to improve. Curriculum writers worked with former residential school students, teachers, and students to develop learning materials and teacher in services that are now mandatory for all students prior to graduation and all educators who teach in the NWT. From this starting point, a comprehensive renewal of K-‐12 education has begun. The Education Renewal and Innovation initiative is building on this platform and exploring how Indigenous traditions of learning can be brought together with new approaches to teaching to address the needs of all students. Page 7 of 14 This session will explore the nationally recognized and ground-‐breaking teaching and learning materials: The Residential School System in Canada: Understanding the Past -‐ Seeking Reconciliation -‐ Building Hope for Tomorrow. The role of teacher in service will also be explored, and how these are serving as templates for other jurisdictions across Canada. Participants will receive hands-‐on materials and explore how they can be used in their own settings. John Stewart, Director, Education Renewal and Innovation, Department of Education, Culture and Employment, Yellowknife, NWT John Stewart is a long-‐time Northern educator. As a curriculum developer, he was responsible for developing teaching and learning materials related to addressing the legacy of residential schools which are now being used as models for many jurisdictions across Canada. In his current role, he conducted a comprehensive review of K-‐12 education in the Northwest Territories, from which recommendations are now being implemented. Mindy Willett, Coordinator, Department of Education, Culture and Employment, and Author Mindy Willett has taught and developed curriculum and teaching resources for Nunavut and the Northwest Territories. Among her many interests, she has undertaken a 10-‐book series, The Land is Our Storybook, which helps young learners explore their culture, history, and the land they live in. She has completed eight books of this nationally acclaimed series and was also the lead writer of the residential schools materials. C2: First Nation Community-‐Based Literacy Tutoring: Viewing Success from a Community Perspective This session will describe a literacy tutoring program developed by Curve Lake First Nation Education and its impact on literacy achievement. Findings from a program evaluation completed in 2013 show increased student well-‐being through increased pride in their heritage, a strong feeling of self-‐worth, and increased strength and courage that they need in their journey through education. The program thus demonstrates success, broadly defined, including increased community engagement with the school, the development of intergenerational relationships, and the building of community capacity to support children’s literacy development. Aricka Fleguel, Coordinator, Student Success Aricka Fleguel has worked in the field of education for over a decade and currently coordinates the Student Success program to improve literacy, numeracy, and student retention at Curve Lake First Nation School. Katie Wakely, OCT, Program Facilitator, Curve Lake First Nation Education Department Katie Wakely facilitates various parent and community engagement programs. Deborah Berrill, PhD, Professor Emeritus and Founding Director, School of Education and Professional Learning, Trent University Deborah Berrill, Katie Wakely and Aricka Fleguel have been involved in building this community-‐based program for the past four years. Page 8 of 14 C3: Akinoomagzid -‐ The Mother Earth Mentoring Program Mother Earth Mentoring (MEM) is a unique, award-‐winning program to Waabgon Gamig First Nation School, Chippewas of Georgina Island First Nation. It is a cross curricular program that has students out on the land learning naturalist skills and developing nature awareness, while integrating big ideas from the Ontario curriculum and First Nations’ knowledge and perspectives. Themes from MEM flow throughout the curriculum and are drawn primarily from the science and social studies curriculum, while being further expanded on in literacy, visual and cultural arts and native language. The program links to the natural cycles and harnesses the energy of the students, while building on their current interests as the island welcomes each season. Participants will have the opportunity to experience core routines of deep nature connection as it relates to MEM. Successes, challenges, and next steps will be shared, along with suggestions for how to begin to develop a nature-‐based, inquiry learning outdoor program. Gina Marucci, OCT, Waabgon Gamig First Nation School Gina Marucci is a grade 2-‐5 teacher seconded to the Chippewas of Georgina Island First Nation from the York Region District School Board. Prior to teaching, Gina had an extensive career in archaeology. She is passionate about environmental education, inquiry and transformative learning. Jodi Johnston, OCT, Chippewas of Georgina Island First Nation Jodi Johnston’s passion for outdoor education and Indigenous knowledge and skills has been a common thread throughout all of her career. Skeet Sutherland, Founder, Program Director, Lead Instructor, Sticks and Stones Wilderness School Skeet Sutherland combines the integral studies of education, ecology, and community stewardship with ancient and modern techniques. He and the team of Coyote Mentors have been partners in the Mother Earth Program since its inception. C4: Aboriginal Education Enhancement Agreements: 15 years of Engagement with Communities Indigenous students are more successful when their families and communities are actively involved in the decisions regarding their education. Aboriginal Education Enhancement Agreements, originally based on work by Indigenous communities and a Memorandum of Agreement with the province, have become common practice within British Columbia and continue to be an effective way to improve Indigenous student success. One result is a 13% increase in graduation rates for Indigenous students over the past 10 years in British Columbia. Enhancement Agreements (EA) are created through collaborative engagement with parents, students, elders, community members, educators, and staff of the Ministry. The key to the success of the EAs is the collective process of community conversations that shapes and molds the agreement. Indigenous student success, as defined by communities, is best approached holistically, based on past practice and research steeped in culture, language, respect of history, sense of belonging, and situated in recognized traditional territories. This presentation outlines the best practices and strategies learned during this collaborative approach. Page 9 of 14 Colleen Hannah, BEd, BPE, MHK, Aboriginal Education Enhancement Agreement Coordinator, British Columbia Ministry of Education Colleen Hannah is of Syilx (Okanagan) and Scottish ancestry. Colleen has worked in public education as a teacher and principal since 1997. She has worked with many provincial organizations and has spoken both locally and internationally about Indigenous student success. Colleen currently resides in Coast Salish territory with her husband and their three children. C5: High School Graduation Mentorship Model When the High School Graduation Coach Program was introduced at St. Joseph High School in Edmonton, graduation rates of Indigenous students increased from 14.9% to 60.4%. The program, adopted by Edmonton Catholic Schools and championed by Pam Sparklingeyes, Program Manager of Aboriginal Learning Services, centres around the creation of a full-‐time graduation coach position at the school and a space for FNMI students to meet with this coach, tutors, and other students. Through the Indspire Institute’s Nurturing Capacity program, Sean Lessard and a team of researchers documented this model to share the positive and meaningful work that is taking place. Sean Lessard, Assistant Professor, Indigenous Education and Core Studies, University of Regina Sean Lessard's research interests include curriculum studies and Indigenous youth and their families both in and outside of school places. Sean is a published author, researcher, and speaker who works within communities across Western Canada, co-‐creating educational programming alongside Indigenous youth and their families. Sean's most recent work in Saskatchewan involved co-‐creating an inter-‐
generational curriculum making space outside of school, conceptualized around wellness and the experiences of urban Indigenous youth and their families. www.growingyoungmovers.com Session D: November 21 3:15 – 4:30 p.m. D1: How a Puppet and an Innovative Assessment Are Impacting Student Achievement and Engaging Parents As part of its Nurturing Capacity program, Indspire engaged Jarrett Laughlin to document Riverside Community School’s Help Me Tell My Story, an innovative and holistic approach to assess oral language development for early learners. The assessment uses an iPad and a turtle puppet to collect information from the child, caregivers, teachers, and Elders in the community. This new assessment is helping to promote language learning in the home, school, and community and to create real, measurable change for children across Saskatchewan. This presentation will evaluate the project from a community perspective, exploring the many impacts for children, teachers and families. Jarrett Laughlin, Education Consultant and Senior Research Analyst, bv02 Through his work with the Assembly of First Nations, Jarrett Laughlin works with educators across the country developing innovative assessments that are rooted in a new, holistic approach aimed at engaging parents, teachers and Elders, and are reflective of the local contexts and cultures of their students. Jarrett has identified innovative approaches to measuring success in lifelong learning, and translating research into action through socially innovative, community-‐based projects that support the Page 10 of 14 overall well-‐being of First Nations, Inuit, and Métis communities. Jarrett has worked in the education field for over 15 years. Mona Markwart, Principal, Riverside Community School Maureen Taylor, Superintendent of Schools, Saskatchewan Rivers Public School Division D2: The Kenanow Approach to Education: One Journey to Indigenous Educational Reform The Kenanow Faculty of Education at the University College of the North in The Pas, Manitoba, has been teaching Indigenous and Non-‐Indigenous students the Kenanow Learning Model. Developed by the Elders of Northern Manitoba, the Kenanow Learning Model provides a framework for an education for All of Us, and will lead to educational reform in Indigenous schools. The journey to teaching in which our students are engaged will be presented, a journey for our students to accept and adopt this model and how they are engaged in the delivery of this model, and initiating educational change in the North. David Anderson, Instructor, Kenanow Faculty of Education David Anderson coordinates Kenanow Community Based Programmes. He has been in Northern Manitoba since 2008, after working and teaching in Ontario for the majority of his career. David’s work has included designing and implementing Indigenous-‐based programmes and curricula into the education system, and working with education students to develop and grow into the teachers our children need. D3: Consulting with Students to Further Infuse Indigenous Knowledge into Senior High Classrooms In recent years Manitoba Education released a new curricular document, Grade 12 Current Topics in First Nations, Métis, and Inuit Studies. Students taking this course in a large, urban, multicultural school have stressed the importance of learning Canadian history and gaining an understanding of contemporary issues from an Indigenous perspective. In this presentation, secondary students and educators will present their personal points of view to highlight why it is important to “Indigenize” education for all students. They will also focus on what steps should be taken to ensure learners have opportunities to engage with First Nations, Inuit, and Métis curricula. Amy Carpenter, BA, BEd, MA, Educator, Maples Collegiate Amy Carpenter is a Métis woman from the Red River Region. She is a public high school educator at in Winnipeg’s Seven Oaks School Division. Before teaching high school, Amy enjoyed five years teaching in a grades one to three multi-‐age classroom. In 2010, she completed her master’s degree at the University of Manitoba. Amy’s educational focus is nurturing and celebrating the strong leadership capacity within Indigenous children and youth. Dakota Bushie, Student, Carpentry, Red River Community College Page 11 of 14 Dakota Bushie is a member of Sandy Bay First Nation. A recent graduate of Maples Collegiate, Dakota focussed on athletics, earning a black belt in Sikaran, a Filipino Martial Art. He prides himself on staying physically fit. Kaigan Olson, Student, Maples Collegiate Kaigan Olson is a grade 12 student in Winnipeg, who keeps close family and community connections with Peguis First Nation. Along with achieving high grades and excellent attendance, Kaigan is an accomplished Jingle Dress Dancer who travels throughout North America competing and making friends from all nations along the way. Ryan Cook, BA, BEd Ryan Cook is a member of the Misipawistik First Nation in Manitoba. He is a recent graduate of the Community Aboriginal Teacher Education Program (CATEP) at the University of Winnipeg. Ryan has always devoted his studies to Indigenous issues. Before graduating as a teacher, Ryan worked in the Seven Oaks School Division as an Educational Assistant for six years. D4: Authentic Partnerships: Striving for a New Order of Relations Self-‐government is a tenable model for Indigenous education – but what does it look like? This session will detail one of the myriad approaches to self-‐government in education for First Nations in Saskatoon Tribal Council (STC). STC has been working with regional, provincial, and federal stakeholders to assert its inherent and treaty right to education – but how does a Tribal Council comprised of seven bands negotiate sectoral self-‐governance agreements in the current climate of federal policy? How is self-‐determination a possibility when most students flow into a provincial school or, due to transience, will likely attend a number of provincial/First Nation schools? STC has been engaged in a co-‐governance consultation project, and to date has had over 330 individual points of contact through interviews with Chief and Council, Elders, school staff, senior administration, and the community at large through comprehensive full-‐day consultations, including feasts, focus groups, individual interviews, and a community forum. This presentation will detail the consultation process and the realities of trying to assert self-‐government with today’s federal government. M. Shane Henry, BEd, MEd, Saskatoon Tribal Council Shane Henry is a member of Muskoday First Nation and currently lives in Saskatoon. He is a strong supporter and advocate for Indigenous rights and has been involved with numerous projects over the years related to increasing awareness of issues affecting First Nations, such as Project HOPE – a small network of supports for families of missing and murdered Indigenous women. He currently works for Saskatoon Tribal Council as a researcher/writer. His academic interests are science education and philosophy. He also coaches kids in Muay Thai kickboxing. He is also a self-‐proclaimed champion of Jenga. D5: Place and Strength-‐Based Approach to Indigenous Education in STEM Actua is a registered charity with a twenty-‐year track record of providing hands-‐on, interactive education enrichment experiences in science, engineering, technology, and mathematics (STEM) to Canadian youth aged 6 to 16 years. This session introduces Actua’s Traditional Knowledge – STEM mapping activity and the supporting components of its National Aboriginal Outreach Program model. Page 12 of 14 Grounded in the knowledge that STEM has always been a part of Indigenous societies and that youth have untapped inherent strengths associated with their familiarity of place, the Traditional Knowledge activity allows youth to map familiar community places, what they know of that place, and what it means to them. Instructors then align this knowledge with STEM programming. Participants will also learn to link youth strengths and knowledge of place to modern STEM. Doug Dokis, Senior Advisor, National Aboriginal Outreach Program, Actua Doug Dokis is Anishinabe and a member of the Dokis First Nation in Northern Ontario. A well-‐respected Indigenous educator, Doug has over twenty years of experience working with Indigenous communities and organizations and post-‐secondary institutions. Doug has also worked collaboratively with representatives from the energy industry, corporate sector, government, and Indigenous communities. His roles have included community consultation, curriculum development, and teaching post-‐secondary courses in Native Studies and Counseling Methods. Doug oversees the development and implementation of Actua’s model for Indigenous education outreach across Canada, and supports member training and preparedness for improved engagement of Indigenous youth in STEM programming. D6: Dollars and Sense: Financial Literacy for Indigenous Students in Grades 3-‐12 This session introduces Dollars and Sense, new financial literacy workshops for Indigenous students in elementary, middle and high school. With funding from the TD Bank Group, AFOA Canada has developed age-‐appropriate modules that cover topics such as tracking spending; saving money; distinguishing needs and wants; and setting goals. Patricia Debassige, Education Administrative Assistant, AFOA Canada Patricia Debassige has been with AFOA Canada for five years and currently holds the position of Education Administrative Assistant, with a focus on capacity and professional development as well as curriculum advancement for the Aboriginal Financial Management Program. Prior to joining AFOA Canada, Patricia worked in her family’s consulting business, Debassige Vision Workshops, providing workshops on various aspects of Indigenous culture. Patricia is a proud Ojibwe woman from M’Chigeeng First Nation in Ontario and currently resides in Gatineau, QC. Session E: November 22 10:30 – 11:45 a.m. E1: Guiding the Journey: Indigenous Educator Awards Recipients Panel Recipients of the Leadership Award and Community Service Award Educators will have an opportunity to listen to and interact with recipients as they discuss their best practices in Indigenous Education. E2: Guiding the Journey: Indigenous Educator Awards Recipients Panel Recipients of the Language, Culture and Traditions Award and Indigenous Education Partner Award Page 13 of 14 Educators will have an opportunity to listen to and interact with recipients as they discuss their best practices in Indigenous Education. E3: Guiding the Journey: Indigenous Educator Awards Recipients Panel Recipients of the Innovative Practice Award and Role Model Award Educators will have an opportunity to listen to and interact with award recipients as they discuss their best practices in Indigenous Education. E4: Promoting K-‐12 Success: Educator Programs and Resources Participants will be introduced to a variety of free programs and resources offered by the Indspire Institute to support K-‐12 educators, including Peer Support: Educator Coaching (professional development through e-‐coaching); the Gathering Place (successful practices to foster positive outcomes); webinars (best practices, featuring educators from across the country); curriculum resources (new curricula to support student achievement); and more. Learn how to navigate Indspire’s online community and access these practical, helpful programs and resources to support your professional development. Ali Darnay, BA (anishinaabemowin), BA (English), BEd, BEd (Primary/Junior), OCT, Indspire Institute Online Moderator Ali Darnay is a member of Garden River First Nation in Ontario. She has been a sessional lecturer at McMaster University, where she taught anishinaabemowin and worked to support student success. Ali serves as a board member for Neto Hatinakwe Onkwehowe Native Arts, a non-‐profit organization promoting and supporting Indigenous arts. She is an advocate for the conservation and transmission of anishnaabemowin and Indigenous Knowledge. Page 14 of 14