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Equity in Action
Aboriginal Education, Learning Division
BC Ministry of Education
July 6, 2017 – Whistler, BC
Dr. Scott Benwell and Kaleb Child, Musgam’dzi
Gwigwalayu - “For All Children”
• Sasam – ‘one’s own children’• Gangananam – ‘children’• Dlugwe – ‘treasure’, ‘gift'• Diya, Giya – ‘precious one’ • Kakugwila – ‘the one I would
do anything for’• Gwalayu – ‘the one I live for’,
‘reason for living’• Hastexala’yu – ‘my reason for
breathing’• Hase kinatl – ‘ancestral breath’• Tlaxwala – ‘Love’
(Kwak’wala is said often to be a ‘Language of the Heart’ by our elders)- Gilakas’la Ninogad
How do we make this right?
80% First Nation/On Reserve Learners not meeting expectations in Numeracy.
70% First Nation/On Reserve Learners not meeting expectations in Literacy.
The Next 75 Minutes
1.Moving Beyond the Moral Imperative2.Our System Drivers3.The Equity Scan in British Columbia4.Questions/Comments
House Rule Today:
We invite you to reflect deeply on your personal, professional, and political beliefs and
understandings. We recognize that we are all on our own journey.
Continuum of Understanding
Where are you on the continuum below? What has been your journey in Indigenous Education? How do you lead with moral imperative and purpose?
Awareness Knowledge Skill Action/Advocacy
The Drivers
2015 - UNDRIP, OAG & TRC
A Call to Action for Public Education
Take Responsibility Trustworthy Measures
Knowledge, Skills, and Advocacy
Learning for Leadership
A Table Conversation
How is the narrative being led in your region to include Indigenous Learners in authentic and meaningful ways?
Achievement in Schools
If Not Us, Who?
Equity Scan Co-Construction
• Build a network of high performing systems designed to serve Aboriginal Learners
• A Provincial team of 6 districts
• A focus on refining Equity Scan processes and systems scan workbook
• Identify promising practices/stories and barriers to learner success
Equity Scan Field Trial Process
• Create a District Equity Team
• Conduct Equity Inventory
• Determine District Equity
Assessment
• Develop a Theory of Change
• Set Equity Action Plans and
Goals
The Equity Scan Workbook
Policy and Governance
Sample question:
• policy - c. Does your district include an explicit statement of understanding thatexplains the reasons why achievement and opportunity gaps exist? What are you doing to resolve them?
Evidence samples:
• Language of the Framework for Enhancing Student Learning
• Strategic Plan
• Employment Equity Strategy
• Aboriginal Education Council
• New Employee Orientation
• Admin Binder
The Learning Environment
Sample question:
• g. how are families informed about the instructional program and graduation requirements impacting their students?
Evidence samples:
• School Newsletters
• Community meetings
• Aboriginal Education Council (or local reference)
• Information pamphlets
• Teacher/family communication strategies
• Standards of practice for academic advisors
The Pedagogical Core
Sample question:
• d. Describe how instruction is differentiated to provide relevant and meaningful experiences for Indigenous learners?
Evidence samples:
• Professional Development
• Aboriginal Worldviews and Perspectives (AWP)
• Board Authorized learning opportunities (BAA)
• Language and Cultural learning
• The story told in and with community
• Aboriginal Enhancement Schools Network and other initiatives
The Learning Profile
Sample question:
• c. Are student trajectories and learning priorities considered by each classroom, school and at the district level?
Evidence samples:
• Staff meeting minutes
• Learning team interventions
• School Based Teams
• Response To Intervention
• Assessment For Learning
• Individualized Student learning stories
Emerging Themes
• There exists an environment and professional responsibility to serve each learner;
• Equitable environments include authentic Indigenous ways of knowing, culture and language learning and they listen to and promote student and community voices;
• Taking responsible and intentional steps to de-colonize learning;
• High quality and intentional professional learning is supported and resourced at the district level; and specifically targeted toward achievement and academic supports;
• Strategic directions to establish strong learning foundations in reading, writing, and numeracy (student achievement is closely monitored in these areas);
Emerging Themes
• Deficit narratives and the “racism of low expectations” are systematically addressed in policy and, less formally, “The way we do things around here”;
• There are sophisticated systems of gathering and analyzing information about student learning. Interest and “buy-in” exists at all levels;
• The organization looks outward for promising practice, growth, and innovative ways to do things differently in service to learners, their families, and their communities;
• There is a demonstrated understanding of the role of the organization in relation to Truth and Reconciliation, Social Justice, and service to learning.
Discussion/Questions
