Canada Post Publications Agreement Number: 40609661 Journal The official magazine of the Manitoba Association of School Superintendents Spring 2024 Indigenous Ways of Knowing and DoingManitoba Association of School Superintendents 5 MASS Spring 2024 Volume 25, Number 1 MASS Journal Published For: The Manitoba Association of School Superintendents 50 Monterey Road Winnipeg, Manitoba R2J 1X1 Phone: (204) 219-7059 E-mail: barb.isaak@mass.mb.ca Web: www.mass.mb.ca Published By: Matrix Group Publishing Inc. 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Up Front 6 A Message from the Co-President of MASS / Un message du co-président de la MASS 7 A Message from the Minister of Education and Early Childhood Learning / Un message du ministre de l’Éducation et de l’Apprentissage de la petite enfance 8 MASS 2023-2024 Executive 9 MASS 2023-2024 Priorities THEME: INDIGENOUS WAYS OF KNOWING AND DOING Features 10 One Activity at a Time: Building Parent, Grandparent, and Extended Family Involvement 20 Building Bridges: The Impact of a Lead Teacher in Promoting Cultural Understanding and Equity 23 Honouring and Celebrating Indigenous Excellence in Seven Oaks School Division 26 Learning on the Land: Evaluating the Efficacy of Land-Based Programming 29 Cultivating Ways of Knowing and Doing in Hanover School Division 32 Winnipeg School Division: Emerging Leadership and Cultural Knowledge 34 Index to Advertisers Journal On the cover: Indigenous Ways of Knowing and Doing, as embedded through the “Mamàhtawisiwin: The Wonder We Are Born With” Framework, are a foundation to the education system. On this issue’s cover are a selection of photos depicting various moments from articles in this magazine. See the articles on pages 20, 23, and 26 to learn more about them! Canada Post Publications Agreement Number: 40609661 Jo u r na l The official magazine of the Manitoba Association of School Superintendents Spring 2024 Indigenous Ways of Knowing and Doing6 MASS Journal Spring 2024 Moments of Joy and Fulfillment W elcome to the 2024 spring edition of the MASS Journal. As we transition into the brighter days of spring, we look forward to the remain- ing months of the school year being filled with many moments of joy and fulfillment. This issue of our journal highlights many ongoing efforts to value and engage with Indigenous ways of knowing and being. The articles reflect a collective commitment to Truth and Reconciliation by illuminating the transformative power of valuing our diversity, engaging community, making inclusion a priority, and focusing on equity. I invite you to immerse yourself in the stories shared by several of our dedicated colleagues from across Manitoba. Lorie Henderson and colleagues share their multifaceted approach to enriching educational experiences through extended family involvement and land-based activities. Lisa Minaker highlights the role of a Lead Cultural Proficiency and Languages Teacher in nurturing Indigenous knowledge, languages, and perspectives in the Lord Selkirk School Division. This dedicated teacher inspires a collective effort to foster a more inclusive and equitable learning community. Sherri Denysuik shares Seven Oaks School Division’s two-decades long journey of empowering Indigenous identities and excellence supported by the wisdom of Elders and the active participation of the community. Donald Nikkel’s contribution from Lakeshore School Division reflects on the transformative potential of land-based learning and the challenges of assessing Indigenous ways of learning and being with conventional evaluation metrics. Brett Schmall and Leanne Peters discuss how the Hanover School Division, guided by its Elders and Knowledge Keepers, incorporates Indigenous knowledge systems and pedagogies to foster a more inclusive and responsive learning environment. Lastly, the Winnipeg School Division’s Indigenous Education Team describes the influence of its Professional Network of Indigenous Educators, Indigenous Way of Life Teachers, Divisional Kookum, and Circle of Indigenous Grandparents in shaping educational practices and policies to build a sense of belonging and empowerment among Indigenous youth. These articles describe diverse approaches, yet an interconnected insight into the profound impact of culturally inclusive and community-oriented practices that incorporate Indigenous knowledge, languages, perspectives, and pedagogies by engaging elders, families, and the larger community to co-create the learning journey with students and staff. Christian Michalik Co-President Moments de joie et d’épanouissement B ienvenue au numéro du printemps 2024 du bulletin MASS Journal. Alors que les journées ensoleillées du printemps se font plus nombreuses, nous nous réjouissons à l’idée que les quelques mois qui restent à l’année scolaire soient remplis de moments de joie et d’épanouissement. Le présent numéro met en lumière de nombreux efforts soutenus visant à valoriser les façons autoch- tones de connaître et de faire, et d’y participer. Les articles reflètent un engagement collectif envers la vérité et la réconcilia- tion en mettant en lumière le pouvoir transformateur de valoriser notre diversité, de mobiliser la communauté, de faire de l’inclusion une priorité, et de mettre l’accent sur l’équité. Je vous invite à vous plonger dans les histoires racontées par plusieurs de nos dévoués collègues de partout au Manitoba. Lorie Henderson et ses collègues partagent leur approche à multiples facettes pour enrichir les expériences éducatives grâce à la participation de la famille élargie et aux activités inspirées de la terre. Lisa Minaker souligne le rôle d’une enseignante principale en matière de compétences culturelles et de langues dans le perfectionnement des connaissances, des langues et des perspectives autochtones au sein de la Division scolaire Lord Selkirk. Cette enseignante dévouée inspire un effort collectif pour favoriser une communauté d’apprentissage plus inclusive et plus équitable. Sherri Denysuik nous fait part du parcours de la Division scolaire Seven Oaks qui, depuis deux décennies, s’efforce de promouvoir les identités autochtones et l’excellence en s’appuyant sur la sagesse des Anciens et la participation active de la communauté. La contribution de Donald Nikkel, de la Division scolaire Lakeshore, porte sur le potentiel transformateur de l’apprentissage inspiré de la terre et sur les défis que pose l’évaluation des modes d’apprentissage et d’existence autochtones à l’aide de mesures d’évaluation conventionnelles. Brett Schmall et Leanne Peters discutent de la façon dont la Division scolaire Hanover, guidée par ses Anciens et ses gardiens du savoir, intègre les systèmes de connaissances et les pédagogies autochtones pour favoriser un environnement d’apprentissage plus inclusif et réceptif. Enfin, l’équipe d’éducation autochtone de la Division scolaire de Winnipeg décrit l’influence de son réseau professionnel d’édu- cateurs autochtones, des enseignants du mode de vie autochtone, des grands-mères (Kookum) au sein de la division et de son cercle de grands-parents autochtones dans l’élaboration de pratiques et de politiques éducatives visant à créer un sentiment d’appartenance et d’autonomisation chez les jeunes Autochtones. Ces articles décrivent diverses approches, tout en offrant un aperçu interconnecté des répercussions profondes des pratiques culturellement inclusives et axées sur la communauté qui intègrent les connaissances, les langues, les perspectives et les pédagogies autochtones en faisant participer les anciens, les familles et la communauté dans son ensemble à la création du parcours d’apprentissage avec les élèves et le personnel. Christian Michalik Co-président A Message from the Co-President of MASS / Un message du co-président de la MASSManitoba Association of School Superintendents 7 O n behalf of the Government of Manitoba, I am pleased to bring greetings to the mem- bers of the Manitoba Association of School Superintendents (MASS). As Minister of Education and Early Childhood Learning, I endorse the active work of MASS in your leadership of embedding equity and quality throughout the public education system, specifically through early learning, Indigenous education and mental health and well-being. MASS supports our shared work and responsibility to ensure public schools and childcare facilities are safe places where every child matters and every child is set up for success. Indigenous Ways of Knowing and Doing, as embedded through “Mamàhtawisiwin: The Wonder We Are Born With” – An Indigenous Education Policy Framework, are a foundation to the education system. Manitoba is committed to Indigenous and equity-based policies and research related to Indigenous education and training, equity, and inclusion. Ensuring that all children are able to learn in and about their own cultures and languages is a priority for the department of Education and Early Childhood Learning. The new Assistant Deputy Minister of Indigenous Excellence in Education will lead this important work along with expanding Treaty Education across Manitoba and increasing Indigenous and Indigenous Language teacher recruitment through the lens of “Mamàhtawisiwin: The Wonder We Are Born With.” Our department is dedicated to working with educators and families to improve educational outcomes, support students and families, and prepare Manitoba’s children for the careers and challenges of the future. This work would not be possible without the advice, guidance, and recommendations of members of MASS. Thank you for your continued leadership towards Truth and Reconciliation and to ensuring children across Manitoba can reach their full potential. Nello Altomare Minister of Education and Early Childhood Learning A u nom du gouvernement du Manitoba, je suis heureux de saluer les membres de la Manitoba Association of School Superintendents (MASS). En tant que ministre de l’Éducation et de l’Apprentissage de la petite enfance, j’appuie le travail soutenu de la MASS dans le cadre de votre leadership visant à intégrer l’équité et la qualité dans l’ensemble du système d’éducation public, en particulier par l’apprentissage précoce, l’éducation autochtone, et la santé men- tale et le bien-être. La MASS appuie notre travail commun et notre responsabilité de veiller à ce que les écoles publiques et les garderies soient des lieux sûrs où chaque enfant compte et où chaque enfant est dirigé vers la voie de la réussite. Les façons autochtones de connaître et de faire, telles qu’in- tégrées au symposium « Mamàhtawisiwin : Les merveilles de notre héritage » – Un cadre de politique en matière d’éducation autochtone sont la pierre d’assise du système d’éducation. Le Manitoba s’est engagé à mettre en œuvre des politiques et de la recherche axées sur les Autochtones et l’équité dans le domaine de l’éducation et de la formation autochtones, de l’équité et de l’inclusion. L’une des priorités du ministère de l’Éducation et de l’Apprentissage de la petite enfance est de veiller à ce que tous les enfants puissent apprendre sur et dans leurs propres cultures et leurs propres langues. La nouvelle sous-ministre adjointe de l’ex- cellence autochtone en éducation dirigera cet important travail, tout en déployant l’éducation sur les traités dans l’ensemble du Manitoba et en intensifiant le recrutement d’enseignants et d’en- seignantes autochtones et de langues autochtones dans l’optique « Mamàhtawisiwin : les merveilles de notre héritage. » Notre ministère se consacre à la collaboration avec les édu- cateurs et les familles afin d’améliorer les résultats scolaires, de soutenir les élèves et leurs familles, et de préparer les enfants du Manitoba aux carrières et aux défis de l’avenir. Ce travail ne serait pas possible sans les conseils, l’orientation et les recommandations des membres de la MASS. Nous vous remercions pour votre leadership continu en faveur de la vérité et de la réconciliation et pour votre volonté de permettre aux enfants du Manitoba de réaliser tout leur potentiel. Nello Altomare Ministre de l’Éducation et de l’Apprentissage de la petite enfance A Message from the Minister of Education and Early Childcare Learning / Un message du ministre de l’Éducation et de l’Apprentissage de la petite enfance Indigenous Ways of Knowing and Doing Les façons autochtones de connaître et de faire8 MASS Journal Spring 2024 MASS 2023-2024 Executive TABLE OFFICERS: Christian Michalik Co-President Superintendent Louis Riel School Division Celia Caetano-Gomes, Metro Superintendent of Education Services Winnipeg School Division Lorie Henderson, North Co-Superintendent School District of Mystery Lake Mathew Gustafson, Southwest Superintendent/CEO Brandon School Division Tammy Mitchell, Metro Assistant Superintendent River East Transcona School Division Dan Ward, South Central Superintendent Garden Valley School Division Barb Isaak Executive Director Karen Wohlgemuth Executive Assistant Tony Kreml, Metro Assistant Superintendent Seven Oaks School Division René Déquier, Southeast Interlake Assistant Superintendent Division scolaire franco- manitobaine (DSFM) Troy Scott, Metro Assistant Superintendent Pembina Trails School Division Tyler Moran, At-large Assistant Superintendent Interlake School Division Thelma Nice, At-large Assistant Superintendent Frontier School Division Jason Young Co-President Superintendent/CEO Beautiful Plains School Division Krista Curry Past President Superintendent/CEO Border Land School Division Jenness Moffatt Treasurer Superintendent St. James-Assiniboia School Division DIRECTORS: STAFF: Leanne Peters, Professional Learning Assistant Superintendent Hanover School DivisionManitoba Association of School Superintendents 9 PRIORITIES 2023-2024 The Early Learning Committee will take leadership to ensure that MASS: • Advocates for full implementation of the Calls to Action in the MASS position paper on Early Childhood Education. The Indigenous Education Committee will take leadership to ensure that MASS: • Builds capacity in MASS and school divisions to address the Truth and Reconciliation Calls to Action. • Promotes ever increasing academic achievement, graduation, school completion and positive life outcomes for Indigenous students, informed by collective inquiry into evidence. • Actively supports the teaching of Indigenous perspectives, corrective history and culture and the use of Indigenous languages. The Mental Health and Well-Being Committee will take leadership to ensure that MASS: • Advocates for implementation of a comprehensive provincial Children and Youth Mental Health Strategy. • Collaborates with Manitoba Education and Early Childhood Learning to develop tools and indicators for assessing the well-being and well-becoming of students in schools. • Pursues inter-sectoral liaisons with public and mental health organizations and agencies. • Contributes to a national voice on mental health through Canadian Association of School System Administrators (CASSA) and through input into the Canadian Mental Health Strategy. • Promotes Mental Health Literacy in mental health for all educators and pre-service educators. • Sharing of Mental Health & Well-being paper with community and provincial partners. n 1. Early Learning 2. Indigenous Education 3. Mental Health and Well-Being MASS provides leadership for public education by advocating in the best interests of learners and supports its members through professional services. MASS believes that our mandate is to be leaders of learning, in our local school systems and in the broader domains of provincial, national and global public education. MASS believes a quality education empowers the whole child to constructively participate in global society. We model learning that is: • active and visible; • based on robust research; • tested through purposeful application in the field; • evaluated using a wide range of meaningful data; • responsive/supportive We take responsibility for our own continuous learning and the learning of everyone we lead: • creating and ensuring safe, supportive, inclusive and challenging environments; • ensuring essential learning for each and every child; • preparing others to go beyond our own learning. We are guided by our learning in shaping policy and practice to achieve what is best. MASS believes that improved achievement and well-being for all of our students requires a shared commitment to raising both equity and quality. • A conscious and persistent commitment to equity, system-wide and across sectors, leads to poverty reduction, greater inclusion and an appreciation for the riches that diversity brings. • A purposeful and sustained commitment to quality education for every student increases the capacity for teaching, learning and leading throughout the system. • A strong grounding in literacy and numeracy and a rich learning experience involving inquiry, curiosity, creativity and artistic expression enables all students to achieve success and to flourish in life, academics and career. • A respect for and openness to authentic youth voices and support for meaningful student action are critical for building capacity and self-efficacy in our student MASS actively works towards equity and quality throughout the public education system, with a special focus on three action areas:Next >