Canada Post Publications Agreement Number: 40609661 InspirEDFall 2025 The official journal of the British Columbia School Superintendents Association Leadership Practices that Transform Systems British Columbia School Superintendents AssociationBritish Columbia School Superintendents Association 5 7 A Message from the BCSSA President 8 A Message from the BCSSA CEO 9 A Message from the Minister of Education and Child Care 10 Leading with Compassion: Transforming Systems and Supporting Students 13 Students Leading Reconciliation: Building Pathways Together 16 Keep Diggin’: Indigenous Leadership Rooted in Story and Identity 21 From Canoes to Classrooms: Outdoor Journeys Toward Systemic Change 25 Together We Learn: Building Conditions for Every Learner to Thrive 28 BEAM is Building Education Assistants: Growing Capacity Through Mentorship 32 Bridging Community and Curriculum: How Tailored Experiences Foster Systemic Thinking, Flourishing, and Reconciliation Across Grades and Leadership Teams 34 Index to Advertisers For advertising information, please email sales@matrixgroupinc.net or call 866-999-1299. If you would like to adjust the number of copies you are receiving, please email distribution@matrixgroupinc.net or call (204) 953-3497 – please be sure to mention the name of this magazine and your name and / or organization. FEATURES On the cover: This issue’s cover features photos from Nanaimo Ladysmith Public Schools; Central Okanagan Public Schools; and Cariboo-Chilcotin School District. s %ULWLVK&ROXPELD CONTENTSGREETINGSBritish Columbia School Superintendents Association 7 A Message from the BCSSA President I hope this message finds you well and that you have had a great start to the school year. This edition of InspirED focuses on leadership practices that transform systems, foster human flourishing, and deepen collaboration. This past year the Chilliwack School District engaged in a year long conversation with the community to revise the Board’s Strategic plan. During the creation of the revised strategic plan one of the core principles that was embedded in the plan was the principle of Tómiyeqw, which leads to the notion of generational stewardship. The Coast Salish philosophy behind Tómiyeqw guides people to think deeply about any action, or inaction, they take. Tómiyeqw expresses the responsibility and connection Stó:lo - people have to the seven generations past and future. Tómiyeqw is a Halq’eméylem term that literally means both great-great-great-great grandparent/ aunt/uncle and great-great-great-great grandchild/niece/nephew. We are grateful to Chief Darcy Paul of Skowkale First Nation for providing the understanding of the stories behind this powerful principle. So, what does this mean for the school district and the community. It will inspire us to teach and lead with care and compassion acknowledging that every decision we make is rooted in the past and carries forward into the emerging future. In education, every action we take, whether through policy discussions, classroom interactions, or daily practices, extends beyond the present moment. Each action contributes to shaping the lived experiences of today’s learners while also influencing the path of generations yet to come. Learning is not isolated in time. It is deeply woven into memory, history, and story, forming a British Columbia School Superintendents Association Tómiyeqw in Action: Leadership Rooted in Legacy and Emerging Futures Rohan Arul-pragasam continuum that connects who we were, who we are, and who we are becoming. When we lead with care and compassion, we understand that we are not merely managing tasks or solving immediate problems. We are stewarding the hopes, identities, and well-being of students, families, and communities. This work requires us to honour those who came before us by learning from their wisdom; wisdom that truly championed the human spirit, while embracing our responsibility to those who will come after. It means being fully present in our relationships, practicing reciprocity by listening deeply and responding with empathy, and choosing actions that promote respect, connection, belonging, and accountability. To teach and lead with care and compassion is to recognize the sacred responsibility we hold: to ensure that every child and adult feels seen, valued, and supported in the exploration of one’s identity, and provided with the skills and competencies to flourish, now and into the future. When we turn the lessons of the past into insight for the future, we open the door to meaningful change. This is how we aspire to greater clarity of mind, heart, and spirit, and how we build a culture that places student and adult success and well-being at the heart of everything we do. Beyond our school communities, the world faces what Dr. Otto Scharmer calls a poly crisis: an ecological divide (self and nature), social divide (self and others), and spiritual divide (self and self). Too often, global leaders deepen these divides and erode trust in humanity. Embracing Tómiyeqw offers a path to healing, and that journey begins with us in our school communities. When we embody Tómiyeqw, we acknowledge that our choices ripple outward, connecting the wisdom of our ancestors with the aspirations of generations yet unborn. It calls us to resist short-term thinking and to embrace leadership that is grounded in care, humility, and responsibility. In practice, this means creating policies that honour equity and inclusion, cultivating spaces that celebrate belonging, and building communities that nurture both resilience and joy. Leadership through Tómiyeqw reminds us that our role is not only to guide but to steward. Every leader holds the responsibility to make possible the promise of an emerging future. By applying this principle, we create schools and communities that are not only places of learning but also places of healing, belonging, and becoming. To live Tómiyeqw is to ensure that our leadership is not defined by a single moment in time, but by the legacy we leave behind, a legacy of flourishing for the seven generations to come. Rohan Arul-pragasam President British Columbia School Superintendents Association8 ED ❚ Fall 2025 Inspir L eadership in education is always about more than managing complexity – it is about shaping the conditions in which students, staff, and communities can flourish. At the BC School Superintendents Association, our new Strategic Plan commits us to stewarding change with courage, advancing equity and reconciliation, cultivating compassion, fostering curiosity, and building the relationships that allow all leaders to thrive. This edition of InspirED brings those commitments vividly to life through stories of leadership practice from across the province. Each feature in these pages illustrates how system transformation is possible when leaders, students, and communities work together. In Surrey, Dr. Lyn Daniels and Dr. Kristi Blakeway remind us that our stories bring us together. The Indigenous Leadership cohort they profile demonstrates how identity, ancestry, and lived experience can inform and enrich leadership practice. Their work embodies our Strategic Plan’s call for reconciliation – restoring relationships by ensuring students see themselves reflected in the leadership of their schools. That same spirit is alive in Central Okanagan, where student leader Ava Cudmore and her peers are living the Call to Action. With the support of district staff, they have co-created an Indigenous Leadership course that shifts reconciliation from an abstract goal to a lived reality. By placing students at the centre of transformation, this work models equity in action – providing access, agency, and opportunity for all learners to shape their education. Transformation is also about creating the conditions for flourishing. Superintendent Kevin Kaardal describes how intentional structures for student voice, collaborative learning communities, and strong pathways to post-secondary enable learners to thrive. This connects deeply to our priority of support , reminding us that leadership is about cultivating both individual agency and collective capacity. In Campbell River, Brenna Ewing showcases work on de-escalation through empathy, highlighting the power of A Message from the BCSSA CEO Leadership Practices that Help Systems Flourish compassionate leadership. By equipping educators with low-arousal strategies, schools are becoming safer, calmer, and more relational. This is the heart of compassion – recognizing that thriving systems emerge when human dignity and empathy guide our practices. In Abbotsford, connecting the classroom to real-world careers demonstrates how schools can build bridges across community, government, and culture. This collaborative, arts-infused learning not only deepens belonging, but also shows the power of curiosity – inviting students to explore the world with wonder and purpose, while situating their learning in the broader civic fabric. We are also reminded that leadership must be sustainable – for both students and educators. Cheryl Lenardon’s reflection on being rooted in well-being illustrates how nature can serve as a pathway to resilience, compassion, and systems awareness. By embedding the outdoors into learning, leaders cultivate wellness and ensure our schools are environments where every person can flourish. And finally, the Nanaimo-Ladysmith BEAM mentorship model offers a powerful example of leadership that strengthens capacity at every level. By investing in education assistants through mentorship, the district is affirming that leadership is distributed, and that flourishing systems depend on recognizing and supporting the expertise of all staff. Taken together, these stories highlight what our Strategic Plan envisions: a profession committed to leadership, equity, support, and reconciliation. They demonstrate how values become actions, and how actions, in turn, shape the future of public education in British Columbia. As you read this edition, I encourage you to see not just the specific practices, but also the larger principles at play: collaboration across communities, transformation rooted in compassion, and leadership that amplifies student and staff voices. These are the building blocks of a system where every learner thrives. On behalf of the BCSSA, thank you for your ongoing leadership. Your courage, creativity, and commitment inspire all of us – and together, we are writing the next chapter of public education in British Columbia. Gino Bondi CEO British Columbia School Superintendents Association Gino BondiBritish Columbia School Superintendents Association 9 A s we begin the 2025-26 school year, I want to express how hopeful I am for what lies ahead. British Columbia’s public education system continues to grow stronger thanks to the care, compassion, and commitment of the people who serve in it. This year is no different – we are building on last year’s momentum and investing in student success, well-being and equity, from kindergarten to graduation, despite the current fiscal and global uncertainty we all continue to face. I’ve had the privilege of meeting with most of the elected school boards throughout the province since becoming Minister of Education and Child Care. I continue to hear the same caring and dedication to school communities focused on helping students succeed and feel safe – a continued priority for the year ahead. Supports like the Expect Respect and a Safe Education (ERASE) program are already helping schools support mental wellness and build respectful relationships, and I encourage every school to keep using these tools. Access zones will also be in place again this year to help keep students and staff safe and free from harmful disruptions on or near school grounds. Two changes are also being implemented for Grade 10 students this year. Holocaust education is now part of Grade 10 Social Studies. Students will also explore B.C.’s Black history, Japanese Canadian internment, and discrimination faced by Indigenous Peoples. Students are also learning life-saving skills. This year, CPR and AED learning is being implemented as part of the Grade 10 Physical and Health Education. Thanks to your leadership, AEDs and naloxone will also start to be available in schools to make sure everyone is safe in an emergency – though many schools and districts are already doing this important work. This year, all elementary schools will begin early literacy screening starting in kindergarten. This important work happening in your schools will ensure students who may need additional reading support are identified early, so students get the extra help when they need it. A Message from the Minister of Education and Child Care New Beginnings for Students, Families and Schools Supporting students goes beyond their education though. We want students to feel prepared and ready to learn. Thanks to the work your districts are doing and the Feeding Futures initiative, nearly 90 per cent of schools in B.C. now offer school food programs. We are building for the future. This year, new schools and additions are opening, and many more are being built or upgraded through the Ministry of Infrastructure. We know how important teachers are and many communities still face challenges finding enough educators. That’s why we’re investing $12.5 million over three years to help train, recruit, and keep teachers, with a focus on Indigenous teachers and teachers in rural areas. And, because mentorship plays a key role in retention and professional growth, we are working with sector partners to re-establish a Provincial Teacher Mentorship Program. With your partnership, we’re making child care easier for families too. More schools now have licensed child care centres on-site, with more opening this year. Your leadership has been essential in expanding access to licensed child care on school grounds – helping provide continuity for children, supporting families, and ensuring more kids can have the care they need. We continue to recognize the vital connection between early learning and K-12 education. That’s why our government is expanding access to licensed child care, particularly on school grounds, so families can access quality care where and when they need it. I am filled with appreciation for your leadership, your resilience, and your dedication to students. While I know there are challenges in our current circumstances, as we all face an uncertain global context and a demanding fiscal reality, your continued collective efforts are helping create the kind of school system we can all be proud of: one that is inclusive, responsive, safe, and rooted in the values of care, equity, and opportunity. As we step into this new school year, I look forward to continuing our work together. Thank you for everything you do to make British Columbia’s education system strong, innovative and welcoming for every learner. Lisa Beare Minister of Education and Child Care Lisa Beare Next >