< Previous20 ED ❚ Fall 2025 Inspir from Sylas Broly Louie Joe: ‘The shadow isn’t always yourself – it is who’s dancing and walking beside you and guiding you along the right path.’ I believe our ancestors are with us.” For Vice Principal of William F. Davidson Elementary School, Alonzo Gogag, joining the cohort has been powerful. Growing up, naming his identity often led to racism, so it took time to build trust. Now, as a member of the Gitksan First Nation, he guides staff on nature walks, teaching about healing plants and embedding the First Peoples Principles of Learning. Gogag says, “Educators often hesitate to implement Indigenous pedagogy out of fear they may get things wrong. By inviting others in, I help build confidence in sharing Indigenous knowledge. I would rather educators make mistakes by trying than mistakes by omission.” Vice Principal of Old Yale Elementary School Michael Speak says that at one time he was hesitant to share his identity, wondering if he looked “Indigenous enough.” Now, he embraces his ancestry as a member of the Fort William First Nation. At his school, visitors are greeted in the school lobby with an Indigenous blanket display along with Michael’s drum. This intentional décor sets a tone for Indigenous families that they are welcome and belong. He also runs a bi-weekly lunch club for Indigenous students and allies. “I’ve learned I don’t need to be an expert,” he explains. “Like many students, I’m reclaiming my culture that was once hidden from me.” In Surrey Schools, the vision of the Indigenous Education department is clear: “We champion Indigenous empowerment, cultural inclusion, and educational opportunities while advocating for Indigenous students and cultures within the public education system.” By creating space for Indigenous leaders to connect through story, we are infusing wisdom across our system and providing representation for Indigenous students who may see themselves as the school leaders of tomorrow. Dr. Kristi Blakeway (Ed D) is a member of the Golden Ears Métis Society and Citizen of the Métis Nation of B.C. She is a Director of Instruction in Surrey with a focus on Building Professional Capacity. She is the co-host of Surrey School’s weekly podcast, Leading Voices in Education. Dr. Lyn Daniels (Ed D) is Cree and Métis and belongs to the Kawacatoose First Nation located in southern Saskatchewan. She is the Director of Instruction, Indigenous Learning, in Surrey Schools. In order to have true reconciliation, Lyn believes that we have to listen to the stories of Indigenous peoples in Canada who have survived genocide and vow to live our lives differently. continued from page 17British Columbia School Superintendents Association 21 ariboo-Chilcotin School District is spread across geographically diverse and stunningly beautiful landscapes on the traditional and unceded territories of the Secwépemc, Tsˆilhqot’in, and Dakelh First Nations. Although the economy and identity of the region is closely tied to the land, at one time place- based and outdoor learning had yet to become a widespread practice in schools. Connecting pedagogy with community values became a stated priority in the district strategic plan with place- based learning identified as a key focus area. During the pandemic, more time in fresh air was a healthy choice and the district, with the help of local builders, constructed outdoor learning structures at all schools. Schools were encouraged to spend more time outside and in the natural and wooded places in proximity to their buildings. Resources were dedicated to field trips and ensuring students were outfitted for the elements. Professional learning opportunities were made available and promoted. Outdoor learning began to grow. It became clear that shifting from isolated examples of outdoor learning to a shared district-wide culture would require more than vision; it would take strong leadership. Principals and vice-principals emerged as pivotal system changemakers. Their broad understanding of district goals, strong relationships with teachers, students, and families, and ability to shape daily routines and structures at their schools make them influential leaders in driving transformation. Outdoor Journeys Toward Systemic Change By Cheryl Lenardon, Superintendent, Cariboo-Chilcotin School District, and Crystal Dawn Langton, Principal, École 100 Mile Elementary From Canoes to Classrooms: Activities like canoeing, navigating a high ropes course, and participating in a story walk carried many lessons. Canoeing, for example, emphasized rhythm and collaboration. Photos courtesy of Cariboo-Chilcotin School District. 22 ED ❚ Fall 2025 Inspir Recognizing that school leaders already carried significant responsibilities, outdoor learning was not introduced as an additional mandate. Instead, it was thoughtfully integrated to support and enhance existing priorities. The district’s key areas of focus include collective responsibility, instructional capacity, safe, caring and inclusive learning communities, Indigenous learning and culture, and place- based learning. Engaging school and district leaders in nature-based experiences – and making explicit connections between those experiences and their leadership and school improvement work – has helped place- based learning flourish. There was a natural link to Compassionate Systems change, another set of practices simultaneously being nurtured in the district. The focus on development beginning with self, extending to team, and rippling outward to the system was a natural fit as were the principles of awareness, interconnectedness, and shared responsibility. These values mirror the teachings embedded in Indigenous worldviews and in authentic place-based education. Partnerships continue to extend and deepen the work of place-based learning across the Cariboo-Chilcotin School District. Through collaboration with organizations such as Take Me Outside, Outdoor Learning School and Store, Classrooms to Communities, Outdoor Council of Canada, and JUMP!, principals and vice-principals have engaged in learning together on the land, and exploring ways to bring these experiences into their schools. These shared opportunities reinforce that leadership is not solely about providing direction – it is about modeling curiosity, humility, and openness. Local partnerships with Gavin Lake Forest Education Society and Scout Island offer authentic opportunities for educators to lead students into direct connection with the Dancing Water Sandy guides her colleagues to pick medicine. British Columbia School Superintendents Association 23 land. Many of these experiences are enriched by Indigenous knowledge keepers, creating space for students to understand that the land is not only where learning happens, but also a source of learning itself. Simple, intentional practices also play a vital role. Each administrative day begins with a circle gathering on the land. Though simple, this routine centres the land in leadership practice, affirms relational leadership, and ensures every voice is heard. Over time, such practices help shift place-based and Indigenous learning from occasional activities to foundational ways of being in leadership. Another embedded routine follows lunch with an outdoor walk- and-talk, encouraging conversations around themes from the day. The addition of picnic baskets and blankets has supported outdoor meals and created further opportunities for connection and reflection. This holistic approach creates space for distributed leadership. A district team of six principals integrates Compassionate Systems practices into meeting openings. Principals and vice-principals have gifted cultural teachings – such as smudging, tea- For the past two years the leadership team has begun its work outdoors with a gathering designed to build both capacity and relationship.24 ED ❚ Fall 2025 Inspir blending, and medicine picking – with their peers. District Vice-Principal of Indigenous Education, Dancing Water Sandy, regularly weaves seasonal local teachings into her welcome to the First Nation territory during leadership gatherings. She offers a powerful perspective, noting, “The fundamental understanding that we are all interconnected is key to discovering what place-based can mean. ‘WE’ is a term not only referring to the people (which can be a daunting process to be connected in itself) but also those that fly, swim, crawl, and slither on good Mother Earth.” She emphasizes that learning in, about, and with place requires courage – to reconsider one’s role in the space, to reflect on how it is occupied – and invites leaders to, “Challenge ourselves to go outside with the youth, families, and peers of our learning communities and leave ourselves behind. Try to step forward anew.” Nara Riplinger, an experienced outdoor learning practitioner and Vice-Principal at Lake City Secondary, has observed a shift in mindset among the principal and vice-principal team over recent years. Where outdoor learning once focused primarily on curricular objectives, the team now embraces a broader philosophy. She notes, “Experiential, place-based learning is essential, but being outside for learning is also just good practice for mental health, wellness, and a deeper connection to the land.” In the context of Truth and Reconciliation, she adds, “First situating ourselves on the treaty or unceded land on which we are learning and being outdoors is one of the most meaningful ways to do so.” Nara recalls the first day of the school year when, “150 staff from two schools were welcomed by Williams Lake First Nation. Adults who grew up in the Cariboo learned alongside educators new to Canada. Together, they walked the grounds of the St. Joseph’s Mission residential school, prepared medicines from plants harvested in the Williams Lake valley, and participated in a sweat. These first-hand experiences highlighted the deep connections local Indigenous communities have to the land and underscored the importance of honouring these relationships in our educational practices.” This year, the leadership team began its work outdoors with a gathering designed to build both capacity and relationship. The day included experiences that challenged leaders to step outside their comfort zones –canoeing, navigating a high ropes course, and participating in a story walk guided by a local First Nation Elder. Each activity carried lessons beyond the immediate experience. Canoeing emphasized rhythm and collaboration. The ropes course highlighted trust, courage, and vulnerability. The Elder’s stories reminded participants that reconciliation begins with listening, that land is a living text, and that education must honour the voices and traditions that have long shaped this place. Together, these experiences offered a living model of Compassionate Systems Leadership – rooted in self-awareness, team interdependence, and system-wide responsibility, all grounded in respect for land and community. The impact of this approach is already visible. Schools are strengthening community partnerships, expanding opportunities for outdoor learning, and integrating Indigenous perspectives in ways that are authentic and meaningful. Principals and vice-principals are modeling leadership that is compassionate, reflective, and systemic. Place-based learning is no longer viewed as an optional initiative – it is becoming embedded in the culture of leadership, inseparable from Indigenous education and the responsibility of being guests on this land. While the work ahead is complex, Compassionate Systems change offers a path forward with clarity and care. By engaging leaders as learners, mentors, and collaborators, place-based learning is advancing in ways that are both sustainable and transformative. When leadership is grounded in compassion, systems thinking, and authentic connection to land, the conditions for meaningful change are created. The ripples of this work – beginning with the self, moving through the team, and extending across the system – are shaping a future where place-based and Indigenous learning are not just practiced, but lived. The Cariboo-Chilcotin School District invites you to explore stories from schools that show how place-based learning – interwoven with all the district’s key focus areas – is coming to life through shared leadership and collective efforts across school communities. Cheryl Lenardon is Superintendent of Cariboo-Chilcotin School District and the Chair of the BCSSA Professional Learning Committee. She has more than 30 years of experience as an educator in K-12 classrooms and school, and district leadership. Some of her most rewarding work has been in supporting place-based education as a pedagogy with the potential to transform the school experience for students and staff. Crystal Dawn Langton has held a lifetime desire to educate, with 17 years of experience across elementary and high school, in classrooms and counselling. Now Principal of École 100 Mile Elementary, she champions outdoor education as essential to both wellness and learning. She is passionate about creating a love for the natural world, honouring the land where she lives by building capacity and providing opportunities for students and staff to learn with and from the land. Scan this QR code to learn how Cariboo-Chilcotin School District is enhancing learner success.British Columbia School Superintendents Association 25 n December 2023, the Organization for Economic Co-operation and Development (OECD) began developing a conceptual framework to support countries in reimagining their education systems. The notion is that educational goals should go beyond preparing students for employment – they should also equip students to find their purpose in life through learning. The vision for the Central Okanagan Public Schools, “Together We Learn,” forms the foundation of the cultural norms that empower and support all learners, at all levels of the district. The hope is to develop learners who flourish holistically with purpose, dignity, adaptive expertise, and options as they move through K-12 and beyond. The achievement of this goal can be realized if the proper conditions, strategies, and structures are in place, along with a focus on equity and excellence in every learning environment. We also believe that each learner can achieve excellence in learning when they have the confidence and competencies needed to pursue their passions and strengths. We aim to build supportive, culturally relevant learning environments that reinforce a sense of belonging, well-being, inclusivity, safety, and community. This intentional design of learning reflects a belief that each learner is capable, competent, and full of curiosity. An important strategy used to support the development of effective learning communities is the setting up of teams that are committed By Kevin Kaardal, Retired Superintendent of Schools, Central Okanagan Public Schools Together We Learn: Building Conditions for Every Learner to Thrive to a common goal or purpose. For example, the purpose of the Central Okanagan Public School District is the education of students in a safe, inclusive, equitable, and inspirational learning environment. This helps each learner develop attributes and competencies to help them flourish in a global community. This work begins with empowering a culture of inquiry, curiosity, and innovation – guided by the Spirals of Inquiry (Kaser and Halbert) as a system- wide process, focused on the learning needs of each student. When there is a culture like this, there follows an ability to build communities driven by curiosity and purpose for creating inspirational learning environments. This includes learning communities that extend beyond traditional school walls, extending to families of schools that support collective efficacy amongst educators, intentional transitions for students, deeper learning, and collaborative leadership. Virtual communities are also useful in providing environments where people develop relationships and experience the flexibility of learning at any time, from any location. The learning communities also extend to partnerships with local colleges and universities, First Nations groups, community partners, and industry. Caring educators are the gatekeepers of these extended learning communities, regularly assessing the needs of each learner, and thereby ensuring safe, inclusive, and equitable experiences for each learner. In this way the district lives out its “Together We Learn” vision. The Equity in Action Agreement, (recently revised) prioritizes a responsibility to Indigenous learners at all levels. Schools report, through learning plans, outline specific priorities in all quadrants: policy and governance, learning environment, learning profiles, and the Photos courtesy of Central Okanagan Public Schools.26 ED ❚ Fall 2025 Inspir pedagogical core. At its heart is the belief that, “Each Central Okanagan Public School student, Kindergarten to Grade 12, has a right and responsibility to learn.” In addition to developing the core competencies and attributes of the learner, the role of a Central Okanagan Public Schools’ student is to respect the Okanagan territory and the Okanagan people on whose land we reside, respecting diversity. Students cannot holistically flourish if they are faced with such challenges as systemic racism. Deliberate work is being done, in collaboration with Westbank First Nations (WFN), the Okanagan Indian Band (OKIB), and the Indigenous Education Council (IEC) to break down colonial structures by considering the use of curriculum development from First Peoples Principles. These principles include learning and local Syilx chap’tiks, which are a collection of teachings about Syilx Okanagan laws, customs, values, governance structures and principles that, together, define and inform Syilx Okanagan rights and responsibilities to the land and culture. Working alongside Elders and researchers on the land is a great example of honouring equity, inclusion, and engaging in the journey towards Truth and Reconciliation. Elders in residence programs, dedicated Indigenous spaces in schools, and Indigenous advocates who work with families of students, and the community as a whole, all contribute to this critical work. When I refer to “ready to learn” I am speaking about the considerable work that is involved in creating safe spaces for learning, where equity and inclusion are core values, cultural safety is a priority, and every person’s dignity is fostered. Hungry students can’t learn so district programs such as Feeding Futures, along with the coordinated efforts of the district and community, including the Kelowna Food Bank, Food for Thought, and a variety of other charities, assist thousands of students to be fed every week. Hundreds of families are also supplied with backpacks full of food on weekends, which is also helping students to be ready to learn. As noted previously, students have difficulty in holistically flourishing if they are experiencing systemic racism. The partnerships with WFN, district leaders, and the University of British Columbia (UBC) Okanagan researchers using Social Sciences and Humanities Research Council Connection (SSHRCC) Grants, along with language program development, have combined to help hundreds of teachers and thousands of students to be able to experience a broader, and more respectful worldview. The district also changed the structure of leadership team meetings to include a monthly meeting solely focused on transformative leadership competencies. These efforts serve to build a collective efficacy in many communities of learning. Teams facilitated by leaders at the district level and supported by teachers who are willing to lead from their classrooms, or act as consultants, support best practices in understanding and implementing the pedagogical core. An example of this type of work is the Early Learning Initiative. In this, the Early Learning Profile was modernized using a combination of research and software that enables teachers to quickly assess and obtain reports instantly, and adjust their planning in support of the varying needs of each student. This resulted in significant improvements in early learning literacy acquisition. An effective educational system is built on setting conditions that can support its learners’ endeavours – both students and educators. Building collective efficacy in understanding and using the pedagogical core is essential for true transformation to take place. Learners can thrive when they are recognized as co-constructors of their learning journeys, with opportunities to make decisions, pursue passions, and take risks in safe, supportive environments. In Central Okanagan Public Schools, student agency is fostered through multi- grade learning communities, where teams of educators collaborate to differentiate instruction and support students’ diverse interests and abilities. These structures allow students to engage in authentic problems of practice and see themselves as decision-makers in their education. Examples of this work include independent study opportunities and specialized programs that can elevate student voice and purpose. In one family of schools, students have led inquiry projects focused on nature education and Indigenous ways of knowing, culminating in presentations at national and international forums such as COP28. These experiences not only build confidence and competencies, but also demonstrate the power of learning connected to global challenges. Other structures that support choice and voice are academies for various sports, the fine arts, outdoor education, or Indigenous culture. Board Approved Authority courses, such as Mountain Biking, Life Guarding Certification, and Indigenous Art 12, can provide specific and practical choices for students that keeps them engaged in schooling. When both agency and voice are prioritized, students report a stronger sense of belonging and motivation. Teachers, in turn, describe greater success in cultivating environments where mistakes are accepted as part of the learning process and assessment is used as a tool for growth. Partnerships with community organizations and post-secondary institutions further extend these opportunities, ensuring that learners are supported by a network of educators, peers, and mentors. By embedding student agency as a core value, the district can help to ensure that learners are not only ready for their next steps, but are equipped to flourish as resilient and engaged global citizens. Another critical strategy that aims to support learners is the focus on student transitions from pre-K to kindergarten, elementary to middle school, middle to secondary, and secondary to post-secondary, or to trades certifications. This focus indicates a decisive step towards British Columbia School Superintendents Association 27 assisting learners to excel – giving them an opportunity to find a purpose. Many parents will thank one of these teams personally for helping to change the trajectory of their youth by helping them envision a more hopeful future. Universities and colleges may provide dual credit and advanced credit opportunities while students complete work directly with leaders who demonstrate the quality that is expected after graduation. For example, George Elliot Secondary School in Lake Country, B.C., and a chemistry teacher have developed a program called ChemCorp, where students take on the roles of chemistry consultants. They operate it like a company, providing bonuses, initiating team projects, and devising research methods to solve problems of practice that they encounter. I will wrap this up with some of the more traditional measures of success. The district’s overall graduation rate has improved from 88 per cent up to 96 per cent (approximately 300 more graduates than 10 years earlier). Over the last three years, our Indigenous graduation rate rose from 76 per cent to 86 per cent, (approximately 30 graduates more than 10 years earlier) with all other measured graduation rates showing above the provincial average. Exit surveys indicate that 69 per cent of our students are attending post-secondary institutions, and reports from UBC show that Central Okanagan Public School graduates were outperforming their peers in the first year of studies. These broad measures of success, while laudable, do not fully reflect the potential of learners who can thrive in a complex globally inter-connected environment. The success stories of our students as they graduate may be the most important measure of success. Their accomplishments and engagement in the community, success in sports, or the fine and performing arts, industry certifications, apprenticeships, or starting new businesses in our iGen entrepreneurial program (450 participants) speak volumes about our success. Their flourishing might be evidenced by such activities as fundraising for charities and other worthy causes or demonstrated during the Inside 23 (stories of people in our district) agenda item of our public Board of Education Meetings. Helping students to develop into flourishing global citizens can happen when conditions are set, thoughtful strategies are implemented, and the community comes together in a way that states, “Together We Learn.” Kevin Kaardal is a retired Superintendent of Schools for Central Okanagan Public Schools, author, speaker, presenter, consultant, award-winning educator and leader, Past President of CASSA and the BCSSA. This article draws on the work of SD23 educators, leaders, and community members, Linda Kaiser, Judy Halbert, Shane Safir, David Istance, The Organisation for Economic Co-operation and Development (OECD), The First Nations Education Steering Committee (FNESC), The Transformative Educational Leadership Program (TELP) at the University of British Columbia, and The Harvard Graduate School of Education.28 ED ❚ Fall 2025 Inspir anaimo-Ladysmith Public Schools launched our initial cohort of our Building Education Assistants through Mentorship (BEAM) program in May 2025. This six-month, part-time program consists of in-class sessions, self- paced assignments and online learning opportunities, and classroom observations – culminating in a 100-hour internship with an experienced educational assistant (EA) mentor. The program is facilitated by a long-time inclusion support worker (specialist EA), in collaboration with other district professionals. By leveraging the expertise of experienced EAs as mentors and coaches, this program is boosting staff morale and increasing EA capacity system wide. This first BEAM cohort will complete their internships by the end of December 2025. continue working while they were part of the program. Rather than going through Make A Future, applicants submitted email applications. When we first began to advertise, we hoped to have enough applicants to run an initial cohort of 18 to 20 candidates. Our application process began in early March, and by the end of the month, we had over 80 applicants. Overwhelmed and excited by the response, we set to planning. Our initial cohort of 21 began classes in early May. Of these, 15 are external applicants, while the remaining six are internal applicants who are currently working as responsible adults with the school district. We sought individuals who have previous experience working with children in other contexts (e.g. coaching and childcare providers). After selecting this initial group, the remaining applicants with strong applications were notified that their applications would be kept on file for the next cohort. We requested a deposit on tuition, with the balance being due in the fall, pending successful completion of the first two milestones. Candidates are able to pay the balance as a lump sum, through installments, or through payroll deductions. While they are not compensated for the learning activities, candidates receive a stipend, equivalent By Kerri Steel, Director of Instruction (Elementary), Nanaimo Ladysmith Public Schools An intern doing the Indigenous Plant Walk at Colliery Dam in Nanaimo as part of her summer coursework. Photos courtesy of Nanaimo Ladysmith Public Schools. When we first began to envision BEAM, we set a few specific goals for ourselves: • To recruit dynamic candidates who were under-employed and/or looking for a career change, but had some experience working with children. • To provide a rigorous, engaging learning experience tailored to our local context and needs. • To improve the morale and culture amongst our existing education assistant staff. We began by connecting with others in the province who also have in-house training programs. After reviewing the successes and challenges that were shared with us, we settled on a model that we believe provides enough in-class learning to provide some rigour and a foundation of skills for the candidates, while also being low-barrier enough that folks could BEAM is Building Education Assistants: Growing Capacity Through MentorshipBritish Columbia School Superintendents Association 29 to the wage of a responsible adult, for their 100-hour internship. Facilitated by an experienced inclusion support worker, the program has been designed with four specific milestones: 1. Milestone1: Completion of weekly in- person classes and 25 hours of school- based observations in May and June. 2. Milestone 2: Successful completion of 40 hours of self-paced learning assignments over the summer, as well as a successful internship interview in late August. 3. Milestone 3: Successful completion of weekly in-person classes and the initial 50 hours of school-based internship. 4. Milestone 4: Successful completion of weekly in-person classes and the final 50 hours of school-based internship. The topics of instruction were drawn from information gathered from other school districts, as well as from the course descriptions for EA programs being offered across the province. This past spring, the evening sessions focused on orienting candidates to the role of an EA, and instruction was primarily shared between the facilitator, the manager of human resources, and the director of instruction. Emphasis was placed on interpersonal communication skills, professionalism and confidentiality, and understanding the work of education assistants in schools. Candidates explored the “ABCs of behaviour,” general strategies for building relationships with students, and the types of support frequently provided. The group also participated in a six-hour non- violent crisis intervention training session. The self-paced summer learning opportunities drew on the rich resources that have been developed by our provincial resource programs, as well as internally developed resources and activities. Examples include: Inclusion Outreach’s Creating a Culture of Inclusion; POPARD’s Autism and Autistic Traits; BC Children’s Hospital’s ADHD webinar, and a locally developed framework exploring local Indigenous understandings through videos recorded by our local Elders and participation in outdoor plant walks. Candidates who successfully completed their summer assignments were interviewed in late August and onboarded as BEAM interns for the start of the school year. This fall, they continue to attend evening classes weekly and have begun their 100-hour internship under the supervision of an experienced EA mentor. Guest speakers for the evening classes include: a school principal, a classroom teacher, an inclusion support teacher, an augmentative and alternative communication (AAC) specialist, inclusion support and learning coordinators, a school psychologist, our Indigenous learning coordinators, and an occupational therapist. Our goal is to introduce the interns to the salient pieces of an education assistant’s role through the eyes of the district team. In addition to the presentations from guest speakers, the program facilitator continues to provide instruction related to specific topics, including understanding autism and complex behaviour, supporting students with personal care, supporting communication, and understanding supportive plans such as individual education plans (IEPs) and regulation support plans. Each week of their placement, interns complete assignments that are designed to have them reflect on their learning. These include topics such as self- regulation, using visuals, break systems, and managing transitions. They will collect specific observations, complete a personal reflection, and then discuss their learning with both their mentor and with other interns in class. The internship placement is a key element of BEAM and a team of 20 experienced EAs have been recruited as mentors to support the interns with their placements. In June, they participated Some of the initial cohort of 21, who began classes in early May.Next >