< Previous30 ED ❚ Fall 2025 Inspir in a full-day training session to orient themselves to the role of mentor. A key understanding is that the role of interns is quite different from that of a practicum student. Interns are expected to move from shadowing their mentor to assuming their mentor’s responsibilities quite early in their internship, with their mentor alongside as coach and support. An Education Assistant Continuum of Practice, outlining competencies in five key areas (facilitating and engaging; communicating and building interpersonal skills; organizing and planning; adapting and being flexible; and caring and fostering inclusivity), has been collaboratively developed with the mentors to help them identify key observable indicators to guide intern development, as well as the coaching moves to support them. In addition to the coaching that mentors provide during the 100-hour placements, each pairing has an additional 10 hours outside of the school day over the course of the placement. This time is being used to review district protocols and student-specific documents, for coaching and reflection, and to support the BEAM interns in completing their weekly reflections. Program Facilitator CJ Farrugan offers this reflection about the program so far: “The BEAM program is coming along amazingly! Reading the students’ reflections from their summer coursework has been both inspiring and reaffirming – it’s clear that we’re providing the right education to prepare them to become effective EAs within our district. We’ve been offering content during our evening sessions that comes directly from staff within our own organization. This ensures the practices we’re teaching reflect the values and strategies we already strive to use across our schools. Working alongside our mentors has proven to be a significant strength to the program. Not only have they contributed meaningfully to the course content, but they’ve also expressed how grateful – and how needed – they feel this program is. Their continued support and involvement will be key to making BEAM a success. All in all, I believe the energy, learning, and collaboration happening through BEAM are already creating a powerful ripple effect across our district.” Our first class of BEAM interns will complete their training by December 2025, and we are already beginning our plans for our second cohort next year. Kerri Steel is the Director of Instruction (Elementary), Nanaimo Ladysmith Public Schools. She holds a Master of Arts Degree in Leadership with a focus on Universal Design for Learning, and works to support and collaborate with teachers to create differentiated, universal learning environments for all students.British Columbia School Superintendents Association 3132 ED ❚ Fall 2025 Inspir hat possibilities emerge when learning ventures beyond classroom walls and into the heart of the community? In the Abbotsford School District, that question found answers in a series of Civic Plaza field trips – each carefully designed to spark connection, leadership, and flourishing among students, educators, and community agencies. This innovative initiative saw Grades 2 and 3 and Grades 7 and 8 classes each embark on their own distinct explorations of civic life. Students visited the Civic Plaza locations, such as the public library, The Reach Gallery Museum, Abbotsford City Hall, the Abbotsford School Board Office, and the Abbotsford police and fire stations on a series of four fieldtrips in May of 2025. Throughout the four days over 700 students and their teachers engaged in experiential learning through inquiry. Each field trip was thoughtfully tailored to meet the developmental and curricular needs and interests of the students. For Grades 2 and 3, the visits were designed around interactive discovery and foundational civic engagement, inviting curiosity and connection with local spaces and leaders. Later in the month, Grades 7 and 8 students participated in a field trip carefully aligned with the B.C. curriculum for Careers and Social Studies, delving deeper into topics relevant to their studies and future pathways. At the heart of these experiences was a collaborative spirit. Leadership teams from across the district partnered with community organizations, municipal government, and Indigenous knowledge keepers to craft meaningful learning opportunities. Cross- departmental partnerships were instrumental in strengthening leadership, breaking down silos, and building bridges between schools and the broader community. During the visits to the School Board Office, students engaged with Indigenous knowledge, particularly through learning about the Sema:th house posts created by local carvers Raphael Silver Sr., Raphael Silver, Kelsey Ned, and Mike Epp. These sessions provided context for reconciliation and the enduring contributions of the Sema:th people, guided by knowledge keepers who helped connect the teachings to students’ roles within their community. Collaboration was also made visible through a large-scale community art project involving over 700 students. Guided by local artists and educators, students contributed to a collective artwork reflecting both individual and systemic flourishing. The centerpiece of the Civic Plaza art project was a large- scale paper mosaic diptych crafted collaboratively by the students, teachers, and community leaders. The artwork depicted a sturgeon, its powerful body archingskyward as it leapt from the currents of the Fraser River, scales etched in a tapestry of colours and textures. How Tailored Experiences Foster Systemic Thinking, Flourishing, and Reconciliation Across Grades and Leadership Teams By Dr. Lynette Power, District Principal of Languages and Settlement Services, Abbotsford School District Bridging Community and Curriculum: Grades 2 and 3 students visit the Abbotsford School Board Office as part of a series of field trips exploring their communities. Photos courtesy of Abbotsford School District.British Columbia School Superintendents Association 33 The sturgeon’s leap was illuminated by a luminous moon, depicting the salmon egg within, a staple of the artist, Raphael Silver’s style. Surrounding the river and sturgeon, the mountains of the Fraser Valley rise in layered hues, each cut and placed by the hands of participants. This diptych was not simply an aesthetic endeavor – it was a celebration of collective creativity, ecological awareness, and cultural storytelling. Students learned about the sturgeon’s significance to local ecosystems, deepening their respect for the river and the histories it carries. As each class contributed to the panels of the composition, the mosaic became a metaphor for community: individual voices and visions, united in purpose, building something greater than the sum of its parts. The finished artwork will be displayed in a public space. This piece stands as a testament to the district’s commitment to equity, inclusion, and shared creativity. The Civic Plaza field trips exemplified systems thinking in action. Students learned to draw connections between civic institutions, art, Indigenous history, and their classroom learning. Educators and leaders reflected on how designing tailored experiences – while The final art project was displayed in a public place as a testament to the district’s commitment to equity, inclusion, and shared creativity. Students across all grades and classes worked on a collective art project. working across departments and with community partners – led to deeper collaboration and collective growth. Many teachers noted that students returned with a renewed sense of belonging and possibility, more aware of their place in the community and eager to contribute to a future that is equitable and interconnected. As education continues to evolve, Abbotsford’s Civic Plaza field trips offer a powerful blueprint for responsive, collaborative, and inclusive systems. By intentionally creating experiences that honour developmental and curricular needs while fostering partnerships and reconciliation, the district models leadership for human flourishing. Opportunities like these remind us that innovation in education is often about stepping beyond our usual boundaries, listening deeply, and creating together – across grades, disciplines, and communities. Dr. Lynette Power is District Principal of Languages and Settlement Services in the Abbotsford School District. She is passionate about equity, inclusion, and social justice. She recently completed her doctorate, focusing on increasing leadership capacity towards culturally sustaining practices. At the heart of these experiences was a collaborative spirit. Leadership teams from across the district partnered with community organizations, municipal government, and Indigenous knowledge keepers to craft meaningful learning opportunities.34 ED ❚ Fall 2025 Inspir ART INSTRUCTOR Spectrum Art Studios .................................27 ATTRACTIONS Vancouver Aquarium ....................................6 CLASS DESTINATIONS Grouse Mountain ..................................22, 23 COMBINATION PADLOCKS D.G. MacLachlan Ltd. ..................................12 EDUCATION PARTNERS BC Principals’ and Vice Principals’ Association ................................................3 FARMS Maplewood Farm .......................................31 MODULAR MANUFACTURING Fort Modular .......................inside front cover MUSEUMS Britannia Mine Museum .............................30 Nanaimo Museum ......................................33 Nisga’a Museum ...........................................4 Tumbler Ridge Museum Foundation ...........34 NEURO DIVERSE LEARNING PROGRAMS West Coast Centre for Learning .................20 RECYCLING Encorp Pacific Canada .........................18, 19 ROOFING CONTRACTORS ASSOCIATION Roofing Contractors Association of BC .......15 UNIVERSITIES Queens’ University ............outside back cover WALKING TOURS Discover The Past ......................................31 WATER BOTTLE FILLING STATIONS Dobbin Sales .......................inside back cover Index to Advertisers Inspir ED Advertise in An advertisement in InspirED magazine puts your expertise and products directly in front of education leaders across British Columbia. 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