< Previous10 MASS Journal Fall 2022 I t was a privilege for Hanover School Division to partner with Manitoba Education and the Indigenous Education Directorate in the Elders and Knowledge Keepers Pilot Project in spring 2022. Three schools were chosen to participate based on their number of self-declared Indigenous children, socio-economic status of the catch- ment area, and perceived school readi- ness to engage in the work. According to Manitoba Education, “the Elders and Knowledge Keepers in Schools Initiative supports students, educators, and families to learn First Nations, Métis and Inuit histories, cultures, tra- ditional values, contemporary lifestyles, and traditional knowledge systems across all learning environments.”1 In their research about the value of embedding Indigenous perspectives across curricula, Restoule and Chaw-win-is (2017) say, “Meeting the educational needs of Indigenous peoples and increasing all Canadians’ knowledge of Indigenous values and perspectives is vitally important.”2 They provide three reason for this: 1. To provide Canadians a more com- prehensive understanding of all school subjects; 2. To address the social problems of today that disproportionately affect Indigenous people (homelessness, unemployment, and mental health); and 3. To improve our relationship with the land in support of ecological sustainability.2 Southwood School (K-4), Stonybrook Middle School (5-8), and Niverville High School (9-12) engaged with Elders in their schools. Each school had a unique approach which was appropriate for their context and each school emerged with new lessons learned from the experience. Southwood School focused on ideas of caring for others as they engaged in their work with Elder Chickadee Richard. Learning what it means when we care for others was an essential take away for the Southwood School community. Partnering with a small group of Elders, staff and students revisited their prior understanding of how to be a good host/neighbour, while also expanding their understanding of gift giving. “When an Elder shares their story, they are giving a gift,” one stu- dent noted. This resulted in students offering the visiting Elders a variety of gifts in return. Grade 5 students welcomed Elder Martha Peet to their classroom as they studied the North. Their teacher had done a beautiful job of teaching the students to receive this knowledge and built a positive relation- ship. The experience was also positive for the Indigenous students in the school who had the opportunity to see themselves in the visiting elders. At Stonybrook Middle School (SMS), students were invited to explore culture through language. Opportunities with both Cree and Anishinaabemowin were made avail- able, piquing students’ interest, as they made meaningful connections to the learning. Elder Jason Parenteau con- nected with the Grade 7 classes as he shared his knowledge, culture, and By Leanne Peters and Brett Schmall, Hanover School Division Working with Elders and Knowledge Keepers: Hanover School Division Learns Hands-on (and feet!) round dance instruction with Roseau River Anishinaabe First Nation Elder Marlene Henry at Niverville High School. Photo courtesy of Brett Schmall.Manitoba Association of School Superintendents 11 continue to grow, and nurture as we extend our understanding of what it means to be Treaty people. n Leanne M. Peters, Ed.D., is an Assistant Superintendent in Hanover School Division. She can be reached at lepeters@hsd.ca or you can follow her on Twitter @leanne_petersl. Brett Schmall, M.Ed., is an Indigenous Learning and Assessment coach in Hanover School Division. He can be reached at bschmall@hsd.ca or you can follow him on Twitter @BrettSchmall. cultural teachings. Staff met with a small group of Knowledge Keepers several times to start, to build rela- tionship and learn from, before the Grade 9 and 10 student body took part in a day of learning. Students heard about the Anishinaabe Life Cycle from Josephine Hartin and Lucy Ducharme, spoke some Anishinaabemowin with Wanda Levasseur, and learned about Treaty from Terry Nelson, among others. The partnership culminated with a mini powwow that saw an end of day round dance celebration. A notable takeaway from one teacher was, “... before anything else can happen, we need to be in relationship. The time needed to establish this may feel counterintuitive from a systems world, productivity-oriented perspec- tive, but it is vital, and truly at the heart of everything.” The partnerships, and subsequent pilot were an invitation for our schools to make meaningful connections with neighbouring Indigenous communi- ties. This is something that we will language with the students and teach- ers. The experience overall invited the SMS community to further extend their understanding of relationship building, while inviting them to dream about further learning possibilities (infusing Indigenous perspectives in science). The students could be over- heard in the hallways sharing their new knowledge with their friends as they walked around. Grade 5 students participated in the Gathering of Friends at Ginew School. This opportunity saw them immersed in morning workshops, exploring drum making, dancer regalia, and stick games, in addition to a number of other workshops specific to Anishinaabe cul- ture. In the afternoon they had the chance to see a variety of dancers, while listening to the big drum. The students and staff at Niverville High School learned about perspec- tive and community. Staff and stu- dents were invited to listen as a host of Elders and Knowledge Keepers from Roseau River Anishinaabe First Nation visited to share stories and References: 1. Manitoba Education (2022). Indigenous Education Directorate. https://www.edu.gov.mb.ca/iid/ elders.html 2. Restoule, Jean-Paul & Chaw-win- is. (2017). Old ways are the new way forward: How Indigenous pedagogy can benefit everyone. The Canadian Commission for UNESCO’s IdeaLab.12 MASS Journal Fall 2022Manitoba Association of School Superintendents 13 Embracing Change: T he pandemic has presented educators with some enor- mous challenges. Many of these challenges forced us to “pivot” as a school system, changing practices that have been deeply entrenched seemingly overnight. While the reason for these necessary adaptations is one we could all do without, we would be remiss if we did not take advantage of some of the lessons learned along the way. COVID-19 disrupted our sense of community with virtual learning, but it also provided us with a new way of connecting with one another we had not explored quite as closely in the past. Technology was crucial in our response to home learning and social distancing. Video conferenc- ing became a way of life. In the 2021/2022 school year, the Louis Riel School Division (LRSD) renewed its commitment to its Multi-Year Strategic Plan. Despite the obstacles introduced by COVID-19, technol- ogy was leveraged to support our “Strategic Priority 1: Creating a Culture of Equity and Inclusion.” Inspired by the leadership students were demonstrating at a school level, LRSD introduced three virtual ini- tiatives as part of our work around Diversity, Equity, Inclusion (DEI) and Anti-Racism in the latter half of the 2021/2022 school year. The intent behind these programs was to encourage our community to engage more deeply in this work by centering By Michelle Jean-Paul, Louis Riel School Division Leveraging Technology to Elevate Student Voices Embracing Change: Students like Mohamad, pictured here alongside Debbie Hoffman, a teacher librarian, took a big risk getting in front of an audience. Photo courtesy of Michelle Jean-Paul.14 MASS Journal Fall 2022 well as people who are willing to learn and do more to help and move forward from a harmful past. – Neesa, student facilitator. Our students took a big risk get- ting in front of an audience to share their understanding, learning, and themselves in this virtual space. Listening to the feedback from stu- dents and creating authentic spaces for them to share their voices and what is important to them through these virtual environments is essen- tial in our response to diversity, equi- ty, and inclusion as a school division. Neesa’s reflections further solidify the importance of open dialogue around the work we as a system need to engage in to create more equitable and inclusive spaces. Technology has taught new ways of bridging barriers and building belonging. How do we ensure these initiatives aren’t isolated activities, but that student voices are woven into the fabric of our work? This fall, the Louis Riel School Division will launch a Student Advisory Group to formalize the feedback process so that students can more concretely play a role in divisional planning and connect directly with members of the Senior Leadership Team. Uti- lizing this group is another strategy to ensure we are elevating student voices in our work to address diver- sity, equity, and inclusion issues. n Michelle Jean-Paul is Divisional Principal of DEI and Anti-Racism Services for Louis Riel School Division (LRSD). She supports LRSD in creating a culture of equi- ty and inclusion. Fatou, Raessa, and Neesa, are three LRSD students who were actively involved in the virtual DEI initiatives and contrib- uted their voices to this article. students make the changes they want. – Raeesa, student facilitator. On March 21, 2022, a virtu- al Teams assembly recognized the United Nations’ International Day for the Elimination of Racial Discrimination. Students shared the significance of the date, defined rac- ism and microaggressions, explored the importance of embracing one’s cultural identity, introduced the impacts of colonialism, and offered practical strategies to address racism. I think a lot of students learned something from the anti-racist presen- tation. I also think that the teachers learned some new things. I got some very positive feedback after the presen- tation. A lot of people liked it. I think that you should continue to do this pre- sentation every year! – Fatou, student facilitator. Fatou’s reflections align with the Multi-Year Strategic Plan’s1 Strategic Goals 1.1 and 1.2 in that students and staff had the opportunity to deepen their understanding of issues of racism and learn concrete ways of addressing it within our schools. Our commitment to creating a culture of belonging extends far beyond the curriculum taught in classrooms. We kicked off Pride/Fierté week with our third virtual student initia- tive. Again, Microsoft Teams gath- ered students and staff across LRSD to learn about the history of Pride in Winnipeg, the use of pronouns, the meaning behind the different Pride flags, and the concepts of homopho- bia and transphobia. Students also shared personal reflections on Pride. As for last year’s divisional virtual events, I participated in the PRIDE assembly because I think it’s impor- tant for everyone, no matter their age, gender, or race, to learn how to accept everyone for who they are. As a queer person, and someone of colour, I think these events are very important to keep around, for it gives people of their respective “groups” a safe place to share and teach others about themselves and how to be a good ally. It may also show people who feel weird or like being dif- ferent is bad that there are, and will always be, people who support them, as student voices on issues of belonging. Using Microsoft Teams meant schools did not have to contend with bus requests, field trip permission slips, or other factors that complicate in-person gatherings. Where else would we have been able to accommodate thousands of students at a time? The first initiative was a week- ly virtual story time launched in February 2022. Students, teacher librarians, members of the Senior Leadership Team, and other divi- sional staff introduced classrooms across the division to stories pro- moting themes of diversity, equity, and inclusion. A student who shared some graphic novels he has authored and illustrated kicked off the initia- tive. Richard captivated the crowd with his dynamic presentation and inspired students to get involved in future story time sessions. Kathy Atkin, coordinator of library ser- vices, did a fantastic job of providing overall support to this initiative that we look forward to resuming in the 2022/2023 school year. Two virtual DEI initiatives were facilitated entirely by students from across grade levels and language pro- grams. Those involved decided what they felt the broader LRSD com- munity needed to know to develop our collective proficiency and flu- ency. Student organizers developed content based on the needs identi- fied within their school commu- nities. Teachers were then able to address the various topics dependent on age. The underlying message was that topics of diversity, equity, and inclusion are appropriate for all, and students’ prior knowledge is a great place to begin! I think it is important for students to share their ideas with fellow students because they can better understand one another and have a better chance of empathizing with each other. Students are better at relating with one another than adults since they are living in similar circumstances and can better interpret and comprehend each other’s sentiments. But as much as it is impor- tant to share ideas with fellow students, sharing ideas with adults can help Reference: 1. Division Scolaire Louis Riel School Division. “Multi-Year Strategic Plan.” https://www. lrsd.net/page/1377/multi-year- strategic-plan.Manitoba Association of School Superintendents 1516 MASS Journal Fall 2022 W ith a measure of accusation and dis- appointment, “We thought you were a career woman” was among the first responses I received when I informed the Board that I was pregnant and would require a mater- nity leave. In the minds of at least some of the Trustees, there were ambitious, career minded individuals, and there were mothers. In the Board’s defense, this was 22 years ago and there was not yet another example of a Superintendent in Canada who required maternity leave. Further, we were anticipating amalgamation, so the timing was a challenge. In fact, the Minister’s letter formally declaring new Division boundaries arrived the day I went into labour. I recall speak- ing to the Board Chairman about next steps while I was between contractions and packing for the hospital. As it turned out, the amalgamation present- ed opportunities for improvement and renewal and my Board, gratefully, cre- ated a part time role for me, because the Superintendent position during the transition was fundamentally incom- patible with a meaningful family life. We’ve come a way since then. However, in 1998 when I was first hired, I was often the only woman at the table. If not for the leadership in educa- tion assessment used by the consultants who recommended my hire, my selec- tion was highly improbable. According to the Manitoba Association of School Superintendents (MASS) membership list of the time, just three of the 52 divi- sion leaders in Manitoba were women. Among Assistant Superintendents, women were better represented at 29 per cent of the group, but still far from equitable (see note on page 19). Perhaps it is no wonder that there were difficulties to overcome. At first, I was often mistaken for the hotel staff at meetings and conferences. In my sec- ond year, I learned that during my first year’s tenure I had been the subject of a bet to see how long I would last in the position. The measure was in months, with the outside bet at one year. Even within my own Division, a subject of discussion at the Board table included musings about whether women ‘at the top’ could get along and how their instincts to ‘mother’ would interfere with the expectations of the role. Yet, despite what these recollections reveal about attitudes and expectations at the time, I found my colleagues to be generally very helpful and kind. I would not have managed the tremen- dous learning curve if not for the time, support, and encouragement I received from my male and female colleagues. By Roza Gray, Evergreen School Division “We Thought You Were a Career Woman”Manitoba Association of School Superintendents 17 strong foundation suggests a continu- ing trend to narrow the gender dis- parity in division leadership. The impact of increased numbers of women in senior leadership It is my observation that the inter- pretation of what it means to be a Superintendent has changed as the gen- der balance has shifted. Twenty some years ago, when MASS was largely an organization of men, how one led was defined and crafted men, often influ- enced by management in business. The men with whom I worked, and the Boards who were influenced by them, largely believed a measure of success was the degree to which one was constantly busy, had difficult problems to solve, and was prepared to sacrifice family for the job. One had to work at an unrelenting pace, sparing little time for anything but work. Identities were indistinguishable from positions, meet- ings had overtones of competition, and there was little time for reflection or personal sharing. Discussions tended to emphasize the ways in which problems were a sort of game one might win with (men make up 54 per cent of our group and women 46 per cent). Our MASS Executive composition is also more evenly balanced, with six women and eight men. Regional chairpersons (seven men; two women) is balanced by a female as professional learning chair, and the purposeful recommendation for two female directors-at-large. Effective this fall, four of six of the Winnipeg school divisions are led by women. This is especially noteworthy given the national and international pattern in business that the largest organizations tend to be the most dif- ficult for women to break into the most senior role. The narrowing of the gender gap in the last twenty years is an accomplishment worth celebrating. However, given that the profession is predominately female, leadership is not yet representative of those who serve our profession. According to the most recent census data (2016), 72 per cent of Manitoba teachers iden- tify as female. Encouraging though, is that greater than half (54 per cent) of school principals are women. This From my very first day in the role, I have been blessed by a supportive processional community at the local, regional, and provincial levels. By the numbers By 2002/2003, amalgamation had changed the Manitoba landscape, cre- ating the Divisions we have today. The MASS pocket directory data reveals that in that year, male Superintendents outnumbered females 32 to 5. Among Assistant Superintendents, men out- numbered women by a margin of 63 per cent to 37 per cent. All but one of the MASS Executive positions was held by men, and all but one region was chaired by a man. Twenty years later, the gender make-up of our organization has shifted to be more equitable and rep- resentative (see graph on this page). Our total membership is more evenly divided among men and women. In the Superintendent role, the margin by which men outnumber women in the role is shrinking (57 per cent male and 43 per cent female). This ratio is simi- lar among Assistant Superintendents 18 MASS Journal Fall 2022 to changing attitudes, influenced, no doubt, by human rights legislation pro- tecting family status and a broader understanding of well-being, it now more acceptable to have a life outside of one’s job, even as Superintendent! Nevertheless, especially for mothers in the workforce who shoulder more of the responsibilities for the home, guilt management can be just as important as time management, in both domains. Over time our organization has wel- comed more women, become more inclusive, and evolved with research regarding effective leadership. A grow- ing body of research supports that women’s natural tendencies contribute to their success as leaders. These skills and ways of knowing and leading, “though gender related, are not gender specific, thus suggesting that whilst these ways of knowing might be held in common by women, they are also accessible to men.”1 The tendencies of women to be more collaborative and focused on creating and maintaining relationships are being leveraged as key to “stress- ing empowerment and human devel- opment.”2 Neuro-scientific research informs us that nature and nurture attune effective communication and listening skills as another ‘female advantage.’ Further, ‘soft’ skills relat- ed to emotional intelligence, empa- thy and compassion are increasingly recognized as critical in developing responsive, inclusive workplaces capa- ble of adapting to change. Over time, and with greater num- bers of women in MASS, the culture of the organization has shifted to become more collaborative, reflective of wom- en’s strengths and favours a balance of work and home. However, it remains true that women in our organization still feel they need to insert themselves into meetings and conversations for their important contributions to be heard. “I agree with -----” Although the culture of MASS has changed dramatically towards more equitable gender representation and inclusion, I believe many in MASS would agree that there is room for focus on the job. Among them I found encouragement to both lead in the way I was comfortable, and to admit when I was not. For nearly two decades, I felt I could not, for example, divulge at work the complicated planning that was required for me to also be a mother. To do so would have undermined my credibility and suitability for the role. At the same time, I felt I could not reveal to friends and family the time I dedicated to work, lest I be judged an inadequate mother. With gratitude the right strategy, a show of power, or personal influence. To penetrate the group and to belong, one needed to adopt a similar orientation to the role of Superintendent. It is my observation that women successful in these roles were required to compete by ‘doing the job’ as men did, or at the very least, by employing a no nonsense and forthright approach. Certainly, there were men who were not disposed to a masculine approach which emphasized power, competitiveness, and a singular Manitoba Association of School Superintendents 19 honours our strengths, our attention to family, and our ways of leadership. n Roza Gray is the Superintendent for the Evergreen School Division and a member of the MASS Student Learning and Mental Health and Well-Being committee. As Superintendents, we are aware that many voices need to be heard and ampli- fied if we are to create diverse, inclusive, and strong systems. We are not ‘there yet’ with respect to equally including and valuing women’s voices. However, even though our composition does not yet reflect the teaching profession, it is encouraging and hopeful that the gender gap in leadership roles is narrowing. Each of us has a part to play to encourage and support members in our organization so that “we thought you were a career woman” includes and continued progress, as vestiges of the ‘ol’ boys club’ continue to resurface from time to time. These traces are evident whenever men gather in a way that excludes their female colleagues and whenever men disproportionately amplify each other’s voices; inadver- tently diminishing the contributions of women in the room/chat room. I believe this exclusion and mini- mization of women is unintentional, a result of unexamined practices and patterns. At our best, we are leaders who are attuned to each others’ needs, keen to be respectful and inclusive, and alert for opportunities to improve our practices. I have seen first-hand the efforts of my colleagues to intentionally disrupt patterns which no longer serve us. We might further enhance greater inclusion with purposeful reflection, dialogue, and adjustment to those practices which are not in keeping with our values. Moving forward Although some echoes remain, as an organization, MASS no longer looks like, sounds like, or feels like the one I entered so many years ago. MASS has changed dramatically in the last twenty or so years. With a greater proportion of women, the organization reflects a broader ori- entation and skillset identified in research as helpful to all leaders. References: 1. Salner, M. (1989), et. al. “Women’s Ways of Knowing.” N.Y.: Basic Books, 1986. Journal of Phenom- enological Psychology, 20(1), 95-99. Retrieved 9/26/2022. https://brill. com/view/journals/jpp/20/1/arti- cle-p95_7.xml?lang=en 2. Van Camp, Brenda. “The Female Advantage.” Medium. https:// medium.com/@brendavan- camp/the-female-advantage- 5a6966d578e0#:~:text=In%20 summary%2C%20Helgesen%20 described%20the%20female%20 advantage%20as,the%20 top%2C%20and%20their%20lon- g-term%20approach%20to%20 negotiation. Note: Although the terms man/ woman and male/female appear throughout this article, the author recognizes that gender is not binary. Next >