< Previous20 MASS Journal Spring 2025 “ T he tea’s ready!” This isn’t perhaps a typical thing to hear an early years educa- tor call out in the for- est, nor the excited squeals of a dozen preschoolers running to a tarp spread out amongst the trees. As the students take a mug of blueberry tea, (and occa- sionally a muffin made from produce grown in the school garden), they settle into the happy state of sharing a warm drink with friends outside. They share with each other the stories of what they had just been doing – climbing a rock, finding bugs, building a stick house, looking at moss and lichen with magni- fying glasses, as their teachers listen and ask questions designed to help them find connections between what they already know and what they would like to learn. Songs, movement games, and word play are interspersed throughout the conversations, as the educators con- tinue to build the foundational skills begun inside the classroom and carried on outside. The students have been coming to this same spot since September, and have seen it through late summer, fall, and winter. They have watched and felt the seasonal changes of this corner of the forest. They know which trees grow here, which one loses its leaves first, where to find the thickest moss and the different coloured lichens, which decay- ing logs on the forest floor have had the most slugs or worms beneath them. They are learning about their own local environment and building a relationship with the very land they live on. This is place-based education in action. By Michelle Long, Laura Bennett, and Kent Schiltroth, The School District of Whiteshell Place-Based Education Brewing in Manitoba “The Tea’s Ready!” Junior Outdoor Learning Coordinator, Mrs. Bennett, prepares blueberry tea over the fire for a student. Photos courtesy of Michelle Long. Junior kindergarten students are outside collecting samples for a class project.Manitoba Association of School Superintendents 21 David Sobel is a well-known name in Forest and Nature School and has written numerous books and articles on this topic, advocating for a place- based approach to education. He argues that it is crucial for children to first learn about their own local envi- ronment, and the issues that matter to their own community. In his book Place-Based Education, Sobel refer- ences a quotation from 17th century education philosopher Comenius, who said “knowledge of the nearest things should be acquired first, then that of those farther and farther off.” Of particular importance to Canadians, is the place of Outdoor Learning in the Truth and Recon- ciliation (TRC) Calls to Action. Land-based learning and the nurturing of a student’s connection with their immediate environment helps them answer the important questions outlined by Senator Murray Sinclair: Where do I come from? Where am I going? Why am I here? Who am I? Continued on page 22 Leon discovers and inspects tracks in the snow on a nature walk, which is an important aspect of place-based education. “Knowledge of the nearest things should be discovered first.” Outdoor Learning Coordinator, Mrs. Long, takes School District of Whiteshell students outside to study, “The Animals of Pinawa.”22 MASS Journal Spring 2025 instance, one group of Grade 7 and 8’s heard a woodpecker at the top of a dead tree. The students found that by putting their ears to the base of the tree, they could hear the peck- ing sounds reverberate all through the tree from top to bottom. The students eagerly shared this discovery with their teachers and peers, gener- ating discussion about tree identifica- tion, the life cycle of trees, properties of sound, local woodpecker variants, and more. Other middle years stu- dents playfully buried each other in the snow, and were surprised to real- ize how warm and comforting it felt to be covered in nature’s white blan- ket. They connected this observation with earlier lessons about insulation, winter shelters, and frostbite preven- tion, as well as stress management and the mental health benefits of being outdoors. Across grade levels, a common thread has been that students are eager for the chance to PLAY. In between cups of tea, students of all ages sought out exhilarating play in This lens is potentially the most important aspect in teachers realizing that education can happen outdoors. Being able to truly see what you are looking at opens a world of possibili- ties for teaching and takes the stress out of outdoor learning. When staff at our elementary school were sur- veyed about what some of the biggest barriers are to taking their classes outside, a lack of time and other competing demands was the biggest factor. The problem may lie in view- ing outdoor learning as an additional outcome, rather than a process of achieving the academic and child development outcomes already speci- fied in the curriculum. So far, tea in the forest has been a large part of the Junior Kinder- garten program, though students in Grades 5, 6, 7, and 8 have also participated. Each group discovers something different during their tea- time in the woods, while educators play the important role of attuned observer, taking note of the learning held within these discoveries. For Land-based learning and the nur- turing of a student’s connection with their immediate environment helps them answer the important questions outlined by Senator Mur- ray Sinclair: Where do I come from? Where am I going? Why am I here? Who am I? Students are better equipped to answer that first ques- tion, when they have first-hand knowledge of their own environ- ment – coming to know and care for the trees, birds, bugs, animals, waterways, and air that sustain and nourish our lives. In Whiteshell School District, having tea in the forest has been a simple, but meaningful way to take learners of various ages into the outdoors during school. It provides a focus, but the educators know that there is so much more than tea brew- ing out there. Countless curricular connections are just waiting to be discovered by the students, provid- ing the educators know how to see it when it happens. Continued from page 21Manitoba Association of School Superintendents 23 time. Just as it takes time for a tea to steep, or an acorn to grow into an oak, we must allow time for an emerging program to take shape. As is our role in the natural world, we can serve as attentive and nurturing stewards, putting forth our best effort to ensure the program grows in a good way. n Michelle Long is the Outdoor Learning Coordinator, Laura Ben- nett is a Junior Outdoor Learning Coordinator, and Kent Schiltroth is the Superintendent for the School District of Whiteshell. Sir David Attenborough has said that if children do not grow up valuing their environment, then they will not protect it. But, if they don’t, who will? Further- more, if we accept the basic premise that people tend to place more value on the things they know, then it is obvious that it is of prime importance to ensure children know their environment. Place- based education is of greater importance than ever. And outdoor learning is the perfect vehicle to achieve it. If we are to draw another lesson from nature (and tea), it’s that good things take the form of tree climbing, sliding down hills, jumping off rocks, wres- tling in the snow, building forts, and venturing further into the forest to explore. It is heartening to see that students don’t outgrow this desire for unstructured outdoor play, given how crucial it is for a child’s physical and mental health. Another common thread has been the meaningful connections that stu- dents have with the places they go to play. Whiteshell School Division is extremely fortunate to be situated in a rural setting rich in natural beauty and has an abundance of locations where we can take our learning out- doors. This year, our Outdoor Learn- ing team has focused on identifying suitable locations and making them accessible for teachers and students, so that students may visit those spac- es often and cultivate a sense of place and belonging within them. As Manitobans, we know that the weather can significantly restrict safe outdoor play in all seasons. Weather factors fall outside our control, but as our Junior Kindergarten students would say “we can adapt!” We have been finding ways to infuse the out- door learning approach throughout our school day, even when we are inside. For instance, Junior Kinder- garten students have expressed curi- osity about local animals and what they do in the winter, so we created a bulletin board of all the local animals we could think of and then sorted them by their winter behaviour. Dis- cussions about hibernation, migra- tion, and adaptability resonated with them, and there have been numer- ous instances of students recognizing their own adaptability, when they are playing, or having to change plans or wishes. At times, we laugh that adaptability is our superpower. Importantly, however, we spend our time learning about local fauna deal- ing with the same conditions we do, rather than exotic animals in climates that are nothing like our own. And we draw connections between our own behaviours and the animals that share our space. We are situated in our environment. 24 MASS Journal Spring 2025 M anitoba’s School Lead- ership Framework calls for leadership that views the work through the lens of equity, diversity, and inclusion, and truth and reconciliation. This lens involves putting students at the center, promoting authentic involvement, and requires us to identify and eliminate barriers for students. Person-centered approaches, including person-centered thinking and planning, support edu- cators that have adopted this lens to empower students in concrete ways. Person-centered planning and per- son-centered thinking emerged in the late 20th century as a response to tra- ditional, system-centered approaches to supporting individuals with disabilities. It was developed through collaborative efforts of advocates, families, and pro- fessionals who sought to advance inclu- sion. The approaches emphasize col- laboration, community involvement, and centering plans on a person’s vision of a good life. Shifting away from a system-cen- tered deficit-based medical model, person-centered approaches focus on a person’s voice, autonomy, and sup- port to work toward their goals for a good life. The use of person-centered approaches helps people to have control over their lives and choices by focus- ing on what is important to them and what is important for them. The image below shows a MAP that was facilitated during training for Border Land School Division (BLSD) staff. A MAP is a facilitated process that uses stories to reveal the person’s gifts and potential, and to plan next steps with the team to create opportunities within the com- munity for the person to contribute their gifts. In BLSD, the goal is to embed person-centered thinking with leader- ship provided by a Person-Centered Thinking Team, which is comprised of the student services coordinator, resource teachers, school leaders, and classroom teachers. This team sup- ports on-going, job-embedded pro- fessional learning and coordinates PATH and MAP processes for stu- dents and the organization. Person- centered approaches are used to sup- port strength-based planning for stu- dents, staff, and the organization. On-going professional learning for resource teachers and guidance coun- sellors in BLSD has led to person- centered approaches being embedded in student-specific planning. According to Kerry Peterson, Vice Principal of Roseau Valley School and co-chair of the BLSD Person-Centered Thinking Team, person-centered planning pro- vides a process in which students feel heard during dedicated time to plan with their team to see their vision for a good life and to make concrete plans to build on their strengths and work toward their goals. By Franklin Rempel and Shauna Hamm, Border Land School Division Empowering Students Through Person-Centred Practices An example of a student MAP. Photos courtesy of Shauna Hamm.Manitoba Association of School Superintendents 25 PATH process to support authentic engagement and collaboration between staff and community members to generate a vision, establish goals for a positive and possible future, and to build action agreements to move toward the vision. Getting started with Person- Centered approaches in Manitoba is fairly straight-forward. The BLSD Person-Centered Thinking team has accessed resources and training on Person-centered thinking through Helen Sanderson Associates and has partnered with Inclusion Winnipeg to coordinate training in Creative Facilitation (including solution circles, MAPs, and PATHs). Leading in a good way requires us to listen deeply, collaborate authentically, and center our actions on the unique strengths and aspirations of those we serve. Person-centered thinking and planning empower students, families, and educators to build inclusive, hopeful futures where every individual can thrive. By embedding these approaches in our schools, we honour our shared commitment to equity, diversity, and truth and reconciliation – fostering a public education system that truly reflects the values of our communities. n Franklin Rempel is the Student Services Coordinator, and Shauna Hamm is the Assistant Superinten- dent for Border Land School Division. PATHs and MAPs are also used in Border Land to support divisional and school teams with their planning. Build- ing a vision together of where the com- mittee wants to go and committing to action with assigned roles helps focus the work and keep it moving forward. The BLSD Priority Committee for Educa- tion for Sustainable Development used a PATH process that gave both students and staff a voice in setting direction for the division. Superintendent, Krista Curry, commented that the PATH “was a collaborative process to elicit student voice and hear their perspec- tives about what they see as dreams and possibilities for the sustainable develop- ment work in the division.” The BLSD Priority Committee leading the imple- mentation of Mamàhtawisiwin used a Feedback from the students that are supported in this process is that this is often the first time they can imag- ine what their future might look like. Person-centered planning and thinking also supports authentic engagement of caregivers. Parents express appreciation for team-based planning that focuses on their child’s strengths and that helps everyone work together to build on those strengths. Stephanie DeGroot, Resource Teacher at Gretna Elementary School and member of the BLSD Person Cen- tered Thinking team, says “the use of a MAP or PATH gives voice to stu- dents and their families in the support planning process. A MAP or PATH empowers the focus person to take charge of their own life and draws on people’s capacities to imagine differ- ent futures. Families and school teams work together in a strength-based way to create possible and positive out- comes.” The structured process, facili- tated discussion, and graphic recording support the focus person to have a voice and supports team members to listen deeply and to “build on and utilize the skills and mindset needed to provide inclusive services that genuinely reflect and support students and their teams. The ability to be person centered in planning and thinking are essential to developing plans that enable people to have self-directed and happy lives in their own communities.” Students worked with a graphic facilitator to develop an image that represents their dreams for the future during a MAP. Priority committee PATH. 26 MASS Journal Spring 2025Resources for Person’s With Disabilities Resources for Person’s With Disabilities Manitoba Association of School Superintendents 2728 MASS Journal Spring 2025 T he Senior Administra- tion Team of St. James- Assiniboia School Division (SJASD) identified a cen- tral inquiry question for our system leadership: How might we support schools to develop a deep knowledge of students and cultivate a strong sense of belonging for all? This broad inquiry question weaves together the results of student responses to the Division’s Learning Bar School Survey, which indicates that students across all school levels desire a stronger sense of belonging in their schools and classrooms. This provides an oppor- tunity for our school teams to learn and interpret the SJASD Strategic Plan priorities in their daily school lives, demonstrating the importance of being a school division that is committed to engaging students in personalized, meaningful ways. In January 2024, the Senior Admin- istration Team funded “mini grants” to support innovation and improved prac- tices in schools and classrooms. This strategy was identified to demonstrate our commitment to the focus areas and priorities of the SJASD Strategic Plan (2023-2027); notably, to support school teams to not only identify barri- ers and challenges that hinder student success in our priority areas, but also to promote inquiry and innovation by creating new, fresh approaches to address these barriers. School teams were given an oppor- tunity to submit an application that demonstrates how the funds (up to a maximum of $1,000) would support the removal of a barrier that has been By Jenness Moffatt, Superintendent/CEO, St. James Assiniboia School Division Addressing Barriers for Student Success: St. James-Assiniboia Provides Mini-Grants to Support Innovation Athletic footwear is on hand at George Waters Middle School to support students facing financial barriers. Shoes were purchased new and are cleaned regularly for student use as needed. École Bannatyne’s entrance mural promotes a sense of belonging among the student body. Photos courtesy of Jenness Moffatt.Manitoba Association of School Superintendents 29 attributed to potentially impacting student success. Preference was given to schools that included evidence of the issue, developed goals and a clear plan for how the funds were to be used, and had a plan to collect data to determine the success of the project. If success was achieved, the school was encouraged to act for long-term change in this area. The emerging themes of the award- ed grants highlight the diverse and innovative approaches schools are tak- ing to address barriers and enhance the educational experience for their students. Over the past year, the grant has supported over 30 projects where innovative programming has enhanced student engagement and belonging through various initiatives, such as partnerships with local sports teams, arts projects focused on representing the diversity of the school community, school spirit activities, and multi-age, cross-school events. Funds have also focused on improv- ing communication and reconnection with the school community at large in a post-pandemic context. Events like coordinated family of school events, nutrition initiatives that focus on rep- resenting the cultural diversity in the school community and addressing food insecurity challenges for students have been noted to improve student atten- dance and parent/caregiver engage- ment. Financial barriers have been tackled by providing necessary items like gym shoes and funding public transportation to improve attendance at school and community events. Continued on page 30 Thanks to a partnership between the Winnipeg Blue Bombers and École Assiniboine, students participated in an after-school flag football activity to support team-building skills, build confidence and foster a greater sense of belonging to the school. Next >