RVS Teacher, Ecole Edwards -The story of our beautiful Canada 150 Identity quilt starts with an old photograph. As the 2016-2017 school year was about to begin, and I began to review the Grade 5 program, I decided I wanted to share my learning about my Metis identity with my students. I realized that I could use my voice to ensure that my students would learn about an FNMI perspective through engaging programming.
While I researched resources for Social Studies, I was reminded of a recent visit to my parents’ place in Edmonton with my daughter. We usually have lunch sitting on the back deck in the warm summer sun. After all the greeting hugs and the delicious food, we begin our family visit. During these times we
usually talk about what is happening in our lives, tell stories, tease one another, and laugh. On this particular visit, my daughter was talking about her newest learning as a humanities student focusing on Indigenous Women in Canada. Mom brought out all the vintage photos in their collection and with that a photograph of my Great Great Grandmother, Angele Chalifoux (nee Delorme dit Lemay). Dad’s Metis ancestry is something that my Daughter and I share a keen interest in. In the photo, Angele is a beautiful Indigenous woman sitting proudly with her mustached third husband George Chalifoux. Behind them is a rough sawn log cabin with rifles adorning the exterior walls. The photograph is striking. Both my daughter and I were immediately smitten.
Upon researching Angele’s life through online archival research, I came to learn that prior to this particular photo being taken, she was in fact one of the infamous Edmonton Stragglers. She was one of 84 band members, mostly single women and their children who were struck from Treaty in 1877 by Timothy P. Wadsworth an “Indian Agent” negotiating the relocation of Papaschase reserve- for not being a close enough relative to Chief Papaschase. As a result, Angele left Treaty and applied for Half-Breed (Metis) Scrip, refunding the government $47 worth of Treaty payments. Angele was widowed, starving and supporting her children on her own. Being struck from Treaty made it next to impossible for her to survive, without a “reserve” community to rely on, therefore she assumed a new identity through the “half-breed” commission. All of this information was new to my family. While Angele was a familiar person in a photo, she also had a story, and a fleeting identity. A story that is well documented by government records, yet a story we didn’t know.
I thought about my connection to this information, and how it had affected the identities of my family members before me, and how it will affect the identity of those after me, and ultimately how it affects my identity now. I also considered how I came to know this. I had to search for it, I had to do the work to learn about this history. At no time in my formal schooling was there a focus on the perspective of the FNMI population and history in Alberta. My Father was taught to be ashamed of his Metis ancestry and identity. He told me that I didn’t have to tell anyone about it when we researched and engaged our Metis membership.
Any knowledge of the Metis in Alberta was not taught to me by formal school history, but through a strong connection to the land and an oral history. Fortunately, my father has always lived with a very close connection to the land. He taught us to appreciate and utilize the natural world in a respectful way. At school, I was the only 13-year-old girl who had experienced handling a hunting rifle and hunting knife, shooting and skinning an animal, and then consuming it. Dad taught us about trapping; showing us his father’s rusty old traps and pelt stretchers. My Grandfather, a trilingual man, would regale us with legends of the Whiskey Jack, tell us stories about his trap line, and talk of his days as a fiddler.
To develop an authentic understanding of a FMNI perspective, I started the journey by carefully selecting a number of historical novels written by Indigenous Canadian authors for my daily read aloud time. My first pick was Margaret Pokiak-Fenton’s Fatty Legs. A story about an Inuit girl’s experience in a residential school. Students were hooked after the first chapter! We also read historical fiction about the other important groups of people existing and surviving in Canada pre and post Confederation who also suffered oppression and hardship. Many books were written from the perspective of a child in the context of hardship, collaboration and problem solving. We also looked closely at archival photos of the First People in Alberta and Canada, and the assortment of immigrant groups to help develop a context for students to make a connection to the past by comparing it to today. Learners connected strongly to the idea that their identity, like Angele’s, is ever evolving.
This rich content led to exquisite conversations and naturally scaffolded activities for highly motivating writing experiences connecting the qualities of the people of the past, the present and the future. Many students have developed a taste for historical learning and thinking far beyond my imagination. As a culminating activity we decided to make a quilt to tell the stories of Canada in the past and the present using symbols to portray the identities of important groups of people in Canadian history. Each child carefully chose a symbol to represent their identity as a young Canadian at this point in time, these are included on the quilt. Students insisted that I include my identity as a Metis person on the quilt, I chose an infinity symbol. Lastly, each physical region of Canada is represented by a symbol on the quilt.
It is the student’s wishes that our quilt is given to a child in need. Our quilt tells the varied stories of the people of Canada pieced together with a common thread of collaboration. We are currently searching for an agency that will ensure that our quilt is delivered to a child who deserves warmth, happiness, joy, hope, comfort inspiration and security. It is our hope that this quilt will deliver those things and so will our community. In my heart, I hope this child has a mother like Angele Delorme dit Lemay; a strong, determined, resilient woman.
Superintendent of Schools – Last week the Board hosted its second of two annual meetings with School Council executive members. Rocky View’s Board of Trustees values the contributions of its School Councils. School Councils can enhance student learning by engaging parents, staff, and community members to advise the Principal and the Board on matters concerning school improvement planning. The Division views each School Council as a means for parents and community members to work together with the school to support and enhance student learning. These joint meetings are opportunities to network, support the important work of our School Councils, and gather input. Trustees try and attend as many school council meetings in their wards throughout the year as possible.
In our administrative procedure about School Councils (AP110), it highlights a number of important functions and roles. Among many duties, the School Council will have an opportunity to provide advice on the development of the school’s: mission, vision and philosophy; procedures; annual education plan; annual results report, and budget.
In the fall, the joint meeting focused on hearing from Alberta Education staff about the curriculum refresh currently underway. The spring meeting included sharing with School Councils the recently completed three-year capital plan and a showing of the movie Screenagers, an award-winning documentary on mental health, which focuses on the challenges families face given social media, video games, and the internet. Screenagers offers solutions to empower kids to navigate the digital world and maintain a balance between home, school and academics.
We appreciate everyone who joined us for the evening. We know people are busy and have very full schedules. There was plenty of table talk after the movie that was a good sign that people were engaged and found the topic and content of the movie interesting. I know as a parent of a 15 and 11-year-old, some of the parenting strategies we have implemented were reinforced and I learned a few things by watching the movie.
RVS Teacher, Prairie Waters Elementary – Part 2 of 4: As Jen Friske outlined in Part 1 out of 4 in this blogging series, What is the Exhibition, Prairie Waters students in grade 5 participate in a unique 8-9 week, in-depth collaborative inquiry into an issue or problem of their own selection. This project is a culmination of the Primary Years Programme (PYP) and gives a chance for students to demonstrate all of their attained knowledge thus far, as well as challenge them to go further in their learning. All five elements of the PYP will be on display during this inquiry: Attitudes, Knowledge, Key Concepts, Skills and Action.
As with all large student-initiated inquiries, naturally we wanted to capture the process of this wonderful student learning, but how? Fortunately for us, wonderful members of the RVS 21st learning specialists team were available to help us out with their expertise. Spending a day with Janelle Fortmuller allowed us to storyboard two different documentaries that we will focus on during the 9 weeks that will help visualize the students’ journeys. With a purposeful and deliberate attempt to capture learning each week, along with making room for the impromptu moments of learning, we hope these documentary storyboards assist us in making our learning visible.
Our first documentary will focus on the Exhibition in its’ entirety and the Exhibition as a whole process. From the first week of capturing students’ excitements and explanations of their topic, to identifying various self-management, communication, social, thinking and research skills used weekly, we dedicate each Thursday and Friday to capturing student voice about the process via weekly reflections. These powerful snippets of video allow students to tell their story as they go through the process, with the hope of capturing all of the A-Has’ and frustrations experienced by students, to be put together in a process of Exhibition documentary.
Our second documentary arose from the idea of educating parents and guests during the two Exhibition days of May 3rd and 4th. In the year’s past, we’ve urged the parents and guests to challenge students during the Exhibition to have a conversation about their learning and process they went through. As some teachers are aware, urging parents and guests to participate more can be more powerful when it comes directly from students rather than our teacher voice. We wanted to build on last year’s marginal success of a student created video that involved students urging parents to challenge them, to question them, to have a conversation with them. This documentary was influenced by Janelle’s insights as well and our storyboard has more clarity and purpose that builds off of last year’s success.
Along with making our daily learning as visible as possible through our Exhibition Blog and Twitter #pwex17, we hope our two documentaries open the doors to anyone within our division and beyond to see the growth and learning that occurs during the Exhibition and one of their final pieces of their PYP education.
RVS Teacher, Prairie Waters Elementary – Part 1 of 4: Prairie Waters is one of only 11 schools in Alberta that is an authorized International Baccalaureate (IB) World School offering the Primary Years Programme (PYP). One of the unique features of this program is the PYP Exhibition. In our students’ final year at Prairie Waters (grade 5), they engage in an 8-9 week, in-depth collaborative inquiry into an issue or problem of their own selection.
The IB explains the purpose of the PYP Exhibition:
- to provide students with an opportunity to demonstrate independence and responsibility for their own learning
- to provide students with an opportunity to explore multiple perspectives on an issue
- for students to synthesize and apply their learning of previous years and to reflect upon their journey through the PYP
- to provide an authentic process for assessing student understanding
- to demonstrate how students can take action as a result of their learning
- to unite the students, teachers, parents and other members of the community in a collaborative experience
- to celebrate the transition of learners from primary to middle/secondary education.
This year, under the Theme of: “Who We Are”, students developed the central idea for our Exhibition: “Actions, relationships and mindsets shape the global community.” We have 29 groups of students who are investigating 29 different issues, which they are emotionally invested in learning more about. From living a minimalist lifestyle, to gender judgement in sports. From media bias to addressing the needs of the homeless. From grief and loss to the importance of a good night’s sleep, we have a wide variety of issues that have been selected by our students, which they have deemed significant and relevant to learn about. Together with the support of their group members, their classroom teacher, their parents and a mentor, students engage fully in the research process. Mentors volunteer their time once a week to meet with their group to provide advice, support, and guidance on the inquiry process. This year we have mentors from the community of Chestermere, family members of our students, pre-service teachers, support staff, and teaching staff within our school. Exhibition certainly couldn’t be successful without the generous support of those who offer their time as mentors to our students!
Throughout their inquiry process, our students share, reflect, and connect with the world outside of Prairie Waters through our Exhibition Blog: http://schoolblogs.rockyview.ab.ca/pwexhibition/ . We encourage you to follow along with our students as they embark on their Exhibition journey this year! We have visitors to our blog from almost every continent on Earth each month, through the power of Twitter and connecting with other classes around the globe who are also participating in the PYP Exhibition at the same time. You can find us on Twitter by following the hashtag of our journey, #pwex17. These avenues of sharing the Exhibition process provides our students with the understanding that their audience, their learning and their actions as a result of their learning are far-reaching and can have an impact all the way around the world. This wider authentic audience certainly encourages our students to step up their game when ensuring their information is accurate and credible.
This year, our Exhibition Showcase will be held at Prairie Waters on the evening of Wednesday, May 3 from 5:45-7:15 and the morning of Thursday, May 4 from 8:30-10:15. Everyone, far and wide is welcome and invited to attend and celebrate the accomplishments of our students. We hope to see you there!
Superintendent of School – Leadership – ˈlēdərˌShip – the action of leading a group of people or an organization.
All too often people get caught up thinking that all leadership needs to come from the top of the org chart. I do not believe this to be true. I strongly believe that we are all leaders in different ways and all can demonstrate leadership in a wide variety of ways. An important group of leaders we have in our organization is our students.
Many RVS schools have formal leadership programs. Students are given a voice in their school and help build and maintain a positive culture. These leadership groups are well beyond formal student government groups that existed when I went to school. These groups are now integral parts of a school’s fabric. Leadership students work collaboratively to address topics/issues that they want to support in their school / their community and as global citizens. Some students gravitate to these more formal roles, while other are quiet leaders in their classroom, club, team, bus, or peer group.
This week a variety of high school student leaders, with the guidance of two teachers – Dot and Scott – hosted RVS’ 10th annual middle school student leadership conference. The day is structured as an experiential learning opportunity, where younger leaders experience a number of activities and then reflect on the activities with a lens of how they could use such activities with other groups. The theme of the day was “Leadership Takes Flight” and I was asked to say a few words. So, given that theme, here was my message to the students:
Welcome to RVS Air, where you have a say in how we operate. You have a unique opportunity to influence where your journey will take you. As up-and-coming RVS Air leaders, you are provided an opportunity to be a tour guide for many other travelers in your school and communities. At RVS Air, we value a set of competencies that will serve you well no matter your destination. These include skills such as: critical thinking, problem solving, innovation, communication, collaboration, globally aware & civically engaged citizens, while being a self-directed learner who is literate in many domains.
Here at RVS Air, our leaders come in all shapes and sizes, but keys to success include: your ability to demonstrate enthusiasm; being well prepared; communicating effectively; caring for everyone – not just your buds; drawing on your creativity; helping to solve problems; demonstrating high character; being adaptable and dependable; and valuing everyone and encouraging people to work together to make a positive difference. Being a guide is not always easy, but you will get back what you put in. Every trip is not perfect, but you learn and build those learnings into your preflight checklist for next time. You are not the first person to take a trip so make sure you talk to fellow travelers to try and make the trip as successful as possible.
Today, fellow leaders will walk you through a variety of activities, provide opportunities for you to reflect on them and then later you will get to apply them on your own trips.
Thank you for joining the RVS Air leadership team. I am excited that you are part of our leadership team and good luck. Now, make sure your seat belt is securely fastened, your tray is in the upright and locked position. Bon Voyage.