Sharing Learning

My time with Cohort 21 has provided me with the motivation and space to explore deep learning in an area that I have not yet had the chance to space to explore within my current role. This was definitely a passion of mine which turned into a passion project.

1. What question guided your inquiry and action plan? (HMW?) 

My how might we question has ebbed and flowed from big scale to small scale and how has now morphed into a large scale since our last Face to Face in January.

My question in January was

How might we develop a department (as a case study) strategy towards indigenous ways of learning and leading?

Through work with our Diversity, Equity and Inclusion strand of our new Strategic Plan, my question has definitely moved back to a large scale and I and am now looking at a full school strategy and support Professional Learning and program development for our Junior, Middle and Senior school levels.

2. What did you do and what impact did it have?

Through Cohort, I was provided with several excellent resources (some I am still making my way through) that provide context of indigenous teachings, pedagogies and narratives.

Braiding Sweetgrass- this was a book that I have been meaning to read for such a long time. It is a slow one as each chapter I feel like I need to read, absorb and then return to.

Thanks Garth for the next two:

Wayi Wah! Indigenous Pedagogies- this resource has such a great educator perspective and provides great context that sparks conversations and deepen learning.

Resurgence: Engaging with Indigenous Narratives and Cultural Expressions in the Classroom- I have really scratched the surface on this resource but am hoping to engage some of my fellow educators on how it can shape the way we engage with indigenous education in the classroom.

Additionally, I had the chance to attend a Round Square Conference hosted by Ashbury College in Ottawa with delegates and teachers from around the world. The Conference Theme was Living the North. Ashbury was thoughtful and intentional with their selection of speakers and workshops they had students participating in with a large focus on indigenous perspectives. It was fantastic to connect with colleagues who had a different worldview of indigenous peoples and helped me solidify and validate my Action Plan.

One of my main goals as part of my Action Plan was to connect our school with meaningful, recipricol relationships with indigenous communities. I wrote about in my previous blog about my experience working at the Bronte Creek Project in HDSB where there was an established relationship with Mississaugas of the Credit First Nation.  I was lucky to reconnect with one of the knowledge keepers and arranged a time for myself and one of my leadership team members to visit her and talk about the way we can partner moving forward. It took a lot to find a time that worked for our schedules but the Friday before March Break we visited her Roundhouse to discuss our best path forward. It was fantastic to have one of my fellow educators understand the meaning behind building this relationship and how bringing our staff to this knowledge keeper is so vital to find a pathway forward in reconciliation. I am currently awaiting final date and logistical approval but the plan is to take a group from cross divisions to the First Nation for a full day workshop to start the conversation on our path forward and ensure that curriculum involving indigenous voices, perspectives and history is provided to our students with context and uplift the voices of indigenous peoples.

3. What did you learn in the process? 

I came into this experience thinking that I might be able to make this work happen in 1 school year but have definitely learned that it is important to take a step back, evaluate, revisit and shift as needed. I’m super grateful for the ability to make space for this work and validation from my administration that this is a needs area for our school.

4. What is your big takeaway and what questions do you still have?

I think it’s so vital to connect with colleagues from other schools and this has allowed for some great connections that has definitely deepened my professional practice. We often get stuck on the treadmill that is happening in our own schools, our own worlds and our own classrooms that the ability to step back and connect with each other has helped so much in providing me the space to focus on my own learning and my own passions.

I know this work will be a continued passion project but I’m hoping through providing PD to some of my colleagues, that I can gain some other champions so I’m not the little tugboat trying to move the big ship as it were!