School Name: Prince Rupert Middle School

School District: SD#52 Prince Rupert

Inquiry Team Members:
kerri.levelton@sd52.bc.ca
Lori.leighton@sd52.bc.ca
Sheryl.Proskiw@sd52.bc.ca
lori.burger@sd52.bc.ca

Inquiry Team Contact Email: kerri.levelton@sd52.bc.ca

II. Inquiry Project Information

Type of Inquiry: NOIIE Transitions Study

Grade Levels Addressed Through Inquiry: Intermediate (4-7)

Curricular Areas Addressed: Not applicable

Focus Addressed: Social and emotional learning, Transitions

In one sentence, what was your focus for the year? To have our incoming students from grade 5 and their families gain a greater sense of community.

III. Spirals of Inquiry Details

Scanning: We noticed that the grade 6s didn’t have a sense of community or belonging coming into our school. We also noticed that some parents did not have a connection or only came into complain.

Focus: We were hoping to have better behaviour and pride in our school from the grade 6’s. We also were wanting families to feel valued and comfortable as part of our school community, and we want our current students to be leaders in this process.

Hunch: Since Covid, we have noticed that we needed to rebuild connections and we needed to find new pathways to rebuild these connections. In using our grade 6 and 7 students, we are building positive interactions between grade groups. We have noticed since Covid that parents also have a mistrust in the school system and we are hoping to repair these connections by having them more involved and not just for parent-teacher interviews.

New Professional Learning: We attended Indigenous Implementation Day which focused on connection/belonging.

Taking Action: This spring we had 4 opportunities for the grade 5s to connect to our school before they begin in September as grade 6s.
1) Grade 6 Teachers visited the elementary schools and met with their current grade 5 teachers.
2) School Tours: Students were divided into small groups and toured around the school by the current grade 7. They were on a scavenger hunt to find certain areas of the school.
3) Family Night: Students and families of grade 5 students were invited for a barbecue, and they visited different places in our school to familiarize themselves within the school and with the adults in the school. We also took pictures of them as the “I” in kind and put them up on the bulletin board in September.
4) Activity Day: Grade 5 students visited the grade 6 classrooms and did activities with the classes. They drummed, ate, played games, built and drew. This familiarized them with the grade 6 teachers and the grade 6 students who would be in grade 7 in the fall.

Checking: We have seen positive changes as the grade 6 students were more comfortable with the school at the beginning of the year. We have seen an increase of involvement from school staff as they lead the activities. We have also seen an improvement in student behaviour at the beginning of the year. This year, we have kept track of the students that have attended the events so we have real data and not just anecdotal.

Reflections/Advice: Next year, we will continue with all the opportunities for the grade 5s to feel comfortable.
We will also have more open houses for parents/families.
1) Meet the Teacher (which hasn’t happened at the Middle school for many years)
2) Parent/Teacher Connections (interviews)
3) Family Craft Night
4) Family Game Night
5) Other ideas from teachers to help get parents involved
We will also get parents feedback and input.
We need to do a survey to see if students think it made a difference in their behaviour.
We will also start a behaviour log to keep track of students’ behaviour.

School Name: Esquimalt High School

School District: SD#61 Greater Victoria

Inquiry Team Members: Geoff Orme: gorme@sd61.bc.ca, Chantal Peppin: cpeppin@sd61.bc.ca, Rachel Treblico rtrebilco@sd61.bc.ca, Cheryl Nigh cnigh@sd61.bc.ca, Kai Barker: kbarker@sd61.bc.ca, Jennifer Treble: jtreble@sd61.bc.ca

Inquiry Team Contact Email: sgarr@sd61.bc.ca

II. Inquiry Project Information

Type of Inquiry: NOIIE Transitions Study

Grade Levels Addressed Through Inquiry: Secondary (8-12)

Curricular Areas Addressed: Other: Cross Curricular

Focus Addressed: Growth mindset, Inclusion and inclusive instructional strategies, Social and emotional learning, Transitions

In one sentence, what was your focus for the year? To support Indigenous student success (academic, social/emotional) by increasing the sense of belonging and connection.

III. Spirals of Inquiry Details

Scanning: Through our scanning process, our learners told us that feeling connected to their teachers was important, before they were able to engage with content/curriculum. They also identified a need to see purpose, meaning and relevancy in what they are learning in their classes. Students were able to identify what aspects made them feel more connected to the school, including relationships to staff, relationships with peers and the physical structure of the building/classrooms.

Focus: Following the pandemic, we are looking for strategies to re-engage students and families with the school. Attendance continues to be a concern, as well as some challenging behaviours. By focusing on relationships and connections, we were hoping to improve attendance and ultimately, improve rates of successful class completion and feelings of belonging.

Hunch: Our hunch was that we needed to provide intentional dedicated time for teachers to build relationships with students.

New Professional Learning:
– Learning from other NOIIE teams through reviewing case studies.
– It was helpful to provide time to release teachers.

Taking Action: We created a “Raft class” which is essentially a Home Room/Advisory block that meets once a week for Grade 9s. A Raft is a collective of otters – our school mascot. The sole purpose of “Raft” is to provide time for teachers to build connections/relationships with students. Grade 9 students remained with the same Raft teacher for the entire year. Activities included a focus on team building, goal setting and fun!

Checking: We will need to track our current Grade 9s to fully understand the impact that this year’s Raft class has made. We administered a survey at the beginning of the school year, as well as in May, as an indicator. Our hope is to continue Raft classes next year, continuing to refine this structure as a supportive measure for our Grade 9s.

Reflections/Advice: It is important to provide release time for staff to meet with each other and to plan.

School Name: Pemberton Secondary School

School District: SD#48 Sea to Sky

Inquiry Team Members:
Steve Evans: sevans@sd48.bc.ca
Emma Mulling: emullings@sd48.bc.ca
Vania Stager: vstager@sd48.bc.ca
Vivian Zhou: vzhou@sd48.bc.ca

Inquiry Team Contact Email: sevans@sd48.bc.ca

II. Inquiry Project Information

Type of Inquiry: NOIIE Transitions Study

Grade Levels Addressed Through Inquiry: Secondary (8-12)

Curricular Areas Addressed: Language Arts – Literacy, Language Arts – Oral Language, Language Arts – Reading, Language Arts – Writing, Mathematics / Numeracy, Science, Social Studies, Other: Indigenous Education

Focus Addressed: Indigenous understandings (for example, Traditional Knowledge, oral history, reconciliation), Community-based learning, Core competencies (for example, critical thinking, communication, problem solving), First Peoples Principles of Learning, Flexible learning, Inclusion and inclusive instructional strategies, Indigenous pedagogy, Land, Nature or Place-based learning, Social and emotional learning, Transitions

In one sentence, what was your focus for the year? Listening to students, staff and community voices on how structural and relational issues at our school continue to foster divisions and reinforce disconnection and disengagement amongst marginalized learners.

III. Spirals of Inquiry Details

Scanning: We started the transitions project several years ago. We scanned for areas of focus and identified these areas – elementary to middle school, middle school to grade 10 and high school to post secondary. We recognized that we also had significant divisions within our school, which become reinforced by programs of choice (French Immersion, Outdoor Ed. 10 and Ski Bike Board Academy) and senior academics. These programs/classes had/have lower participation from Indigenous students that constitute approximately 30% of the school. This limited choice in the post secondary transition.

Year 1:
We initially focused on the transition from elementary (SHE) to middle school by building more connections with SHE. We shifted to a strength-based approach and student voice in our middle school with less emphasis placed on grades and more emphasis on reflection and relationships. Structures in program design supported diverse classrooms with immersion and non-immersion students blended wherever possible. Grade 8 and 9s were in classes together allowing for intentional grouping which supported relationships and diversity. The middle school teachers worked together as a team and that had a positive effect on belonging and the middle school identity.

Year 2:
our main focus was on decolonizing and using the local Lilwat principles of learning and the First Peoples Principles. We also had diverse math classes with all students taking Math 10 FPC in an inclusive strength-based class. Anecdotally, this resulted in more diverse senior math and science classes, and more post secondary options. These changes were not consistent across the board in the Social Sciences, but the integration of a class on Social Justice and Indigenous Studies 12 assisted in opening up new academic pathways. We found that using these frameworks really worked well, and it helped with trying to centre lessons around a less colonial approach to learning. We had limited ISW cultural support this year, so it was helpful to focus on using the framework to decolonize rather than try to Indigenize the content. We were mindful of tokenism.

Year 3 (2023-24):
In our final year of this transitions project, we were encouraged to dig deeper and scale up. Our scan revealed that we had the biggest issue with students transitioning to grade 10. Our hunch was that if students were successful in grade 10, they were successful overall. When students struggled to complete classes in grade 10, it was hard to fix. We collaborated with ISWs, teachers, youth care workers, students, counsellors, admin and district staff to try to better understand the issue. We focused on voices from the margins.

Focus: Our biggest area of focus was seeking to practice what Dr. Lorna Williams has explained as “watchful listening”. This was especially important in order to show up in a good way and move at the speed of relationships, to engage in the complexities of diverse student and staff needs. There are no quick fixes, so we chose to follow a path of critical reflection which created some safe places to foster generative forms of vulnerability amongst a safe group of colleagues.

Hunch:

1) Students that have difficulty in the transition to grade 10 become increasingly disconnected as they continue to move through future grades. This shows up through attendance data, grades and student connection/engagement. If we can maintain connection and engagement for learners through the grade 10 transition, it sets them up for a more positive path and experience in school.

2) Student learning and teacher wellness and engagement are intricately linked. Meaningful staff collaboration is a force multiplier.

New Professional Learning: We felt the new learning that came out of our many NOIIE meetings/workshops, informal/formal collaborations and other school learning initiatives really supported our growth as individual teachers, and as a small team. It helped us to understand the importance of being kinder, more understanding and better at meeting students where they were at. This included doing a better job at making space for student voice and agency. A shift to more emphasis on student self reflection and self assessment (Katie White) seemed to really help support students have a greater sense of control over their learning. We found that students did much better in terms of output in this model. In terms of scaling up, we discussed and shared our assessment tools with other staff members. We also tried to advocate for more understanding of complex situations at a grassroots level, such as SBT meetings. We had several meetings with admin to share our findings and discuss possible ways forward; of particular note was our participation in both the November NOIIE workshop and the spring NOIIE Symposium. During the symposium, two additional staff from our school attended, which had a profound impact on ‘scaling up’ the work. The NOIIE conference was uplifting and reminded us of the power of “better together”. It was encouraging to see such good work and feel connected to other educators in BC and learn from them. There was a sense of making space for authentic learning, connecting to the land, listening, making space for voice and joy in celebration.

Taking Action: We considered whether the areas of difficulty and changes we could make were structural or relational. We appreciated that students were in the hallways, but they really did want an education. Often they had no idea why they couldn’t attend class that day. Their reasons for avoiding class were highly complex. The timetable didn’t always support their needs, as in grade 10 it is heavily dictated by the Outdoor Ed Program/French Immersion, and can leave some students behind. Some grade 10 students struggled in an academic grade 12 class, for example, because their timetable options were limited. It was apparent that when students had difficulties in one class, this had repercussions for their other classes. Some of these mismatched classes could have quite a negative effect. We noticed that there was a break in the continuity of relationships in our small school for many students as they transitioned to grade 10 (most of the middle school teachers didn’t teach grade 10).

It was recognized that some students in grade 10 could benefit from a new wrap around approach. Middle school is generally working well in terms of belonging, and something similar to the middle school program could benefit students. Grade 10 generally doesn’t have many options, so in theory this should be possible. However, timetabling difficulties from the Outdoor Ed Program and FI make this extremely difficult. Next year, one class of STEM 10 (science and math year long) is being piloted to see if that better supports students. A new blended STEM 11/12 and HUM 11/12 is also being offered, with an emphasis on relationships, belonging and engagement.

Checking: We are proud of the work and collaboration we did amidst a highly complex situation. As is consistently the case, this is a long-term and ongoing process. It is evident that the work we did touched many individual students in positive ways and fostered positive relationships. However, we continue to seek ways to ‘scale up’ this initiative to incorporate more structural shifts and a level of momentum that extends beyond our inquiry team.

Reflections/Advice: Next steps:

-Work collaboratively with new PSS admin and ILT staff
-Expand the application of the Local Education Agreement with Lil’wat Nation to guide learning
-Implement meaningful land-based learning initiative in collaboration with Lil’wat Nation and N’quatqua (in the works)
-Increase connection, engagement and inclusivity in grade 10 through structural means

School Name: Ecole Ballenas Secondary School

School District: SD#69 Qualicum

Inquiry Team Members: Heather Deering: hdeering@sd69.bc.ca, Rochelle Levins: rlevins@sd69.bc.ca, Nikki Morton: nmorton@sd69.bc.ca, Kristin Redpath: kredpath@sd69.bc.ca, Francois Provencher: fprovencher@sd69.bc.ca; Mindy Holman: mholman@sd69.bc.ca, Jessylee Spence: jspence@sd69.bc.ca

Inquiry Team Contact Email: hdeering@sd69.bc.ca

II. Inquiry Project Information

Type of Inquiry: NOIIE Transitions Study

Grade Levels Addressed Through Inquiry: Secondary (8-12)

Curricular Areas Addressed: Other: SEL/Belonging/Connection/Language

Focus Addressed: Indigenous understandings (for example, Traditional Knowledge, oral history, reconciliation), Core competencies (for example, critical thinking, communication, problem solving), First Peoples Principles of Learning, Inclusion and inclusive instructional strategies, Indigenous pedagogy, Land, Nature or Place-based learning, Social and emotional learning, Universal design for learning

In one sentence, what was your focus for the year? Our focus is building and promoting spaces that inspire hope/belonging.

III. Spirals of Inquiry Details

Scanning: Previously, this transition study focused on interviewing Indigenous learners. The information was clear that connection to spaces and adults/peers/community was a need, not a want. The continued conversations and intentional connection with the Indigenous learners reinforced the need for a cultural space and connection with Elders and community. Scanning has occurred through conversations with learners, families, child and youth care workers, community supports, and Indigenous liaisons. We also noticed that we needed to continue our work with building connections to classroom spaces – embedding Indigenous ways of knowing and being into the environment and curriculum. The work and learning through our district Equity Scan, which focused on learning environments and pedagogy, complemented this study.

Focus: We selected this area because it is a need for the Indigenous learners in our school community. We wanted to connect students to spaces and adults to build a sense of belonging and hope, and improve life chances for Indigenous graduates. We want all of our students to walk across the stage with dignity, purpose, and options; we realized that this was not happening for all of our learners, and we knew we needed to address this equity barrier. We also knew that non-Indigenous learners and staff needed to continue their learning around Indigenous ways of knowing and being.

Hunch: After years of isolation, we noticed a sense of apathy towards the previous reconciliation work that the Ballenas community was doing. We also noticed that the Indigenous learners were not being served adequately from the HUB space that had been created as an SEL/connection learning environment. We had a hunch that the Indigenous community of Ballenas needed to have a cultural space that was intentional and meaningful. We also needed to have consistent Indigenous liaison support and connection to an Elder. This resulted in us opening a new space and office area for the Indigenous liaisons to meet with families and offer cultural learning. The district responded to this need by hiring more support and bringing in an Elder from Cowichan. We are very hopeful that this connection will be both a positive support for our Indigenous learners and also offer a way for non-Indigenous learners to build cultural competency.

New Professional Learning: Our small but mighty team attended the NOIIE symposium – this was a first-time experience for two of our members and they appreciated the new learning and ideas brought forth from the network. One of our team members also attended FNESC conferences and workshops. There was also professional learning focused on local Indigenous nations and land-based consciousness. We all attended the Dustin Louie session that the Indigenous Education team offered, and we are consistently seeking opportunities to increase our Indigenous awareness – specifically local knowledge.

Taking Action: The Indigenous liaisons focused on meeting with families and identifying barriers and needs for Indigenous learners. We opened up a space for cultural learning and invited an Elder in every Wednesday to connect with kids. We also opened up an office space for the liaisons to have personal conversations and connections with families. Our school joined the Indigenous Youth Advisory Council (IYAC) and shared information and student voice with our district Equity Scan team. We had the Indigenous Education Principal share Professional Standard #9 with our staff, and we ensured that all classes had a FPPL poster on their walls. We know that this needs to be much more than just a poster on the wall; therefore, we are using the FPPL as a framework to guide our school plan and inform conversations. We also had the land acknowledgement added to our entrance.

Checking: Next September, we will connect with Indigenous learners to ask these questions again. We did not complete this task this year due to a variety of factors. We have heard that the new space has been very important for the Indigenous learners. If you walk into the room during FLEX Wednesdays you will see cedar weaving, beading, and other cultural activities taking place. You will also observe kids leaning in to hear the stories that the Elder is sharing. Next year, the Indigenous liaison is planning on taking kids out to harvest Devil’s Club and other plants. We made a difference for some of the learners and their families; however, as always, there is more work to be done. This work is continuous and never ‘complete’; our intention is to continue on the path of equity and ensure meaningful graduation for Indigenous learners. One action that we will take next year is reviewing the Indigenous learners’ grad paths and ensuring that any deficit thinking is challenged.

Reflections/Advice: This year we had a change in team members and admin. We spent the first few months re-scanning and re-focusing, and determined that our focus inquiry was still relevant. We also learned how important it is to listen to the kids. How could we create meaningful connections to spaces and adults without knowing what those connections and spaces needed to look like for the learners? We are also creating a place-based cohort for our grade 10/11s in response to student voice, and the need for our kids to have further options in education.

Next year, we will be meeting with all Indigenous learners and surveying/interviewing them. We will be asking the four questions, and also have some school-specific ones focused on academics and classroom environments.

School Name: Smithers Secondary School

School District: SD#54 Bulkley Valley

Inquiry Team Members:
Julie Krall – jkrall@sd54.bc.ca,
Shirley White – swhite@sd54.bc.ca,
Helen Erickson – helen.erickson@sd54.bc.ca,
Elaina Staplin – elaina.staplin@sd54.bc.ca,
Leslie McCurrach – leslie.mccurrach@sd54.bc.ca

Inquiry Team Contact Email: jkrall@sd54.bc.ca

II. Inquiry Project Information

Type of Inquiry: NOIIE Transitions Study

Grade Levels Addressed Through Inquiry: Secondary (8-12)

Curricular Areas Addressed: Applied Design, skills & Technology, Language Arts – Literacy

Focus Addressed: Core competencies (for example, critical thinking, communication, problem solving), Growth mindset, Social and emotional learning

In one sentence, what was your focus for the year? Our focus this year was to continue re-storying our school narrative and building a positive school culture through the creation of a code of conduct. The purpose of the code of conduct was to create a shared understanding of what it means to be a gryphon and to generate discussion, conversation, and learning about inclusive school culture. Students contributed to the creation of the code of conduct through classroom activities and lessons, as well as full school experiences such as learning stations in the library and school-wide events such as assemblies.

III. Spirals of Inquiry Details

Watch our story here!

Scanning: We continued our project by conducting personal student interviews in June 2023. Also, students in grade 9 completed a pilot project by reviewing many school codes of conducts to help build an understanding of what our school code of conduct needed to include, so that it reflected our developing beliefs and values. When reviewing students’ comments, feedback and suggestions, we realized for students to be invested in and take ownership of a code of conduct that they needed to be involved in the creation. The students in grade 9 demonstrated that they can help establish the shared norms for our school and the agreements for the way we would like to come together and be together. In addition, we spent time reviewing the artifacts that students generated to place in our time capsule in May/June 2023. These artifacts included letters, newspaper articles, a red dress quilt, podcasts, e-books, and interviews with students. We looked for ways that students expressed their understanding and beliefs about Truth and Reconciliation and the hopes and dreams that students expressed for their school, community and future. The juxtaposition of the artifacts from 20 years ago and today showed a significant increase in knowledge and understanding of our shared histories (locally, provincially and nationally). Students’ discussion and reflection about the TRC Calls to Action demonstrated understanding, informed perspectives, compassion and open-mindedness.

Focus: We decided on our focus to develop a code of conduct because it is a means to publicly share our school narrative. The code of conduct is a guiding document, and it will be used in the school to continue growing a positive school culture. We wanted to create it with students so that it would include their voices, their words, and so they would know where this document came from and how it was developed.

Hunch: We wondered “would being more explicit and including students from grades 8-12 in different ways make students feel proud about being a gryphon?” We wondered if “by sharing our code of conduct and the artifacts that support the creation of the code of conduct would make our school culture more visible to our greater community?” We wondered if “this work would make the changes happening within the school more visible to students, families, and our community partners?” We predicted that we needed to be explicit in our collection of students’ voices and tangible in our communication of what we collected. Staff, students, families, and our community needed to see what we were creating to make the process comprehensible and meaningful. We theorized that a collaborative and transparent process was also necessary to create a code of conduct that all parties identified with and understood.

New Professional Learning: We spent time reading, analyzing, and deconstructing many examples of school codes of conduct. We read and discussed a variety of texts in small groups and as a staff to understand the changing digital landscape. These books included: Dopamine Nation by Anna Lembke, Stolen Focus by Johann Hari, and How to Break Up with your Phone by Catherine Price. In addition, team members read The Anxious Generation: How the Great Rewiring of Childhood Is Causing an Epidemic of Mental Illness by Jonathan Haidt and the Power of Story by Harold R. Johnson.

We developed a professional cycle for staff and students to learn and to inquire about a topic. We began with conversation as a school pro d committee, we shared provocations at our staff meetings, then we set up stations in the library. Information of topics was included in our school announcements, staff newsletters, and parent newsletters. Our pro d cycle is a style of delivery that is embedded, interconnected and ongoing for inspiring school change by including everyone – all staff, students, families and our community.

Taking Action: We continued building on the actions from our previous years. We continued to implement the programs implemented last year including activities on Truth and Reconciliation Day, Red Dress Day, Moose Hide Campaign, and National Indigenous Peoples Day.

To continue building our positive school culture, we jump started our school year with a school-wide assembly that celebrated our grade 12 students and welcomed our new grade 8 students to SSS. The assembly was a celebration and an acknowledgement about our current school culture and where we are as a community. It generated energy and enthusiasm as a school community to inquire about what it means to be a gryphon.

We built on this start by beginning our pro d cycle around digital literacy and personal well-being. We realized that students are looking for a connection and want to belong, and that understanding their relationship with their devices also impacts their relationships in our school. We shared information with staff to build our own understanding of the impact of dopamine, social media use and teenage brains. We created spaces in the school where students could connect with others in person without digital devices.

After some learning, we surveyed students in their homerooms to find how they described what it meant to be a digitally responsible citizen in our gryphon community.

This learning around digital responsibility led us to begin a school-wide inquiry into the power of language and some teachers embracing the inquiry model of learning.

Checking: We supported the work that we are doing in many ways:
– Gryphon of the month
– Spirit awards
– School assemblies
– Sharing student success and progress in newsletters
– Leadership spirit days (grown in the last 3 years in a positive way)
– Student passion projects (one student created films that were premiered at the school and celebrated)
– Witsuwit’en Language and culture class
– Use of the Wet’suwet’en history book across the curriculum
– Students working with staff in the Aboriginal Education support room to make regalia and moccasins
– Art class created a Welcome to the Territory sign
– Students elected to take the Witsuwit’en Language and Culture course next year

Reflections/Advice: From this inquiry, we have learned that changing our school narrative requires collaboration and participation from everyone. In order to create positive change, we needed our whole staff, not just a small team. The time capsule served as our focus and was a unifying and common goal. We realized the importance of beginning with student voice and keeping students involved. Connecting our work to our school goals allowed this project to be a part of the fabric of our school and included everyone: SEAs, secretaries, custodians, etc. We also made an active effort to reach out to our parents and families through newsletters and social media, as well as to include community members in our journey towards Truth and Reconciliation. This project was not an extra, but a part of the work that we do every day at SSS to create a safe and inclusive learning environment. This project helped us to appreciate the importance of an organized and repeated pro d structure so that staff members (returning and new) can keep up projects and to ensure that projects stay alive.

We have established and created a framework for learning and innovation for both staff and students. We now have a process that we can follow to continue, embed and drive positive change in our school.

School Name: Rutland Secondary School

School District: SD#23 Central Okanagan

Inquiry Team Members: kim.gunner@sd23.bc.ca, Kim Gunner: candice.mckendry@sd23.bc.ca, Candice McKendry: deborah.holmes@sd23.bc.ca, Deb Holmes: lindsay.reynolds, Lindsay Reynolds: michelle.johnston@sd23.bc.ca, Michelle Johnston

Inquiry Team Contact Email: michelle.johnston@sd23.bc.ca

II. Inquiry Project Information

Type of Inquiry: NOIIE Transitions Study

Grade Levels Addressed Through Inquiry: Secondary (8-12)

Curricular Areas Addressed: Not applicable

Focus Addressed: Social and emotional learning, Transitions

In one sentence, what was your focus for the year? Our focus was to support our Indigenous grade 9 students transitioning into high school, and then the grade 12’s transitioning out of high school after graduation.

III. Spirals of Inquiry Details

Scanning: Over a three-year inquiry with the Network of Inquiry and Indigenous Education (NOIIE), a scanning process was conducted to collect data from students based on four key questions. The most significant finding was the strong connection Indigenous students felt with Indigenous support systems, contrasting with their connection to non-Indigenous adults. This insight was crucial as it highlighted the specific needs of Indigenous students, guiding the inquiry focus of the educational team. The integration of the OECD’s principles of learning and the First Peoples Principles of Learning was instrumental in deepening the understanding of the students’ educational journey, ensuring that their cultural identity was recognized and supported throughout their academic experience.

Focus: The focus on transitions for Indigenous students is an important approach to education. It’s clear that the goal is to foster an environment where these students feel acknowledged and understood, which is crucial for their personal development. By ensuring they feel connected to the adults in the school, it provides a support system that can guide them through their educational journey. The emphasis on support and confidence-building is also essential, as it prepares students for the challenges of the adult world post-graduation. This strategy not only aims to strengthen their relationships with school support, but also to instill a sense of self-assurance that will serve them well in all their future endeavours. It’s a holistic approach that addresses the emotional and social needs of students, equipping them with the tools for success in life after high school.

Hunch: Our hunch was that there is a significant gap in the sense of belonging and connection between Indigenous students and their non-Indigenous peers within the educational system. This disconnect may lead to feelings of discomfort and invisibility, which can hinder the students’ academic and social success. It highlights the importance of fostering an inclusive environment where all students, regardless of their background, feel valued and supported by all members of the school community. It’s crucial for educational institutions to foster an inclusive atmosphere where all students, regardless of their background, feel valued and supported by the entire staff. Addressing this issue is crucial for the well-being and academic achievement of Indigenous students, ensuring they have equal opportunities to thrive as their non-Indigenous peers. Our hunch further looked towards ensuring that every student feels seen, heard, and respected, thereby promoting equity in educational outcomes.

New Professional Learning: The Network of Inquiry and Indigenous Education (NOIIE) team dedicated learning opportunities to understanding and supporting the unique needs of Indigenous students. By focusing on vital areas such as mental health, housing, and food security, as well as post-secondary aspirations, the team addressed the holistic well-being of students. Engaging with resources like Jo Chrona’s work and the ‘Wayi Wah!’ book, and seeking the wisdom of Indigenous leaders, enriched our learning journey. The emphasis on collaboration, dialogue, and reflection as key learning strategies within the NOIIE group guided commitment to continuous improvement and cultural responsiveness. This approach not only benefits the students but also fosters a deeper sense of community and shared purpose among educators.

Taking Action: Initiatives:
1. Grade 9 Orientation Welcome Sessions:
During the final term at the middle schools, grade 8 incoming students came to the high school on multiple occasions to see the school, get to know the building, meet the staff, and become comfortable being a part of the school community.
2. Grade 9 Meet and Greet:
Grade 9 Indigenous students spent an afternoon early on in their grade 9 year meeting all the support team members within the building. Students played get to know me games, ate pizza together with the staff, won prizes and learned about the different roles of support staff that are a part of their support team.
3. Mental Health Fair:
Our NOIIE team invited numerous community services and agencies to our school during a lunch and afternoon session where students and families could come together to connect with community supports. This became instrumental in connecting our students to the community to support them as they transitioned out of high school.
4. Family Bannock Cooking Workshop
Students and families were invited into our outside learning space to learn how to cook Bannock from our Indigenous advocates. Participants learned to make their own Bannock and take a recipe card home, as well as enjoy the fresh made Bannock. It was also a way to build community with our Indigenous families.
5. There are plans to continue offering cooking workshops to families and students and extend the invite to our school community and staff.
6. Invited Indigenous students into the main office to share celebrations and showcase their work as a way to build connections and build trusting relationships with the admin teams.

Checking: Our NOIIE team and school community saw a significant improvement in the success of our Indigenous students and the overall connections that they made to the adults outside their Indigenous supports. Through conversations and student scans, we were able to collect data that showed how better connected, seen and heard our Indigenous students felt after they journeys through their education here at Rutland Secondary School. The most significant change of the responses to the four questions, was with: if students could name two adults in the school who believe in them and their success in life. From the beginning scans, students referred to their Indigenous supports, however after a year or more, they were able to name quite a few more adults than two. This was significant in the change we saw. Although this is a huge change, we are committed to continuing our work in supporting our Indigenous students as they journey through our school and their educational journey.

Reflections/Advice: The insights gathered about the educational journey highlight the multifaceted nature of learning. It underscores the importance of nurturing relationships between educators and students, fostering an environment where every learner feels valued and understood. Recognizing the integral role of mental health and social-emotional well-being in academic achievement is crucial. It’s evident that when families engage with the educational process, it creates a supportive network that significantly enhances student outcomes. This holistic approach to education, which values emotional support as much as academic instruction, is key to cultivating successful, resilient learners.

School Name: Georges Vanier Elementary

School District: SD#36 Surrey

Inquiry Team Members: Alannah Valdez Tiu: valdez_a@surreyschools.ca, Zelda Johnson: johnson_z@surreyschools.ca, Leanne Macdonald: macdonald_l1@surreyschools.ca, Shane Reader: reader_s@surreyschools.ca, Amanda Anderson: anderson_amanda@surreyschools.ca, Jason Lapenskie: lapenskie_j@surreyschools.ca

Inquiry Team Contact Email: valdez_a@surreyschools.ca

II. Inquiry Project Information

Type of Inquiry: NOIIE Transitions Study

Grade Levels Addressed Through Inquiry: Intermediate (4-7), Secondary (8-12)

Curricular Areas Addressed: Arts Education, Career Education, Other: Social Emotional Learning & Mentorship

Focus Addressed: Indigenous understandings (for example, Traditional Knowledge, oral history, reconciliation), Growth mindset, Social and emotional learning, STEM / STEAM, Transitions

In one sentence, what was your focus for the year? Our focus was to cultivate a sense of belonging among our Indigenous students, establish a nurturing network of inspiring role models, and provide guidance as they navigate the transition from elementary to high school.

III. Spirals of Inquiry Details

Scanning: We sought to understand the current state of SEL among Indigenous students at Georges Vanier Elementary and Frank Hurt Secondary, looking at their engagement levels, emotional awareness, and support systems. We also explored the underlying factors influencing SEL outcomes, considering cultural contexts, community dynamics, and educational practices. We then analyzed the potential impacts of SEL on academic achievement, well-being, and cultural identity among Indigenous learners. Based on our findings, we formulated strategies to enhance SEL through a mentorship program, aiming to foster resilience, cultural pride, and academic success.

Our team recognized the critical importance of creating a supportive environment that honors Indigenous learners’ experiences. We observed a need for deeper engagement in SEL, particularly focusing on emotional regulation and cultural sensitivity. Understanding these experiences was vital in tailoring our mentorship program to address specific needs and aspirations of Indigenous students.

Focus: We selected this focus because we wanted to emphasize the promotion of emotional well-being and cultural identity for our Indigenous students through SEL initiatives. We tailor mentorship strategies to suit each student’s unique needs and cultural contexts, ensuring personalized support. Our program design incorporates Indigenous knowledge systems and community perspectives, fostering inclusivity and relevance. Collaboration is central, as we actively involve students, families, and community elders in shaping a nurturing learning environment together.

Hunch: We believe that involving our Indigenous students in Indigenous learning experiences through our mentorship program will nurture a sense of belonging and promote a holistic perspective on learning that recognizes Indigenous knowledge as essential, not just an addition. Moreover, we expect this initiative to forge meaningful connections with our Indigenous students. Our evaluation of its impact will centre on students’ capacity to identify two supportive mentors and role models, and their attitudes toward and comprehension of Indigenous knowledge.

New Professional Learning: In exploring new areas of professional learning, we focused on enhancing our understanding and implementation of Indigenous education and cultural responsiveness. Key resources that proved invaluable included workshops led by Indigenous cultural facilitators, curriculum materials that integrated Indigenous perspectives, and literature on decolonizing education. These resources provided essential frameworks and examples to guide our learning journey.

Taking Action:
Community Engagement and Partnerships:
Strategy – We prioritized building partnerships with local Indigenous communities and organizations, inviting them to co-design initiatives and share cultural practices.
Outcome – These partnerships facilitated reciprocal learning opportunities and strengthened trust between the school and Indigenous communities. Collaborative events and celebrations highlighted Indigenous achievements and fostered a sense of pride among Indigenous students.

Student Leadership and Voice:
Strategy – We empowered Indigenous students to lead initiatives celebrating their cultures, such as Indigenous language clubs, cultural assemblies, and storytelling sessions.
Outcome – Student leadership initiatives enhanced cultural pride and provided platforms for Indigenous students to share their heritage with peers and educators. This approach also amplified student voice in shaping school culture and policies.

Through these strategies, our team successfully created a more inclusive and culturally responsive learning environment. Key to our approach was collaboration, ongoing professional development, community engagement, and centering student voice. These strategies not only enriched educational experiences for Indigenous and non-Indigenous students alike, but also contributed to a more equitable and respectful school community.

Checking: This year, we have witnessed notable improvements in the engagement of our Indigenous students. We believe that our mentorship program has empowered students to excel academically, and take pride in their cultural heritage. While we have made significant advancements, continuous enhancement remains imperative. Our initiatives have positively influenced school culture and student involvement. We are content with the progress made, yet we acknowledge the ongoing necessity to deepen our dedication to Indigenous education and community collaborations. Additionally, we have observed that our students now exhibit a deeper appreciation of Indigenous perspectives, increased empathy toward diverse cultures, and a stronger commitment to inclusive educational practices. This heightened engagement underscores our commitment to nurturing an inclusive and respectful learning environment for all students.

Indigenous Mentorship sessions held between Georges Vanier Elementary and Frank Hurt Secondary:

Reflections/Advice: Through this inquiry, we have learned the transformative impact of integrating Indigenous perspectives into our educational practices. We have seen firsthand how initiatives like our mentorship program can foster a sense of belonging and pride among Indigenous students, enhancing their academic success and cultural identity. Moving forward, we plan to deepen our commitment by expanding community partnerships, further embedding Indigenous knowledge across our curriculum, and continuing to elevate Indigenous voices within our school community.

For schools with a similar interest, we offer the following advice based on our experience:

Engage Indigenous Communities: Establish genuine partnerships with local Indigenous communities and elders. Their insights and guidance are invaluable in shaping meaningful and culturally relevant initiatives.

Embed Indigenous Perspectives: Integrate Indigenous knowledge into all aspects of school life, including curriculum, policies, and extracurricular activities. Ensure that these efforts are authentic and respectful of Indigenous cultures.

Empower Student Leadership: Provide opportunities for Indigenous students to lead and participate in initiatives that celebrate their heritage and contribute to a more inclusive school environment.

Commit to Continuous Learning: Embrace a mindset of continuous improvement and reflection. Regularly assess the impact of your initiatives on students, staff, and the broader school community, and be open to adjusting your approach based on feedback and outcomes.

By prioritizing these principles and practices, schools can create environments where Indigenous students feel valued, supported, and empowered to thrive academically and culturally.