Georges Vanier Elementary SD#36 Surrey

I. General Information

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.