Seven Oaks Co-operative Vocational Education Program

Seven Oaks Co-operative Vocational Education Program 2015 Researcher: Dr. Niigaanwewidam Sinclair NURTURING CAPACITY FOUNDING SPONSOR

Preface Nurturing Capacity The K-12 Indspire Institute is focused on dramatically increasing high school completion rates among Indigenous students by building strong foundations in their K-12 education. Through various programs, resources and events, the Institute fosters collaboration between educators, communities, and others to improve educational outcomes for Indigenous students. Indspire conducts research to identify and document educational best practices from across Canada and shares these successful practices through the K-12 Indspire Institute. Indspire also champions Indigenous approaches to education, those that honour Indigenous culture, values, and world views. Through the Nurturing Capacity program, Indspire supports communities to improve educational outcomes through the documentation and evaluation of their successful practices. This community-led process is supported by an Indspire-funded Indigenous scholar, who works with programs on the ground to provide training on data collection and evaluation methodology. Acknowledgements The researcher wishes to thank Gerry Corr, Director, Information Technology & Beyond Grade 12 Now and Brian O Leary, Superintendent, both of Seven Oaks School Division for their assistance in organizing site visits, offering research, and data. The researcher would also like to thank all of the students, teachers, and administrative staff of the Co-operative Vocational Education program for their patience and time during interviews and tours. Project Holder: Seven Oaks School Division 830 Powers Street, Winnipeg, Manitoba, R2V 4E7 Phone: (204) 586-8061 Website: www.7oaks.org/pages/default.aspx Project Lead: Gerry Corr, Director, Information Technology & Beyond Grade 12 Now 830 Powers Street, Winnipeg, Manitoba, R2V 4E7 Phone: (204) 586-8061 Website: www.7oaks.org/programs/cooperativevocationaleducation/pages/default.aspx 2

Table of Contents Preface...2 Acknowledgements...2 Project Holder:...2 Project Lead:...2 Executive Summary...4 Guiding Principles and Educational Practices...5 Best Practices at the Seven Oaks Co-operative Vocational Education Program... 5 Connecting Indspire Principles and the Seven Oaks Co-operative Vocational Education Program... 6 Context...6 Project Background... 6 Seven Oaks School Division... 6 Indigenous Education in Seven Oaks School Division... 7 Brief History of the Seven Oaks Co-operative Vocational Education Program... 8 Co-operative Vocational Education... 8 General Description of the Seven Oaks Co-operative Vocational Education Program... 10 Indigenous Students and Programming at the Seven Oaks the Seven Oaks Co-operative Vocational Education Program... 12 Objectives of the Project... 13 Breakdown of Student Learning in the Seven Oaks Co-operative Vocational Education Program... 13 Projected Seven Oaks Co-operative Vocational Education Program 2015-2016 Enrolment Statistics.. 14 Evaluation of the Seven Oaks Co-operative Vocational Education Program... 14 Methodology of Research... 14 Graduation Rates... 15 Qualitative Interviews... 15 The Interviews... 15 Ongoing Challenges of the Seven Oaks Co-operative Vocational Program... 18 Visioning the Future of the Seven Oaks Co-operative Vocational Program... 18 3

Executive Summary The Seven Oaks Co-operative Vocational Education Program is a learner-centred model relying upon a three-way partnership between a student, a classroom and teacher, and an employer/mentor in the community. The program began 25 years ago in Seven Oaks School Division, initially focusing on Autobody, Hospitality, and Health Care Aid certification partnerships. Over the years, enrolment increased dramatically and now features eight unique programs today in cutting edge trades and technology. In 2016-2017 Seven Oaks School Division intends to offer new programs in Heating Ventilation and Air Conditioning, Building Trades, and Sustainable Energy. Like other co-operative vocational programs across Canada, students combine classroom learning with a job placement, pre-employment, and workplace certification strategy - providing opportunities to develop both discipline specific and educational skills while also gaining valuable networking and reallife experience in the field. They receive a flexible four-five weeks of classroom experience with industrybased facilitator/teachers in a learning environment that shares curricular and program-specific needs followed by an extended work placement for periods that last approximately between 30-34 weeks. Often working for certification and accreditation in specific fields, this on-the-job training can be used towards workplace certification. Most students report gaining full or part time employment after their internships and many continue on to college. A part of the Seven Oaks School Division s Indigenous Education initiatives, the Co-operative Vocational Education Program provides Indigenous students with a foundation to find employment of their choice and interest as well as experience in relevant, cutting-edge trades and technology, connecting their classroom experiences with community involvement. The program also provides Seven Oaks School Division with connections to the community and supports economic and social infrastructure building. By providing local employers with opportunities to train their own employees and assist in curriculum development, a broader connection between school and workplace is grown and leads some trainees to long-term employment. The success of the Seven Oaks Co-operative Vocational Education Program has been very good but there are ongoing challenges that it faces to achieve its full potential. The future is extremely promising and a strong foundation requiring further vision, practice, and engagement with the Indigenous community is critical to the future of the school. The Seven Oaks Co-operative Vocational Education Program is a solid example of Indigenous student success and the Seven Oaks School Division is encouraged to continue to support this program to the fullest of its ability. 4

Project Title: Seven Oaks Co-operative Vocational Program Guiding Principles and Educational Practices Best Practices at the Seven Oaks Co-operative Vocational Education Program The Seven Oaks Co-operative Vocational Education Program is an integrative, community-based, and engaging initiative invested in success of all of its learners. According to this research this is for the following best practices : 1. Community Involvement Students at the Seven Oaks Co-operative Vocational Education Program engage in their local and city community in a multitude of ways, incorporating practical knowledge with curricular experiences. While providing Indigenous students with a foundation to find employment of their choice and interest as well as experience in relevant, cutting-edge trades and technology, the program connects classroom experiences with community involvement. Students perform projects in workplaces that build on their classroom knowledge and often lead to future careers. Students also experience first hand what kind of work they enjoy, have much to learn about, and who can help them. Of all aspects of the Seven Oaks Co-operative Vocational Education Program, this is perhaps the most successful aspect for Indigenous learners, who are often culturally trained to respect and honour community in all of their personal and professional life. 2. Student-Based Success For two decades the Seven Oaks Co-operative Vocational Educational Program has been an educational launching pad for at-risk students with difficulty in mainstream school settings searching for career options. Due to the flexibility and differing assessment models offered by career internships, the program is a place where many students have, for the first time, experienced success and found direction in school. Students choose their direction and find their own success markers in these settings. 3. Diverse and Independent Learning A part of the Seven Oaks School Division s Indigenous Education initiatives, students in the Seven Oaks Co-operative Vocational Education Program receive a flexible education tailored to their interests and needs. Teachers are constantly re-visiting curriculum according to classroom and industry needs and there is a great deal of hands-on kinesthetic learning that takes place. Student experience real-life applicability with their theoretical training and have to demonstrate and combine skills constantly and independently. As well as being graded by curricular standards, employers also examine student learning and participate in assessment. 4. Technical and High Skill Acquisition for Long Term Options For many students in the Seven Oaks Co-operative Vocational Educational Program, they receive technical training and skills leading to specific career paths but also abilities that can help them in a variety of settings and workplaces. They work in cutting-edge industries with industry experts in a variety of complex settings. Many receive experiences that classrooms simply cannot offer. 5

Connecting Indspire Principles and the Seven Oaks Co-operative Vocational Education Program The Seven Oaks Co-operative Vocational Education Program embodies three of the seven Indspire foundational guiding principles for Indigenous educational practice. A commitment to community engagement, building, and incorporation (Best Practice #1) shows how the Seven Oaks Co-operative Vocational Education Program is responsive to both the aspirations and needs of Indigenous peoples (Principle #6). Through a central focus on student-based success (Best Practice #2) the Seven Oaks Co-operative Vocational Education Program is based in educational principles that are open to multiple ways of knowing the world (Principle #5). By offering multiple ways of diverse and independent learning while a part of the Seven Oaks School Division s Indigenous Education initiatives (Best Practice #3), the Seven Oaks Co-operative Vocational Education Program participates in a process of decolonization, which seeks to strengthen, enhance & strengthen and embrace Indigenous Knowledge and experience through various strategies including but not limited to anti-racist, anti-oppressive pedagogies and Indigenous pedagogies (Principle #7). Based in training life-long learners while gaining technical and high skill acquisition for long term options (Best Practice #4), the Seven Oaks Co-operative Vocational Education Program promotes the notion that learning is viewed as lifelong, holistic, and experiential, which is rooted in language and culture, is placebased, spiritually oriented, communal and open to multiple ways of knowing the world (Principle #5). Context Project Background The Seven Oaks Co-operative Vocational Education Program is an integral part of the model and plan for Indigenous Education within Seven Oaks School Division. Seven Oaks School Division The Seven Oaks School Division is located in Treaty One territory, on the traditional territory of the Anishinaabe, Cree, Dakota, and Oji-Cree peoples and the homeland of the Métis Nation. The Division s mission statement is The Seven Oaks School Division is a community of learners, everyone of whom shares responsibility to assist children in acquiring an education which will enable them to lead fulfilling lives within the world as moral people and contributing members of society. It is a school division in the north west of Winnipeg, Manitoba established to service the neighbourhoods of West Kildonan, Garden City, Maples, Riverbend, Amber Trails, West St. Paul, and St. Andrews. It currently has 24 schools 6

(with plans to open two more in the next five years), 11,000 students (with an estimated growth to 11,550 by 2016), and 1,311 staff positions. Indigenous Education in Seven Oaks School Division Seven Oaks School Division follows a division-wide Indigenous Education Policy that serves to engage Indigenous and non-indigenous parents, families, schools, and staff in initiatives throughout that build community and follow a number of provincial and national-wide policy and position papers. Seven Oaks School Division believes that communities are more sustainable and mutually beneficial when we build upon relationships and responsibility to one another to ensure all of our students benefit. It recognizes that everyone benefits from Indigenous education as it can enrich the experiences of all learners. The division also recognizes that Indigenous peoples have been largely unacknowledged in past incarnations of the education system and this has led to stereotypes, systemic discrimination, and poor policy for all. As a result some Indigenous learners experience a high levels of student disengagement and absenteeism, incidences of mental health and behavioural issues, lower than standard levels of literacy and numeracy, challenging levels of parental engagement, and low aspirations for academic success. The division-wide Indigenous student population annually is between 10-15% (1100-1650) declared (status and non-status First Nation). Seven Oaks School division therefore engages this history through several ongoing initiatives and programs including: A Circle Garden teaching space illustrating the 13 moons of the year and traditional teachings (see above image). An Indigenous scholar-in-residence to assist in curriculum/program consultation and division planning. Mandated Indigenous education curriculum from Kindergarten to Grade 12. Professional development for teachers. Indigenous education school representatives. Treaty Education training. Elders in residence. Pow-Wow Clubs across the division. A yearly division-wide Graduation Pow-Wow. A school of the month program highlighting an Indigenous education program. Indigenous language programs for students, staff and parents of the division. Seven Oaks Co-operative Vocational Education Program. The Seven Oaks Met School. The Seven Oaks Division incorporates authentic learning of and with Indigenous peoples in the interests of forging a rich collective identity that honours Indigenous peoples and all our relations. 7

Brief History of the Seven Oaks Co-operative Vocational Education Program The Co-operative Vocational Education program began 25 years ago at Maples Collegiate, amalgamating several independent initiatives and initially focusing on Autobody, Hospitality, and Health Care Aid certification partnerships. Over the years enrolment has dramatically increased and so did interest in programs, leading to an expansion to eight unique programs today at two different high schools (Maples Collegiate and West Kildonan Collegiate). In 2016-2017 the Seven Oaks School Division intends to offer new programs in Heating Ventilation and Air Conditioning, Building Trades, and Sustainable Energy. Like other co-operative vocational programs across Canada (see below), students combine classroom learning with a job placement, pre-employment, and workplace certification strategy. The Seven Oaks Co-operative Vocational Education Program is a learner-centred model relying upon a three-way partnership between a student, an institution and an employer, providing opportunities for students to develop both discipline specific and educational skills while also gaining valuable networking and reallife experience in the field. The program also provides Seven Oaks School Division with connections to the community and supports economic and social infrastructure building. By providing local employers with opportunities to train their own employees and assist in curriculum development, a broader connection between school and workplace is made and leads some trainees to long-term employment. There are currently 12 staff members involved with the Seven Oaks Vocational Education program and some (from Autobody and Hospitality) have been with the initiative for all 25 years of its delivery. While not all instructors hold a Bachelor of Education degree all have either attained this standing or are in the process of attaining it. All staff have proven, certified expertise in their field of instruction. Students in the Seven Oaks Co-operative Vocational Education Program participate in Skills Manitoba and Skills Canada competitions and instructors are actively involved with these organizations at the provincial and national levels. Over the years students have gone to national competition levels and some in international competitions all of whom have succeeded at various levels. As Coordinator Gerry Corr states: CVE students are provided with opportunities to enter industry and their experiences often result in job offers. Many students apply for our CVE programs to learn more about an area they are interested in, the programs provide students an opportunity to experiment in a learning environment with the support of their teacher. Co-operative Vocational Education falls within the Senior Years Technology Education Program of Manitoba Education and Training and is an implementation strategy for the Senior Years Technology Education Program. Through CVE, students can complete 8 to 14 credits (of 28) in a full-time Senior 4 (Grade 12) alongside the core subject area requirements (Mathematics, English). A Co-operative Vocational option is trade-specific and involves 50 to 80 percent of program time on-the-job and 20 to 50 percent in-class instruction. Co-operative Vocational Education Co-operative Vocational Education (CVE) is an educational model rather than just a job placement, preemployment, and workplace certification strategy. It is a learner-centred model relying upon a three- 8

way partnership between a student, an institution and an employer. Integrating classroom and workplace-based learning, it provides opportunities for students to develop both discipline specific and educational skills while also gaining valuable networking and real-life experience in the field. It provides institutions with connections to the community and supports economic and social infrastructure building. Co-operative Education also provides employers with dynamic trainees and experience with those trainees, potentially leading to long-term employment. Co-operative Education was first introduced in Britain, at Sunderland Technical College in engineering and naval architecture in 1903. Meant to be a rigorous integration of academic learning and industrial training program leading to life-long employment, the Sunderland program required substantial training periods (up to four years) but was successful in building high-level expertise, leading to it arriving in the United States in 1906. Introduced at the University of Cincinnati in the field of engineering, co-operative education gave students opportunities to gain mastery in technical expertise and skills that classroom learning did not provide. In 1957 the University of Waterloo brought co-operative education to Canada (again in engineering) and initiatives began spreading throughout the country at differing levels then just post-secondary education institutions in the 1970s. Co-operative Vocational Education combines classroom experiences with work periods in fields of business and industry, providing ongoing opportunities to operate as a learner/worker at the same time. Receiving training and mentorship from teachers/professionals before reaching job sites, students are connected with interested employers and work with those employers to meet specific educational goals within that field. Often working for certification and accreditation in specific fields, co-operative vocational education programs produce students therefore with educational attainment and on-the-job training. The Canadian Association of Co-operative Education states that a recognized program formally integrates academic studies with work experience in fields of business, industry, government, social services and other professions. Most utilized in post-secondary environments (but not limited to), these programs follow this general criteria: i) Each work situation is developed and/or approved by the co-operative educational institution as a suitable learning situation; ii) The co-operative student is engaged in productive work rather than merely observing; iii) The co-operative student receives remuneration for the work performed; iv) The co-operative student's progress on the job is monitored by the co-operative educational institution; v) The co-operative student's performance on the job is supervised and evaluated by the student's co-operative employer; and vi) Time spent in periods of work experience must be at least thirty percent of the time spent in academic study. Co-operative education programs often attract high quality, interested, and motivated students who want to live productive lives as employed citizens. They encourage integrated and interdisciplinary expertise gained from workplace experience and bring this into classroom and school environments. They also build relationships with the business sector and connect the corporate world with the classroom both participating in and building community. 9

Employers in co-operative education programs gain access to highly motivated potential employees and low-cost support and resources that engage and benefit their business. They not only get enthusiastic and energetic young people in their workplace but get an extended interview to meet, train, and help specialize them in areas they need assistance in, creating a critical mass of employees suitable for their work. Co-operative Education provides the opportunity for employers to directly influence the educational process. Often employers encourage by teachers and institutions to make curriculum more relevant or improve the pre-employment training. Students in co-operative education programs receive an exceptionally well-rounded education enriched by practical application of classroom learning into work environments. They gain employable skills and real-life experiences in workplaces before graduating and opportunities to try out jobs and gain a broader understanding of career options. They gain maturity, confidence, and often eventually work in job site areas independently. They also gain specific and essential skills that prepare them for the job market (including specifically resume writing, interview skills, and networking). General Description of the Seven Oaks Co-operative Vocational Education Program The Seven Oaks Co-operative Vocational Education Program consists of eight unique programs located within secondary schools Maples Collegiate and West Kildonan Collegiate. In 2016-2017 Seven Oaks School Division intends to offer new programs in Heating Ventilation and Air Conditioning, Building Trades, and Sustainable Energy. The eight programs in the Seven Oaks Co-operative Vocational Education Program, listed in alphabetical order, are: A. Aviation Trades and Technology Students can choose one of two specialized streams in this program: the Aircraft Maintenance Engineer (Level One) and a Gas Turbine Overhaul Technician and Aerospace Machinist. Taught by a Licensed Aircraft Maintenance Engineer, students spend five weeks in class at the start of the school year learning units in Safety in the Workplace ; Theory of Flight ; Piston and Jet Engine Fundamentals ; Hand and Power Tools ; Aircraft Hardware and Blueprint Reading. After beginning work placements at Winnipeg International Airport or another small airport near Winnipeg, students continue in their one-day-a-week classroom visit to study Aircraft Structures, Materials, Repair, and Apprenticeship Preparation. Near the end of the semester students return to a two-week intensive classroom course in aerospace-related Mathematics and Physics and then compete their training at Stevenson Aviation and Aerospace Training Centre (at Red River College in Winnipeg) for six weeks. B. Automotive Trades and Technology This program is broken up into two specialized streams where students can choose to either work in auto body repair and painting industry or in vehicle maintenance. During the 34-week course, students are introduced to the repair and replacement of automotive sheet metal and automotive repair including: - The preparation, refurbishing and painting of vintage, classic and modern automobiles; - The latest in state of the art basecoat / clearcoat paint finishes; 10

- The latest techniques in mechanical repair procedures and troubleshooting; and - Training in welding common and exotic metals, and plastic repair techniques. Both streams combine extensive work experience in the industry with in-class theory, with students working at prominent automotive dealerships and private shops throughout the city. The course is also associated with Manitoba Apprenticeship, and student time in the course can be applied to Apprenticeship hours required. There is also an opportunity within the program for students to compete against other students in similar programs across Manitoba and Canada such as the Skills Canada Autobody Competition (held at Red River College each year) and others. C. Culinary Services This program introduces students to the many career opportunities available to them in the Food Services and Hospitality industries, training both in-class and with establishments in the food service industry in Manitoba. Students learn units including: - Food Services and Hospitality Basics Preparation and presentation of fruits and vegetables; - The science of soups, stocks and sauces; - The art of Garde Manger; - The principles of meat and poultry; - Creating baking and desserts; and - The use of standardized recipes and the Principles of Kitchen Management. Students are also able to attain Level One Apprenticeship in cooking and can be registered with the Manitoba Education Tourism Council to attain future certification. D. Early Childhood Educator Working in childcare centres alongside top-level childcare training in-class, students learn child development theory focused on infancy and toddlerhood. They develop skills in providing health and safety, nurturing care and an environment within which young people can grow creatively, physically and intellectually. Upon completion with an overall grade of 65% or greater, students can also apply to enter directly the four term Early Childhood Educator program at nearby Red River College and enter the field professionally within two years. E. Electrical Trades Electrical Trades introduces students to a variety of career opportunities in the electrical trades including electrical installation or maintenance, residential or commercial wiring and machine repair. The program combines technical training and experience, helping students attain skills and theory in motor controls, alternating and direct current fundamentals, electrical and power tool safety, and residential and commercial wiring practices. Students also become familiar with the Canadian Electrical Code and work in a new facility developed by the International Brotherhood of Electrical Workers In addition, students may use time spent in the program towards a Level One electrician accreditation. F. Health Care Aide Housed at Maples Collegiate, students are mentored under a qualified nurse/educator and 11

taught how to work in a team environment to assist and care for patients in hospitals, nursing homes, and in community home care. Students receive training in the following areas: - Red River College Health Care Aide Certificate; - Manitoba Heart and Stroke Foundation Basic Rescuer Cardiopulmonary Resuscitation Certificate (Level C ); and - Crisis Prevention and Intervention Certificate. One of the most successful CVE programs, most students find positions waiting for them upon graduation at one of the places where they trained, and many use the program to start off their career in Health Care in nursing, the Sciences or other related fields. G. Hospitality Services This program introduces students to the Tourism and Accommodation industries. Students gain experience in units such as: - Customer Service; - Tourism; - Food Preparation; - Dining Room Service; - Beverage Service; - Housekeeping Skills; - Hotel and Consumer Math; - Management; - Applied Dining Room Service; and - Applied Food Preparation. One of the great benefits of this program is that students gain work experience in specific environments and workplaces as the Hospitality industry often has very specialized demands. They also receive exposure to the demands of further courses at the post-secondary level, including Culinary Arts, Hotel and Restaurant Administration and Tourism. Students can also be registered with the Manitoba Tourism Education Council for certification in a variety of future occupations. H. Plumbing and Pipe Trades Students who enrol the Plumbing and Pipe Trades CVE program will receive level one apprenticeship certification in plumbing alongside receiving ongoing classroom instruction and mentorship from a teacher/tradesperson with assignments related to their specific workplace. Often trained by small-business contractors, students can gain multiple skills at the same time and apprentice as a plumber, steam fitter, sprinkler and fire protection installer, gas fitter, pipeline or oilfield worker, welder, and wastewater technician. Workplaces include homes, oilfield companies, plumbing shops, wholesale suppliers, and building maintenance contractors. Indigenous Students and Programming at the Seven Oaks the Seven Oaks Co-operative Vocational Education Program Indigenous student participation in the Seven Oaks Co-operative Vocational Program is precisely on par with the range of 10-15% (self-declared Indigenous) as found in Seven Oaks School Division. These 12

range from status and non-status First Nation and Métis students. Specific Indigenous students have been recommended and been accepted into the school and most have achieved great success under its model. The Seven Oaks Co-operative Vocational Program follows the division-wide goals of the Seven Oaks School division and is supported by all of the institutional resources under its Indigenous Education delivery model. The school also participates in cultural and social events held at nearby Garden City Collegiate such as Pow-Wows and other Indigenous events. The program must also follow the mandated Indigenous education curriculum as required of all schools in the Seven Oaks School division. Individual teachers at the Seven Oaks Co-operative Vocational Program are encouraged and many do participate in events in the Indigenous community and obtain cultural competency training (if they have not already received it during their training legally mandated in Manitoba). Objectives of the Project The Seven Oaks Co-operative Vocational Education Program has four primary objectives: 1. To provide students with theoretical and practical learning situations and applications in work environments; 2. To provide employers with exemplary potential job candidates and educational opportunities; 3. To provide students with exposure to and expertise in vocational careers; and 4. To graduate qualified students prepared for future academic and vocational positions. The vision of the Seven Oaks Cooperative Vocational Education program is for students to become engaged and skilled citizens, gain specific expertise, and support and build community. Breakdown of Student Learning in the Seven Oaks Co-operative Vocational Education Program The Seven Oaks Co-operative Vocational Program consists of eight unique programs located within secondary schools Maples Collegiate and West Kildonan Collegiate (see above for specific programs). Having finished at least Grade 11, candidates must apply via a form, provide a resume with experiences and interests, and participate in an interview. Most applicants utilize recommendations from teachers and guidance counsellors as well (often hearing of the program via those resources). For students entering Grade 12 the program is free but for other, mature students there is a $300 entry fee. Males and females are equally welcomed in all programs. Upon acceptance, students begin work in the regular school calendar year. Classroom delivery is very flexible and operates in an ongoing workshop format according to the needs of the topic being taught. Classes feature small class sizes, up-to-date equipment, and industry-based facilitator/teachers providing an applicable learning environment sharing curricular and program-specific needs. Teaching methods therefore combine classroom instruction with practical skill development for future internships. Classroom training consists of an initial four-five weeks of interdisciplinary classroom work followed by an extended work placement and in-classroom mentorship that culminate in up to 10 high school credits leading to graduation. For students who require mandatory credits for graduation (namely Mathematics and English courses), these are integrated into a student s daily life (often attending work sites in the morning, classrooms in the afternoon) at their home institutions. 13

After their initial training in the classroom, students enter workplace internships for periods that last approximately between 30-34 weeks, with four days a week at work sites, one day in class (usually Fridays). Time spent in workplaces are with a mentor with expertise in their chosen area and work ranges from introductory to high-skill labour. Often working for certification and accreditation in specific fields, this on-the-job training can be used towards workplace certification such under the Red Seal Program (http://www.red-seal.ca). Most students report gaining full or part time employment after their internships and many continue on to college in the trades and technologies they begin in the Seven Oaks Co-operative Vocational Education program. Projected Seven Oaks Co-operative Vocational Education Program 2015-2016 Enrolment Statistics Maples Collegiate West Kildonan Collegiate Projected Indigenous Student Enrolment Program Aviation Trades and Technology 13 2 Automotive Trades & Technology 27 3 Culinary Services 19 2 Early Childhood Educator 5 36 5 Health Care Aide 19 2 Electrical Trades Technology 5 1 Hospitality Services 3 1 Plumbing & Pipe Trades 17 2 TOTALS 108 36 18 (17%) Data from Seven Oaks School Division Evaluation of the Seven Oaks Co-operative Vocational Education Program Methodology of Research This report is a qualitative study using participatory research methods combining analytics, site visits, interviews, stakeholder meetings, and secondary sources to ascertain a triangulation conclusion of the role of the Seven Oaks Co-operative Vocational Program in relation to the Winnipeg Indigenous community. One researcher with extensive education, experience, and knowledge of research methods and delivery was contracted to perform a short-term analysis highlighting best practices, recommendations, and information regarding program delivery. This researcher conferenced with school representatives, students, and teachers, supervised daily activity in the school, and consulted with school administration to study statistical data. 14

Graduation Rates According to Seven Oaks Division Superintendent Brian O Leary, division wide, approximately 90% of Seven Oaks School Division graduate while two of every three Seven Oaks graduates continue their education after graduation. The Seven Oaks Co-operative Vocational Education Program School is within this success rate for Indigenous learners, with 75% graduating and 65% continuing on with postsecondary or college education. The success of Indigenous learners is on average much higher then other, mainstream programs in the school division where 70% of Indigenous students graduate and 50% continue on to post-secondary or college institutions. Qualitative Interviews Administrators, teachers, and Indigenous students interviewed by the researcher reported high satisfaction for their choice in attending the Seven Oaks Co-operative Vocational Education Program. Nine interviews including one administrator, seven teachers, and eight students were held via recorded interviews. The following questions were asked and solicited the following answers. The Interviews Participants in interviews were asked the following five standard questions as starting points for discussions. 1. What is it about the Seven Oaks Co-operative Vocational Education Program that makes it unique or different to other schooling you ve experienced? - (Administrator) Students tie their education to their interests. - (Teacher) I have ties to students that go on for years and years. I have students who still call me for advice even though they are in jobs now. I never wanted to be a teacher but now I have the greatest job in the world. I witness success all the time. Also, our program allows for students to get multiple experiences in multiple job sites and areas all at the same time. Students can become competent workers in several areas, from general to specific skills. - (Teacher) The work experience part of the program is unbeatable. Where else would a student get to work on a $30 million piece of machinery? Employers get to test drive students in the best settings and students understand what s expected of them. It s the best program I have ever worked in. The relationship with the mentors at job sites is crucial. It makes the program. A good relationship sets up a student for life. - (Teacher) In six weeks student can get a stepping-stone in their life. They can find a place in the world on their terms. Every student I have ever taught has a job now. - (Student) I got excellent training in the classroom before my practicum that tackled everything I would encounter. Working with a teacher who knew what I was in for really helped. - (Student) I can get Red Seal certified, working anywhere in Canada as a professional eventually. 2. What are most successful achievements you ve witnessed while participating in the Seven Oaks Co-operative Vocational Education Program? 15

- (Administrator) The community reaction to our program has been phenomenal. We now have more spots then students and no trouble finding more businesses wanting to step up all the time. In specialized programs like Aviation we have a bit of issues finding placements but never in Culinary and Hospitality. - (Teacher) I ve had several stories of student success and some don t show up on assessment sheets. I have one student who was told he would never achieve success in school. A guidance counsellor actually told him that. But he loved plumbing and wanted to incorporate that into his schooling. I knew this student, in the right setting, would succeed. So I and a few other people in Seven Oaks School Division invented this program. Now we produce some of the best workers out there doing jobs and work in the community. - (Teacher) I ve been teaching in the program for 27 years and the one best thing is that the program is all-inclusive. It shapes someone in my area (Culinary Arts) from beginner to virtually an expert. There is a place for everyone to enter but everyone comes out very ready for work. - (Student) In my time working in a nursing home, I got to go from being a basic helper to completely independent. My training led me to working with multiple clients often as their primary assistant. - (Student) I learned how to operate heavy machinery. I was nervous at first but gained a lot of confidence as I went along. Soon the guys I worked with all started asking me to do more and more with the equipment until I became a regular employee like anyone else. 3. What s the largest benefit for Indigenous students attending the Seven Oaks Co-operative Vocational Education Program? - (Administrator) The flexibility and ability to personally grow in the program. There s room in our programs for students to find their way cause our classrooms are relationship driven. We tailor our programs for individual students while also thinking about the broader classroom picture. - (Teacher) We have the best, most technological savvy and practical tools for students to become experts in their trade. Nowhere else will students be able to get the kinds of resources they need to find a great job. - (Teacher) I am constantly re-inventing curriculum because the career demands and requirements keep shifting and changing. - (Teacher) Over my 26 years of teaching I have seen many Indigenous students succeed. One student, one of the shiest students I ever taught, had trouble at home and struggled academically. Being timid and quiet, I didn t know everything he was dealing with. Over two years I have never seen a student keep at it, consistently and continually. He never gave up even when he had ups and downs. The consistency of the program and the idea that he could go to college one day got him through those two years. He s living in a great situation now. I saw him the other day and he is doing so great. His persistence always impressed me. - (Student) I can go back to my reserve and work in construction and mechanics now. There are always jobs there and I would love to go home. - (Student) I liked working with Elders and helping my community. A lot of the people I worked with are like my granny. 4. How does the Seven Oaks Co-operative Vocational Education Program incorporate Indigenous methods, communities, and curriculum in student experiences? 16

- (Administrator) We include our CVE students in all of our division plans and students dance in the pow-wow, come to the community events, and so on. The more we can get knowledge from the community for our ongoing growth helps. Some years we get more parents involved then others. It helps sometimes to have educational counsellors from reserves if we can t get parents involved. - (Teacher) Our relationships with parents have been key. The more a teacher knows what is going on the better a student can achieve success. - (Teacher) We have one of the biggest graduation pow-wows in the province. It helps when it is in the school (the pow-wow rotates locations) because all students become involved then. Our program also does the traditional feast every year and we prepare items like bison stew and deliver it to the community. - (Teacher) I find it s very helpful when students can connect their work with their home community. If a student knows that the plane he is working on will be travelling to northern reserves I find students get invested in their work more. - (Student) We learned about how to engage Indigenous clients and their beliefs and cultures. I learned about myself too. This helped when I was on the job. - (Student) My best friends in the program were Indigenous. I found a lot of support from my Indigenous friends and we still work together now. 5. What are the biggest challenges you ve witnessed while participating in the Seven Oaks Cooperative Vocational Education Program? Please provide examples. - (Administrator) We ve not had the highest Indigenous student enrolment and we d like to improve there. - (Administrator) With the co-op program we have been cramped sometimes in our spaces. It would be nice if we had more space, especially in the school settings. - (Teacher) I had one student who really struggled in the program and at my advice - removed himself from the program. Once a student goes, it s hard to get him or her back in the program. This student however showed a lot of resilience and worked hard to come back and convince me that he deserved another shot. He s now one of my best students. - (Teacher) Parental involvement. Sometimes I can t find someone to call. When attendance issues arise and it can t be easily dealt with. I have to go the extra mile to find the student and try to tie him or her into the school. - (Teacher) I find recruitment is a huge challenge. Students still walk by my room and not know what is going on or that this program exists. I also find that the trades are looked upon as a secondary education, not on the same grade as university or as a doctor or a lawyer. The trades are wonderful careers and pay really well. Our program comes with a stigma. - (Teacher) Keeping up in my industry is tough. I m so busy sometimes in the classroom I sometimes lose a bit of touch with what is going on in industry. - (Student) I have trouble balancing fun with school. I always want to be at work. - (Student) I get nervous in new placements. Sometimes I feel like I m in the way. - (Student) I had trouble being on time and finding where I was supposed to go some days. I learned real fast that being late would get me in trouble all the time. 17

Ongoing Challenges of the Seven Oaks Co-operative Vocational Program While successful, the Seven Oaks Co-operative Vocational Education Program continues develop the delivery of its work. The program is recommended to work on the following aspects: The social and educational stigma of alternative high school learning The great distance of classroom learning to home institutions (programs such as Plumbing and Pipe Fitters take place off campus). Achieving and sustaining a viable and ongoing enrolment process incorporating Indigenous parents and students. The school reports a struggle yearly in finding Indigenous candidates for the program. Engaging Indigenous leaders, educators, and cultural advisors who can support the program and assist in training students in culturally-appropriate ways. Strengthening the design implementation of the program to establish the desired culture and practice needs for Indigenous learners under the Seven Oaks Indigenous Education Program. Raising the awareness and promoting an informed understanding of the Seven Oaks Cooperative Vocational Education Program in the wider community Gathering and disseminating more hard data on achievement, attendance and retention that confirms the program s success How to quantitatively evaluate of the transformation of students during their time in program (while respecting privacy laws and other personal information) Supporting and acknowledging mentors and building long-term partnerships, while at the same time not exhausting present partnerships. Visioning the Future of the Seven Oaks Co-operative Vocational Program The success of the Seven Oaks Co-operative Vocational Education Program has been very good but there are ongoing challenges it faces to achieve its full potential. The school is encouraged to continue its ongoing integration into the broader Seven Oaks School Division s Indigenous Education initiatives. While the future is extremely promising, a strong foundation requiring further vision, practice, and engagement with the Indigenous community is critical to the future of the school. The Seven Oaks Cooperative Vocational Education Program is a solid example of Indigenous student success and the Seven Oaks School Division is encouraged to continue to support this program to the fullest of its ability. 18

Appendix: Logic Model for the Seven Oaks Co-operative Vocational Education Program Long Term Outcomes - Full integration of Seven Oaks Indigenous Education policies/practices into the Seven Oaks Co-operative Vocational Education Program - Fully integrated relationship with Indigenous community in Winnipeg, including Indigenous businesses, community agencies, and parents in Seven Oaks School Division - Further provide Indigenous students with a foundation to find employment of their choice and interest as well as experience in relevant, cutting-edge trades and technology - Provide a flexible education tailored to student interests and needs. - Expand Indigenous student participation in the Seven Oaks Cooperative Vocational Program from 10-15% (self-declared status and non-status First Nation and Métis students) to 25%. Intermediate Outcomes - Increased involvement of Indigenous businesses and educators as mentors - Increase graduation rates of Indigenous students - Help students experience real-life applicability with their theoretical training and combine skills constantly and independently - Further assist students to receive technical training and achieve skills leading to specific career paths Short Term Outcomes - Increased Indigenous student recruitment and enrolment - Focus on recruiting at-risk students with difficulty in mainstream school settings - Assist teachers and provide resources to re-work curriculum according to classroom and industry needs - Focus classroom teaching on hands-on kinesthetic learning - Integrate Seven Oaks Co-operative Vocational Program into existing Indigenous Education initiatives in division. 19

Outputs and Indicators - Increased graduation and participation rates - Expanded programming - Assess student/parent/teacher/administrator interest/satisfaction/inputs in program - Focus on specific 8 programs offered and specify Time Frames - See above: Short term (1-2 years) Intermediate (3-4 years) Long term (5+ years) Major Activities Inputs: Resources - Provide students with theoretical and practical learning situations and applications in work environments; - Provide employers with exemplary potential job candidates and educational opportunities - Provide students with exposure to and expertise in vocational careers - Graduate qualified students prepared for future academic and vocational positions - Students (interest, energy, participation) - Teachers (curriculum, mentorship, assessment, resources) - Administrators (institutional resources, networking, oversight) - Parents (attendance, involvement, expertise, assessment) - Mentors/business owners (curriculum, assessment, experiences) 20