FNMI and Field Services, Alberta Education January 2011
ALBERTA EDUCATION CATALOGUING IN PUBLICATION DATA Alberta. Alberta Education. FNMI and Field Services. Successful transitions for First Nations, Métis and Inuit students / FNMI and Field Services, Alberta Education. ISBN - 978-0-7785-9290-7 (print) ISBN - 978-0-7785-9291-4 (online) Available online at: http://education.alberta.ca/admin/highschoolcompletion/projects.aspx 1. Native peoples Education Alberta. 2. School-to-work transition Alberta. I. Title. E96.65.A3 A333 2011 971.2 For further information, contact: Alberta Education FNMI and Field Services 9th Floor, 44 Capital Boulevard 10044 108 Street NW Edmonton, Alberta T5J 5E6 Telephone 780 427 5378 in Edmonton or toll-free in Alberta by dialing 310 0000 Fax: 780 422 9682 This resource is intended for: Teachers Administrators Counsellors Parents Community Partners Copyright 2011, the Crown in Right of Alberta, as represented by the Minister of Education, Alberta Education, 44 Capital Boulevard, 10044 108 Street NW, Edmonton, Alberta, Canada, T5J 5E6. Every effort has been made to provide proper acknowledgement of original sources. If cases are identified where this has not been done, please notify Alberta Education so appropriate corrective action can be taken. Permission is given by the copyright owner to reproduce this document, or any part hereof, for educational purposes and on a non-profit basis, with the exception of material cited for which Alberta Education does not own copyright. 2
Successful Transitions is one of five strategies outlined in Albertaʼs High School Completion Strategic Framework. The focus of the Successful Transition strategy is on ensuring students have the supports to help them make successful transitions between grades and from school to work. Numerous factors can affect the complexity of transitions for individual students. The transition from grade to grade, school to work, and school to further education can be particularly challenging for some students. The probability of a successful transition is significantly increased when schools work with parents/caregivers, employers, community agencies and providers of further education to develop coordinated transition strategies for these students. This transitions workbook is designed as a starting point to assist school leaders in supporting FNMI students in the transition process. It is not intended to be exhaustive or prescriptive. Alberta Education recognizes that successful initiatives are built at the jurisdiction and school level with consideration of the local context. The intent of this workbook is to stimulate thinking about how best to develop strategies in schools to ensure the successful transition of FNMI students throughout and beyond the education system. 3
Student Strengths and Abilities All students are successful learners utilizing critical thinking, problem solving, creativity, and emerging technology. Successful transitions build upon these strengths and abilities. Indicators of Activity/Success School staff has worked with the student to identify strengths and opportunities to apply or build on these strengths within the school community. Students and their families are consulted about their interests and achievements. Ways are being explored to help students connect with the school through arts, sports, leadership and community-based learning. School leadership, teachers and Aboriginal Liaison Workers of both the sending and receiving schools communicate about how to best support the student. When you take the time to talk to students, remember: the first moments are sacred; they involve the honouring of the dignity of each life that you meet. Take the time to listen with your heart. Aboriginal Teacher, pg 33, Our Words, Our Ways, Teaching First Nations, Métis and Inuit Learners, Alberta Education, 2005 4
High Quality Programs Programming in the school addresses the needs of the student and is relevant to their life. Programming anticipates and values diversity and promotes a sense of belonging and acceptance. Classroom learning and assessment strategies create opportunities for students to explore and demonstrate learning in a variety of ways that are meaningful to them. Indicators of Activity/Success Current FNMI language and/or cultural initiatives in the school have been shared with students, parents and the community. Aboriginal Studies 10, 20 and 30 courses are available. Opportunities exist for students to share information and demonstrate pride in their culture. High school sponsored post-secondary information sessions include information on post-secondary institutions with FNMI programs and/or supports. Educators need to open the childrenʼs minds to the possibility of them becoming doctors, lawyers, nurses, accountants, business executives, teachers, (They must) find ways to show them what these positions are about, make them seem rewarding and possible for them to achieve. They should feel there are no limits on them. Treaty 7 Member, pg 25, Our Words, Our Ways, Teaching First Nations, Métis and Inuit Learners, Alberta Education, 2005 5
Responsiveness FNMI students can access appropriate learning opportunities and supports. Available supports and programs are responsive to the communities they serve. Indicators of Activity/Success School staff has an understanding of the cultural context of FNMI students and the community. When moving from one school to another, opportunity is available for students to visit the new school prior to their start date. Retention rates, especially for students at risk of early school leaving, are tracked. Student mobility from one school to another is tracked. School administrators are clear about expectations regarding Goal 3 in the schools education plan. The schools plan to address Goal 3 has been presented to the students, parents and community. 6
Support and Resources Adequate resources are available to support the transition strategies that are in place in the school. Indicators of Activity/Success Orientation sessions are offered for students and parents regarding support and resources available in the school. Peer-mentoring opportunities have been explained to students and parents. Strategies have been developed to resolve conflicts associated with cultural differences between peers, teachers and staff. A collaborative relationship has been developed between caregivers, parents and service providers to focus on the needs of the student and support their successful transition. Information regarding any educational technologies the students may have used is shared with the receiving school. 7
Resources Additional copies of this and other information resources for school jurisdictions to use to support their FNMI students and increase high school completion rates are available on Albertaʼs High School Completion Strategic Framework website: www.education.alberta.ca/highschoolcompletion Resources include: First Nations, Métis and Inuit Education http://www.education.alberta.ca/teachers/fnmi.aspx First Nations, Métis and Inuit Promising Practices http://education.alberta.ca/teachers/fnmi/services.aspx Our Words, Our Ways: Teaching First Nations, Métis and Inuit Learners http://education.alberta.ca/teachers/resources/cross/ourwordsourways.aspx Your Key to Success: Administratorʼs Guide to Raising Albertaʼs High School Completion Rate http://www.education.alberta.ca/media/1164696/hsc-key-to-success.pdf Building on Success: Making Success Transitions from Year to Year http://education.alberta.ca/apps/build_cd/index.html Managing School Transitions: Promises Practices in Albertaʼs Schools http://www.education.alberta.ca/media/1074988/managingschooltransitions-promisingpracticesinalbertaschoolsapr13-09.pdf For additional information, contact Alberta Education First Nations, Métis and Inuit and Field Services Sector Tel: 780 415 9300 9 th Floor, 10044 108 th Street Edmonton, AB T5J 5E6 8