Professional Development Reflection
On May 27 I attended
and helped organize my school’s local on site Professional Development Day,
which was an all day event from 8:30 – 3pm. The event was a collaborative professional
day with all the teachers at our school.
We had planned the day by seeking feedback though an online form after
our last Professional Day. It was
targeted to our local school, to provide an opportunity for teachers to
collaborate on interests and important issues that we can work together as a
team. We wanted to learn more about these issues collectively and begin to
problem solve and find innovative solutions together in community. We started with gathering around food and
coffee, followed by a round table group discussion to share celebrations,
positive progress, from the year. Then
we broke out into session groups to brainstorm ideas and questions about issues
that were identified through a staff survey.
The breakout sessions focused on: Indigenization, Anti-Racism and
social justice, Technology and Artificial Intelligence, School Culture, and
Mental Health. While the topics were in
many ways inter-related, all the groups had a slightly different perspective
and focus. I participated in the
Indigenization session, but I also sent some food for thought via email ahead
of time to the technology session.
After lunch we met to report back to the whole group, and some engaging
discussions ensued. Finally, we had the
last part of the day for further collaboration or individual reflection.
Overall, I felt the day was beneficial to me because it gave me an opportunity to hear about the Indigenization, reconciliation, and decolonization work which other teachers at my school had been engaging in this year. We noticed some common concerns and barriers that all of us are facing and came up with some ideas of things we could try next year to address some of our concerns. It gave an opportunity for us to discuss ideas for cross curricular collaborations and see how we could better support each other as well. A common theme we identified was noticing that Indigenization is being approached as “content” rather than pedagogical processes. We notice that some teachers are already incorporating Indigenous practices such as land based learning, circle conversations and reflection into their classes, but they might not be aware that these practices are connected to Indigenous pedagogies. We plan to take our ideas forward to our school planning day in September, and also hope to have some more collaboration time at the end of June to make more concrete plans for the year ahead. Doing this prior to summer break also allows us time to reflect individually over the summer and infuse our summer plans with some of the ideas we collectively generated in May.
I observed that this professional day was extremely collaborative and offered a lot of choice for teachers to address issues of concern to them in a setting of learning in community and in a specific place in our community. There was time built in for personal and collective reflection, which is an important aspect of many Indigenous pedagogies (Chrona, 2022). As Battiste (2013) describes “When one is connected to community and to place, the relational aspects of communities, people, families, and their context become the important elements of how to proceed with knowledge” (p.74) We had hoped that an Indigenous Elder would join us in the morning to offer us his wisdom and guidance, however, he had to cancel. Having some other members of the broader community join us would undoubtedly have enriched the experience for all. Additionally, I would like to have more grounding of our discussions in research by having people contribute suggestions for prior reading before the collaborative sessions. In my session, I was able to share some of my research and our group made a plan to have a staff book club next year reading Wahi Wah! Indigenous Pedagogies An Act for Reconciliation and Anti-Racist Education (2022 (Chrona, 2022).
 |
Book Cover Image (Chrona, 2022) |
Artifacts:
·
Appendix 1 - Notes
from the session. I collected all the
notes on large sheets of paper, and condensed them into the attached notes to
share with groups/teachers.
·
Appendix 2: Wayi Wah!
Indigenous Pedagogies (Chrona, 2022) Book Study Template
Conclusion:
I would recommend this
activity to all school-based teachers, as it provides an opportunity for your
school staff to work together and learn from one another with diverse
backgrounds and specialties. Especially
if you work at a larger secondary school, teachers might not often get the
opportunity to work together to address cross curricular issues, examining school
wide concerns relating to school culture, which dramatically affect our
teaching practice. This type of
professional development is very inter-connected and envisions the school as a
community, working together to create a positive common culture through
collaboration and reflection. It also
positions teachers as self-motivated learners, allowing us to explore topics of
our own interest and curiosity.
Appendix 1:
Artifact 1 - Indigenization/Reconciliation/Decolonization
Session Notes:
Staff feel Indigenization is only content driven but
people need to know that it is also process driven.
Examples:
- · circle
check-ins at the start or finish of class or both student voice in student
assessment does this grade reflect who you are?
- · Bringing in different voices and teachers reflective process
In
European culture traditionally school is hierarchical involving bells,
timetables, 
In indigenous ways of thinking it is more like the circle. There isn't always an immediate take away process and story and connection and time are the ways of learning
Key Concept for Schools is: Two Eyed Seeing (Etuaptmumk) in all subjects because of connection to land and Indigenous pedagogies/processes.
Video: Etuaptmumk: Two-Eyed Seeing (Thomas,2016)Reconciliation Ideas-
· This is the first grad class who has completed an indigenous graduation course in BC.
A good question is what is your
commitment to reconciliation? What is one thing you'll do?
· We
could have a walking story about reconciliation at the Run Walk Wheel and canoe journey
· Have a whole Pro D session on "what is Indigenization" and include everyone being outside
· Create a book study on the book Wahi Wah! Indigenous Pedagogies (2022) by Jo Chrona next year for teachers
|
Book Cover Image (Chrona, 2022) |
Reflecting on First People's classes
Successes:
- sit spots (For information see: Sit spots Weaving Mindfulness and Nature Together. (Walker, 2019)
- bringing in small actions and knowledge all the time
- language has been amazing! It creates equity for ESL learners
- beading helps us understand patience and resilience
- balancing history with culture and celebration
- full support of the administration
- celebrating Indigenous brilliance in class
- language is providing an access point for a perspective shift
- students understood the purpose of the course and were grateful for it
- addressing stereotypes and opportunities for dialogue, myth busting
- openness for students to engage in dialogue
- well-resourced both in staff and books
Challenges:
· lack
of connections to local First Nations and elders
· parent
concerns
· do
some of the learning inside in the box of the classroom when we want to go
outside more or on field trips
· support
for cultural experiences
· some
Indigenous student concerns
· finding
text that isn't the same theme
· nature
journaling was it a challenge because students need to learn how to be outside
in a good way (Potential resources: CBEEN (2024), Learning Through Landscapes(2023)
· plant
knowledge
· opportunities
for reciprocity and shared learning
Moving forward:
· staff
beading at staff meeting opener in the fall
· book
study of Wayi wah! Anti-Racism/Indigenous Pedagogies by Jo Chrona
· class
collaborations potential professional development
· run
walk wheel event involving multiple classes
· sewing
opportunities and projects
· drumming
and drum making
· Building
relationships with indigenous community members
· protocols
for getting elders in
· connecting with Selkirk 10th St. outdoor learning space
Appendix 2:
Book
Study for Teachers -
 |
Book Cover Image (Chrona, 2022) |
Wayi Wah! Indigenous Pedagogies An Act forReconciliation and Anti-Racist Education (Chrona, 2022)
Rationale For Book Study:
Anti-Racist education is an important part
of the new BC Curriculum. In all parts
of the BC Curriculum educators are expected to incorporate Indigenous
pedagogies and perspectives, yet few educators have a clear understanding of
what this means or how to begin doing this.
All BC teachers have a responsibility to work towards reconciliation
with Indigenous peoples, as the 9th professional standard (BCTC, 2019)
for BC teachers commits us all to doing this as part of our professional
responsibilities. At our local school,
racism and colonial pedagogies are deeply entrenched (SD8, 2019), and our
school and staff are struggling to understand how to address these systemic
issues. Chrona (2022), an important
regional Indigenous educational scholar, wrote this book to help address all
these issues.
 |
| Image of Anti-racism continuum(Chrona, . 60, 2022) |
This book aimed at BC Teachers is written by Jo Chrona, an Indigenous educator from the Kitsumkalum (Tsimshian) and Gitsegula (Gitxsan) First Nations on the West Coast of BC. The book deeply explores the First Peoples Principals of Learning (FPPL) First Peoples Principals of Learning (FPPL) developed by the BC First Nations Education Steering Committee(FNESC, n.d.) and provides a clear explanation of the vital importance of anti-racist education in promoting Reconciliation with Indigenous peoples. Chrona presents a model representing the progression of “Becoming Anti-Racist in Canada”(p.60) which begins in fear, separation and denial and moves through a learning zone towards an area of growth, advocacy and action. She sees the development of anti-racism as a journey of transformation.
 |
| Poster of FPPL [image] (FPCC, n.d.) |
This book is an essential resource for
local and regional educators providing deep analysis and insight which may be
helpful for educators across Canada. Chrona clearly explains Indigenous
informed and well researched best practices for BC educators relating to
Indigenous education and anti-racist education, focusing on the importance of
taking time and self-reflection as we work towards Indigenization of the BC
Education system. In the book
anti-racism is explored as a journey of learning and transformation towards decolonization,
reconciliation and eventual Indigenization.
Suggested Book Study Timeline (3 Sessions)
There are reflections for
educators in every chapter of this book.
Book study participants are encouraged to read the selected chapters and
do their own personal reflections before the monthly book study meeting. Then we can share reflections, thoughts and
learning at the monthly book study.
·
Session One: Chapters 1-3
(p 1-49)
o
Where Do We Begin? Setting up Our Space In
a Good Way.
o
Indigenous Education Is Not Multicultural
Education
o
Yes, You Have a Role: Reconciliation
Through Education.
·
Session Two: Chapter 4: So, Let’s
Talk About the R Word (p. 57 – 107)
o
This chapter is a deep dive into
understanding racism and the progression towards anti-racism. There is a lot to reflect on here, and the
topic is of vital importance, so it is preferrable to have an entire discussion
session to reflect together on this chapter.
·
Session Three: Chapter 5: An
Indigenous Informed Pedagogy: The First Peoples Principles of Learning (p115 – 175)
o
Like the previous chapter, this chapter is
very rich and full, as it reviews each of the First Peoples Principles of
Learning, offering opportunities for reflection on each principle.
o
Have different group members deep dive
into a different principle of learning, and share their reflections with the
group. They could also lead the group
through an interactive activity or reflection on a particular Principle which
resonates with their own practice.
· Session
Four: Chapter 6 – 8 (p.177 – 217)
o
Authentic Indigenous Resources
o
A Story of One System: Indigenous
Education in British Columbia
o
Now What?
Additional Resources:
· Additional reflections for educators can be found in my list of reflections here: https://docs.google.com/document/d/1alk-_DqY7F3b1v5xaUNXeMUl6_S_8JxKA12qrwWIj1M/edit?usp=sharing
References
Battiste, M. (2013) Decolonizing education – nourishing the learning spirit. Purich Publishing Ltd.
BCTC ( 2019) Professional
standards for BC educators. BC Teachers Council.
Columbia Basin
Environmental Educators Network (2024) Cbeen workshops and events.
CBEEN.org.
https://cbeen.org
Chrona, J. (2022) Wayi Wah! Indigenous pedagogies – an act for reconciliation and anti-racist education. Portage & Main Press.
Chrona, J. (2022) Wayi Wah! Indigenous pedagogies
book cover [image]
https://www.portageandmainpress.com/Books/W/Wayi-Wah!-Indigenous-Pedagogies
First People’s Cultural Council (FPCC)(2007) First people’s
principles of learning.
https://www.fnesc.ca/first-peoples-principles-of-learning/
First People’s Cultural Council (FPCC)(2007) First people’s
principles of learning poster
[image]
https://www.fnesc.ca/first-peoples-principles-of-learning/
Learning Though Landscapes (2023) Secondary. Learning
Through Landscapes.org
Thomas,R. (2006, June 13) Etuaptmumk: two-eyed seeing. [video] TEDX Talks Youtube. https://www.youtube.com/watch?v=bA9EwcFbVfg
Mobbs, M. (2024) Educators as indigenous allies. Google
Sites.
https://sites.google.com/view/kootenay-indigenous-allies/learning-journey
SD8 (2019) Equity scan.
SD8 Aboriginal Education. https://aboriginal.sd8.bc.ca/equity/abed
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