This fall, our school joined other schools throughout the board in the Early Years and First Nation, Métis and Inuit Collaborative Inquiry project. This work aligns with our board’s implementation of it’s FMNI policy framework. As an Early Years’ focus school, this project was a great fit with our work. This week, seven of our staff met to develop a question that our team will explore this year. This week’s session was co-led by two staff facilitators through a collaborative inquiry approach which is a professional learning that we have started to explore as a school team this year.
This year long, job-embedded learning for teachers allows teams to investigate the use of resources that support early literacy development with contemporary and authentic First Nation, Métis and Inuit cultures and worldviews. Our school does have students who have self identified with aboriginal ancestry however, we also know that everyone will benefit by increasing knowledge and understanding of students and staff regarding First Nation, Métis and Inuit histories, cultures and perspectives.
As is always the case when I join professional learning with our staff as a co-learner, the discussion was rich. I look forward to sharing our journey throughout this year in this important work.