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About Assessment - Reshan Richards at TEDxNYED

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Using Assessment and Evaluation Strategies to Support Students

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Assessment in Education: Top 14 Examples

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Lesson 10 -  Assessment and Evaluation in the Multiliterate Classroom 

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Lesson 10 -  Assessment and Evaluation in the Multiliterate Classroom 

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Students at two Woodstock schools will have innovative new classrooms to learn in.

Southside public school and elementary school Catholique Sainte-Marguerite-Bourgeoys each introduced an outdoor classroom that were donated by Carmeuse.

The outdoor classrooms offer students an opportunity to learn in a different environment, or more specifically, the environment.

"We hope to engage students to provide an alternative to the classroom so students feel less threatened or anxious about the learning environment," Mary Ann Wright, a teacher at Southside public school, said.

"It provides unique opportunities to work with conservationists in our area and be aware of the impact we have on our environment, and what we can do at any age or stage in our life to make a difference."

The outdoor classroom takes the shape of a semi circle, so all of the students can see one another rather than have everyone facing forward, like a traditional classroom.

Wright said the work began in the fall of 2018, when she looked into Eco Schools and campaigns to get Southside certified. She noted that program helps students be more aware of the footprint they leave on the environment and how they can make a difference.

Carmeuse got involved when Jeff Geddes, a Carmeuse employee whose children attend Southside, offered to help, as the company had provided similar learning spaces elsewhere. Six other businesses became involved after the schools obtained permission from their respective boards and consulted an architect. Van Beek's - a garden supply store - donating landscaping material.

Geddes, Ken Zegers and Ben Parayankuzhiyil - all Carmeuse employees - shared the lead on the project.

"The outdoor classrooms are an opportunity for students to get outside and learn in a different environment on a beautiful day," Zegers said in a release.

"A circle is a potent symbol, its shape implies community, connection, inclusions, fairness, equality, wholeness and a dedication to reconcile and heal relationships."

The learning spaces are also surrounded by small rocks, which were painted by Southside students last year with positive messages. Wright said the new students this year will get a chance to add their own messages this fall while community members have also left their own rocks.

Students also planted flowers and trees next to the classrooms.

"Kids need ongoing inspiration on what they can do in the community. It's an opportunity and it was a really good experience for them," Wright said of involving the students in the creation process.

"When we planted (the trees), they started naming their trees. I told them when they come back in 30 years, they can see how much they've grown. It's giving them a sense of permanence and make a long-term difference. That's what our environment needs is people to care long term."

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Outdoor classroom bring students closer to environment

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Students at two Woodstock schools will have innovative new classrooms to learn in. Southside public school and elementary school Catholique Sainte-Marguerite-Bourgeoys each introduced an outdoor classroom that were donated by Carmeuse. The outdoor classrooms offer students an opportunity to learn in a different environment, or more specifically, the environment.

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Teaching the Next Generation of Agri-Food Leaders

Ontario helping to deliver agri-food literacy tools for students

Ontario's government is giving teachers and students the tools to learn about the agri-food sector. Today, Ernie Hardeman, Minister of Agriculture, Food and Rural Affairs, announced that Ontario is helping youth learn about the agri-food sector and encouraging them to pursue exciting agriculture careers.

Over the next year, Ontario will provide up to $400,000 to AgScape, an organization that delivers curriculum-linked learning materials and programming in classrooms across the province. Students will learn about food production, the links between food, farming and health, and how to get involved and build a successful career in the agri-food industry.

"When students learn the ABCs of the agri-food industry, they'll quickly realize that it's so much more than cows and plows - it's a driving force for innovation and economic growth in our province," said Minister Hardeman. "Giving teachers and students the tools to learn about agri-food will help shape our next generation of leaders and achievers. With our government's investment in AgScape, we can be assured that our future is in good hands as Ontario's agriculture sector competes on the world stage."

"Teaching kids about how food is grown and produced will help inspire more youth to enter the fast-growing agriculture sector and attain good-paying jobs," said Stephen Lecce, Ontario Minister of Education.

"We are proud to be working in Ontario schools to help support government priorities by increasing public engagement and understanding of Ontario agriculture and food products. We are grateful for OMAFRA's ongoing support to help build our capacity and connect more Ontario students to the thriving world of agriculture and food each year. Through this project, more students will be curious, conscious and will think critically as they explore their food choices and careers in the industry," said Glenna Banda, Executive Director, AgScape.

Through the government's support this year, AgScape will expand its Teacher Ambassador Program, deliver its Agri-Trekking Across Ontario interactive game, host learning events such as Agri-Career Competitions and develop curriculum-linked learning resources.

AgScape programs and learning resources help elementary and secondary students learn more about:

Careers in the agri-food sector

Local food and healthy eating

Food technology and production methods

Food security and safety

Farm technologies, innovations and biotechnology

Agricultural environmental initiatives

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teaching the next generation of agri-food leaders

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Teaching the Next Generation of Agri-Food Leaders

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Ontario's government is giving teachers and students the tools to learn about the agri-food sector. Today, Ernie Hardeman, Minister of Agriculture, Food and Rural Affairs, announced that Ontario is helping youth learn about the agri-food sector and encouraging them to pursue exciting agriculture careers.

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Teaching Methods for Inspiring the Students of the Future | Joe Ruhl | TEDxLafayette

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Week 9 - Classroom Practice through the lens of multiliteracies

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Week 9 - Classroom Practice through the lens of multiliteracies

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Should schools be required to teach cursive handwriting?

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We live in a time of change. In fact, rapid developments can be seen in just about every field, from medicine and technology to communications and the financial sector. But for the longest time, education had struggled to keep pace with this level of evolution. In recent years, however, big changes have begun to revolutionize the way children are taught. Conseil scolaire Viamonde, one of the only French school boards in Ontario, has developed a unique approach to its classroom setup, enabling students to take on more of a leadership role in their own learning experience, and setting an example for all schools to follow.

"There has been a shift from the teacher transmitting knowledge, to students engaging and participating actively in constructing their own knowledge and developing skills," said Sébastien Fontaine , superintendent of education at Conseil Scolaire Viamonde. "Today's classrooms use the physical space to promote learning. The integration of technology, flexible seating and student-led learning as well as the emphasis on developing global skills and competencies represent the biggest changes to date."

The way people interact, socialize and work has changed and educators are considering students ' development and the latest research in neuroscience and brain development like never before when planning learning environments, he added.

The physical setup of the classroom is one of the most noteworthy changes in recent years, particularly at the elementary level. Classrooms at Viamonde are designed to be incredibly flexible, changing to meet the needs of the lessons each day, and catering to different learning styles and abilities.

"We're moving away from typical rows of desks and chairs in the classroom," said Martin Bertrand, director of education at Conseil Scolaire Viamonde. "Today we have a lot of flexible furniture, so desks can be combined in different orientations and creative production setups. We're not doing pencil-and-paper tasks in rows of seating much anymore."

Instead, there's a heavier emphasis on different learning styles and evidence-based assessment, which allows for different opportunities for feedback. This means more group work with peer-to-peer discussion, oral presentations, and the use of technology, including coding, robotics, and smart boards.

"This enables our students to interact and learn in a collaborative fashion, develop leadership skills more easily, and be more creative and innovative," Fontaine said. "They can solve problems using a variety of resources and skills, and teachers develop classroom management systems along with the students to allow harmonious transitions between places and activities, as well as ensuring safe and caring learning environments."

The result is a space that truly caters to students ' interests, allowing them the opportunity to show reasoning, fostering continuous learning and encouraging active participation.

"These types of classrooms promote innovation, entrepreneurship and creativity, which are skills that will permit our students to succeed in this rapidly changing world and help them identify where they need to adapt and adjust," Fontaine said. "We also focus on developing communication, interpersonal skills, collaboration, and critical thinking skills so that anything is possible for our students at Viamonde."

The goal of this modern classroom setup is, ultimately, to produce well-rounded students who are not just prepared for the next phase of their education, but are actually engaged in the process along the way.

"We aim to develop the whole child as part of our Viamonde promise," Fontaine said. "We strive to help students become resilient and capable of facing challenges. The physical environment along with the pedagogical strategies used in our classrooms enables our students to develop these skills and become productive and contributing citizens."

The achievements Viamonde's students have been able to attain in recent years are a strong testament to the success of this strategy. Its students continue to excel, ranking well above average in terms of provincial test scores - particularly in math and science.

Recent satisfaction surveys conducted among students and their families also revealed almost exclusively positive feedback about students' experiences at Viamonde schools, suggesting again that their formula is a winning combination.

"We've noted an improvement in student engagement in their learning," Fontaine said. "Students feel that they learn in a safe and caring environment, and engage more freely in activities where they explore the unknown and are not afraid of making mistakes and learning from them."

This story was created by Content Works, Postmedia ' s commercial content division, on behalf of Conseil scolaire Viamonde.

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Innovative classrooms help produce well-rounded, engaged students

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We live in a time of change. In fact, rapid developments can be seen in just about every field, from medicine and technology to communications and the financial sector. But for the longest time, education had struggled to keep pace with this level of evolution.

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Find all our Student Opinion questions here.
How often do you look at memes? Every week? Every day? Do you seek them out? Do you share them? Do you ever create your own?

Do you appreciate meme culture? Do memes help inform you about what's going on in the world? Do they help you process the news? Do they make you laugh when you need a good laugh? Does your love for memes connect you with a larger internet community?

On the other hand, have you ever seen memes that cross the line? That spread misinformation or racist attitudes, for example? Do you wonder who created them, and what their agenda is?

In " The Role of Memes in Teen Culture," Jennifer L.W. Fink writes from the point of view of a concerned parent watching her sons react to humorous memes about serious news. The article begins:

How do you prepare for the coronavirus?

By cutting up a few limes.

That's the message conveyed by a popular internet meme that shows a pair of hands slicing limes. The image and caption - "Me, preparing for the coronavirus" - are a bit subversive: While public health officials worldwide are scrambling to determine how to best treat and contain the virus that has killed hundreds, the meme plays on the name of the beer brand Corona, and suggests there's no real need to worry.

Internet memes use images to celebrate, mock or satirize current events and popular culture, and they have become a defining part of how teenagers communicate in the digital world. The recent rise of memes seeming to make light of the Wuhan virus or international tensions offers a glimpse into how teenagers learn about and process world events. Today's tweens and teens get their news via memes on Instagram, TikTok and Snapchat, while parents, teachers and grandparents still largely rely on news reports and Facebook and Twitter posts.

As a result, there's a generational gap between how I learn about and perceive the news, and how my teenage sons learn about and react to the same events. When I learned (on Facebook) that an American drone attack killed Maj. Gen. Qassim Suleimani, the powerful Iranian commander, my stomach dropped. Having been married to a Marine deployed in the gulf war in the 1990s, I know that war is no joke.

Our sons came home from school that day laughing at World War III memes claiming their generation is ready for war because they've been "training" in the video games Fortnite and Call of Duty.

My first impulse was to lecture my sons about the seriousness of war. But lectures almost never change teenagers' behavior, so I dug deep into meme culture instead. What I found: Kids use memes to express and channel all kinds of emotions, including fear.

Many are harmless but some coronavirus memes risk spreading both misinformation and racist attitudes.

Ms. Fink talks about how humor is often used as a coping strategy for teenagers as well as adults:

Shortly after the drone strike in the Middle East, "my 14-year-old jokingly said that Iran should just blow up the U.S.A. and get it over with already," said Tanya Brown, who lives in Ontario, Canada. "His comment caught me so off guard that it made me cry right then and there in front of him."

She added: "We've raised our boys to be kind and empathetic to others, so when my son made such a hurtful comment, it really made me sad and angry."

Making light of a deadly virus or the prospect of war may seem crass or thoughtless, but humor is often a way of coping with something we cannot control, whether it is a comedian joking about having cancer or the "Saturday Night Live" cast lampooning the Trump administration.

There is also some concern about misinformation being spread through memes and other social media:

Parents should also remind their children that "memes could be made by anyone, including foreign governments and those who want to spread rumors and dissension in society," said Andrew Selepak, a media professor at the University of Florida. It's also a chance to point out that fraudulent information may be spread in other forms, as happened with text messages that appeared to be sent by the Army telling the recipients they were being drafted. The Army said those were fake. Similarly, memes can spread false information about the coronavirus, often with anti-Asian racist messages - an opportunity to remind teenagers about the harm in using slurs.

Do you ever get your news from memes? Do humorous memes have a place in the news, or should the two things be kept separate? Is it O.K. to laugh at serious news?

Do you ever find that humor helps you to process scary or hurtful information? Is it ever not O.K. to use humor when talking about painful or tragic events? The article suggests that using humor in difficult moments can be a coping strategy. Do you agree or disagree with that statement? What are other ways that you process intense emotions or fears about the world?

Have you ever seen someone post a meme that you felt crossed a line? How did you know it had gone too far? Memes often try to make a point using very few words and mostly images. What are the advantages and possible dangers with that format? Do you ever see memes that use stereotypes or hurtful beliefs about an individual or groups to make a point?

The featured article was intended for parents of teenagers and offers the following advice:

Remember that most adolescents do not have personal experience with life-or-death experiences. "Even as adults, we can get something cognitively, but not really understand it until we experience it," Dr. Manly said.

My four boys, ages 14, 16, 19 and 22, were born years after their father left the Marines and don't know what it's like to have a loved one deployed. They don't know what it's like to live through a pandemic.

According to Dr. Manly, sharing personal stories may be one way to help children understand the impact of international conflict and emerging health threats on individuals and families.

What do you think about this advice? Do you find it is easier to laugh about things that are distant from your own experience? Do you think that you are able to understand the pain associated with tragic events and still laugh at them? How do you feel when your peers laugh about something that you take seriously or personally?

1. Who created this message?

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Do Memes Make the Internet a Better Place? (Published 2020)

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Do these visual messages allow you to laugh about school, friendships or what your parents expect from you? Do they quickly inform you about the news - and make the world less scary? Or do they too often cross the line?

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The essential elements of digital literacies: Doug Belshaw at TEDxWarwick

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Winning the War of 1812: A matter of perspective

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Winning the War of 1812: A matter of perspective

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Sometimes different Perspectives lead you see different things from the same symbol

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Sometimes different Perspectives lead you see different things from the same symbol

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Week 7 - Multimodal Texts and Semiotic Systems

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Week 7 - Multimodal Texts and Semiotic Systems

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Week 3 - Critical Literacy - What Real, What Seems Real, and What is a Blatant Lie

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Week 3 - Critical Literacy - What Real, What Seems Real, and What is a Blatant Lie

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Wednesday marks 18 years since the signing into law of No Child Left Behind, one of the worst pieces of legislation in our nation's history. In December 2001, I voted against NCLB because it was as clear to me then, as it is now, that so-called school choice and high-stakes standardized testing would not improve our schools or enhance our children's ability to learn. We do not need an education system in which kids are simply taught to take tests. We need a system in which kids learn and grow in a holistic manner.

Under NCLB, standardized tests were utilized to hold public schools and teachers "accountable" for student outcomes. As a result, some schools that underperformed were closed and their teachers and unions blamed.

The long-term effects of this approach have been disastrous. NCLB perpetuated the myth of public schools and teachers as failing, which opened the door for the spread of school voucher programs and charter schools that we have today. Some of these charter schools are operated by for-profits; many of them are nonunion and are not publicly accountable.

NCLB also undermined the profession of teaching and hurt our students. Now, educators are routinely forced to teach to the test rather than encouraged to draw on their expertise. Students spend hours each year taking tests, and that doesn't include the hours it takes to prepare for them. This burden of testing has contributed to teacher burnout and caused levels of stress and anxiety among students to apparently surge.

Joys of teaching and joys of learning

Recently, I met a special education teacher in South Carolina who left the profession after having to administer a standardized test to one of her students with significant disabilities. The teacher described the experience as torture, and she told me that with the abysmal pay and lack of professional respect, it was the last straw.

Sadly, tens of thousands of highly qualified teachers across the country are similarly fed up and have no other option but to leave for other jobs.
What about the teaching?:My special needs students needed their teachers in the classroom - not on the picket line
High-stakes testing has also robbed many students of a holistic educational experience and the joys of learning. Subjects not included in federal and state testing mandates, such as art and music, have been cut despite the wealth of evidence that they increase academic performance and social-emotional well-being.

These cuts have not been distributed equally; students of color have seen the sharpest drops in arts education.

The most serious flaw of high-stakes testing, however, is that it ignores the real problems facing our teachers and students: social inequality and underinvestment in our schools.

A path to a better education system

My Thurgood Marshall Plan for Public Education addresses these fundamental problems by increasing teacher pay to start at $60,000 a year, empowering teachers to craft thoughtful assessments that consider all aspects of a student's academic progress, and putting a moratorium on charter schools and the federal charter school program until they can be made publicly accountable.

My plan triples Title I funding, which provides assistance for schools with high percentages of children from low-income families, and will have the federal government fund the Individuals with Disabilities Education Act at 50%.
Is this how much we value education?:My teacher salary was so low I slept in my car. Today, educators still barely get by.
My plan also provides year-round, free universal school meals. One of the gross injustices of high-stakes standardized testing is that it does not account for the impact of poverty and wrongly treats all children as if they enter the education system on equal footing. We know that is not the case. In a wealthy nation such as ours, no child should ever go hungry, and we should have the best public schools and teachers in the world.

Fortunately, educators, parents and students across the country agree. From West Virginia to California, teachers have been striking to demand real investment in their schools, instead of tax breaks for corporations and the wealthy. In some cities, teachers have refused to administer tests that do not improve learning, and increasing numbers of parents and students are opting out of standardized tests and demanding more effective ways of assessing student performance.
Bernie Sanders is an independent senator from Vermont and a candidate for the Democratic nomination for president in 2020. Follow him on Twitter: @SenSanders
We must build on this grassroots movement. If our children are to succeed in the 21st century economy, we need to recognize that there are no shortcuts around real investment in public education. Even the best educational assessments are of limited use if schools are underfunded, our teachers are disrespected, and millions of students and their families are living paycheck to paycheck.

As president, I will address these challenges by making transformative investments that eliminate one-size-fits-all solutions and put our students, our teachers and our public schools first.

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Bernie Sanders: America must end high-stakes testing, finally invest in public education

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Wednesday marks 18 years since the signing into law of No Child Left Behind, one of the worst pieces of legislation in our nation's history. In December 2001, I voted against NCLB because it was as clear to me then, as it is now, that so-called school choice and high-stakes standardized testing would not improve our schools or enhance our children's ability to learn.

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Giving teachers standardized tests often doesn't lead to better outcomes for students, the agency tasked with developing a new math test for Ontario teachers said in a report this week.

The review by the Education Quality and Accountability Office of existing research on compulsory teacher competency testing was released days after the provincial government revealed details of a standardized math test it will soon require new teachers to pass.

Starting at the end of this academic year, new teachers will have to score at least 70 per cent on the test to register with the teachers' college.

The Progressive Conservative government has repeatedly promised to take measures to improve student math scores, which have been declining for a decade across the province.

But the EQAO literature review found that while many studies show a positive correlation between teachers' scores and student outcomes, it is only weakly to moderately predictive of student performance.

In fact, teacher experience, grades from college or university, the number of post-secondary math courses they have taken and professional math certification courses are all better predictors of student outcomes, the EQAO said.

"While these tests may receive support from policymakers, educators and the public, the fundamental goal of these tests - to improve student learning - is often not met," the agency said in the report.

"Current research demonstrates that standardized teacher tests is not linked with a level of performance consistency that justifies their widespread implementation at this time. The use of caution with these tests is advised by many researchers on the basis that these tests are not consistently associated with the positive benefits that are often claimed."

Government says testing part of a broader math strategy

Education Minister Stephen Lecce said the government is strengthening the foundation of mathematics primarily through a four-year, $200-million math strategy and updating the curriculum with a "back to basics" approach.

"(The test) is a component of the broader vision," he said. "It is certainly not the central vehicle, but it helps to create a metric."

Lecce noted the positive correlation in the EQAO report between teacher testing and student outcomes, specifically referencing a North Carolina study that showed an increase of between three and six per cent in student achievement when teachers pass a standardized test used in the United States.

"The bottom line for me is ensuring there's a way to measure success, measure improvement and raise the bar. In the absence of having a metric...We're never going to know in good faith if we are serving our children well and they are getting the education they need."

Teachers' unions have criticized the Ontario government's plan to test all new teachers in math, questioning the relevance of calculus to a kindergarten teacher or math skills for a drama teacher.

"The EQAO study demonstrates exactly why knee-jerk political responses are the worst way to make education policy," Harvey Bischof, president of the Ontario Secondary School Teachers' Federation, said in a statement.

'Non-threatening math proficiency" test still in the works

EQAO chair Cameron Montgomery, a failed Progressive Conservative candidate whose appointment caused a stir this year, said the most important component of the report is that there are varying results.

"The agency is reporting on what they're finding in terms of the literature, the scientific literature," he said.

"This literature review is not peer reviewed, it's a document that has been commissioned, that looks at different findings."

Montgomery said in his opinion Ontario teachers will face a "non-threatening math proficiency" test and said the 70-per-cent bar is a good threshold.

There isn't a "perfect relationship" between a teacher's knowledge of a subject, such as math, and their results on a standardized test, and there is even less of a relationship between their pedagogical knowledge - how to teach the subject - and their test results, the EQAO report said.

The EQAO report also said that there are potential negative impacts of such tests for teachers, including a bias against marginalized groups. Multiple studies have found that the pass rate on standardized teacher competency tests is significantly lower for people of colour, the report said.

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Math tests for teachers won't necessarily boost student scores, report says | CBC News

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Giving teachers standardized tests often doesn't lead to better outcomes for students, the agency tasked with developing a new math test for Ontario teachers said in a report this week. The review by the Education Quality and Accountability Office of existing research on compulsory teacher competency testing was released days after the provincial government revealed details of a standardized math test it will soon require new teachers to pass.

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The TRC website has been archived using the Wayback Machine software. You can view the archived version by clicking here. The Wayback Machine is an archive system for websites. The archived TRC website will work like a normal website, however, it is not being maintained with current information.

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Indigenous peoples' experiences with education in Canada has been a contentious one. The focus from the outset of imposed, colonial-based education has centred on assimilation and/or segregation of Indigenous peoples from their communities and worldviews (National Collaborating Centre for Aboriginal Health et al., 2009).

The history of education for Indigenous peoples in Canada has structural and societal roots mired in marginalization and subjugation. Today, the improved state of education for Indigenous peoples has its foundations in the resiliency of Indigenous communities and social justice movements advocating for inclusion and change (Iseke-Barnes, 2008; People for Education, 2013).

So, what is inclusion? Who are Indigenous peoples? What are the issues that face Indigenous peoples? How can education be reconceptualized to include Indigenous ways of knowing? And, why should we care? These are questions that will be examined throughout this paper.

People for Education, in its Measuring What Matters initiative, offers a body of research and student competencies that provides an opportunity to think critically about schooling success beyond test scores and standardized curriculum. It is a chance for those concerned with education to engage in conversations around what is important for the holistic development of our children, youth and world. These same themes and conversations are what guide Indigenous communities in their commitment to lifelong learning for their peoples (Nadeau & Young, 2006). Student achievement for Indigenous Nations is based on a birth to death continuum that is holistic and devoted to interconnectedness (Malott, 2007). The theme of holism resonates through the Measuring What Matters project, positing it in conceptual alignment with Indigenous epistemologies.

What matters to Indigenous peoples in education is that children, youth, adults and Elders have the opportunity to develop their gifts in a respectful space. It means that all community members are able to contribute to society (Indigenous and non-Indigenous) and are physically, emotionally, intellectually and spiritually balanced (Iseke, 2010; Marule, 2012). This ability to give and ability to be well comes directly from the joining of the sacred and the secular. It is about fostering identity, facilitating well-being, connecting to land, honouring language, infusing with teachings and recognizing the inherent right to self-determination (Lee, 2015). Living a good life is what matters, and these thoughts are reflected in Figure 1.0. The physical refers to the body and comprehensive health of a being. The emotional is concerned with relationships to self, others (including non-humans) and the earth. The intellectual is based in natural curiosity and love for learning. The spiritual is the lived conscientiousness and footprint that a being leaves in this world.

This paper, What Matters In Indigenous Education: Implementing A Vision Committed To Holism, Diversity And Engagement, explores an Indigenous approach to quality learning environments and relevant competencies/skills.

It focuses on select work from People for Education and draws out the research, concepts and themes that align with Indigenous determinants of educational success. This paper also expands on this work by offering perspectives and insights that are Indigenous and authentic in nature. The three sections that frame and further develop this textual/symbolic journey are:

Section One: Indigenous Issues, Indigenous Pedagogy And Educational Interconnections

Section Two: Reflections On The Four Domains And Their Proposed Competencies And Skills

Section Three: Embracing Indigenous Worldview And Quality Learning Environments

In conclusion, I thank you for reading this paper and hope that it creates a space for individual questions, group discussions and ultimately, collective action.

So, what are the facts? What is the current state of education for Indigenous peoples? Data from the 2011 National Household Survey (Statistics Canada) and the 2014 Auditor General Report of Ontario offers a measurable perspective to begin this section:

1,400,685 Indigenous people live in Canada, representing 4.3% of the total Canadian population.

851,560 identify as First Nations.

451,795 identify as Metis.

59,445 identify as Inuit.

301,425 Indigenous peoples live in the province of Ontario.

28% of the Indigenous population is from 0 to 14 years.

18.2% of the Indigenous population is from 15 to 24 years.

Only 62% of Indigenous adults graduated from high school, compared to 78% of the general population.

Only 39% of First Nations peoples living on-reserve graduated from high school.

There is a 20% gap on Grade 3 EQAO reading results (provincial standard achievement) between Indigenous students (47%) and the general population (67%).

The numbers demonstrate that Indigenous peoples have a significantly younger population that is school age, and that the current measures of student achievement are not working. What is needed now is to clearly articulate the reasons for these gaps and find a more inclusive way to define student success.

The issues

Colonialism, racism, social exclusion, food insecurity, unemployment, poverty, limited access to housing, poor health and a myriad of other issues face Indigenous communities daily (People for Education, 2013; United Nations Permanent Forum on Indigenous Issues, n.d.) and confront Indigenous students to varying degrees. They are the result of policies, programs, people and politics that failed to honour the knowledge, values and skills of Indigenous Nations in Canada. Student achievement for communities of difference (like First Nations, Metis and Inuit ones) is a challenge for schools that do not have the capacity for change. Schools that are not supported with the tools and resources to address these inequities are placed at a critical disadvantage (Malott, 2007; Ontario Ministry of Education, 2009b). Thus the results for Indigenous students will continue to improve at a pace that is unfair and unacceptable.

So, how are these issues interconnected with education? They intersect in areas identified in The School Context Model: How School Environments Shape Students' Opportunities To Learn (Bascia, 2014). Table 1.0 recognizes those intersections that reflect factors affecting Indigenous student achievement:

Table 1.0: Factors Affecting Indigenous Students and Their Learning

Diversity and differentiated learning is foundational

Learning is linked to students' lives and experiences

High expectations for all student coupled with differentiated assessment

Classroom management is focused on community building and relationships

Professional development is ongoing where data is a critical feature

Time and resources are allotted for teachers to plan together

Relationships are collegial and student learning, as well as community, is a key underpinning

Teachers are valued for their work and commitment

School safety for all is a priority

Interpersonal relationships are positive and evolving

Teaching and learning practices are evidence based

Organizational structures support vision of inclusion

Shared leadership is the reality between admin and staff

Deconstructing the hidden curriculum

Parental and community engagement plans honour difference

Culminating tasks for students are rooted in social change in the community

Community and school events are integrated, shared and seamless

Global citizenship and environmental stewardship connections

Note. This table is a summary of the areas in Bascia's paper that complement the diverse perspectives of Indigenous peoples regarding student achievement.

Classroom features, teacher communities, school climate and the external environment are broad concepts that are strongly interconnected. The concise descriptions in each of these areas, as listed in Table 1.0, provide the factors that are essential considerations in Indigenous student achievement. Learning outcomes, especially when more holistic definitions and interpretations are being considered, will be directly affected by these factors (Ontario Ministry of Education, 2014). For example: under classroom features, we recognize that infusing diversity in learning is critical to student achievement. Indigenous ways of learning are part of that diversity and cannot be integrated if teacher professional development is inconsistent and there is limited time for collaborative planning. Also, the absence of parental engagement plans and linkages to community resources for Indigenous families become further barriers for students' rightful attainment to balance/wellness (see Figure 1.0. Holistic Model of Balance in Living a Good Life). The issues are complex and will require solutions that are multilayered in their approach; however these measures are necessary for respectful inclusion of Indigenous students and their communities (National Collaborating Centre for Aboriginal Health et. al, 2009).

Indigenous pedagogy

So, what is Indigenous pedagogy? Who are Indigenous peoples? We begin this section by exploring these terms and their associating nomenclature.

Indigenous: A term that does not have a universally accepted definition. However, the United Nations offers these characteristics; self-identification and acceptance as Indigenous peoples, historical continuity with settler societies, strong link to the land/traditional territories, distinct systems/ beliefs/languages/cultures, committed to maintaining the integrity of traditional lands and communities. (United Nations Permanent Forum on Indigenous Issues, n.d.)

Pedagogy: A term to describe the science of teaching, learning and evaluation. Refers to curriculum, methods, assessment, instruction, teacher/learner relationships and classroom structures. A broad field that is expanding in its definitions and scope (i.e. critical pedagogy; pedagogy of the oppressed). (Ontario Ministry of Education, 2007)

Aboriginal: A term found in Section 35 of the Constitution Act of 1982 that defines First Nations, Metis and Inuit peoples as Aboriginals in Canada that possess certain treaty, existing and inherent rights. (Ontario Ministry of Education, 2007)

First Nations: A term that is used to describe Aboriginal peoples in Canada that are not Metis or Inuit. Also, a general term to describe a community or communities that have similar identifiers (i.e. land - reserve; culture, language, traditions, history). There are 634 First Nations in Canada that speak 60 distinct languages. (Statistics Canada, 2011)

Metis: A term to describe people of mixed ancestry (Indigenous and non-Indigenous) and are recognized as one of Canada's Aboriginals under the Constitution Act of 1982. There are several Metis Nations in Canada that have shared histories, traditions and languages (i.e. Michif). (Ontario Ministry of Education, 2007)

Inuit: A term used to describe a group of Aboriginal people defined in the Constitution Act of 1982 that originally (and continue to) inhabit the northern parts of Canada. The Inuit have eight main ethnic groups and five distinct language dialects. (Ontario Ministry of Education, 2007)

Self-Identification: A term used to describe how an individual names or appoints themselves. Typically refers to the group that we believe we belong to (i.e. Anishinaabe, Haudenosaunee, Louis Riel Metis, Inuk, Cree, Oji-Cree, Haida, Stolo, Dene, MicMac, Native). (Ontario Ministry of Education, 2007)

Cultural diversity truly describes the Indigenous peoples of Canada, and therefore no one-size-fits-all exists when it comes to curricular content. However, the pedagogical strategies of Indigenous peoples share some commonalties: connections to culture (the sacred), concrete to abstract/abstract to concrete examples of the subject expectations, mini-lessons with hands-on activities, differentiated instruction/assessment, connections to real life experiences, multileveled questions, storytelling, group talk (formal/informal), appropriate use of humour, and experiential activities (land-based) (Matilpi, 2012; Wyatt, 2009). The classroom environment, as facilitated by the teacher, also requires an approach with foundations in human rights education. It is critical that the space is welcoming and fosters consistency in expectations regarding respectful behavior, acceptance of difference and risk taking in learning. These have to be modeled by the teacher, as they set the tone for how relations between students and communities can grow together (Wallace, 2011).

Curriculum Content

The curriculum content and relevant cultural examples (i.e. specific Indigenous knowledge, values, skills) across subject areas in elementary/secondary need to begin with the local Indigenous Nations (Ledoux, 2006; Overmars, 2010). This is the starting place where respectful planning and inclusive education begins for the equity-based classroom. First, educators need to find out where their schools are located - Is it Anishinabe territory? Is it on the lands of Sagamok Anishnawbek? Is it in the Robinson-Huron Treaty area? Second, teachers need to connect with local Indigenous communities to facilitate the process of infusing authentic experiences and genuine content into the classroom curriculum, and finding out how these Nations self-identify. Third, the integration of more provincial and national resources that are Indigenous and more broadly focused are encouraged. How does one do this? Where does an educator begin? The following resources may be helpful in exploring the possibilities for including Indigenous content in the curriculum:

1. Indigenous Leads/Coordinators with Various Ontario School Boards

2. Ontario Indigenous Friendship Centres

3. Chiefs of Ontario office

4. Ontario Native Education Counsellors Association

5. Metis Nation of Ontario

6. Inuit of Ontario

7. Indigenous Publications from Kindergarten to Post-Secondary

8. Indigenous and Northern Affairs Canada

Educational interconnections

Boucher (2015) in What Matters In French-Language Schools: Implementing A Broader Vision For Student Achievement In A Minority Setting offers a perspective that aligns with Indigenous definitions of student achievement.

Table 1.1 summarizes the key concepts that reflect the educational interconnections between Francophone and Indigenous communities.

Sharing influence, interpersonal relationships, raising awareness/taking action, mobilizing, creating meaning and making learning real are vital components in Indigenous learner success. The classroom experience for students needs to begin with a shared vision of what counts as learning. This is where the physical, emotional, intellectual and spiritual domains of holistic education (Figure 1.0) are to be respected and realized. Children and youth require a safe space that affirms their diversity and identity; where they can be honoured with cultural, linguistic and affirming models that support them. Self-realization and being valued (knowledge, skills) is a key tenet of Francophone communities, and this too is the goal for Indigenous peoples in education. Self-determination and understanding the forces that have shaped where we have come from are essential determinants in Indigenous conceptions of student success (Ismail & Cazden, 2005).

Table 1.1 Pedagogy Honouring Francophone and Indigenous Learners

Decisions about learning must reflect the full range of diverse points of view.

A healthy environment allows students to make suggestions and express feelings about language and culture.

Understand the issues that shape our lives and become engaged to claim our rightful place in society.

Mobilizing is a process that triggers a person's self-determination and respect for cultural & linguistic diversity.

To bring balance to the experiences of young people, we need to offer strong cultural models.

Value the prior knowledge and skills of students and educators to assist them on the path to self-realization.

Note. This table is a summary of the areas in the work of Boucher that compliment the diverse perspectives of Indigenous peoples regarding respectful pedagogy in schools.

In conclusion, Indigenous issues, Indigenous pedagogy and respective educational interconnections complement the holistic aspects of student achievement described in Measuring What Matters. Communities of difference share a vision of success that is highly valuable for all students - a vision based on the recognition that identity, culture, language and worldview are equally critical to literacy, numeracy and standardized notions of assessment.

I grew up on a First Nation in northern Ontario. I am Ojibwe and a woman. I have been very fortunate in my life to learn about my own teachings and all the beautiful gifts that Indigenous peoples have given to the world. It is important that I self-identify in this section, as the cultural lens that I am referencing is one that comes from my community. There are a multitude of diverse Indigenous Nations on Turtle Island (North America) and my Nation is only one of them. While the heterogeneity of Indigenous peoples is vast, the concept of holism and education as lifelong is a worldview that is shared by all (Castagno & Brayboy, 2008; Overmars, 2010). In Measuring What Matters, the papers focused on health, social/emotional wellness, citizenship and creativity resonate with Indigenous notions of teaching/learning. My intent is to explore these papers using a form of analysis that is rooted in the teachings of the medicine wheel. This is the theoretical framework through which I can make sense of and be respectful of both Indigenous epistemology and the authors of these diverse papers.

So, how do we proceed? Where do these papers fit within the medicine wheel? What are the underlying teachings that connect these distinct cultural domains to the four papers? We begin with an understanding of the teachings first.

The medicine wheel

The medicine wheel is also known as the living teachings. It is a circle of life that is continuous and never-ending. It demonstrates that everything is connected and everything is sacred. All of life is equal. All of life is deserving of respect, care and love. The entry point for discussion is the physical domain. This is where birth of children is located. It is also symbolic of spring, the rising of the sun and the direction of the east. The emotional domain is where adolescence is located. It is also where summer resides, where the sun is at its highest and the direction of south is represented. The intellectual domain is where adulthood makes its home. It is where the season of fall arises, where the sun sets and the direction of the west sits. The spiritual domain is where our Elders/Elderly journey to, it is where winter is steadfast, where the moon makes her appearance and the direction of the north is situated. Each domain reflects aspects of a human being that makes them whole; the east is the physical, the south is the emotional, the west is the intellectual and the north is the spiritual. Balance in each is key. Disrupt the balance and each area of life is affected.

The medicine wheel has a direct relationship to quality learning environments that extend beyond literacy, numeracy and standardized curriculum. It is based in holistic learning environments that are inclusive of the preceding, but, also value the physical (health), the emotional (social-emotional), the intellectual (citizenship) and the spiritual (creativity). Figure 2.0 provides a symbolic model of how the discussion surrounding the four Measuring What Matters papers will proceed. As reflected in the living teachings, this next section will be organized with the physical as the beginning and the spiritual as the concluding piece. The emotional and intellectual take their respective (and equally important) places in between.

The Physical Aspect and Health Competencies/Skills

Ferguson and Power (2014) in Broader Measures of Success: Physical and Mental Health in Schools state that,
Both physical and mental health promotion are important from individual, social, and economic perspectives. Because of their centrality in the lives of children and youth, schools have been widely regarded as places for effective promotion and interventions in physical and mental health (p. 3).
These words resonate with Indigenous conceptions of what counts by focusing on the whole learner. Physical and mental health are integral aspects of the medicine wheel (Figure 2.0.) and cannot be separated. The health of a human being is directly interrelated to their wellness and their capacity to develop in all areas of life (Anderson et al., 2011). As children and youth spend large amounts of time in school, it makes sense that physical and mental health should be a valid measure of school success. With this in mind, the Comprehensive School Health model (i.e. teaching/learning, environments, policies, community partnerships), which includes mental health literacy, sexuality education and resiliency programs, aligns with the holistic teachings of Indigenous peoples (National Collaborating Centre for Aboriginal Health et al., 2009). So, what does this look like in the day-to-day lives of our children and youth? How do children/ youth show competency in these areas of health? Figure 2.1. offers a view that integrates the teachings of the medicine wheel with the work of People for Education in their Draft Competencies and Skills paper.

While all of the health competencies and skills identified in People for Education's paper are critical, there are certain ones that are foundational in Indigenous worldviews. Therefore, each area from Figure 2.1 will be concisely presented with the key competency/ skill listed and/or edited to ensure that it is inclusive of Indigenous communities. It is important to note that this is being done at a macro level and needs to be vetted by individual Indigenous Nations in Canada as part of their right to self-determination in education (Knowles, 2012).
The Physical - Activity For Fitness And Pleasure

Students develop physical fitness and movement skills needed to participate in diverse activities; fully understanding that the body is a sacred entity.

The Emotional - Understanding of Mental Illness

Students are informed and understand that mental health issues are a collective concern and that cultural knowledge is a critical support.

The Intellectual - Making Healthy Choices

Students have a sense of personal responsibility for their own wellness (activity, eating, sleeping, assessing risks) and humbly share these strategies with others.

The Spiritual - Well-Being in Relation to Sexuality

Students develop and appreciate their own and others sexual identities; knowing that sexuality is a healthy part of being a human and is to be expressed respectfully.

The Emotional Aspect and Social-Emotional Competencies/Skills

Shanker (2014) in Broader Measures of Success: Social/Emotional Learning states that,

"Instead of seeing reason and emotion as belonging to separate and independent faculties (the former controlling the latter), they [a multitude of researchers] argued that social, emotional and cognitive processes are all bound together in a seamless web" (p. 1).

This recognition of interconnectedness as a primary concept in learning and emotional development runs parallel to Indigenous worldviews (Carriere, 2010; Iseke, 2010). Elders, Metis Senators and knowledge keepers in First Nations, Metis and Inuit communities have been relaying these teachings since time immemorial. Traditional education in Indigenous communities valued holism in learning; embedded in this approach is the equity between applied scholarship and emotional intelligence (Lee, 2015; Wildcat et al., 2014). Children, youth, adults and our elderly engaged in a form of schooling that was cooperative, collective and conscientious. Shanker (2014) reflects these Indigenous concepts through exploring the components and impacts of the American-based Child Development Project (i.e. community building activities, engaging curriculum, cooperative learning, literacy development). This preceding endeavour, combined with the Promoting Alternative Thinking Strategies (PATHS) and the Positive Action Program (PAP), build upon Indigenous conceptions of what matters in social-emotional schooling for students.

With these thoughts in our minds, we turn to Figure 2.2, which captures the complex competencies/skills that Indigenous learners exhibit in expanded notions of student achievement. Once again, the social-emotional competencies and skills identified in the People for Education paper are all critical; however there are particular ones that best reflect Indigenous worldviews. These will be identified and edited to be respectful of cultural teachings and the research emerging from People for Education.

The Physical - Self-Management

Students develop skills for managing their own learning, emotions and behaviours; firmly rooted in the understanding that their actions affect their growth and others.
The Emotional - Interpersonal Relationships

Students cultivate and maintain healthy relationships with the self, others and the earth; acknowledging the sacredness of all these beings that surround them.

The Intellectual - Decision Making

Students internalize and implement appropriate strategies to solve a multitude of issues/problems, with personal humility and collective integrity at the heart of it.

The Spiritual - Self-Awareness & Social Awareness

Students grow in their cultural/personal identities and their ability to reflect on their communities' teachings as critical to being a respectful member of the world.

The Intellectual Aspect and Citizenship Competencies/Skills

Sears (2014) in Measuring What Matters: Citizenship Domain states that,
Civic education begins at home and continues out into the community. Again, evidence indicates civil society involvements of various kinds, both those connected to schooling and those not, profoundly shape young people's civic knowledge, values, and sense of efficacy (p. 4).
Understanding how history shaped our societies and having a commitment to service learning are also an integral part of being an active citizen. This is consistent with traditional Indigenous perspectives on citizenship, where each individual is nurtured and positioned to develop their gifts as a human being (Lee, 2015; Nadeau & Young, 2006). This approach was/is supported through cultural teachings and guided by various knowledge keepers in the community (John, 2009). Each person was/is taught about traditions and their familial role as part of a greater collective. Fundamental to this type of citizenship education was/is understanding the history and impacts of Indigenous and settler governments on all peoples. I use past and present tense here intentionally. Traditional forms of Indigenous government and their teachings were directly affected by colonialism and the imposition of oppressive policies. Although there is a resurgence and return to culture/language for Indigenous peoples, it is happening to various degrees across the country (Overmars, 2010; Wyatt, 2009).

The concept of a civic profile is familiar to First Nations, Metis and Inuit Nations, and focuses on what a good citizen does as a contributing member to that society. Sears (2014) takes this notion further by stating that voting is not a primary indicator of civic duty. In fact he emphasizes that, "a well-balanced democratic society requires a range of civic engagement, and since citizens simply cannot spend the requisite time to engage in all areas...they would be better to focus their participation in areas where they have interest and ability to make the most significant contribution" (p. 18). This thought, based in evidence, aligns with the activities of an Indigenous citizen.

With this, we turn our attention to Figure 2.3, which concisely summarizes the draft competencies and skills identified in the citizenship section of the People for Education paper. What follows this model are critical statements that reflect Indigenous conceptions of citizenship.

The Physical - Civic Knowledge

Students learn about their own traditional forms of government and further understand settler governments and their associative rights/responsibilities.

The Emotional - Civic Dispositions

Students exemplify the values of their respective Nations and utilize these to become effective citizens in two worlds (Indigenous and non-Indigenous).

The Intellectual - Civic Skills

Students acquire culturally-based mediation and problem solving skills as a means to appreciate diverse points of view; knowing when to act (and when not to act).

The Spiritual - Civic Engagement

Students engage in human rights and social justice movements that reflect the integrity of all beings and are consistent with their distinct cultural beliefs.

The Spiritual Aspect and Creativity Competencies/Skills

Upitis (2014) in Creativity: The State Of The Domain reveals that,
New ways of thinking and acting are needed to alleviate the impact of human life on our planet, approaches that will call for creativity and innovation from all disciplines. Over the next few decades, schools will have a crucial role to play. In schools where creativity is fostered, students will develop the intellectual tools to innovate, and also, the passion to direct their skills to problems of global concern (p. 6).
Stewardship of the earth and recognition that all of life (and the universe) is interrelated is a key underpinning of Indigenous worldview (Marin & Bang, 2015). Invention and learning are also factors in the resiliency of Indigenous peoples across the Nation (Marule, 2012). The concept that creativity, the sacred, and personal responsibility are interrelated is not a new idea to First Nations, Metis and Inuit peoples (Martin & Garrett, 2010). Therefore, it makes sense that an expanded definition of creativity be included as a measure of success in schools. Student achievement would be amiss if it did not count the range of creative thoughts/practices as essential learning outcomes.

Schools that are resourced to provide opportunities in critical thinking, student-directed learning, integrated curriculum, and community partnerships are steps towards being inclusive of creativity. However, a focused program on the multiple levels, processes and outcomes of creative thought is needed to "contribute to [all] lives that are joyful, productive, meaningful, and prosperous" (p. 3). So, what does this look like? How do students demonstrate creativity? Figure 2.4 provides this view with a concise summary of the draft competencies and skills identified in the creativity section of the People for Education paper. Following this model are critical statements that reflect Indigenous concepts of creativity.

The Physical - Generation of Ideas

Students welcome and discover thoughts, impressions and information from a multitude of senses and teachers (the secular, the sacred, the formal, the informal).
The Emotional - Generation plus Evaluation

Students explore their natural curiosity about the world and universe through the selective integration of this knowledge into their life journeys.

The Intellectual - Generation towards Improvement

Students assess their cultural gifts, creative ideas, artistic work and relative interactions/outputs with a focus on growth and potential change.

The Spiritual - Generation of Possibilities

Students engage in many opportunities to dream and visualize with the intent of realizing and actualizing what is in their mind, heart and spirit.

In conclusion, the four papers describing the domains (physical and mental health, social-emotional, citizenship, creativity) have particular focuses that compliment Indigenous worldviews. The notions of holism, engagement, diversity, action and respect are reflected throughout. The proposed competencies and skills are also Indigenous compatible in terms of expanding current measurable outcomes beyond literacy, numeracy and standardized curriculum. The idea that schooling, pedagogy and assessment can honour the whole child is certainly a welcome change in our complex world.

What is a quality learning environment? How do Indigenous worldviews reflect this concept? Are there particular components that make up this type of teaching/learning setting? The final section of this paper will address these questions through the integration of Indigenous perspectives and select research from People for Education.

In the inaugural paper of the Measuring What Matters (2013) initiative, this statement captures the immediacy and necessity of reframing what counts as student achievement in schools,
Although current approaches to measuring and reporting on educational quality are useful both locally and internationally, they are, for the most part, limited to literacy and numeracy achievement. These measures are necessary but not sufficient. A growing chorus of voices is asking, "Isn't education about more than that? Don't we need healthy kids who can think; who are innovative and will grow up to be engaged citizens?" (People for Education, p. 8)
Indigenous communities across Canada have been asking these same questions and confronting these same issues since non-Indigenous forms of schooling came to dominate the K to 12 continuum ((Iseke-Barnes, 2008). Educational quality for First Nations, Metis and Inuit learners is centred on a holistic method that considers the entirety of a being (Matilpi, 2012). This approach is best represented in Figure 3.0, which posits the student in the middle; interacting with/being affected by four key conditions that are critical to learning (i.e. classroom, school, community, globe).

The needs of the whole student is the base consideration in Indigenous descriptions of education, and the guiding principle in Indigenous conceptions of student achievement. What matters to Indigenous peoples is that each member of the community is nurtured and challenged in respectful ways. This form of teaching/ learning is done through the honouring of the culture, the teachings, the languages, and the gifts of each Nation (Hinton, 2011; Zitzer-Comfort, 2008). It is critical to understand that in our current school system, this vision is affected by particular interconnecting forces: the classroom environment, the school itself, the community (Indigenous & non-Indigenous) and the state of the earth (the globe). Each of these areas will be further explored with the intent that aspects of Indigenous worldview are aligned with inclusive definitions of quality learning environments.

The classroom

What is a classroom? It is the space where an exchange of knowledge takes place. It can happen inside a building. It can happen outside of a building. It has students and teachers that are involved in a variety of learning relationships. It is also a place where the curriculum (mandated and hidden) provides a structure (flexible and inflexible at the same time). It is also where pedagogy can empower or disempower students (Malott, 2007). The classroom is a microcosm of society that has real outcomes (positive and negative) for multiple groups of people (King, 2002).

The conditions in the classroom that foster Indigenous learners are varied. However, these particular edited statements from the Draft Competencies and Skills (n.d.) capture the critical factors necessary for Indigenous inclusive spaces:

The classroom is welcoming and student voice/experiences are recognized as integral to the construction of active knowledge.

Expectations for students are high, realistic, flexible, and supported by teacher/s, peers and other critical friends.

Classroom activities are culturally relevant, differentiated, and promote exploration, imagination, and creative action.

Student learning is expressed in a variety of forms that honour diversity and challenge students to try a multiplicity of methods.

The school

There are approximately 15,500 schools in Canada; of which 10,100 are elementary, 3400 are secondary and 2000 are mixed (Council of Ministers of Education Canada, 2015). In Ontario, there are 3974 elementary schools and 919 secondary (Ontario Ministry of Education, 2015). Every school board in Ontario has at least some Indigenous students attending Kindergarten to Grade 12 (People for Education, 2013). The conditions that facilitate Indigenous inclusion in school are as follows (adapted from the Draft Competencies and Skills, n.d.):

School leadership is shared with the teachers, students, the community, and education advocates, with trust and collaboration at the core.

The school is an open learning space where community members with diverse expertise work with students and staff.

School based structures are in place to provide support for students (and their families) with a variety of challenges/issues.

Professional learning for teachers and staff is valued and integrated in evidence- based practices focused on access/equity.

The community

Standardized definitions of community relegate this term to being a noun and describe it as "people living in one particular area because of their common interests, social group or nationality" (Cambridge English Dictionary Online, 2015). Indigenous definitions of community identify particular participants/ conditions, and these are often verb-based (Carriere, 2010). These descriptions take on a more holistic approach, and are inclusive of all beings (humans, plants, animals, seen, unseen) and the interconnections that exist amongst them. The latter definition is more relevant for a cross-cultural understanding of the community factors affecting expanded notions of student achievement.

The competencies that are fundamental to community and student success are (adapted from Draft Competencies and Skills, n.d.):

Meaningful school-community partnerships and agreements are based in time, reciprocity, trust, respect, relevance, and actualized plans.

Programs that de-stigmatize mental illness, prevent bullying, and prevent substance abuse are implemented with culturally relevant tools/resources.

Students develop enriched definitions of community and commit to volunteering in action-oriented projects that reflect those expanded descriptions.

Monitoring and reviewing of domain competencies in relation to student learning and school practices involve Elders, Metis Senators and knowledge keepers.

The globe

Global education with a decolonization focus is best described as, "asking new and difficult questions concerning the erasures, negations, and omissions of histories, identities, representations, cultures, and practices [in schools]" (Sefa Dei, 2014, p. 10). This definition aligns with aspects of Indigenous conceptions of global education; however, the addition of recognizing and living with the earth as our mother will be added here (Overmars, 2010). A quality learning environment that honours global perspectives has these competencies reflected within it:

Students understand and "confront the conditions and unequal power relations that have created unequal advantage and privilege among nations" (Sefa Dei, 2014, p. 10).

Promotion of Indigenous earth knowledge and sacred connections to land as fundamental to "developing a sense of purpose...[life meaning]...and social existence" (Sefa Dei, 2014, p. 10).

Integrating the "idea of pursuing schooling and education as a communal resource intended for the good of humanity" (Sefa Dei, 2014, p. 10).

Connections with learners across the globe to share experiences and discuss the challenges that these generations face; with creative action as an outcome.

In conclusion, student achievement needs to be reconceptualized to include the physical, emotional, intellectual and spiritual aspects of the whole being. This view is supported through examining respectful conditions/competencies that fully consider the impacts of the classroom, the school, the community and the globe. Indigenous epistemologies and Elder/Metis Senator knowledge can facilitate this much-needed educational change (Lavoie et al., 2012).

The questions,

Who are Indigenous peoples?

What are the issues that face Indigenous peoples?

How can education be reconceptualized to include Indigenous ways of knowing? And,

began this paper and close this textual/symbolic journey together. What Matters In Indigenous Education: Implementing A Vision Committed To Holism, Diversity And Engagement is quite simply, the students. This paper is for those young spirits that walk to school, get on a bus, ride the subway, commute and/or reside in educational places that currently (or need to) honour them further. Meaning that we need to move beyond just considering achievement in schooling and look at the real implications and lived outcomes (King, 2008). Indigenous peoples have known and have been experiencing this since time immemorial.
Meegwetch and thank you for listening.
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Uptis, R (2014). Creativity; The State of the Domain. In Measuring What Matters, People for Education. Toronto: November 8, 2014

Wallace, R. (2011). Power, Practice And A Critical Pedagogy For Non-Indigenous Allies. Canadian Journal Of Native Studies, 31(2), 155-172.

Wildcat, M., McDonald, M., Irlbacher-Fox, S., & Coulthard, G. (2014). Learning from the land:

Zitzer-Comfort, C. (2008). Teaching Native American Literature: Inviting Students to See the World through Indigenous Lenses. Pedagogy, 8(1), 160-170. doi:10.1215/15314200-2007-031

People for Education - working with experts from across Canada - is leading a multi-year project to broaden the Canadian definition of school success by expanding the indicators we use to measure schools' progress in a number of vital areas.

Author

Dr. Pamela Toulouse
Researcher, Indigenous pedagogy & lifelong learning

The Measuring What Matters reports and papers were developed in partnership with lead authors of each domain paper. Permission to photocopy or otherwise reproduce copyrighted material published in this paper should be submitted to People for Education at [email protected] .

Document citation

This report should be cited in the following manner:

Toulouse, P. (2016). What Matters in Indigenous Education: Implementing a Vision Committed to Holism, Diversity and Engagement. In Measuring What Matters, People for Education. Toronto: March, 2016.

We are immensely grateful for the support of all our partners and supporters, who make this work possible.

Annie Kidder, Executive Director, People for Education

David Cameron, Research Director, People for Education

Charles Ungerleider, Professor Emeritus, Educational Studies, The University of British Columbia and Director of Research, Directions Evidence and Policy Research Group

Lindy Amato, Director, Professional A airs, Ontario Teachers' Federation

Nina Bascia, Professor and Director, Collaborative Educational Policy Program, Ontario Institute for Studies in Education, University of Toronto

Ruth Baumann, Partner, Directions Evidence and Policy Research Group

Kathy Bickmore, Professor, Curriculum, Teaching and Learning, Ontario Institute for Studies in Education/University of Toronto

Michelle Boucher, University of Ottawa, Advisors in French-language education and Ron Canuel, President & CEO, Canadian Education Association

Ruth Childs, Associate Professor, Leadership, Higher and Adult Education, Ontario Institute for Studies in Education/University of Toronto

Jean Clinton, Associate Clinical Professor, McMaster University, Dept of Psychiatry and Behavioural Neurosciences

Gerry Connelly, Director, Policy and Knowledge Mobilization, The Learning Partnership

J.C. Couture, Associate Coordinator, Research, Alberta Teachers' Association

Fiona Deller, Executive Director, Policy and Partnerships, Higher Education Quality Council of Ontario

Kadriye Ercikan, Professor, Measurement, Evaluation and Research Methodology, University of British Columbia

Bruce Ferguson, Professor of Psychiatry, Psychology, Dalla Lana School of Public Health, University of Toronto; Community Health Systems Research Group, SickKids

Joseph Flessa, Associate Professor, Leadership, Higher and Adult Education, Ontario Institute for Studies in Education, University of Toronto

Joan M. Green, O.Ont., Founding Chief Executive O cer of EQAO, International Education Consultant

Andy Hargreaves, Thomas More Brennan Chair, Lynch School of Education, Boston College Eunice

Eunhee Jang, Associate Professor, Department of Applied Psychology & Human Development, Ontario Institute for Studies in Education, University of Toronto

Christopher Kotz, Senior Policy Advisor, Ontario Ministry of Education

Ann Lieberman, Stanford Centre for Opportunity Policy in Education, Professor Emeritus, Teachers College, Columbia University

John Malloy, Director of Education, Hamilton-Wentworth District School Board

Roger Martin, Premier's Chair on Competitiveness and Productivity, Director of the Martin Prosperity Institute, Rotman School of Management, University of Toronto

Ayasha Mayr Handel, Ontario Ministry of Children and Youth Services

Catherine McCullough, former Director of Education, Sudbury Catholic District School Board

Robert Ock, Healthy Active Living Unit, Health Promotion Implementation Branch, Health Promotion Division, Ontario Ministry of Health

Charles Pascal, Professor, Ontario Institute for Studies in Education, University of Toronto

Jennifer Riel, Associate Director, Desautels Centre for Integrative Thinking, Rotman School of Management, University of Toronto

Joanne Robinson, Director of Professional Learning, Education Leadership Canada, Ontario Principals' Council

Bruce Rodrigues, Chief Executive Officer, Ontario Education Quality and Accountability Office

Pasi Sahlberg, Director General, Centre for International Mobility and Cooperation, Finland

Alan Sears, Professor of social studies and citizenship education, University of New Brunswick

Stuart Shanker, Research Professor, Philosophy and Psychology, York University; Director, Milton and Ethel Harris Research Initiative, York University; Canadian Self-Regulation Initiative

Michel St. Germain, University of Ottawa, Advisors in French-language education

Kate Tilleczek, Professor and Canada Research Chair, Director, Young Lives Research, University of Prince Edward Island

Rena Upitis, Professor of Education, Queen's University

Sue Winton, Assistant Professor, Faculty of Education, York University and former Early Learning Advisor to the Premier Deputy Minister of Education

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What matters in Indigenous education: Implementing a Vision Committed to Holism, Diversity and Engagement | People for Education

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Indigenous peoples' experiences with education in Canada has been a contentious one. The focus from the outset of imposed, colonial-based education has centred on assimilation and/or segregation of Indigenous peoples from their communities and worldviews (National Collaborating Centre for Aboriginal Health et al., 2009).

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