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Model some of the training we have already had-

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Within PD. Additional pieces as part of the land acknowledgement.

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Reminding people that there is support on the learn site

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moving forward and taking some of the learning forward

The Unconcious training- some of the bias we may have

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Outdoor Education: Indigenous ways of Knowing and the importance of land. Understanding why that is foundational.

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Kairos Blanket Excercise for all school system

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Kairos Blanket Excercise for all school system

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Busyness of work and we loose focus and momentum.

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Tie activity to the land acknowledgement that can be brought back to the classroom

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In team meetings as curriculum leaders share the work they are engaged in and having Andrea, Debbie and SIta to add the lenses of DEI, SEL and T&R

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Planning of PD through different lenses, so more connections are made

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Attending local events with Indigenous knowledge understanding.

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Where to find authentic resources.

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We would like to have more clarity around what is the goal of our cultural competency work - what do we do with all the learning we have already or are currently engaged. what is the go forward plan

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Balance of Responsibility and continued Learning

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Balance of Responsibility and continued Learning

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Collective and individual responsibility

Knowing how to handle situations when bias does come up/ responsibility

Go back through Anti- racist pedagogy training- refresh on the sentence starters

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Inclusion of Lennox Island teachers during PD

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Lived experience and balance between accessing and utilizing those with lived experience and authentic voices,but also being comfortable to speak on our own.

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Anti-Racism Pedagogy training

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How do our curriculum guides reflect our Team learning?

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How do our curriculum guides reflect our Team learning?

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Having an empathetic lens

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We practice what we preach during our PD sessions

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9 Genders from an Indigenous worldview training.

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How is our learning reflected in the PD we do with teachers?

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How is our learning reflected in the PD we do with teachers?

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Celebrating the culture and not just the trauma of past experience.

We don't really want to just tell one story. Multiple perspectives in order to get the whole story.

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More time and help to connect SEL and DEI with our specific work and how this can translate to our curriculum area

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You want to be respectful and say the right thing. Worry that our words might not be interpreted properly.

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Create an environment of safety so that we as a system can develop together in a responsive and respectful way

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New resources are selected/vetted with a cultural lens

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staying up with current events in the media and critical thinking

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Who and when for the information

Being aware of that and also purposeful

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An opportunity to revisit past learning.

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An opportunity to revisit past learning.

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Conversations that we are having is a great start

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Differences in what teachers and students would be hearing with friends.

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Time and balance our workload to fit it in

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Awareness of the make up of the audience

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How do we embed our learning in our work. 

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How do we embed our learning in our work. 

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Time for sharing our experiences with each other

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Share what we have learned within our conversations

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A safe space to ask what we don't know

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4 Seasons on Reconciliation PEITF member

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A time to revisit the learning that we have already engaged in

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Information we have learned has moved into conversations outside of work. Living what we have learned

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Go back and re-engage in the learning and think about how you are sharing it as a leader in the system-

Go back and look and think about what has already been done.

The Seven Sacred Teachings

Anti racist redagogy

Kairos Blanket

4 seasons

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Evaluation and diversity training - what ways can we be more inclusive?

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Watch the seven sacred teaching at eeps meetings and have a brief discussion

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A lot of reading on land based teachings, BC does a lot of teachings on land based teachings and has many resources.

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Incorporating this into our own PLD work. Trying to find the balance of having this within own in-service work. Making the connections of your own work with this SEL and DEI work. We need to do a better job of connecting.

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Inform others in a non preachy way

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Self-Learning - new resource on Indigenous pedagogy, UNDRIP reading. Attended local presentations and resources.

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DOn't provide more new PD spend time revisiting what we have already done.

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Intentional spreading of what we have learned

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Reviewing and collecting resources, culturally competent classrooms, using children's literature to have courageous conversations. book, "Say the right thing", "Social Justice Talk" - Chris Hass.

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Wording of emails, conversations.

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Don't just send the link to past trainings and ask people to revisit - find a way to fit it into team meetings where we can work together and hear each other's perspectives so that the learning has context and is even more meaningful.

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"Braiding Sweetgrass" - Books and resources.

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Being accountable and having courageous conversations among our collegues. Calling each other in.

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Clear explanation of what we are doing relates to SEL and DEI... making those connections. Perhaps this need to focus on our learners where we are, not where the learners are going.

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pencil in more often

more opportunities to do it

prioritizing- planning times for this work

work plan for the week or month- rehash a piece of that... within our own teams

For example, twenty minutes stay in the room and look at the material

As new people come into positions - how do we bring people along and extend the learning to them ( Lennox and Kairos Blanket challenge etc:)

Principal revisiting where they have been and where they are going... put it back to the staff too; to see where they are and where they are going.

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IN the safe space of our work team to have time to practice RAVEN - learning about it does not mean we can apply it

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Recent changes to schools with diverse languages and cultures. How are we supporting the learners and the teachers in this process? How do we better support educators? And how do we make this more organic in the classroom?

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Curriculum writing - not fully integrated - no clear policy/direction - checks and balances -

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Integrated curriculum work and daily work support the work on DEI, developing or facilitating the curriculum. Supporting the mentor text is used to facilitate SEL.

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Guidelines are needed for the incorporation of what we have learned into curriculum development

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Sharing resources and experiences with each other that can help us all have and practice courageous conversations - share third point references with each other.

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every child can be part of anti-racism in a developmentally appropriate way

as leaders we can share it in a way with teachers that makes sense to their grade level

think about the content we work in and what and how can we support teachers with that

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Want more information on DEI/Indigenous knowledge.

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need for a set of guidelines for a consistent approach for the incorporation of diversity work in curriculum

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More discussion as a team on how we incorporate SEL, DEI, T&R in to our everyday work in a meaningful and organic way - like at team meetings time to share and discuss .

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Truth and Reconciliation website to support teachers.

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could be part of the meeting to take time to revisit

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Awareness that a more diverse approach is required in the creation of material

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TIme to continue our learning and discussing how we explicitly apply our knowledge in our everyday work

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Kairos Blanket Activity - 3 weeks of professional development. Learn by feeling and very emotional for the staff. Really feel it creates connection and support.

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take time to acknowledge the work that is being done

for example- a student who drums for any event in the school

flags up in the school for any places they are from- hello in every language

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cultural competencies should not be an add but incorporated throughout

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When to press a subject and when not to with educators.

When working with teachers, how to address the situations that come up and know what best to do and how best to respond. Time to practice and review previously learned ideas, such as conversation interrupters.

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model what we preach during PD

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Working on being empathic to each other as we continue on this journey

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Working on being empathic to each other as we continue on this journey

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PSB training - ASD training (neurodiversity learning)

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to include the perspective in all we do

coaching in schools

in PD

Art/ connection in the land acknowledgement

sharing ideas, providing resources and continue that work of building that

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Mi'kmaw cultural competency - local Indigenous 

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Mi'kmaw cultural competency - local Indigenous 

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PD fatigue with over PD of certain topics is happening - embed within other PD

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Supporting new staff that are just beginning on this journey

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Not having lived experience and trying to rely on those who have lived experiences. We want and need those with lived experiences to help us learn.

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In an awareness way- it is our responsibility to have the difficult conversations... to hear it with good intentions

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Prism educator training

Adult SEL training

Seven sacred teachings

Anti-racist Pedagogy

DEc 21 Cultural competence/Gender diversity

Egale

Dr Tanter third path book studies

Time to take a deeper dive with each other on these learnings

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Reflect on past learning and revisiting past PD

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Reflect on past learning and revisiting past PD

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SEl heart in presentations

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through open communication and dialogue - safety is paramount to be able to say things without fear of judgement

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More intentional with cultural pieces (land aknowledgements)

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It is not my lived experience, so it is harder to see through the lense than those with lived experience.

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Integrated curriculum is intentional inclusion of cultural components

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go back and revisit

acknowledge there is time to revisit and it is important- not just a one and done

re-explore content in new ways

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We are still working too individually in development of curricula and we need more collaboration and peer review.

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Inclusion with School Goals