Catholic Schools address education challenges
- Roberta Cross | October 22, 2014
Low literacy rates and need for inovative programming for First Nation and Metis children has been a challenge for educators across Canada. The Greater Saskatoon Catholic Schools have put that challenge on their Superintendant Gordon Martell, and Cornelia Laliberte, Coordinator of First Nations and Métis Education. They are responsible for implementing the First Nations and Metis Education (FNME) Plan.
The Plan takes responsibility for students in all grades from pre-K to twelve.
“Our goals are to maximize potential for children in all areas, especially literacy,” says Martell. “It’s also about belonging, and engagement, and providing opportunities for children to experience their family, community and culture at school.” Language learning, wellness, and improved teaching resources complete the plan.
Math literacy is improving with two innovative programs. Math Coaching provides one-on-one math tutoring for students in grades three to six. The program has a 90 percent success rate, with students rising two grade levels in one academic year. There are now two full-time math coaches in two schools.
Math Warriors is an after-school inquiry-based teaching program at three elementary schools, including wellness and cultural activites followed by a family dinner. “It’s very rewarding to show up for a Math Warriors celebration,” says Martell. He describes a gymnasium full of families honouring their childrens’ math accomplishments in traditional ways.
“Developing and maintaining language is a big part of our strategy to support children,” explains Martell. He characterizes Saint Frances School bilingual Cree language program as the “cutting edge of literacy education.” It has grown steadily for five years, now with 400 students from pre-K to grade eight. “It gives me a lot of pride because families have to make a choice to engage in language education,” he says. “So many things are going right there for students in literacy and math.”
The Health Disparities report in 2006 “was a wake-up call for everyone that learning and wellness grow up together,” says Martell. GSCS partnerned with Saskatoon Tribal Council (STC), and the Central Urban Métis Federation (CUMFI), to create Saint Mary’s Wellness and Education Centre, bringing wellness to where the students and families reside. Other partners include Cameco, PotashCorp, and the University of Saskatchewan.
“When you want to know how the rubber is hitting the road, we start with family,” says Katrina Shawchuk, Principal at Saint Mary’s, a school located in the poorest part of Saskatoon. 98.9% of her students are First Nations or Metis. She meets all the families and explains their options, sometimes visiting door-to-door. Saint Mary’s school offers GED programming and have a goal of all parents reaching at least grade 10.
“Literacy and the zest for learning travels back into the community,” says Cornelai Laliberte, explaining the FNME plan’s commitment to engage and respond to community.
Teachers and teaching practices are key. Martell works with principals and teachers, because: “As we improve professional practice, we see better results with the students.”
The number of First Nations and Métis teachers is increasing. Shawchuk works to make Saint Mary’s welcoming and a place where interns and new teachers want to remain and be role models for students.
She also encourages the enthusiasm and responsiveness of the Pre-K and Kindergarten teachers.
“Our Pre-Kindergarten and Kindergarten validates what our elders and families have been modelling for milennia,” says Martell. “Elders say that it is akin to how they were raised when they were young.” At Saint Mary’s School, interaction with the natural world is emphasized. There are quiet reading corners as well as stimulating workshop areas. Young students are respected for their natural curiosity, and are invited to investigate and explore their interests.
One kindergarten student was asked: “Do you like school?” “Yes!” she replied. “Why?” was the next question. In response, she let rip a loud, cheerful laugh.
“We are standing on the shoulders of giants,” says Shawchuk, explaining how the Board arrived at this point. She credits people who started years ago, consulting and visioning how to invest in First Nations and Métis children, and building partnerships with people, organizations and community. Shawchuk includes Martell in her list.
Martell has been an educator for over 27 years, most of it with the GSCS. Starting as a teacher, he has served as a Coordinator and now Superintendent, always working towards better outcomes. “This used to be a kind of lonely endeavor,” says Martell, “and it’s now everyone’s priority.”
A shift came when the provincial government desegregated testing data to see education outcomes for First Nations and Metis students. “These tests showed our huge responsibility as educators to do something about it,” says Martell. While there are different motives, there is agreement among decision-makers that First Nations and Metis students need a strong identity, and certain skills, including math and reading.
Martell is committed to the youngest students: “It’s our job to make sure students have every skill at every step, so that at age 23 they have what they need. Then they can realize what their Elders have imagined for them.”