SRPSD has been working to embed Indigenous ways of knowing and traditional Indigenous teachings in their schools. (Submitted photo/SRPSD)

By paNOW Staff

Calls to Action

SRPSD reflects on work being done to meet TRC Calls to Action

Jun 22, 2024 | 8:00 AM

Seven years ago, the Saskatchewan Rivers Public School Division (SRPSD) began to coordinate and track its responses to the 94 Calls to Action relevant to schools and education from the Truth and Reconciliation Committee.

SRPSD Superintendent of Schools Jennifer Hingley recently presented a report to the school board in which she highlighted what’s been done. While she said the work is by no means complete, what they have done so far is leading to systemic change.

“One of the things that I feel has had one of the greatest impacts in our work would be the establishment of an Elders council,” she said. “Having those Elders available to support the learning of both students, staff and board members has been transformational.”

Hingley said the Elders council meets with the board a minimum of four times per year to help set the strategic plan and ensure that when initiatives are created, it reflects an Indigenous philosophy.

“Having them work to lead professional development and provide that context and understanding has really supported the deep learning that our staff are engaged in as we work on the Calls to Action.”

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An Elders council has helped the school division implement Calls to Action from the Truth and Reconciliation Commission. (Submitted photo/SRPSD)

The report showed the school division’s Inclusive Learning Team worked with Elders and other knowledge keepers to develop learning models based on the Circle of Courage teachings in the areas of math, literacy, high school experiential play-based learning and land-based learning that are used to help teachers embed Indigenous worldview when they are unit and lesson panning.

The Circle of Courage is an approach to youth empowerment that integrates the best of Western education, Indigenous cultures and emerging research on positive youth development that corresponds to four core values: belonging, mastery, independence and generosity.

“It looks like a lot of partnership work,” Hingley said. “We have partners with Montreal Lake First Nation as an example and what we’ve done is created shared learning opportunities so that students can actually go out and learn from knowledge keepers and experience things on the land out at Montreal Lake. So, we’ve had examples of students going ice fishing and then they’re able to access resources in our First Nations collaborators and community members,” she said.

Through partnership with the Métis Nation of Saskatchewan, the school division has also been able to embed stronger emphasis on preserving the Mischif language. St. Louis is in the process of exploring the offering at their secondary level in the next year or two. Cree language courses have already been offered at both Carlton and Wesmore Public High Schools and within Kindergarten to Grade 3 levels at John Diefenbaker Public School.

An example of land-based learning offered by Sask Rivers public schools. (Submitted photo/SRPSD)

The report also showed significant participation when it came to professional development and training through things like workshops by the Office of the Treaty Commissioner or anti-racist and anti-opressive education for new teachers. A number of teachers have taken Forest School Training so they can build their capacity to create land-based learning experiences for students.

There is also a lot of planning by the SRPSD’s Indigenous Perspectives Team for numerous Indigenous focused days like National Day for Truth and Reconciliation (Orange Shirt Day), Ribbon Skirt and Shirt Day, National Day of Awareness for Missing and Murdered Indigenous Women and Girls and 2SLGBTQQIA+, Moosehide Campaign and Indigenous Storytelling Month.

“Our Indigenous Perspectives team, our consultants and coaches have worked with over 194 requests from teachers in the school division who are asking for support work to include Indigenous knowledge and perspectives in their teaching. That’s a significant number because people are asking for support and help because they want to do it really well, so we’re really proud of that,” said Hingley.

She spoke of another example where a teacher is working with students on a social activist unit when it comes to peat moss harvesting in the north.

“It’s very deep learning. It’s not surface.

“What we want for our students is to have these rich learning experiences so they can be really strong and engaged citizens.”

Hingley said the school division is aware that there is still significant work to do and its part of their strategic plan to continue to carry it out.

“We’re all going to be here together on this Treaty 6 territory and the goal is how do we help build that shared understanding and a stronger community for the future.”

Hingley’s full report can be found here.

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panews@pattisonmedia.com

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