Hands Back Hands Forward

A mainstream school is often set up as a hierarchal pyramid structure, in which the many students form the foundation, above which teachers preside, above which fewer administrators monitor, above which a principal wields power over all.  The structure is fixed, and persons are often replaced with little change in the overall function of the school.

In approaching the Aboriginal-focused school as a community, it may be more useful to reimagine the structure of the school community in a holistic way, perhaps as a changing, interrelated living system, such as a cell or ecosystem. In doing so, we can recognize the learning spirit in all persons who spend time in the school community.

In this case, educators include teachers, administrators, and support staff as a team. Within any population, there is diversity, which must be recognized and incorporated, drawing out each person’s strengths.  In cultivating a holistic learning environment, just as the children are allowed the flexibility to learn and grow, so too can the educators be embraced in a supportive process of growth.  Rather than finding “the best” teachers and administrator, the Aboriginal-focused school could “grow” the right teachers and administrators for their particular community.

Aspect 4:  Educator as Co-Learner

• Reflective and Strength-Based learning opportunities for professional development
  • Examining personal bias
  • Examining our roles within inequitable systems
  • Facilitating student learners’ full potential, moving away from deficit models and language

• Evolves from “person in charge” to “co-learner”

• Incorporates organized mentorship amongst the teachers on staff (structured and allocated time)

• Utilizes time for reflection and relationship-building (for example, allowing first-year teachers additional planning/non-teaching time)

• Co-teaching with more experienced teachers

• In practice, allows teachers to develop their pedagogical practices to include:
  • Incorporating multiple learning modalities
  • Cooperative learning strategies
  • Inviting Elders and community members
  • Modeling behaviors that emphasize personal choices
  • Developing equitable systems of classroom participation