A community engaged
in lifelong learning and educational excellence.....
School District Aboriginal Programs and Services engage in ongoing work with the Aboriginal community to enhance the educational opportunities and the achievement of all Aboriginal students who are learning in our schools.
Dream Catching - Working towards an Enhancement Agreement
An Enhancement Agreement identifies relationships and forms the framework for the development and implementation of Aboriginal Education and Language and Culture Programs within School District No. 46 (Sunshine Coast).
The intent of this agreement is to build on a strong, respectful working relationship existing between schools, Aboriginal programs and services, the district, the Ministry of Education and all Aboriginal communities. This agreement will also provide information about beliefs, values, and ways of doing things for all who read it. By working together, parents, caregivers, Aboriginal communities, schools, and the district can take action and be accountable for providing effective supports and resources to improve and increase Aboriginal student success.
The Partners
The shíshálh Nation
The Skwxwu7mesh uxwumixw
Ministry of Educaton/Aboriginal Education Enhancements Branch
Board of Education/School District/Aboriginal Programs and Services
Self declared people of First Nations, Métis and Inuit ancestry living on the Sunshine Coast
It is acknowledged that each of these partners and communities has a unique relationship with each other, and with the district.
Guiding Principles for Working Together
Guidance, Involvement, Respect, Sustainability, Cultural Responsiveness, Capacity Building, Knowledge, Consensus
Guidance of Elders: Educational planning will seek the guidance of Elders.
Involvement of Families and the First Nations, Metis and Inuit Communities: Educational planning and program development will seek the guidance and involvement of parents, extended family, and the First Nations/Aboriginal communities of the area.
Respect: Educational planning will be done with respect and acknowledgement of view points and the interconnectedness of all things.
Sustainability: Educational planning will be guided by a commitment to sustainability both in the present and for future generations of learners to come.
Cultural Responsiveness: Educational planning shall ensure that the cultures of the shíshálh and the Skwxwu7mesh people, as well as the cultures of the Metis, Inuit, and Aboriginal people in general, are present and reflected in schools and in the district. Aboriginal culture will be incorporated holistically or integrated through all aspects of programming, curriculum, and school culture. Cultural practices and protocols appropriate for schools and educational settings will be carried out unimpeded.
Capacity Building: Educational planning shall strive to provide opportunities for members of the shíshálh Nation, Skwxwu7mesh uxwumixw, Métis, Inuit,and other First Nations learners, particularly children and youth, to build their skills and experience so that they and all future generations continue to contribute to and be a vital part of their communities, and act as stewards of their territories and cultures.
Knowledge: Educational planning and implementation shall incorporate cultural and local teachings about learning processes as well as western pedagogical understandings and research.
Consensus: Decision-making will be by consensus.
Community engagement respects the voice of all Aboriginal participants. Through continuous dialogue, all of the partners develop a shared ownership of an enhancement process.
The intent of this agreement is to build on a strong, respectful working relationship existing between schools, Aboriginal programs and services, the district, the Ministry of Education and all Aboriginal communities. This agreement will also provide information about beliefs, values, and ways of doing things for all who read it. By working together, parents, caregivers, Aboriginal communities, schools, and the district can take action and be accountable for providing effective supports and resources to improve and increase Aboriginal student success.
The Partners
The shíshálh Nation
The Skwxwu7mesh uxwumixw
Ministry of Educaton/Aboriginal Education Enhancements Branch
Board of Education/School District/Aboriginal Programs and Services
Self declared people of First Nations, Métis and Inuit ancestry living on the Sunshine Coast
It is acknowledged that each of these partners and communities has a unique relationship with each other, and with the district.
Guiding Principles for Working Together
Guidance, Involvement, Respect, Sustainability, Cultural Responsiveness, Capacity Building, Knowledge, Consensus
Guidance of Elders: Educational planning will seek the guidance of Elders.
Involvement of Families and the First Nations, Metis and Inuit Communities: Educational planning and program development will seek the guidance and involvement of parents, extended family, and the First Nations/Aboriginal communities of the area.
Respect: Educational planning will be done with respect and acknowledgement of view points and the interconnectedness of all things.
Sustainability: Educational planning will be guided by a commitment to sustainability both in the present and for future generations of learners to come.
Cultural Responsiveness: Educational planning shall ensure that the cultures of the shíshálh and the Skwxwu7mesh people, as well as the cultures of the Metis, Inuit, and Aboriginal people in general, are present and reflected in schools and in the district. Aboriginal culture will be incorporated holistically or integrated through all aspects of programming, curriculum, and school culture. Cultural practices and protocols appropriate for schools and educational settings will be carried out unimpeded.
Capacity Building: Educational planning shall strive to provide opportunities for members of the shíshálh Nation, Skwxwu7mesh uxwumixw, Métis, Inuit,and other First Nations learners, particularly children and youth, to build their skills and experience so that they and all future generations continue to contribute to and be a vital part of their communities, and act as stewards of their territories and cultures.
Knowledge: Educational planning and implementation shall incorporate cultural and local teachings about learning processes as well as western pedagogical understandings and research.
Consensus: Decision-making will be by consensus.
Community engagement respects the voice of all Aboriginal participants. Through continuous dialogue, all of the partners develop a shared ownership of an enhancement process.
