ࡱ> DFC` #bjbjss 44,2$hX''< :E, q R0{RtFtt4>T,$''   Teaching Notes for Aboriginal education Funding: Whos In Control? Learning Outcomes 1. Students will understand the causes and manifestations of Aboriginal students lack of success in the school system. 2. Students will become familiar with two Ministry of Education initiatives, Targeted Funding and Enhancement Agreements, designed to improve Aboriginal student achievement and involve Aboriginal communities in decision making. 3. Students will understand jurisdictional, policy and financial issues around the Boards appropriation of $44,000. 4. Students will understand the historical and current reasons for the mistrust prevalent in Aboriginal communities towards educational institutions which serve their children. 5. Students will understand the extent to which the Boards decision affected the Aboriginal Education Enhancement Agreement and highlighted differences in culture and values. 6. Students will consider the possibility of alternative educational options available to Aboriginal communities other than the public school system. 7. Students will discuss how issues of trust affect policymaking and how different parties build and rebuild effective relationships. 8. Students will examine Aboriginal communities role as sovereign nations in educational issues as they interact with various governing bodies including the school districts Board of Education, the BC Ministry of Education and the BC Provincial government. Intended Audience: This case can be used with students in high school or college classes and a variety of academic disciplines such as Native American studies, education, sociology, political science and history. The case can be adapted for students at different levels. Implementation: Several approaches are suggested here. This case, which has two parts and can be taught in stages as an interrupted case with discussion questions at the end of Part 1 and Part 2. Role play scenarios are provided in Part 2. A research topic is also suggested. Part 1 Questions In the late 1950s Aboriginal students began leaving residential schools to attend public schools. What evidence showed Aboriginal students lack of success in the public school system? What are the underlying causes of this lack of success? What is meant by the statement that Aboriginal students are falling through the cracks? 2. Assess the significance of the following in achieving Aboriginal student success in the school system. Culture and Language Meaningful parental involvement in education and educational decision making. Aboriginal learning styles 3. What were the limitations of the Targeted Funding policy in addressing Ministry of Education concerns about Aboriginal Education? What were the benefits of Targeted Funding? 4. In what ways were Enhancement Agreements an improvement of Targeted Funding in addressing concerns about Aboriginal Education? 5. The quotes from AEC members about the significance of the EA are indicators of hopes and aspirations for Aboriginal students and desire for change. What are the explicit and implicit messages in the quotes? 6. How would specific aspects of the EA improve Aboriginal student achievement, build relationships between the school district and the Aboriginal communities and involve parents and communities in a meaningful way in educational decisions? Part 2 Questions 1. Was the Board within its rights to redirect $44,000 of Targeted Funds? What was the basis of the Aboriginal communities outrage at the decision? How did the change in school district policy influence the decision? What could have been done to avoid the conflict? 2. What specific proactive steps did the Board take to make amends for the decision? Were they effective? What else could have been done to alleviate mistrust and rebuild the relationship with the Aboriginal communities? 3. How effective was the EA Steering Committees letter of response to the Board? Did the Steering Committees lack of formal authority diminish the impact of the response letter? If not, what would give the Steering Committee its influential power? What positive outcomes and/or possible drawbacks would there be for an Aboriginal community to try alternatives to public schooling such as a Band School, private school, or pursuing a Local Education Agreement? Is there any evidence in the case that governing bodies understand Aboriginal communities status as sovereign nations? If so how? If not what should be done to ensure that sovereign nation status is understood and honored in intergovernmental relations. The Case can also be taught as a role play. Two scenarios are suggested. 1. Role Play: November 25, 2009 Meeting Board Chairperson: Your job is to run the meeting. You will also ask the Aboriginal representatives to reconsider the Boards request to redirect the $44,000 Board Members: Your job is to comment as needed on the financial problems, the misunderstandings, common values, commitment to the EA, and the desire for a collaborative trusting relationship with Aboriginal communities. Aboriginal Representatives (3): Your job is to convey community feelings and concerns about the Boards decision, the effect on the Enhancement Agreement, and a relationship of trust. Give reasons for refusing to agree to meet the Boards request to redirect $44,000 of Targeted Funds. 2. Role Play. Meeting with Ministry of Education. April 22, 2010 This is a 30 minute meeting with the Minister of Education. There will be 4 Board members and 8 Aboriginal community representatives. One Board member and one Aboriginal community rep. will speak on behalf of their group. The Minister has recommended that a letter outlining issues and concerns be prepared in advance for the meeting. Minister of Education. Runs the meeting and responds to presentations Board Spokesperson. Presents the Boards perspective. Aboriginal Representative. Presents the Aboriginal perspective. Suggested Research Opportunity: Choose an Enhancement Agreement from the BC Ministry of Education website and identify and evaluate the goals, strategies and structures to improve Aboriginal student success. Review the most recent annual report for that EA and evaluate how successful they have been in achieving their goals by reviewing the performance indicators.  HYPERLINK "http://www.gov.bc.ca/bced/" www.gov.bc.ca/bced/ Steps to follow: Click on Education-Province of British Columbia Under Education popular Topics click on Aboriginal Education kindergarten to Grade 12 Click on Aboriginal Education Enhancement Agreements DV E F W ^ u { | <HIK^[q$&&'/0@⮧h [h@5 hvh?h?hZ h@5hHh@5 hvhX/ hvhQhQ h[T^h@ hE6h@h@hh@5 h@5hK h@5CJaJ>CDVWE = j k # = > k E gd@h^hgd@$a$gd@#E F IJKZ[pqSh"$ 0^`0gd@ & Fgd@ & Fgd@^gd@gd@h^hgd@AB? 0^`0gd@gd@^gd@@AHZ.?! : a b c !!!!!!""""""""""#ȴ h/h@hm|h@0Jjh@Ujh@U h }nh@hZ h@5h h@5 hHh@hHh@5h@ h@5* a b c !'"X"""""""""""""#### ##gd@######gd@21h:p?/ =!"#$% DyK www.gov.bc.ca/bced/yK Nhttp://www.gov.bc.ca/bced/yX;H,]ą'c@@@ @NormalCJ_HaJmH sH tH DA@D Default Paragraph FontRiR  Table Normal4 l4a (k(No List6U@6 @ Hyperlink >*B*ph4CDVWE=jk#=>  kEFIJKZ[pq S h " $ AB?abc'X 0 000000000000000000000000000000000000 0h0h0h0h0h0h0h0h0h0h0h0h0h0h0h0h0h0h0h0h0h0000000000000000000000000000000000000000000000000000@#E ###X ړT$ ړ$ړ ړ,0vGG>WW9*urn:schemas-microsoft-com:office:smarttagsState8*urn:schemas-microsoft-com:office:smarttagsdate9*urn:schemas-microsoft-com:office:smarttagsplace u2010224DayMonthYear]b-2uK .<`-:333333333333333qS h J8HR h^`OJQJo(hHhpp^p`OJQJ^Jo(hHoh@ @ ^@ `OJQJo(hHh^`OJQJo(hHh^`OJQJ^Jo(hHoh^`OJQJo(hHh^`OJQJo(hHhPP^P`OJQJ^Jo(hHoh  ^ `OJQJo(hH88^8`5OJPJQJ^J.h^`5OJQJo(hH  L ^ `LhH.   ^ `hH. xx^x`hH. 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