April 2005 - Manitoba First Nations Education Resource Centre

MANITOBA FIRST NATIONS EDUCATION RESOURCE CENTRE
Principal’s Newsletter
Volume 4, Issue 4
The
Goose
Story
On December 5th,
2004, the MFNERC
Board of Directors,
passed by Motion, the
following revised Vision
and Mission Statements.
Vision:
NEXT FALL, when you see geese heading south for
the winter, flying along in V formation, you might consider what science has discovered as to why they fly
that way: as each bird flaps its wings, it creates an
uplift for the bird immediately following. By flying in V
formation the whole flock adds at least 71% greater
flying range than if each bird flew on its own.
People who share a common direction and sense
of community can get where they are going more
quickly and easily because they are traveling on
the thrust of one another.
When the Head Goose gets tired, it rotates back in
the wing and another goose flies point.
It is sensible to take turns doing demanding jobs
with people or with geese flying South.
“Support First Nations
to develop and implement a comprehensive
wholistic educational
system inclusive of First
Nations languages,
world views, values, beliefs and traditions with
exemplary academic
standards, under First
Nation jurisdiction.”
Geese honk from behind to encourage those up front
to keep up their speed.
Mission:
What do we say when we honk from behind?
“To help First Nations
improve education for
all learners to achieve:
mino-pimatisiwin (Cree,
Ojibway, Oji-Cree)
Finally, and this is important, when a goose gets
sick, or is wounded by gunshots and falls out
of formation, two other geese fall out with
There
When a goose falls out of formation, it
that goose and follow it down to lend
are
five
suddenly feels the drag and resistance
help and protection. They stay with the
lessons
we
can
of trying to do it alone and quickly
fallen goose until it is able to fly,
learn
from
geese
gets back into formation to take
or until it dies. Only then do they
and
use
countless
times
advantage of the lifting power of
launch out on their own, or with
in non-threatening and nonthe bird in front.
another formation to catch up
confrontational ways:
with their group.
If we have as much
1. People who share a common direction
sense as a goose,
and sense of common purpose can get there
If we have the sense
we will stay in
more quickly together.
of a goose, we will
formation with
stand by each
2. It is harder to do something alone than together.
those who are
other Like
headed the
3. Shared leadership and interdependence give us each a chance
that.
same way
to lead as well as an opportunity to rest.
we are.
4. We need to make sure our ‘honking’ is encouraging, not discouraging.
5. Stand by your colleagues in difficult times as well as in good.
“To help First Nations
improve education for
all learners to achieve:
honso aynai (Dene)
“To help First Nations
improve education for
all learners to achieve:
tokadakiya wichoni
waste (Dakota)
INSIDE THIS ISSUE:
Community based School
Planning .................... 2-5
New Staff Member ......... 5
You really CAN learn a lot from a goose.
In-School Programs .... 6-9
- Author Unknown
Manitoba First Nations
Science Fair ............... 8-9
The Mother Earth Water
Walk ......................10-11
Library Corner ............. 12
Calendar of Events....... 12
Principal’s Newsletter • April 2005 1
Community-Based School
Planning Process
Dave Swanson
THE SCHOOL PLANNING proChief Sam Cook Mahmuwee Education Centre,
cess to develop a school plan
Tataskweyak Cree Nation have developed a draft
for the 2005 – 2006 school
school plan and still need to revise and add more
year for the schools is movinformation to the plan. The School Staff, School
ing along quite well for some
Administration, Education Board and Director, and
schools. The School AdminisCommunity members have been involved with this
tration Specialists have been
process. There will be a community meeting and disvisiting communicussions with school staff to finalize the
I can’t imagine going on when there are no more ties to meet with
The schools that I have school plan once it has been revised.
expectations. – Dame Edith Evans
the Education
been working with have Isaac Beaulieu Memorial School, Sandy
Directors, School
discussed and identified Bay Ojibway First Nation had their initial
Administrators, School Staff and ParRemember:
areas of priority they working session with school staff to
ents or Community People to facilitate
identify priority areas. There will be more
the planning process..
would like to focus on working sessions with school staff to deStructure and fairness
for school improvement velop a draft school plan. Final revisions
The schools that I have been working
combined with clear
will be done once the staff and commuinitiatives.
with have discussed and identified
nity have an opportunity for feedback on
areas of priority they would like to focus
expectations and a
the draft school plan.
on for school improvement initiatives. Here is an
clear lesson are the
update on the schools:
Abraham Beardy Memorial School, Shamattawa
elements of good
teaching. Teaching
is not easy. It does
get better. Even after
many years of teaching, there are good
days and bad days.
Continue to learn
from each situation.
Little Saskatchewan H.A.G.M.E. School, Little
Saskatchewan First Nation has finished their school
plan for next school year. The staff has worked hard
in developing the plan and the administration had
carried out a parental survey to identify and collect
areas of concern from them. There is a plan to finalize everything with presentations to staff, parents,
and Chief and Council.
First Nation will be starting their working sessions
with school staff in the middle of April and there will
be a community meeting to have a discussion with
parents.
All school plans will be completed by the end of May,
2005 and will have the schools develop staff teams
to implement the school plan for the 2005 – 2006
school year.
How to Communicate and Articulate your Vision
Sashkin (1998) and Deal and Peterson (1994)
suggest several key ways to communicate and
articulate the vision, including the following:
• Expressing the vision in an engaging, unusual, or particularly attention-grabbing way
Below are some additional actions that schools
can take to articulate and communicate a shared
vision:
• The vision can be placed in a mission statement, printed, and posted in the front hallway
• In some schools, the school mission statement is reviewed before school starts every
year in a ceremony during which staff
When we have the
sign the mission statement as a form
courage to speak out
of personal commitment
– to break our silence
– we inspire the rest of • The school’s mission should be adthe “moderates” in our dressed during assemblies, planning
communities to speak meetings, and school governance
up an voice their views. council meetings. Decisions should
be made based on the mission and
– Sharon Schuster
values of the school
• Communicating the vision in consistent behavior, words, and deeds
• Making all decisions and governance actions build toward the
vision
• Providing activities that require
some risk and buy-in to accomplish – then rewarding success
• Making daily actions communicate the hope and dream of the
vision – “walking one’s talk”
• Establishing traditions and school-wide ceremonies that celebrate the vision and effort
towards it
• Developing school mottos, mission statements, or symbols that communicate the
vision
2 April 2005 • Principal’s Newsletter
• List a written document the “belief statements” that people hold for the school
• Communicate the school’s mission symbolically through mottos, banners, and materials
that are sent from the school, such as letterheads, pencils and so forth.
Today is. And, yes-
School planning update
terday has come
and gone - and the
Doreen McPherson
God’s Lake Narrows First Nation School
The initial meeting regarding the Community Schoolbased Planning Process took place on December 8,
2004 with Director Ernesta Richards, Principal Garry
Finlay and vice Principal Peter Andrews. The planning
process with school and community began on January
26,2005.
God’s Lake Narrows School currently has a staff of
23 teachers for the 400 students enrolled.The plan
is near completion for this year with a target date for
April 29, 2005. Parents and students can expect to be
involved in team planning meetings in this school year.
Their opinions are valued and will assist in achieving
the school goals.
George Knott School, Wasagamack First Nation
The initial introductory meeting regarding Community
School Based Planning with the school administration
in Wasagamack took place in September of 2004. The
actual planning process began on October 26, 2004.
George Knott School currently has 23 teachers and a
student enrollment of about 400. Staff energies are
focused on four major goals to accomplish for this
school year. The work that this staff put forth in this
short time is just amazing. Thanks to Nenita for leading the small group work and to Adam for arranging for
the continued support.The target date for completion
is April 29, 2005.
Miskooseepi School, Bloodvein First Nation
Principal Irene Rupp and her staff have had their first
introductory Community School based Planning session on March 21, 2005. The actual planning process
will get underway on April 12 & 13, 2005 with school
staff and community. Further plans will evolve after
this session. Miskooseepi School (K - 9) currently has
a teaching staff of 12 and a student enrollment of
250.
Donald Ahmo School, O-Chi-Chak - Ko - Sipi First Nation
Principal/Director Janet Morriseau and her teaching
staff are scheduled to partner with community on April
21, 2005 for the first step in the Community school
based Planning Process. Donald Ahmo (K - 8) School
currently has a teaching staff of 7 and a student
enrollment of 108.
future will be what
you make of it.
So, what are you goToo often we give our children answer to remember
rather than problems to solve. – Roger Lewin
ing to do differently
today, tomorrow,
this week or for that
matter this year that
is so different from
what you did last
year?
Make the Words of
Mission Statements
Come to Life
What specific action
steps are you going
In schools that function as learning communities, teachers are guided by a shared purpose
and take responsibility for student learning
(Newman & Wehlage, 1995). Many districts
try to foster this sense of shared purpose and
collective responsibility by developing a mission
statement for their schools.
A learning community demands that we get
beyond the superficial and trite to examine what
we truly believe about our shared purpose and
collective responsibility.
A learning commuAre the teachers in your
nity demands that
school willing to identify
relatively high levels of per- we get beyond the
formance they expect all
superficial and
students to achieve?
trite to examine
Are they willing to articulate what we truly
specific criteria by which
believe about our
they will assess student
shared purpose
work and progress?
Are they willing to work col- and collective
laboratively to improve their responsibility.
effectiveness?
to take today, right
this moment that
could launch you
and your business
into the stratosphere?
Most importantly, are they willing to accept
responsibility for ensuring that all students
achieve the high standards that have been
established?
If a child is to keep alive his in born sense of wonder,
he needs the companionship of at least one adult who
can share it, rediscovering with him the joy, excitement
and mystery of the world we live in. –Rachel Carson
If not, your school has not met some of the essential prerequisites of a learning community.
(Rick Dufour, 1997)
Principal’s Newsletter • April 2005 3
“Thinking is the
Community-based School Planning
hardest work
there is, which
is the probable
reason why so
few engage in
it.”
– Henry Ford
We are all longing to go
home to some place
we have never been – a
place half remembered
and half -envisioned we
can only catch glimpses
of from time to time.
Community. Somewhere, ther are people
to whom we can speak
with passion without
having the words catch
in our throats. Somewhere a circle of hands
will open to recieve us,
eyes will light up as
we enter, voices will
celebrate with us whenever we come into our
own power. Community
means strength that
joins our strength to
do the work that needs
to be done. Arms to
hold us when we falter.
A coircle of healing. A
circle of friends. Someplace where we can be
free. –Starhawk
tation. Here is an update on the schools I have been
working with since September 2004.
Elmer Everette
THE MAIN FOCUS of this component of the unit is
to support schools to develop community-based
school plans. The process begins with an orientation for school staff, school board and directors, in
some cases together, and at other times, separately
depending on the preference of the community.
This is a process designed to encourage community
involvement in setting direction and developing the
plan for the school. As such, it involves numerous
sessions with community and staff and it requires
that the School Administration Specialists make
multiple trips to the respective community before a
school plan is finalized.
Sergeant Tommy Prince School in Brokenhead
First Nation is just beginning the school planning
process. We had our initial meeting in November and
I facilitated a review of the School Mission statement
in February. The result is a first draft of the mission
statement and a number of school goals not yet
priorized.
Oxford House elementary school and the 1972
Memorial High School in Bunibonibee Cree Nation
are moving along quite well. The elementary school
principal chose to do the school plan on his own and
gave it to the Education Director back in November
2004. The high school principal is working on his
first draft of the school plan.
It is very gratifying to see
schools looking at different
Little Black River School in Black River First Naways to improve their education is beginning the process of Community-based
tion system and schooling for
School Planning. The Principal will be
students in First
First
Nation
schools
talking to the school board and arrangNation Coming for a community meeting to discuss
are
all
at
different
munities. The
development of
levels of completion and gather information and ideas about
the future education and schooling of
school visions,
and implementation. students in Little Black River School.
missions, goals
and action plans
Fox Lake school in Fox Lake Cree Nation is opening
is a slow process. First Nation
up a new school in September 2005. A school team
schools are all at different levwas established by the Chief and Council to oversee
els of completion and implemen- the start-up and operation of the new school. They
are busy meeting, setting up and organizing what
they need for the new school opening. So far, we
have had a couple of meetings and we have targeted
the first week in May and the third week in June to
attempt to complete the community-based school
plan.
Science and Technology Camps
I have not been to Neil Dennis Kematch Memorial
School in Sapotaweyak this year mainly because a
five year strategic school plan is in place and the
school staff are working on implementing year one of
their five year school plan.
By this time you should be considering running
a Science and Technology Camp. Many of the
schools have been doing these camps in the
past and they can be used to introduce and
train students in various science and technology areas. Recently, a science and technology
camp in one of the communities was used to
train students in the use of Global Positioning
Systems (GPS) and then creating presentations
using Microsoft Powerpoint. The opportunities
are almost endless and what a great hands-on
time the students have. –Rocky Mckay
4 April 2005 • Principal’s Newsletter
There can be no vulnerability without risk; there can
be no community without vulnerability; there can be
no peace,and ultimately no life, without community.
– M. Scott Peck
“Give a man
NEW STAFF MEMBER
a fish and you
feed him for a
day. Teach a
man to fish and
you feed him
for a lifetime.
Charles Sinclair School in Fisher River Cree Nation
has been working on their school plan for a number
of years. A couple of years ago they worked on a
5 year strategic school plan and last year and the
beginning of this school year they have been working
on developing a school mission statement and developing an action plan for the goals they identified. The
school is implementing the school plan and school
staff and school administration will ready to reflect,
assess and evaluate the progress and set backs of
their school plan by the end of June.
Nisichawayasihk Neyo Ohtinwak Colliate and
Otetiskiwin Kiskinwamahtowekamik School in
Nisichawayasihk Cree Nation (Nelson House) ended
their 2004 school year with a community meeting
on education and schooling. People got together in
the school to talk about what the community wants
the school to do for their children. By the end of
three days a draft School Mission statement was
developed and a number of school goals identified.
This year both Principals are working on their school
action plans with their school staff and providing opportunities for parents and students to get involved
in the planning process.
Pinaymootang School in Pinaymootang First Nation
is implementing their school plan this year. Three
years ago they were selected as one of the schools
to work on the school improvement project which
INAC funded and initiated through the MFNERC. They
developed a three year school plan and are heading towards the second year implementation of their
school plan. This year they will have a great opportunity to reflect on the progress and set backs of the
school year and look ahead to 2005/2006 school
year.
Much progress has been made to date. School
plans have been completed or are in the action planning stage, in twenty-six schools. A request has been
made that they share their plans with the Manitoba
First Nations Education Resource Centre when they
are completed. The remaining schools have been
contacted and plans are under way to begin the community-based school planning process soon.
The target is to assist all schools requiring assistance to develop a written school plan for 20052006 by May 31, 2005.
HI EVERYONE, my name is Barb Dollmont. I’m
originally from Norway House, MB. I’m the new
Library Technician at MFNERC Thompson Office.
Actually, I’ve been with the Centre for 4 yrs now
and transferred from the Winnipeg Office to the
Thompson Office as of Sept.1, 2004. I enjoy
working and living here in Thompson; but, most
of all I love the fact that I can visit home more
often, now that I’m only 3 hrs away.
– Chinese Proverb
I’ve been busy at organizing the Instructional
Resource Centre and adding to our collection. To
date we have over 2000 records on our database. The subject scope includes First Nations
Language, Math, Science, English Language
Arts, and Special Education. The library has
several items in various
formats: kits, videos, CD’s, To borrow materials please call
and audiocassettes.
our toll free # at
To borrow materials please 1-877-879-0930.
call our toll free # at 1-877- The materials
879-0930. The materials
can be mailed,
can be mailed, sent by bus, sent by bus, or
or with a visiting Specialwith a visiting
ist. In the near future I will
Specialist.
be making visits to First
Nation Schools with in my area to promote the
IRC. Educators will have the opportunity to view
and sign-out material in the comfort of their own
schools.
I recently had the opportunity to travel to Split
Lake with Lois Mercredie (Library Specialist),
there I helped pilot the Learning Olympics Literacy Program and also set up a display at the Chief
Sam Cook School. I’m happy to say that it was a
successful event and look forward to partake in
future events. I’d like to thank school staff and
students for having us. It was a pleasure.
I’d like to acknowledge Phyllis Murray (our
Administrative Assistant). She is a great support
person and has wonderful ideas. Thanks Phyllis
for all your help.
I would also like to remind educators from our
First Nations schools that our office is now open
on Saturdays (10:00 am – 2:00 pm). I look
forward to meeting you.
Principal’s Newsletter • April 2005 5
The way it
used to be…
“The traditional way
of education was by
IN-SCHOOL PROGRAMS (ISP)
The In-school Programs specialists continue to conduct professional development workshops,
assist with program planning, and provide specialist assistance to principals, individual classroom
teachers and to other support staff in ELA, Math and Science. Some of the Unit’s special projects
include the following:
example, experience,
and storytelling. The first
principle involved was
total respect and acceptance of the one to be
taught, and that learning
was a continuous process from birth to death.
It was total continuity
without interruption. Its
nature was like a fountain
that gives many colors
and flavors of water and
that whoever chose
could drink as much or
as little as they wanted to
whenever they wished.
The teaching strictly adhered to the sacredness
of life whether humans,
animals or plants.”
Art Solomon
Ojibwe Elder
Residential School
Survivor
S4 ELA Roundtable Discussions and
Information Sessions
• Testing materials are not relevant to First Nations content.
MFNERC conducted two regional S4 ELA Roundtable
discussions and information sessions in Thompson
and Winnipeg. The rationale of these sessions is
part of a long term plan to address and support the
classroom teacher, principal and/or directors of education regarding their participation with the provincial
standards tests. The sessions included providing a
historical overview of the standards and assessment
background information of the First Nations and the
non-First Nations educational systems, specifically
the 1969 White Paper, Wahbung and Local Control
(1971), Education Framework Agreement (1990), the
1998 First Nations Schools Needs Assessment, and
the establishment and priorities of the MFNERC.
• Costs associated with the training, administration and marking of tests
At each of the regional sessions, the participants
were given an opportunity to discuss and exchange
views on First Nations’ individual participation in
the provincial standards testing process. The ELA
specialists also provided information on the S4 tests
documents, followed by a debriefing session.
• Networking with other schools
Some of the comments/suggestions/concerns and/
or issues from the participants were as follows:
• Importance of cultural content/First Nations
perspectives; integration which should reflect
who we are, not necessarily just of the past, but
today, and the future.
• First Nations languages inclusion
• Lack of monies to sponsor high school students
to complete their senior years and/or to attend
post-secondary schooling
• Literacy resources required to prepare students
• Curriculum needs to be culturally and linguistically appropriate
• Decolonization education seems necessary
• Nomination/selection of individuals from Province needs to re-addressed
• Student attendance
• Establishment of an Assessment Team within
schools
• Critical thinking skills need to be taught progressively from K- S4
• … communication process needs to be improved for parents
Follow-up to the other First Nations high schools who
have not been able to participate are being scheduled prior to the follow-up sessions scheduled in
April 2005.
UPCOMING EVENTS
in the ISP unit
Math Projects
Olga McIvor
Sandy Bay School – Improving Math Numeracy
– April 19, May 17 and June 14
Sessions 4 & 5 of the math training workshops were
held in Dauphin and at Sandy Bay First Nation on
January, February, and March, 2005 and focused on
Van Hiele’s levels of geometric thinking. The focus
areas included activities on informal geometry, a
hands-on engaging activity appropriate for students
in elementary and middle years, viewing of videos
on quick images, participants’ responses, and other
geometric type of activities.
Dauphin Sub-office - Improving Math Numeracy
– April 21- May 19, and June 16
Chun Ong
S1 Math Roundtable Thompson dates:
March 14& 15, April 22, 2005 and June 3,
2005
S1 Math Roundtable dates:
April 28, 2005 – Peguis Central School
May 26, 2005 – Location TBA
S4 ELA Roundtable sessions
April 22, 2005 – Dauphin, MB
April 29, 2005 – Thompson, MB
6 April 2005 • Principal’s Newsletter
Math Numeracy Training Workshops (K-Gr. 6)
When asked to explain their understanding of Van
Heile’s levels of geometric thinking, one participant’s
response stated:
“My understanding is that children are at different
levels of thinking when it comes to geometry. They
are able to gain knowledge of what they think instead
of what they know, just seeing different patterns
and shapes. The difference between the levels is
that they all build on one another. Level 0 is what
IN-SCHOOL PROGRAMS (ISP)
shapes and look like. Level 1 students know that
there are classes of shapes. Yes, there are characteristics – levels are sequential, not age dependent,
and experience is influencing advancement.” (Math
Numeracy Training, January 20, 2005)
For Session 5, the math facilitator discussed “Number Sense and Mathematics,” the value of manipulatives, and Van de Walle’s 4 key relationships for
teachers to explore, develop flexible and intuitive
thinking.
When asked to reflect on the key relationships
among numbers, some of the responses included:
• I think that the spatial relationship would be
useful because it is a hands-on activity. Many of
our students have problems with looking at just
numbers. Using hands-on activities, you can
teach children with hearing or sight disabilities.
This is a very interesting activity.
• It’s a stable order of counting words. In my language, counting is like repeating 10 and 1, 10
and 2, 10 and 3 … but in English, 11-20 have
to be memorized. In my math classes, mathematical words have to be memorized again so
that problems can be solved. (Math Numeracy
Training, February 17, 2005)
Aboriginal Artists in the Schools
Project (formerly Artists in the Schools Project)
In 2000, a short-term project called Artists in the
Schools was designed to provide opportunities for
First Nation students, ranging from grades 1 through
S4, to focus on the their artistic strengths and utilize
their talents as young artists. This project was and
continues to be supported and funded by the Manitoba First Nations Education Resource Centre.
“Talent is like
electricity
In January, 2005, the artists recommended renaming Aboriginal Artists in the Schools as both First Nations and Metis artists are involved with the project.
– we do not
To date, we have serviced 36 First Nation schools in
Manitoba, and each year MFNERC selects six community schools.
electricity. We
For this 2005-2006 school year, the artists provided
art instruction to various groups of students within
the following community schools:
understand
use it.”
– Maya Angelou
• Chief Clifford Lynxleg Anishinabe School
• Dakota Plains School
• Keeseekowenin School
• Pauingassi School
• Pinaymootang School
S1 Math Improvement Roundtable Discussions
and Workshops
The math roundtables for the completion of Semester 1 sessions, and the beginning of Semester
2 sessions convened and held in Thompson and
Dauphin satellite offices, and at Sandy Bay School
on January 14, January 27, and February 28, 2005.
The teachers who participated in the Semester 1
sessions recommended that the math specialist/
facilitator assist in the compilation of a S1 Math resource package, specifically for channeling students
into taking S2 Consumer Math course. Based on the
participating schools, many students are repeating
the S1 Math course and this creates a backlog of
work for the schools.
The main objective of the Semester 2 roundtables
sessions is to facilitate delivery and instructional
processes that will help teachers to implement
and instruct with First Nations perspectives the S1
Regular Math Curriculum and their programs more
effectively. Areas of focus included: a) S1 Math
Programs Overview, b) S1 Math Programs resources,
c) S1 Math Programs topical presentations and
sharing, and; d) S1 Math programs assessment and
evaluation.
• Chief Charles Thomas Audy Memorial School
An Art display has always been a part of the annual
Lighting The Fire Conference to reflect the services
provided through the Aboriginal
Artists in the Schools Program
since 2000. The artists have
compiled several albums of
pictures and information pieces
to share.
For more information regarding the above project, please
contact Doreen McPherson,
MFMERC Specialist.
All children
are artists. The
problem is
how to remain
an artist once
he grows up.
–Pablo Picasso
The math specialist also shared the impending revisions and changes to the K- 9 WNCP-CCF document,
and the participants agreed to provide feedback to
the draft consultation survey form sent by the Manitoba Education, Citizenship & Youth.
Principal’s Newsletter • April 2005 7
“What its children become,
that will the
community
become.”
– Suzanne La Follette
IN-SCHOOL PROGRAMS (ISP)
2005 Manitoba First Nations Science Fair
THE 3RD ANNUAL Manitoba First Nation Science
Fair took place on March 9 and 10, 2005 and was
held at Red River College. The Fair included 155
projects from 18 First Nations Schools and there
were approximately 240 students present from grade
4 to Senior 4.
The 18 schools that participated were from:
Brokenhead
Peguis
Opaskwayak
Chemawawin
Sagkeeng
Lake St. Martin
Ebb & Flow
Split Lake
Nelson House
Sandy Bay
Fisher River
Poplar River
Keeseekoowenin
Valley River
Sioux Valley
Long Plain
Wasagamack
Cross Lake
Participation in this regional fair continues to grow.
This year saw a growth of 71% student participation
and a 70% growth of projects being displayed.
The Fair was organized by the Manitoba First Nations
Science Fair Committee which consisted of teachers
from nine First Nations schools, four MFNERC staff,
and representation from the University of Manitoba.
The 2-day event included a pipe ceremony, registration, project set-up, previewing and judging of
projects by judges, a grand entry including a local
drum group and school flag bearers, and judging of
projects. Special guests invited included Honorable
Minister of Aboriginal and Northern Affairs, and Honorary Chair for the Manitoba First Nations Science
Fair, Oscar Lathlin, Dean of Aboriginal Programs,
Mary Courchene, and Mary Wilson, Acting Director
of Education, Indian and Northern Affairs Canada.
Other activities included tours for S1 – S4 students,
and a magic show for grades 4 – 8, and an awards
ceremony.
This Science Fair continues to believe that all participants are winners. All students received either a
Gold, Silver, or Bronze medal for meeting science fair
project standards.
Awards given out by special interest groups included:
• The Manitoba Hydro Award and Senior High
Prairie Genome Award went to Rachel Beaulieu
and Anthony Desjarlais from Isaac Beaulieu
School, Sandy Bay First Nation, for their project
on “Genetic Variation in First Nation Population.”
• The Grade 4 to 6 Prairie Genome Award went to
Brandy Monkman and Larissa Hunter from Ebb
& Flow School, for their project on, “Aids”
• The Canadian Cancer Society Award went to
Destiney Straight, from Sargeant Tommy Prince
School, Brokenhead First Nation for her project
on “Tobacco Addictions”
In addition to these awards, four representatives
were chosen to compete at the CWSF in Vancouver,
British Columbia. They are:
•Rachel Beaulieu and Anthony Desjarlais, from
Isaac Beaulieu School, Sandy Bay First Nation,
for their project on “Genetic Variation in First
Nation Population”
• Allan Ross and Randall Osborne, from Mikisew
Middle School, Pimicikamak First Nation, for
their project, “Muskrats
are Missing-The Effects
of Hydro”.
All the world is a stage,
And all the men and
women merely players.
They have their exits
and entrances; Each
man in his time plays
many parts.
–Shakespeare
The Fair included 155 projects from 18 First Nations
Schools and there were
approximately 240 students
present from grade 4 to
Senior 4.
8 April 2005 • Principal’s Newsletter
The 2-day event
included a pipe
ceremony, registration, project set-up,
previewing and judging of projects by
judges, a grand entry
including a local drum
group and school flag
bearers, and judging
of projects.
IN-SCHOOL PROGRAMS (ISP)
The Manitoba First Nations Science Fair Committee
would like to thank the following sponsors for making
this event possible.
Major Sponsor – Manitoba First Nations Education
Resource Centre
Facility Sponsor – Red River College
Other Sponsors – Aeshkum Engineering Inc., Acres
Manitoba Inc., Manitoba Hydro, Prairie Geome and
the Canadian Cancer Society.
The Manitoba First Nations Science Fair Committee
would also like to thank the volunteer judges for
making this event possible. These judges included
“Genius witheducators, engineers, and other professionals in the
field of science and technology.
The Winnipeg Free Press provided coverage in its
March 11 and 13 newspaper editions.
The Manitoba First Nations Education Resource
Centre and the Manitoba First Nations Science Fair
Committee appreciate the growing interest in this
event by teachers and students, and look forward to
it functioning as a catalyst to considerable expansion
of both the quantity and quality of science occurring
in our schools.
out education
is like silver in
the mine.”
– Benjamin Franklin
“When student’s hands
are engaged
their brain is
engaged”
–Unknown
Principal’s Newsletter • April 2005 9
“Treat the earth
well: it was not
given to you by
your parents, it
was loaned to you
by your children.
We do not inherit
the Earth from
our Ancestors, we
borrow it from our
Children.”
–Unknown
The Mother Earth Water Walk
IT SEEMS EASY ENOUGH. Walk
beside the highway and carry
a copper bucket with water in
it. Josephine Mandamin of
Thunder Bay, Ontario, did just
that. However, in the spring of
2003, Josephine, along with
several other Anishinabe (Indian)
grandmothers and companions,
walked completely around Lake
Superior. In 2004 she walked
for Lake Michigan; from Walpole Island, Ontario, through the
Lower Peninsula and across the
Upper Peninsula to just west of
Escanaba.
In all sorts of weather and traffic
conditions the walkers maintained a brisk pace. When they
came to a town, city or Tribal
reservation many local people
joined them for a brief time. In
Emmet County, my wife Rochelle
and I were among those who
walked with them. As my normal
day finds me sitting at a desk
and working a computer and
telephone, the 12 miles through
Petoskey that I walked nearly did
me in. I was sore and stiff for
many days afterwards and I appreciated even more the sacrifice that these walkers
were making for all of us.
Govenor intervenes
The 2004 walk took place during the month of May.
Also during that month, twelve federally recognized
Tribal governments and the State of Michigan signed
an Intergovernmental Accord Concerning Protection
of Shared Water Resources. At the signing ceremony, Chief Audrey Falcon of the Saginaw Chippewa
Indian Tribe told Governor Granholm that the Grandmother Water Walkers had just been at their Reservation. They were scheduled to arrive in Manistee
next followed by Pshawbestown and Petoskey.
10 April 2005 • Principal’s Newsletter
The Governor expressed interest
and later issued a proclamation
to honor the walkers that was
presented at a ceremony at Victories Hotel in Petoskey. While
in Petoskey the walkers also
visited with the staff at Tip of the
Mitt Watershed Council which
had partially funded the 2003
Lake Superior walk. Through
the Governor’s intervention, the
walkers were able to secure a
permit to walk the Mackinac
Bridge as they crossed into the
Upper Peninsula.
Water is the life-blood
Why would someone take several
weeks out of their normal routine
to walk such a distance, especially when it is such a hardship
and so dangerous? Josephine
Mandamin explained her motivation when she gave the keynote
address at a gathering of Tribes
and Canadian First Nations in
Sault Sainte Marie, Michigan, in
November 2004. She said that,
in the traditional teachings of
the Anishinabe people, water is
the life-blood of Mother Earth.
Speaking in a quiet but passionate voice she told about hearing the tears of Mother
Earth as her life-blood waters became polluted and
dangerous to drink. She spoke of the importance of
the water in our own mother’s womb within which we
all start our lives. She spoke of how even this water
is endangered by our neglect. She spoke of how
she felt powerless to deal with the immensity of the
problem.
When challenged by one of her traditional teachers
to not accept that she was powerless, she came
suddenly upon the idea of walking around the lakes to
draw attention to the problems. Other grandmothers
joined her. A small but determined core group formed.
Cold and rain, blisters and sore
muscles, and lonely stretches of
road all combined to challenge the
walkers. But the majesty of the
land and waters, laughter, singing,
and the joy of meeting new people
who welcomed their message
made the trip rewarding.
To those of us who heard their
message and songs, our encounter with them will never be
forgotten. They have left us with
a renewed commitment to the
tradition of protecting our sacred
waters. Their example has helped
to make us all aware of the great
peril that we face if we don’t work
to protect the waters of our Great
Lakes, if we don’t protect the
waters that are within us all. And
finally, the grandmothers’ example
helped to bring together over 100
Tribes and First Nations to sign
the Tribal and First Nations Great
Lakes Water Accord in which all
pledge to work together to protect
the waters.
“The older I get,
the greater power
I seem to have to
help the world; I
am like a snow-
In the next three years the
Grandmother Water Walkers plan
to walk around Lakes Huron, Erie
and Ontario to complete their journey. Further information about
their project, including a photo
gallery, can be found at www.
motherearthwaterwalk.com .
ball -- the further
I am rolled the
more I gain.”
–Susan B. Anthony
TRIBAL PRESIDER’S COMMENTS
Chairman Frank Ettawageshik, Little Traverse Bay Bands of Odawa Indians
The Great Lakes Collaboration Meeting in Chicago, Illinois December 4, 2004
Mother Earth can live without us. When we assume that we are protecting her we are mistaken.
She provides for us but she can heal herself
totally without our assistance. Actually, what we
are seeking to do is to save ourselves. If we work
with creation and honor our place and responsibilities within it then we will survive. But we must
learn these lessons before it is too late for us,
before we become even more of a liability to our
own existence.
Aanii. Hello. Naakwegeshik n’diznikaaz. Pepegwezance ododem. My name is Frank Ettawageshik.
I serve as the Tribal Chairman for my tribe, the
Little Traverse Bay Bands of Odawa Indians on
the shores of northern Lake Michigan. I’ve been
honored with the responsibility of speaking as the
Tribal Presider for today’s ceremony. It is a daunting task to try to speak in a few minutes and with
a single voice what would demand days of talk
and hundreds, if not thousands, of voices.
Our Elders teach us to learn how to ask our questions. This can take years to understand. Only
then can we start to learn how to understand the
answers that come to us, the answers that are all
around us waiting for us to recognize them.
What we learn in our traditions is to honor the
other beings in creation. To honor those who provide themselves for our sustenance. To respect
the waters and lands within and upon which they
and we live. Our very existence is in peril when
we forget these simple truths.
Our Tribes are rooted in and upon this land and
these waters of our Great Lakes Region. We have
asked our questions. We receive our answers.
For generations we have heard the cries and felt
the tears of our Mother Earth, felt the pulse of
her life blood waters struggling to survive the
abuses that have been heaped upon her. One
hundred and fifty years ago we had a resource in
the Great Lakes region that was considered inexhaustible. It lasted barely two generations. This
was the White Pine forest. The White Pine of this
century is Water.
This concern for the Water by native peoples is
rooted within our entire view of creation and is a
part of our daily lives. Two years ago, Josephine
Mandamin, an Anishinabe grandmother, was
so moved by the plight of the waters that she
organized a walk around Lake Superior, a walk
on which several grandmothers carried a copper
bucket of water and an Eagle Feather Staff. This
last year they walked for Lake Michigan and will
walk in the coming years for Lakes Huron, Erie
and Ontario. By putting their lives on the line
in traffic and weather and physical exertion they
have inspired many others to relearn, reawaken
and remember our true place and responsibilities.
Our concern for the Lakes arises from deep within
our very beings, from deep within our culture and
heritage.
Our Tribal Nations believe that this day is a good
day to sign this Declaration, that today, now, is a
good time to pledge to work together with each
other and with our neighbors in the Great Lakes
Basin. We are pleased to have the other governments within the Great Lakes Basin indicate the
importance of the Lakes as evidenced by their
dedication in working on this process. We are
pleased to join them in signing this Declaration
and we believe successfully reaching the goals
within the Declaration will also help Tribal Nations
fulfill our sacred duties and responsibilities to the
Waters of the Great Lakes.
Miigwetch. Thank you.
For generations
we have heard
the cries and felt
the tears of our
Mother Earth, felt
the pulse of her
life blood waters
struggling to survive the abuses
that have been
heaped upon her.
–Frank Ettawageshik
Principal’s Newsletter • April 2005 11
“If a man
empties his
purse into
his head, no
man can take
it away from
him. An investment in knowledge always
pays the best
interest.”
– Benjamin Franklin
Library Corner
Recruiting
& Training
Successful
Substitute
Teachers
Bringing Out the
Best in Students:
How Legendary
Teachers Motivate
Kids
Written by
David Scheidecker and
William Freeman (1999)
This book outlines the
characteristics of legendary teachers. It shows you how to recognize and
acknowledge those traits in your colleagues, then
cultivate them in yourself. Find out how you can:
Written by:
James B. Rowley
and Patricia M.
Hart (1998)
Almost every
community has
competent adults
with rich life experiences who could help solve the substitute teacher
shortage problem. Understandably, many such
persons are reluctant to apply for substitute teaching positions because they feel unprepared to meet
the challenges of the job. This guide can help you to
plan a Successful Substitute Teaching Workshop.
• Convey your high expectations for your students
• Practice skillful communication
• Develop a well-organized, well-run classroom
• Motivate students to excellence
Becoming a legendary teacher is a worthwhile goal.
Expect as much from yourself as you do from your
students. Develop the skills to ensure that students
want to come to school, want to learn, and want to
succeed in your classroom.
Calendar of Events
Date(s)
April 19
Time
Full Day
April 22
Event
Math Numeracy Training Project
Session 7
Improving Math Numeracy
Session 8
S1 Regular Math Improvement
Roundtable
Resource Teacher Meeting
Full Day
Location
Sandy Bay School
Sandy Bay First Nation
Dauphin Sub-Office
Contact(s)
Olga McIvor, Math Specialist, olgam@mfnerc.
com or Doris Clark
Olga McIvor or Doris Clark
Full Day
Thompson Sub-Office
Chun Ong or Doris Clark
Full Day
Full Days
Brandon, MB
Location TBA
TBA
Special Education Unit Team Meeting
Full Day
TBA
April 28
S1 Math Roundtable
Full Day
Peguis Central School
Peguis First Nation
Gina Schall, Special Education Specialist
(Sioux Valley Office), ginas@mfnerc.com
Alma Maytwayashing, Executive Assistant,
almam@mfnerc.com
Mina McKenzie, Administrative Secretary,
Special Education, minam@mfnerc.com
Chun Ong or Doris Clark
April 27 & 28
Board of Directors Meeting
April 28
MAY 2005
May 5 & 6
May 11–13
ISP Team Meeting
Lighting the Fire Conference
Full Day
Full Days
Math Numeracy Training Project
Session 8
Improving Math Numeracy
Session 9
Language Immersion Training
Practices Applications for the Classroom
Full Day
TBA
Victoria Inn
1808 Wellington Avenue
Sandy Bay School
Sandy Bay First Nation
Dauphin Sub-Office
Doris Clark
Joy Keeper, Conference Coordinator
joyk@mfnerc.com
Olga McIvor or Doris Clark
Crown Room
Charterhouse Hotel
330 York Avenue
Dauphin, MB
Location TBA
Heather Sinclair
Full Day
Full Day
Full Day
TBA
Winnipeg
Thompson Sub-Office
Mina McKenzie
Chun Ong or Doris Clark
Chun Ong or Doris Clark
Full Days
Kikiwak Inn
Opaskwayak Cree
Nation
MKIO (204) 677-1600 (Thompson Office)
(204) 927-7500 (Winnipeg Office)
www.mkonorth.com
April 21
April 22
May 17
May 19
May 19–21
May 20
Resource Teacher Meeting
May 23
May 26
May 26
June 3
Victoria Day – MFNERC Offices Closed
Special Education Unit Team Meeting
S1 Math Roundtable
S1 Regular Math Improvement
Roundtable
Manitoba Keewatinook Ininiwak
Okimowin (MKIO) Annual General
Assembly (Tentative)
June 14 –16
12 April 2005 • Principal’s Newsletter
Full Day
Full Days
Full Day
Olga McIvor or Doris Clark
Jennifer Sioux, Special Education Specialist
(Dauphin Office), jennifers@mfnerc.com