First Nations, Métis and Inuit supports in public schools aim to make connection with students
By KELLEN TANIGUCHI on March 26, 2021.
ktaniguchi@medicinehatnews.com@@kellentaniguchi Presentations on First Nations, Métis and Inuit supports, and optimal learning coaches headlined the Medicine Hat Public School Division’s board meeting Tuesday. A presentation led by Darrell Willier, one of the division’s three FNMI support workers, highlighted the supports available for FNMI students. “The support worker’s role is to connect with each of our 17 schools, and we have about 400 students that are self-identified as First Nation, Métis or Inuit,” said Corey Sadlemyer, assistant superintendent: inclusive mindset. “So, they’ll work with those kids and they will work specifically with those families.” Sadlemyer says he already sees the program growing throughout the schools. “I think self-identification is one measure, and in the three years since Darrell has been here, that number has increased by 75 students,” he said. “That’s certainly been a number we can look to as far as growth of the program.” The support workers have about 35 presentations ranging from residential schools, to making beads, to Inuit games, says Sadlemyer. He adds teachers will have the support workers come in and present to classes about whichever topic fits best with their curriculum. He says Willier is able to have monthly one-on-one conversations with the division’s FNMI-identifying high school students about their future career plans, and Willier pushes the post-secondary element to get students looking in that direction. This is part of one of MHPSD’s universal goals, which is a determined focus on FNMI student success in school and broadening the understanding of all members of the school’s community regarding Indigenous cultures, history and ways of learning, according to the division’s website. Optimal learning coaches was another topic on the table Tuesday, and they are a team of teachers available to work alongside teachers and administrators to support learning, says Jason Peters, assistant superintendent: universal design and learning. Peters says OLC’s were introduced four years ago and they have seen positive results. “We just know with the level of need and challenges that are out there, it’s just hard for one person to do that alone,” he said. “So, we feel it’s essential to have real resources that are available when a teacher, or a school needs it that can come along not to say, ‘I’m the expert and this is how you do it,’ but to come alongside and say, ‘what are you wondering? What can I do to help?'” The COVID-19 pandemic has forced OLC’s and how they are accessed to adapt, and Peters is proud of the adaptability and the OLC’s ability to be ready to respond to whatever is needed. The division also acknowledged their 2021 Edwin Parr nominee Sarah Morter, a first-year teacher who continues to create a virtual learning experience that keeps her students engaged. 15-14
