Catholic school board attempts to meet Natives' needs

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Improvements to Aboriginal programming are underway within Edmonton Catholic schools, as staff begin implementing recommendations coming from a recent three-month review.

The report, "Edmonton Catholic Schools: Review of Aboriginal Programming At The Secondary Level" was completed in January.

It was conducted "to determine programming strengths, needs, and future options" for Aboriginal students within the Edmonton Catholic school system.

Consultations involved about 200 parents, students, Native education staff, teachers, counsellors, administrators, and community members.

Among the positives highlighted through the consultation process were the "visible Aboriginal identity and cultural learning activities" offered at St. Clare/Ben Calf Robe School, and the "integrated self-paced learning approach" at St. Joseph High School.

The review also identified other successful initiatives within the system. "The success of many of these initiatives involves the affirmation of the student's Aboriginal identity," the report states, and "initiatives that address the whole child are critical to the success of programming."

In terms of the system's shortcomings, the report highlighted the "inconsistency with which meaningful services for Aboriginal students are offered," and a shortage of Aboriginal teachers, as well as a need for more supports for students during transition periods, and for individualized programming to help address learning gaps.

The report says "parents and students [involved in the consultations] consistently requested a number of programming elements," including "Aboriginal content within the curriculum and school setting, Cree language, Aboriginal studies, and the visibility and acceptance of Native spiritual and cultural practices. There was also a constant request for more Aboriginal teachers and understanding non-Aboriginal teachers with training or experience in multicultural settings."

In addition, "Many students, parents and educators suggested the need for strong fine arts and recreation programming. Others suggested the need for an Edmonton Catholic School Aboriginal Centre that would co-ordinate education services and resources," the report stated.

Those consulted, however, did not provide a unified view of the best way to provide requested services, although the majority preferred programs to be integrated into the mainstream school. Others preferred having them offered through an Aboriginal high school or through alternative school programs.

Louise Breland is a Native education consultant with Edmonton Catholic Division No. 40. She said the final report was presented to the division's board of trustees, who were very supportive of the document and its recommendations.

"Then one of the division principals and I sat down and we actually started to develop some recommendations and an action plan based on the report. And so now we're in the process of trying to implement some of the recommendations and actions," Breland said.

Work has begun on formation of an advisory council, as well as development of a division-wide professional development program.

The school division is currently concentrating on improvements that build on the "positives" already present in the system.

"Simply because of more financial kind of situations, I think we're really working on our integrated approaches . . . we're strengthening and looking at how we can strengthen through our best practices . . . how we can make those common practices in all schools where our students are located," Breland said.

"Hopefully what we want to see happening is it won't make any difference which school the kids chose to go to. If they want to stay in their community, that that school will be able to be responsive to their needs." Longer range plans may mean looking at separate sites or continuation of separate programs, according to Breland. "But we needed to be able to be responsive right now and not put it off any longer.