first nations schools association agm 2013 n.
Download
Skip this Video
Loading SlideShow in 5 Seconds..
First Nations Schools Association AGM 2013 PowerPoint Presentation
Download Presentation
First Nations Schools Association AGM 2013

Loading in 2 Seconds...

play fullscreen
1 / 67

First Nations Schools Association AGM 2013 - PowerPoint PPT Presentation


  • 143 Views
  • Uploaded on

First Nations Schools Association AGM 2013. Draft Agenda (Tab 1). Welcome and Report of the FNSA Board of Directors Review and Approval of the 2013 AGM Agenda Review and Approval of the 2012 AGM Minutes Audited Financial Statement 2012 General Meeting Frequency.

loader
I am the owner, or an agent authorized to act on behalf of the owner, of the copyrighted work described.
capcha
Download Presentation

PowerPoint Slideshow about 'First Nations Schools Association AGM 2013' - clancy


An Image/Link below is provided (as is) to download presentation

Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author.While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server.


- - - - - - - - - - - - - - - - - - - - - - - - - - E N D - - - - - - - - - - - - - - - - - - - - - - - - - -
Presentation Transcript
draft agenda tab 1
Draft Agenda (Tab 1)
  • Welcome and Report of the FNSA Board of Directors
  • Review and Approval of the 2013 AGM Agenda
  • Review and Approval of the 2012 AGM Minutes
  • Audited Financial Statement 2012
  • General Meeting Frequency
  • Tripartite Education Framework Agreement (TEFA)
  • Revised Mission Statement
  • Proposed National Education Legislation
  • Date for 2014 AGM
  • Election of the 2013/2014 FNSA Board of Directors
1 welcome and report of the fnsa board of directors
1. Welcome and Report of the FNSA Board of Directors

Presented by Victor Jim, Treasurer and Ernie Hill, Vice-President

5 general meeting frequency tab 4
5. General Meeting Frequency (Tab 4)

Presented by Michael Derech, ?A’q’amnik Elementary School

number of fnsa general meetings per year
Number of FNSA General Meetings Per Year
  • The general membership of the FNSA tasked the Directors with investigating the pros and cons associated with the number of meetings per year for FNSA membership.
  • Within the TEFA Budget, there is $204,000 allocated to FNSA Conference and AGM.
  • These dollars support the actual costs of the Conference, and support delegate travel to the AGM.
conference costs
Conference Costs
  • The cost of last year’s conference closely represents average yearly costs:

Catering $66,498

Speakers $37,516

Rep. Travel $51,151

Supplies $10,000

Total $165,166

Conference Registration generates approximately $20,000 which leaves a Conference cost of $145,166

surplus
Surplus
  • That would leave a surplus of approximately $50,000 in the Annual General Meeting Account.
  • Options are proposed for discussion
  • Separate the AGM and Conference
  • Retain the current FNSA Conference and AGM meeting structure and include a second meeting during which membership review the school programs in depth and provide input and feedback.
  • Retain the current FNSA Conference and AGM meeting structure and reassign the surplus dollars to schools to support travel for FNSA sponsored Professional Development workshops of the school’s choice.
  • Other options?
  • Pros and Cons follow….
option 1 separate the agm and conference
Option 1: Separate the AGM and Conference

Pros

  • More time for members to come together to discuss FNSA matters
  • Membership could meet in October and April

Cons

  • Increased time away from school / community
  • Shortfall in budget to reimburse full delegate cost of travel/catering/venue costs to both meetings
slide12

Option 2: Retain the current FNSA Conference and AGM meeting structure and include a second meeting during which membership review the school programs in depth and provide input and feedback.

Pros

  • Membership provides authentic feedback to FNSA
  • Supports in place and provide direction

Cons

  • Increased time away program from school and community
  • Shortfall in budget to reimburse full delegate cost of travel
option 3
Option 3
  • Retain the current FNSA Conference and AGM meeting structure and reassign the surplus dollars to schools to support travel for FNSA sponsored Professional Development workshops of the school’s choice.
  • Other options?
6 tripartite education framework agreement tefa tab 5
6. Tripartite Education Framework Agreement (TEFA) (Tab 5)

Presented by Garry Klugie, Woyenne Secondary School

background to tefa
Background to TEFA
  • In December 2010, the Minister of Aboriginal Affairs and Northern Development Canada (AANDC) unilaterally announced that new financial resources would be provided for First Nations education in BC through what it then termed a “new approach to First Nations education funding.”
  • The federal government indicated that this announcement was based upon the capacity demonstrated by First Nations in the BC Region to deliver collective educational support services and to establish strong partnerships with a range of stakeholders.
  • In other words, AANDC indicated that First Nations in BC were seen to be prepared for the advancement of a respectful and effective tripartite arrangement.
options
Options
  • Canada’s announcement outlined three options for funding BC First Nations schools.
  • Option 1 – a return to the national Band Operated Funding Formula – meaning an approximately $10 million decrease in funding for First Nations schools
  • Option 2 – an implementation ready tripartite agreement, which originally included the suggestion that the Province of BC would have an oversight role, and referred to a closer alignment of First Nations schools with the provincial education system
  • Option 3 – through jurisdiction, but with the federal Own Source Revenue policy applied, which would have significant, negative impacts on jurisdiction funding
tefa development
TEFA Development
  • While objecting to the unilateral imposition of these choices, FNESC reluctantly entered into negotiations of Option 2 – with support from First Nations leadership for doing so.
  • After many months of negotiation, in January 2012 FNESC, the Government of Canada, and the Province of BC finally signed a Tripartite Education Framework Agreement (TEFA).
what is in tefa
What is in TEFA?
  • The TEFA agreement that was eventually negotiated …
    • Does not include provincial oversight or an alignment of First Nations standards with those of the BC Ministry of Education
    • Allows each First Nation to decide whether to join TEFA
    • Recognizes the existing BC First Nations education system
    • Includes a commitment to less extensive reporting requirements than those that exist in the rest of Canada
tefa and funding
TEFA and Funding
  • This new agreement provides First Nations schools with funding that is more flexible and more closely aligned to the financial resources provided to public schools by the BC Ministry of Education.
  • FNESC and the FNSA understand that significant challenges have arisen in terms of AANDC’s financial arrangements this year (2012-13), including delays in AANDC’s finalization of the nominal roll numbers and the associated release of funding.
  • While FNESC and the FNSA are continually asserting to AANDC the need to resolve these challenges, school-level funding concerns must be addressed directly with AANDC, as FNESC and the FNSA are not responsible for school funding.
  • Specific questions regarding school funding should be directed to Ted Adnitt at AANDC.
second level services
Second Level Services
  • The TEFA also provides more comprehensive, flexible, and sustainable funding for the provision of second level services, building upon and supporting the research-based and unique First Nations school system that has been created in this province.
second level services examples
Second Level Services - Examples
  • The FNSA School Assessment and Certification Process provides for a review of school strengths and challenges using a framework designed to focus on community-control and First Nations contexts.
  • The FNSA Professional Growth Process builds upon extensive research that highlights the need for effective school leadership and supervision for learning.
second level services examples1
Second Level Services - Examples
  • (continued) The FNSA sponsored professional development opportunities include the globally-recognized and research based Professional Learning Communities approach. The opportunities also build upon the widely espoused evidence that shows that school-based professional development, such as in-school coaching, are more effective than conventional workshops and external events alone.
  • The FNSA’s efforts to support schools in the meaningful monitoring of student performance are based upon widespread confirmation of the important role of effective data use in educational decision-making (PLCs, CAT 4, DIBELS, and other data driven resources).
next steps with tefa
Next steps with TEFA
  • Almost all First Nations that operate their own schools in BC submitted the Band Council Resolution needed to confirm their participation in the TEFA.
  • FNESC is now working with First Nations representatives and the FNSA to deliver TEFA-related second level services for First Nations education.
  • Those services represent a continuation of the programming that has been developed by First Nations schools throughout the past two decades.
next steps with tefa1
Next steps with TEFA
  • (continued) They will also include the development and sharing of new information to support schools, including an updated Employment Handbook, a new School Board Handbook, an Education Handbook for Chiefs and Councils, a Funding Toolkit, and a Reciprocal Tuition Toolkit.
  • Details regarding the second level services component of this agreement will continue to be shared and developed in collaboration with First Nations schools as the TEFA implementation proceeds.
ongoing work
Ongoing work
  • FNESC and the FNSA also continue to negotiate additional funding possibilities, including language and culture, technology, and operations and maintenance (O&M).
  • For example, First Nations schools must have access to English Language Learning (formerly ESL/ESD) funding in the same manner that provincial schools are funded.
  • FNESC and the FNSA are pro-actively working to address gaps in funding to ensure that First Nations schools will have access to all relevant funding components in order to fulfill the goal of more equitable financial structures.
tefa reporting
TEFA Reporting
  • FNESC and the FNSA are also striving to assist schools in meeting the reporting requirements related to TEFA.
  • According to the agreement, First Nations in BC must submit to Canada …
    • the annual nominal roll
    • data related to eight performance indicators
  • In addition, First Nations must continue to report on students enrolled in public schools using the AANDC nominal roll.
regarding the eight performance indicators
Regarding the eight performance indicators …
  • According to agreement, First Nations schools must provide the following performance indicator data to the FNSA/FNESC. This information will then be submitted to AANDC in aggregate.
    • Percentage of students who meet or exceed standards for reading, writing, and numeracy
    • Student attendance
    • Teacher/student ratio
    • Teacher certification
    • Teacher years of experience
    • Student/computer ratio
    • Level of connectivity
    • Administration of standard learning assessments, where applicable
  • This commitment represents a significant reduction in comparison to new reporting requirements being imposed by AANDC on First Nations in other parts of the country.
how first nations schools can meet this requirement
How First Nations Schools Can Meet this Requirement
  • Participation in the Data Reporting and User Management System (DRUMS)
  • FNESC can automatically extract the data required to meet this requirement for all schools that are participating in DRUMS. In other words, schools that are submitting information to FNESC through DRUMS do not need to do anything else to meet the TEFA eight variable reporting requirement.
how first nations schools can meet this requirement1
How First Nations Schools Can Meet this Requirement
  • It is important, however, that schools that are participating in DRUMS provide all of the variables included in that system.
  • It is critical that schools fully complete the DRUMS data forms. You must ensure that you enter your Reading, Writing, and Numeracy standardized results into your DRUM System.
  • This includes the requirement for percentage of students meeting standards according to a standardized assessment tool – either one of the FNSA recommended tools, or an alternative mechanism.
smart pdf
SMART PDF
  • For all schools not yet participating in DRUMS, FNESC has developed a SMART PDF form that will facilitate the collection of information needed for aggregate reporting on the eight variables.
questions on drums
Questions on DRUMS?
  • All First Nations schools participating in TEFA must submit the eight performance indicators to FNESC/FNSA using either the SMART PDF or by entering the information into DRUMS.
  • Questions? Ask Sue Gower.
in terms of the nominal roll requirement
In terms of the nominal roll requirement …
  • FNESC and the FNSA strongly objected to the addition of new variables to the 2012/2013 nominal roll for First Nations schools.
  • FNESC and the FNSA are advocating for the development of a BC specific nominal roll to ensure that future reporting processes are consistent with the agreement that was negotiated.
  • In addition, we recognize that delays in this year’s nominal roll review and completion are causing considerable frustration and difficulties for First Nations in BC.
  • FNESC and the FNSA are pressing AANDC to meet its most recent commitments to finalize the nominal roll and provide funding to First Nations in a timely manner in order to avoid any further disruptions of school and community operations.
commitment to bc specific guidelines and policies
Commitment to BC-Specific Guidelines and Policies
  • Finally, the TEFA includes a commitment to establish broader BC-specific guidelines and policies, which would help to ensure that programming continues to reflect the needs and priorities of First Nations in BC.
  • Work on this aspect of the agreement is ongoing.
  • More information about TEFA is available at www.fnesc.ca.
7 revised mission statement tab 6
7. Revised Mission Statement (Tab 6)

Presented by Colette Young, ChaloSchool

fnsa revised mission statement
FNSA Revised Mission Statement
  • The FNSA Board meets every two years to review and develop their strategic plan.
  • In your kit, please find the Strategic Plan that was developed this July, 2012.
  • At every FNSA Board meeting the plan is reviewed and updated.
existing mission statement
Existing Mission Statement
  • As part of the Strategic Planning Session, the Board reviewed the existing FNSA Mission Statement:

The First Nation Schools Association will collaborate with First Nation schools to create nurturing environments that develop learners’ pride and competence in their First Nations language and heritage and will equip them to realize their full potential, within self-governing First Nations communities.

draft revised mission statement
Draft Revised Mission Statement
  • The Board is seeking your input on a draft revised Mission Statement.

To advocate, facilitate, and negotiate the culturally responsive delivery of language and culture and academics for successful learning controlled by First Nations communities.

8 proposed national education legislation tab 7
8. Proposed National Education Legislation (Tab 7)

Presented by Greg Louie, FNSA President

background
Background
  • As part of its Economic Action Plan and Budget 2012, the Government of Canada announced its commitment to work with “willing partners” to introduce a First Nation Education Act by September 2014.
  • First Nations across Canada have expressed significant concerns about the federal government’s rapid advancement of its national legislation initiative.
  • First Nations have indicated that…
    • the timelines for the efforts are too limited
    • the plans for engagement with First Nations regarding new legislation are unclear and inappropriate
  • In spite of those objectives, the federal government is quickly advancing its consideration of legislation.
collective response
Collective Response

In BC, FNESC and the FNSA have been working to develop a collective response to Canada’s proposed new nation legislation, including…

  • Providing updates to and requesting direction from First Nations and requesting direction from First Nations leadership through the Union of BC Indian Chiefs (UBCIC), the First Nations Summit (FNS), the BC Assembly of First Nations (AFN), and the First Nations Leadership Council.
  • Organizing a large gathering on February 4, 2013. Approximately 300 Chiefs and Council members, First Nation education workers, including First Nations school staff, as well as representatives of UBCIC, FNS, and BC AFN attended the gathering.
collective response continued
Collective Response (continued)
  • Striving to broaden and promote meaningful participation in AANDC’s March 8 meeting with First Nations representatives on the national education legislation proposals.
    • AANDC originally intended to include sixty hand-picked representatives, and characterized this as “consultation” with First Nations in BC.
    • FNESC and the FNSA rejected that structure and ensured that all First Nations in BC were invited to send representatives.
first nations education system
First Nations Education System

In all responses to this issue, FNESC and the FNSA have emphasized that a strong First Nations Education System already exists in BC. First Nations in BC are working in two primary ways to facilitate greater achievement levels for First Nations students.

  • Based upon the principles of First Nations control of First Nations education, First Nations have created their own schools.
  • Concurrently, First Nations in BC have established respectful and effective working relationships with a range of public education stakeholders, resulting in numerous initiatives to support First Nations students.
legal jurisdiction agreements
Legal Jurisdiction Agreements
  • The BC First Nations Education System includes legal jurisdiction agreements with both the Government of Canada and the Province of BC, as well as supporting legislation.
  • The System also is reflected in the new funding arrangement negotiated through the TEFA.
  • Together, these agreements create a legislative and negotiated basis for enabling First Nations in BC to exercise full control over the education of our children.
collective support
Collective Support
  • The BC First Nations Education System is founded upon collective support activities implemented through FNESC and the FNSA.
  • An emphasis on First Nations language and culture learning, as well as a focus on accountability and monitoring, are integrated as appropriate into all of the activities undertaken.
fnsa and fnesc activities include
FNSA and FNESC Activities include:
  • initiatives to promote instructional leadership and effective school leadership;
  • a collectively managed, community-based process for school review and planning;
  • a broad range of professional development approaches for principals and teachers that are designed specifically to reflect the realities of First Nations schools;
  • support for effective educational decision-making through coaching and resources for First Nations School Boards;
fnsa and fnesc activities include continued
FNSA and FNESC Activities include: (continued)
  • efforts to promote evidence-based decision-making through effective data collection, analysis, and response;
  • a comprehensive Special Education Program to assist schools in effectively supporting all of their learners; and
  • the sharing of a range of information, materials, equipment and expertise to address critical issues affecting First Nations schools.
  • All of the efforts in place are continually reviewed, adapted and approved by First Nations school representatives to ensure their relevance and effectiveness.
concerns about the legislation
Concerns about the Legislation
  • Given the existence of the strong infrastructure for the BC First Nations Education System, which has been formally affirmed by First Nations in BC, FNESC and the FNSA have serious concerns regarding the proposed new national legislation
response
Response
  • FNESC and the FNSA have undertaken a thorough analysis of the federal government’s new legislation discussion guide, and have prepared extensive documentation in response to the suggestions included within the paper.
education funding
Education funding
  • It is true that Federal legislation could address calls for a statutory basis for First Nations education funding.
  • But … First Nations have called for a statutory basis for First Nations education funding that was developed in partnership with First Nations, not unilaterally imposed.
contrary and inconsistent
Contrary and inconsistent
  • Overall, the federal government’s legislation proposals to date have been contrary to the principle of First Nations control of First Nations education.
  • The perspective and approach described in the AANDC document are inconsistent with the community‐driven First Nation Education System that has been thoughtfully and deliberately established in BC.
  • They also contradict repeated assertions by FNESC that any new legislation must be co‐authored with First Nations and must be entirely optional.
effective foundation
Effective Foundation
  • Overall, an AANDC Legislation Discussion Guide suggests that the current “non-system in First Nations education” has failed First Nation students.
  • In contrast, FNESC and the FNSA have continually asserted that First Nations in BC have made significant progress in establishing a foundation for an effective First Nations education system.
the guide
The Guide
  • The AANDC Legislation Discussion Guide also states that the proposed Act would require that services to students and to schools typical in provincial systems be available in First Nations education systems.
  • The Guide states: “Standards for teachers, curriculum, graduation, assessments, safety and daily operations would need to be consistent with those of the provinces.”
  • These comments are contrary to the principle of First Nations control of First Nations education.
  • Further, requiring First Nations schools to mirror the standards of public schools entirely ignores the failings of the mainstream education system.
standards
Standards
  • The AANDC Guide states that the proposed Act would enact standards to ensure that the right education support services are in place, including professional development, recruitment and retention, curriculum and graduation requirements, student assessment and reporting, safety and discipline, daily operations, teaching and pedagogical support, materials and equipment, etc.
  • FNESC and the FNSA are very concerned that national legislation cannot appropriately address those issues, given the significant differences that exist across the country.
  • In addition, existing agreements in BC acknowledge the right of First Nations to establish relevant standards.
curriculum
Curriculum
  • The AANDC Guide states that the proposed Act could require First Nations schools to teach curriculum that is equivalent to what is taught in provincial schools, including considerations such as subjects or courses that students must take in order to move onto the next grade level or to graduate and the expectations of what a student should be able to do in each subject.
  • That perspective is antithetical to the principles of First Nations control of First Nations education, and is incompatible with the agreements that have been previously negotiated with First Nations in BC.
  • AANDC’s suggestions are also inconsistent with the significant work that has been done by First Nations in BC to establish learning outcomes that are relevant for First Nations schools and students.
the aandc guide further states
The AANDC Guide further states:
  • Regulations would establish reporting requirements for education authorities and community-operated schools that support strong accountable education systems.
  • … School success plans could serve as the basis for the inspection and annual reporting to the community and the federal government on education, governance and financial outcomes. First Nations or First Nations education authorities would be required to hire or engage (from a list of qualified people maintained by the department) with a superintendent to conduct an annual inspection of schools to ensure compliance with the requirements of the proposed Act and regulations.
  • … The inspection would focus on ensuring that appropriate policies and procedures are in place to support student outcomes and meet the requirements of the proposed Act. These superintendents would have the qualifications, experience, and training required by the respective provinces. …
  • The response to this suggestion is obvious.
fnesc fnsa position
FNESC & FNSA Position
  • Reflecting the significant concerns outlined previously, FNESC and the FNSA have drafted a position paper on proposed new national legislation, which is available to anyone interested.
  • That paper maintains that …
    • Federal Unilateralism Is Unacceptable
    • A National “One Model” is Highly Problematic
    • Imposing Mandatory Requirements is Paternalistic
    • Requiring Provincial Comparability is Assimilationist
    • Appropriate Legislation Would Address the Need for Secure and Sustained Levels of Adequate Funding
fnesc fnsa position continued
FNESC & FNSA Position (continued)
  • Accordingly, Canada must begin its consideration of legislation by engaging in serious discussions about whether legislation is even needed, or whether other approaches are more appropriate.
  • Then, if it is deemed necessary, any national legislation on First Nations education must be optional and co-authored with First Nations, as First Nations in BC can only support legislation that they co-develop, and that fully supports the Education System we have created.
next steps letter writing campaign
Next Steps: letter-writing campaign
  • FNESC and the FNSA will continue to respond to ongoing developments in this area and will continue to promote a recognition of the BC First Nations Education System.
  • FNESC and the FNSA are also facilitating a letter-writing campaign to the federal government to increase the voice of First Nations in BC.
  • Everyone present is encouraged to participate.
  • Computers and printers are available, and template letters are available for you to adapt and send.
  • FNESC staff would be happy to help anyone interested in preparing correspondence to AANDC highlighting your concerns about this matter.
next steps letter writing campaign1
Next Steps: letter-writing campaign
  • We also have distributed template letters for Chiefs and Councils. We hope you will follow-up with your leadership to determine whether your community is interested in responding.
  • Also available are template letters for parents. We encourage you to consider how to effectively facilitate parent input from your community. For example, would it be useful to host a parent meeting to share information about the legislation and have template letters completed?
  • We also have extensive information available for anyone wanting more details about the proposed legislation and the potential challenges associated with the federal government’s ongoing insistence on its unilaterally developed legislative agenda.
9 date for 2014 agm tab 8
9. Date for 2014 AGM (Tab 8)

Presented by Victor Jim, FNSA Treasurer

10 election of the 2013 2014 fnsa board of directors tab 9
10. Election of the 2013/2014 FNSA Board of Directors (Tab 9)

Presented by Victor Jim, FNSA Treasurer