Principals’ Newsletter • February 2009 1

MANITOBA FIRST NATIONS EDUCATION RESOURCE CENTRE

Volume 8, Issue 1www.mfnerc.org

“Support First Nations to develop and implement a comprehensive holistic educational system inclusive of First Nations languages, world views, values, beliefs and traditions with exemplary academic standards, under First Nations jurisdiction.”

To help First Nations improve education for all learners to achieve: •mino-pimatisiwin(Cree,Ojibway,Oji-Cree)” •honsoaynai(Dene)” •tokadakiyawichoniwaste(Dakota)”

VISION MISSION

Healers in Education .......2

Roots of Empathy ...........2

A Journey from Cultural Awareness ......................3

The Rattle ......................3

Homework Standards ......4

A Place That is Special to Me Poem ........................4

Scholarship Recipients ...6

Message to Education Direc-tors and School Admin ...6

Resource Meeting in Dauphin .........................7

Enjoy Your Bannock ........7

Sagkeeng Surging Fwd ....8

Phyllis Murray ................9

George Merasty ..............9

Charles Sinclair School .10

News from SIP ..............10

Choose Your Leadership Values ..........................11

Dauphin Regional on Assessment ..................11

MFNERC Traditional Names Map ..................12

Reflection Survey ..........15

Featured Resources ......16

INSIDE THIS ISSUE:

MFNERCrepresentatives;FisherRiverPEPgraduates.

On December 12, 2008, eleven Education-al Assistants received their Para Educa-tor certificates at the Fisher River Cree

Nation community hall. The event was attended by MFNERC representatives Gwen Merrick, Di-rector of Programs, Kathleen McLeod, Adminis-trative Assistant to Gwen, Wayne Mason, Man-ager of the Interdisciplinary Training Initiatives, Derek Courchene, Program Liaison Officer, June Montour, Training Initiatives, Virginia Thomas, Instructor – Training Initiatives, Para-Educator Instructor Ainsley Fontaine, Administrative As-sistant to Wayne and UCN Dean of Education, Al Gardiner. Lorraine Stagg and Crystal Wilson received honorable mention for their outstand-ing achievement in the Para Educator Program. The event was attended by family, friends and elders and included a traditional turkey dinner. Congratulations to the graduates:

Georgina C. CochraneHazel M. Cochrane

Fisher River Cree Nation Para Educator Graduation

St. Theresa Point First Nation Para Educator Graduation

Fourteen Educational Assistants received their Para Educator certificates on No-vember 29, 2008 at St. Theresa Point

High School. The event was attended by MF-NERC representatives Gwen Merrick, Director of Programs, Wayne Mason, Manager of the Interdisciplinary Training Initiatives, Derek Courchene, Program Liaison Officer - Train-ing Initiatives, and June Montour, Instruc-tor – Training Initiatives. University College of the North, Vice President Konrad Jonasson was also in attendance for this celebration as well as MKO representative, Joe Guy Wood. The Educational Assistants received cer-tificates of recognition for their success-ful completion of the Para Educator pro-gram in front of their whole community. Chief David McDougall of St. Theresa

Point First Nation gave a beautiful con-gratulatory message to the graduates fol-lowed by a full course catered dinner. We thank the local resource teacher, Cornelius Harper for teaching most of the courses with some assistance from MFNERC Instructor June Montour. A big ‘thank you’ to the IT Specialist Dave Thiessen from MFNERC who taught the Computer Fundamentals course to students. Congratulations to the following graduates:

Merle Deborah BoneBarry Michael FlettBeverly Marie HarperLorraine Martha HarperFlorence Nina ManoakeesickJoshua Joseph McDougallCatherine Myriam Mason

Anthony James MasonDesmond Evan Mason

Andrea M. MasonMary Cecelia McKayMarilyn J. MurdochDarren Wayne Sinclair

Emily A. SinclairVera Lorraine StaggCrystal Ann Wilson

Lorraine Joyce MoniasMary Prisca Monias

Beverly Rhonda MoniasAlice Mary Taylor

Francis TaylorAnna Kay Wood

Kathy Wood

By June Montour

By June Montour

2February2009•Principals’ Newsletter

Healers In Education For Life Program (H.E.L.P)

Roots of Empathy Training Session

The H.E.L.P. program is being developed to address the need for more qualified school counselors working in First Nation

schools. The program is designed particularly for First Nation community residents who have

ries of roundtable discussions to include their ideas as to what should be included in a school counselor program for First Nation schools.

The H.E.L.P. roundtable discussions were held on February 11 and 12, 2008, March 19 and 20, 2008, November 3 and 4, 2008 and February 5, 2009. Home school coordinators, academic counselors, guidance counselors, a social clini-cian and a school administrator were included to participate in the roundtable discussions. The next steps will be to continue to develop the program model and framework, examine delivery methods and to negotiate partnerships with an accredited post secondary institution. With perseverance the MFNERC Interdisciplin-ary Training Initiatives Department intends to have the program ready by fall 2009.

If you require more information or have ques-tions, please contact Wayne Mason, Manager of the Interdisciplinary Training Initiatives at 1-204-975-1145 or Fax at 204-942-2490 or e-mail him at waynem@mfnerc.com.

By Wayne Mason

a desire to enter into the many facets of school counseling.

The role of the school counselor is changing and now includes counseling services for chil-dren in all grades. The MFNERC Interdisciplin-ary Training Initiatives department responded to this need by contacting school counselors working in First Nations schools to attend a se-

ThefirstHELProundtablediscussion

Roots of Empathy instructors from Northern Manitoba gathered in The Pas on January 12, 2009 to take part

in a one day mid year training session. This training session is an important and compulsory component of the Roots of Empathy instructor certification process.

The day long session provided instructors with the opportunity to share, network, and discuss, successes, challenges and solutions encountered in The ROE program delivery.

A family and baby were invited to attend part of the training day. This time provided an op-portunity for instructors to share and focus on ideas for interacting with an older baby around the green blanket.

There will be 3 mid year training sessions held in Winnipeg in the next three months.

AroundtheGreenblanketatROEmidyeartrainingThePas.KennedyRossRoots of Empathy baby and Jaime Moore Roots of Empathy instructor Joe A.RossSchoolOpaskwayak.

KennedyRossRootsofEmpathy Baby and Juliana Ross Roots of Empathyparent Joe A. Ross School Opaskwayak.

Principals’ Newsletter • February 2009 3

The Manitoba First Nations Education Resource Centre Inc. in partnership with Aboriginal Education Directorate

of Manitoba Education, Citizenship and Youth is pleased to inform you of, A Journey from Cultural Awareness to Cultural Competency: A Training Kit for Professional Development in Aboriginal Education. This training kit will provide strategies for First Nation schools and provincial school divisions to deliver local training sessions to school staff in the planning, design, implementation, and integration of First Nations and Aboriginal peoples’ knowledge, histories, beliefs, world views, practices, and lifestyles. There will be regional workshops for staff members from each school to take the training in conjunction with other First Nation schools and provincial school divisions. They will then be able to return to their respective schools and provide the training for their school’s staff. We recommend that schools identify staff members who are responsible for First Na-tions Education and Aboriginal Education to take part in a four (4) consecutive days train the trainer workshop. After completing this workshop, participants will be able to provide

clearer direction to other school staff respon-sible for planning and implementing strategies in their schools and classrooms.

The number of people per divisional team will vary depending on the enrolment count. Contact Marlene Gallagher for assistance in determining the team member numbers. The training kits will only be distributed at the time of the workshop to those individuals who have been identified as part of the team attending the 4 day training workshop. After school staff has been trained, additional copies may become available.

To make arrangements for your school staff to participate in the 4 day training workshop or if you have any questions, please contact:

Marlene Gallagher, ConsultantManitoba Education, Citizenship and YouthAboriginal Education Directorate510 Selkirk AvenueWinnipeg MB R2W 2M7Telephone: 204-945-4379Toll-free: 1-800-282-8069, ext. 4379marlene.gallagher@gov.mb.ca By Myra Laramee

A Journey from Cultural Awareness to Cultural Competency: A Training Kit for Professional Development in Aboriginal Education

Si-Si-Kwan: The Rattle

Si-Si-Kwan:TheRattle;ArtworkbyEdwinBighetty

Traditionally the spring was the official “New Year” for First Nations. Si-Si-Kwan (Spring) was the time of reawakening, new birth and growth. The term Si-Si-Kwan refers to the spring break-up. It is a time when the ice on the lakes began their annual melt. The ice thawed from the underside with the water and suns’ rays crystallizing the soft ice. When the wind moved the crystallized ice, the ice crys-tals rub together producing a gentle swishing or rattling sound that is said to be the cue for all living things to revitalize and reawaken and begin a new cycle. The term Si-Si-Kwan, which in Cree refers to the rattle, stems from the word sikwan and reminds us of the sounds of the spring break-up. There is a rattle in the sky. The North Star, Polaris, the end of the handle, with stars from Cepheus, making up the body of the rattle. ByWilfredBuck

It is a fact noth-

ing short of a

miracle that the

modern meth-

ods of instruc-

tion have not

yet entirely

strangled the

holy curiosity of

inquiry; for this

delicate little

planet, aside

from stimulation,

stands mainly

in need of free-

dom; without

this it goes to

wrack and ruin

without fail.

- Albert Einstein

4February2009•Principals’ Newsletter

Homework Standards By Elmer Everett

Homework for students should be used to rein-force concepts they are learning in school and to train them that homework is part of their duty and responsibilities as students. Homework should never frustrate students and they should be able to do it with very little help or assistance. Giving students new material they have not yet learned will negatively affect students’ behavior and attitude towards home-work. Giving grade 4 students 100 problems to do in math is not reasonable and will evidently turn them off with homework. Homework should be monitored, tracked and rewarded so classroom teachers can recognize and reward those students for meeting this school expectation and also for students to see and understand the value placed on homework.

Here are some important points about homework:

1. It is important to establish a clear purpose and rationale for giving students homework.

2. The amount of homework you should give to students should be based on the age and ability of the student. Do not overload stu- dents with too much.

3. Provide an example for parents in the work sheet you are giving students for homework to show how to do the task.

4. Develop a way to communicate clearly to par ents and guardians about your homework purpose, procedures and policy. 5. Establish a reward and incentive program

in each classroom for students for meeting homework expectations and recognize them publicly during monthly student assembles.

6. Acknowledge and recognize parents and guardians for their contribution and support to the home work program at your school.

7. Identify the days you will be giving stu- dents homework and be consistent. In most cases homework is provided from Monday to Thursday and weekends are usually left alone. Your discretion will be needed.

Here are some suggested time limits for students to do homework:

•Kindergartenstudents 2-5Minutes •Grade1 5–8Minutes •Grade2 8–10Minutes •Grade3 10–12Minutes •Grade4 12–15Minutes •Grade5 15–20Minutes •Grade6 20Minutes •Grade7 20–25Minutes •Grade8 30Minutes •Grade9 40Minutes

These time limits are just recommendations and shouldnotbeimplementeduntiltheyareratifiedbythe teaching staff and School Administration of your school. Make homework an expectation for students and design your homework program to be successful and enjoyable for students.

“A PLACE THAT IS SPECIAL TO ME”

As I enter his home,The smell of fresh sweetgrass burning.

He asks,Pii-bii-ti-gen, tea na ki-kno-ntwe-min-ikwe?

(Come in, would you like to drink some tea?)The air is cool, the light is bright, it is early.

Words come slowly,But the words have meaning.

The paintings are real, from the heart,With many words but with none.

The dreamcatcher, very simple, cherished,We talk the dreams, for me, for family.

He is my uncle,An Elder.

By Charles Cochrane

The same

people who

never did their

homework in

high school are

still doing that

to this very day

out in the real

world.

- Jules Shear

Principals’ Newsletter • February 2009 5

You are en-

rolled in a full-

time informal

school called

LIFE. Each day

in this school,

you will have

the opportunity

to learn

lessons. You

may like the

lessons or think

them irrelevant

and stupid.

–Seneca Wolf Clan Teaching Lodge

The Manitoba First Nations Education Resource Centre Inc.is proud to present the 11th Annual

C O N F E R E N C E

May 20-22, 2009Victoria Inn Hotel & Convention CentreWinnipeg, Manitoba

CALL FOR PRESENTERS AND VOLUNTEERS!

Maria Ross Awards BanquetJigging Contest

First Night – Youth in the Arts & EntertainmentLTF Tradeshow

For further information, please contact Joy Keeper, Conference Planner at 204-940-7036or email her at joyk@mfnerc.com

Featured Speakers:Damian Cooper, “Strategies and Tools to Improve Learning”Mary Gordon, Founder/President Roots of Empathy

This year’s conference will focus on strong programming which supports good teaching. The conference will highlight current pedagogy and programming that supports student success.

Fees:Group Rates Available

All Days: $300.00/personStudent Rate: $115.00/person

Single Day: $100.00/personStudent Rate: $55.00/person

Early Bird Registration :April 3, 2009:Qualify to Win a 32” Plasma TV!

6February2009•Principals’ Newsletter

The MFNERC Scholarship Committee is pleased to announce this year’s recipients of our annual MFNERC Scholarship Award. Brittany Dorion, Feliciti McLean, Chantell Quill and Frances Ross

are well deserving of this award. They are role models and future leaders of our com-munities.

Brittany Dorion is from Opaskwayak Cree Nation. She graduated from Joe A. Ross School last year and received the Governor General’s Bronze medal. She is presently enroll at the University of Manitoba, taking University 1, eventually setting her sights on achieving a degree in Medicine.

Feliciti McLean is from Pinaymootang First Nation. Feliciti is currently enrolled at the University of Manitoba, taking University 1. She graduated from Pinay-mootang School and was recognized as a high achiever in High School. She is a very active and involved student.

Chantell Quill is from Sapotaweyak Cree Nation.ShegraduatedfromKanikan-ichihk. Chantell attends Red River Col-lege, taking Business Administration. She received a Business Council of Manitoba Scholarship and has been on theDean’sHonorRoll,receivinga4.39GPA in Business Administration at Red

River College.

Frances Ross is from the Pimicikamak Cree Nation. Frances graduated from Otter Nelson River School in Cross Lake. She received a top Scholar Award for being an outstanding role model and also the Gover-nor General’s Award. Frances is enrolled at

University College of the North in Cross Lake, taking General Studies.

It is the committee’s hope that this scholarship helps our recipients obtain their aspirations for a bright future. They feel as we do that education is a foundation for obtaining mino-pimatis-iwin.

Congratulations from the Scholarship Committee.

Picturesfromthetopdown:FlicitiMcLean,BrittanyDorion,ChantellQuill,

and Francess Ross.

MFNERC Scholarship Recipients Dear Education Directors and School Administrators:

In2008,alldirectorswereinagreementastothe importance of trained Speech and Language Educational Assistants (SLEA) to complement and enhance the SLP service delivery. SLEA(s) are needed to carry out the therapy and pro-gramming designed and assigned by the SLP(s). The SLP(s) have indicated that service delivery is seriously impacted by the lack of such trained individuals in First Nations Schools. The direc-tion was given for the Special Education Coordi-nator of MFNERC, and the Manager of Training Initiatives to develop and deliver an accredited certificateprogram.

An SLEA Program was delivered from January to April2008withexcellentsuccess.Thereisstillaneed to train more SLEA’s, so we will be offering another training program with a tentative start dateofAugust24,2009.

The delivery will be different this time with the participants coming to Winnipeg for two weeks and returning to their community to take more courses via the internet with a computer program called elluminate. They will return in Octobertofinishtheircourseworkandattenda practicum placement in schools in Winnipeg. There will also be a graduation ceremony at that time.

The costs for tuition, books, supplies and transportation to practicum placements will be approximately $1,000.00.

Meals and accommodations would be approxi-mately $2000.00 per trainee. This cost does not include travel to Winnipeg and return because the travel costs will vary depending on their points of departure. These costs will be the responsibility of the participant

Participants should have access to a computer and should have some basic knowledge of com-puter word processing.

If you have any questions or require further clari-ficationregardinganystatementabove,pleasecontact Wayne Mason, Manager of Training Initiativesat1-877-247-7020MFNERCOfficeinWinnipeg.

Principals’ Newsletter • February 2009 7

Enjoy Your Bannock Author Unknown

A group of First Nations men and women, highly established in their careers, got together to visit with a well known elder.

Conversation soon turned into complaints about stress in work and life. Offering his guests bannock, the old man sauntered into the kitchen and returned with a large fresh piece of bannock and an assortment of plates and utensils - porcelain, plastic, glass, crystal, some plain looking, some expensive, some exquisite - telling them to help themselves to the bannock. When all the professionals had a serving of fresh bannock in hand, the elder said: “If you noticed, all the nice looking plates and utensils were taken up, leaving behind the plain and cheap ones. While it is normal for you to want only the best for yourselves, that is the source of your problems and stress. Be assured that

the plate and knives themselves add no quality to the bannock. In most cases it is just more expensive and in some cases even camouflages what we eat. What all of you really wanted was bannock, not the plates, but you consciously went for the best...and then you began eyeing each other’s plates and utensils.” Now consider this: Life is the bannock; the jobs, money and position in society are the plates. They are just tools to hold and contain Life, and the type of plate we have does not define, nor change the quality of Life we live. Sometimes, by concentrating only on the plate, we fail to enjoy the bannock we have.” You bake the bannock, not the plates and utensils.......... Enjoy your bannock!”The happiest people don’t have the best of everything. They just make the best of everything.”

We see an un-

usual opportu-

nity...to foster

creative and

interdisciplinary

collaboration

and offer ser-

vices that are

truly student-

centered, that

is, well-integrat-

ed, seamless

and responsive

to individual

and collective

needs.

– Margaret Spear

Nineteen Resource Teachers gathered at the Friendship Centre in Dauphin, along with Don Scott from INAC. They continued the discussions on Special Education. Richelle Lovegrove was the designated chairperson of the meeting as she prepared the participants for the day’s agenda. She went over old minutes and opened up discussions arriving from the old business.

Upcoming Professional Development opportunities for Resource Teachers were shared by Richelle and participants shared P.D. information they received with their colleagues. Presenters were introduced by Richelle as they came up to present and she had the responsibility to be a time keeper to ensure the day’s agenda was covered.

Don Scott from INAC gave an update of INAC’s focus and direction, issues with the Special Education work plans,aneedtodevelopaclearstudentresourceprofile,studentsreceivingdirectservices,anappealpro-cess for funding, nominal roll and the data collection. Don Scott stressed to the Resource Teachers that the priority of INAC is to strengthen data collection and that the old way of reporting Special Education to INAC iscomingtoanendandthatitwillbereplacedwithmoreefficientandeasierwayofreportingthroughthenominal roll. Loretta Sinclair, MFNERC Speech Language Pathologist in Dauphin, did a presentation on Speech and Language services from MFNERC. She shared with them important information about terms used in Speech and Language, the MFNERC Speech and Language services to First Nation Operated Schools, updates of the services provided from the centre, the four regional workshops on Speech and Language, the service request forms and the evaluation forms used to access Speech and Language services.

Don Shackle did a quick overview on the Intervention Model of Special Education and particularly the low and high cost funding. He stressed to the Resource Teachers as technicians they need to develop a good profileofneedsintheschool.HeintroducedtheProposalBasedProgramsthatcanhelpstrengthentheSpecialEducationPlanbydevelopingastudentresourceprofilethatwilloutlinethehighcostaswellasthelow cost funding. He also shared the need to establish a good referral process for resource programming, a formalassessmentusedtoassessthestudent,theidentificationofthespecialneedofastudentandfinallythe direct and non-direct services he or she will be receiving. The resource teachers’ meeting was very infor-mative, educational as well as very useful. Richelle and Gina did an excellent job facilitating the meeting.

YoucancontactRichelleLovegrovebyphoneat204-622-8850orbye-mailrichellel@mfnerc.comorGinaSchallat204-328-7951ore-mailginas@mfnerc.comifyouwantmoreinformationaboutthemeetingorifyou want to request the minutes from the meeting.

Resource Meeting in Dauphin By Elmer Everett

8February2009•Principals’ Newsletter

Sagkeeng Surging Forward By Elmer Everett

Two beautiful days were spent in developing classroom management plans, writing I.E.P’s and clarifying

“M” designation with teachers, school administrators and Education Director. The first day was spent looking at and analyzing researched- based Classroom Management information. The staff used this information to begin the development of classroom management plans. These plans are requirements of the school organization. The school staff enthusiastically got into groups and got engaged in meaningful, relevant and important dialogue to begin shaping what classroom management would look like in the classrooms.

The second day was spent looking at what I.E.P plans should look like for diverse students with special needs. The emphasis was on a team approach to the development of I.E.P.’s with the focus on selecting effective strategies and scaffolding for the special needs student. A team approach to I.E.P. development is a school strategy to mobilize school staff and parents to work together to develop these plans and share responsibility for the child. The M designation is a legal term for students with a severe cognitive impairment. A brief presentation and explanation on the terms M designation, Adaptation, Accommodation and Individual programming was provided. The goal of this presentation is to distinguish the difference between the four terms so that teachers become familiar with the terms and where they can be used in school programming.

Each morning the Education Director, Eve Courchene welcomed the school staff and gave acknowledgements and recognitions. She treated her school staff with Tim Horton’s coffee, donuts and a fruit platter each morning. At lunch time delicious and nutritious food was brought in from a local caterer to fuel up for

the afternoon. Draws for prizes were made for the school staff at the end of the workshop.

What an exciting group of educators striving to meet the diverse student body needs in their schools. The school staff did a number of group activities throughout

the two days to begin a school practice and hopefully become a school tradition to work and do things as a team. The school belief is that involvement of school staff, students and parents in addressing issues, concerns and programming at the school level is better resolved and understood by involving the people that will be impacted. The two days flew by very quickly as school staff had fun working with their colleagues and engaging in healthy and meaningful discussions. The staff appreciated the two days and thoroughly enjoyed the topics that were introduced, the content and the approach used to present the topics.

A teacher who has mas-

tered classroom man-

agement skills keeps

students constructively

engaged and learning

from the moment they

enter the room until

they leave. They careful-

ly plan everything that

occurs in the classroom

from seating arrange-

ment to instructions

for children who finish

planned activities early.

Principals’ Newsletter • February 2009 9

George Merasty, B. Comm. (Hons), CABirthdate:May29,1969Birthplace: Meadow Lake, SaskatchewanResidence: Winnipeg, ManitobaFamily: George is married to Marla Paul-Merasty, 2 handsomeboys(Kaeden&Brenden)Language Spoken: English and Cree

As First Nation Chartered Accountant, George Meras-ty worked as the Director of Finance for the Assem-blyofManitobaChiefsfor9yearspriortojoiningtheManitoba First Nation Education Resource Centre in 2007. After he graduated from Commerce at the University of Manitoba, he articled with Deloitte and Touche Chartered Accountants and earned his CA designation in 2000. RoleModelProfile:AsDirectorofFinance,Georgehas controlled millions of dollars for the various organizations and managed several staff. George is passionate about his work, and has a reputation for being very cooperative. He is always very well-prepared for his work and knows exactly what he wants.Heiskind,butquietlyfirm.Averybusyman,he always takes time for people and for laughter. George does not smoke, drink or use recreational drugs. He lives a clean ethical lifestyle that in turn has earned him the true respect he deserves from First Nation people as well as in the business com-munity in Manitoba and across Canada. He is known for being a very private person who spends a lot of time with his family. Family: George was raised by his great grandmother, Marie Merasty, who taught him his Cree language as well as how to hunt and live off the land. Childhood: As a boy, George grew up on the Flying Dust First Nation. His family did not have a lot of money,soheoftenpickedbottlestofinancehiscandy cravings. George was very competitive and excelled in basket ball, volley ball, hockey and Tae KwonDo. George attended Carpenter High School and gradu-atedin1988.

George Merasty –MFNERCStaffMember

Phyllis Murray

PostSecondaryEducation:Hisfirstyearofpostsec-ondary education was at the University of Winnipeg. He then went to the University of Manitoba where he graduated from the Faculty of Commerce, earning himselfaBachelorofCommerce–Honorsdegreein1995. Peoplewhoprovideddirection:JimMcKay,(Directorof Funding Services for INAC) whom recommended the Chartered Accountancy path and great grand-mother Marie, who showed him that hard work and dedication pays off. Best Quality: His passionate love of teaching and passing on his values to his kids. Quote: On your path you have designed for your future, will be many obstacles that may take you off course, just remember to always make time to refocus and get back on track. You control your deci-sions, so make wise choices that will move you closer to your overall plan for your life. His goal: To continue feeling totally happy by be-ing able to live, love and laugh with my family and friends.

PhyllisMurray,ProgramLiaisonOfficerfortheMFNERCInterdisciplinaryTrainingInitiativeshasgoneofftofindgreener pastures and relocate with her family in southern Manitoba. Phyllis joined the team in August 2007 and was responsible for working with the communities in the north. Previous to that, Phyllis worked as the AdministrativeAssistant/OfficeManagerfortheMFNERCThompsonoffice.OnbehalfoftheMFNERCstaffwewish Phyllis and her family the very best and good fortune.

Great works

are performed

not by

strength, but by

perseverance.

- Samuel Jackson

10February2009•Principals’ Newsletter

Charles Sinclair School By Elmer Everett

Charles Sinclair School in Fisher River Cree Nation is working on a School As-sessment Project for their school. The

assessment project was identified because the School Administration wants to see an increase in the number of students performing at or above grade levels. Their goal is to develop and imple-ment appropriate and consistent assessment practices and policies for Charles Sinclair School.

A planning team from the Charles Sinclair School and MFNERC has met three times this school year.

In our first meeting (October 9, 2008) the plan-ning committee established the purpose of the assessment project, who the planning team will be, the kind of professional development and ac-tivities the team and school staff will engage in, a clear understanding of the terms and definitions around assessment, the kind of research that they can use to support their work, the stages of the student assessment project, and decided to begin looking at partnering with other schools that may be interested in aligning their assess-ment practices and policies in their schools.

In our second meeting (November 24, 2008), more assessment information was shared with the planning group. First by Myra Laramee, Cur-riculum Development Writer from the MFNERC on her school project she did in Winnipeg one. Her school project was called CAP (Comprehen-sive Assessment Program) which was useful in informing teachers where the child is in his or

her development and aids teachers in making informed decisions about appropriate program-ming for their students.

Wanda Dickens and Janet Martell from the MECY Assessment Branch in Winnipeg shared what the Province is doing on assessment in public schools. The Province does have an as-sessment program that focuses on how students learn and how teachers teach. Assessment used for learning helps teachers gain knowledge on what their students understand so teachers can better plan goals for the student and provide feedback to them. Assessment of learning pro-vides information to the student, teachers, par-ents and community about their achievements at school and supports continued success.

Our third meeting was held in Fisher River Cree Nation. Davin Dumas, the Principal of Charles Sinclair School shared his proposal on assess-ment. He will be developing a staff survey to serve as a baseline to identify what teachers know about assessment, the value placed on as-sessments, what kind of assessments are used, how data is collected, what kind of data is col-lected and how is it used to inform classroom instruction. From there they can begin working with their teaching staff to come to a common understanding of the assessment project. The project is just beginning and a lot of work has been done already but as the old saying goes, “there is much more work to be done before this project is complete.”

News from SIPAaniin/Tansi/Edlante!

I can’t believe another month has gone by so quickly. On January 13, Derek Bradley, INAC, Susy Komishin, AED, SIP specialists and I participated in a meeting with the Fox School staff to discuss the continuation of the SIP activities at the school level. Thanks to Dinah and Jim Spence for providing us with the opportunity to speak to the school staff regarding future SIP activities. Unfortunately, Dinah Rowe, principal/education director will be leaving Fox Lake School at the end of this month. Dinah, we appreciate all the work and commitment that you have provided to the SIP Project and wish you well in your new endeavors.

Please welcome Dave Anderson UCN instructor, and Garry Robson, SIP contractor to your schools as they will be scheduling school staff presentations to talk about teacher mentoring/training and the student pathways component of the SIP Project during the months of January and February, 2009.

Kichi miigwech to the Principals and Education Directors who were able to attend our SIP Advisory Committee meeting on January 15th. Gerry Kaplan was able to present the preliminary findings to the group.

Your ongoing commitment and hard work is very much appreciated.

Violet Okemaw - Project Coordinator

In short, the

effect of

assessment for

learning, as it

plays out in the

classroom, is

that students

keep learning

and remain

confident

that they can

continue

to learn at

productive

levels if they

keep trying

to learn. In

other words,

students don’t

give up in

frustration or

hopelessness.

- Black, P. & Wiliam

Principals’ Newsletter • February 2009 11

Dauphin Regional on Assessment

Strong, deeply

rooted desire

is the starting

point of all

achievement.

- Napoleon Hill

Choose Your Leadership ValuesThe following are examples of values. You might use these as the starting point for discussing values within your organization:

Ambition, competency, individuality, equality, integrity, service, responsibility, accuracy, respect, dedication, diversity, improvement, enjoyment/fun,

loyalty, credibility, honesty, innovativeness, teamwork, excellence, accountability,empowerment,quality,efficiency,dignity,collaboration,stewardship,empathy,accomplishment,

courage,wisdom,independence,security,challenge,influence,learning,compassion,friendliness,discipline/order,generosity,persistency,optimism,dependability,flexibility.

As a leader, choose the values and the ethics that are most important to you, the values and ethics you be-lieveinandthatdefineyourcharacter.Thenlivethemvisiblyeverydayatwork.Livingyourvaluesisoneofthemostpowerfultoolsavailabletoyoutohelpyouleadandinfluenceothers.Don’twasteyourbestopportunity.

Gina Schall and Richelle Lovegrove fa-cilitated a two day training session on the Woodcock Johnson III Assess-

ment Tool Handbook. In the two days, each participant received 10 hours accreditation towards their Special Education Certificate. Nine participants came to the two day train-ing sessions in Dauphin, Manitoba and they got to see what the Woodcock Johnson III As-sessment Handbook is about, the assessment terms and definitions used and strategies for effective use of the assessment tools. The par-ticipants got to listen, discuss, and work in pairs through the 22 tests in the handbook. The Woodcock Johnson Assessment Hand-book is designed to measure 5 curricular areas in reading, mathematics, written language, oral language and academic knowledge. A lot of hands-on activities were incorporated into the training session so that participants could practice and get familiar with the various tests. This hands-on experience gave the partici-pants a good understanding of the process and procedures for administering tests to stu-dents, scoring the tests, interpreting the scores and identifying the age and grade equivalent scores. Participants were also provided with school scenarios where they would have to se-lect an appropriate test for a specific referral. The participants got into healthy and mean-ingful discussions about the kind of tests they would use for different situations and referrals.

“When the cook tastes the soup, that’s formative; when the guests taste the soup, that’s summative.”

- Stake, R. cited in Earl, L. 2004. Assessment As Learning:

Using classroom achievement to Maximize Student Learning. Experts in Assessment.

Corwin Press Inc. Thousand Oaks, California

The important fact about the Woodcock Johnson III Assessment Tools Handbook is training. The company that publishes

this handbook requires school personnel to take extensive training and get certified on the Woodcock Johnson handbook first be-fore they can release it to your school. Once

this license is given to a school they can order the handbook from the Department of Edu-cation and Training for their use in a school. For more information contact Gina Schall at 1-204- 480-8914 or Fax 204-480-7625 or e-mail her at ginas@mfnerc.com

This was an excellent two days and I am sure the participants enjoyed the training.

By Elmer Everett

12February2009•Principals’ Newsletter

5

50

5

68

33

83

83

83

6

5

34

83

10

10

16

16

10

10

10

75

1 9

1

1

Wuskwatim Lake

Wrong Lake

Wintering Lake

Whitemouth Lake

Wekusko Lake

WaskaiowakaLake

Walker Lake

Talbot Lake

SwanLake

Suwannee Lake

Stony Lake

Stevenson Lake

Solmundsson Lake

Simonhouse Lake

Shethanei Lake

SharpeLake

Setting Lake

Settee Lake

SemmensLake

SasaginnigakLake

RussellLake

Reed Lake

Red SuckerLake

Red DeerLake

Red Cross Lake

Pelican Lake

PartridgeCrop Lake

Paint Lake

Orr Lake

North Knife Lake

Nejanilini Lake

Munroe Lake

Melvin Lake

Lawford Lake

Knee Lake

KistiganLake

Kiskitto Lake

Kiskittogisu Lake

Hargrave Lake

Guthrie Lake

Gunisao Lake

File Lake

FidlerLake

Family Lake

Etawney Lake

EgenolfLake

Edmund Lake

Eden Lake

DogLake

ChitekLake

Chipewyan Lake

Burntwood Lake

Buckland Lake

Bolton Lake

Bigstone Lake

Begg Lake

BeaverhillLake

Bear Lake

Barrington Lake

Baldock Lake

Assean Lake

Waterhen Lake

Utik Lake

Tadoule Lake

Silsby Lake

Lake Saint Martin

Oxford Lake

Molson Lake

KississingLake

Kasmere Lake

Island Lake

Hudwin Lake

Gauer Lake

Dauphin Lake

Cormorant Lake

Lac Brochet

Big Sand Lake

Split Lake

SouthernIndian Lake

Sisipuk Lake

Sipiwesk Lake

LakeManitoba

LakeWinnipegosis

L a k e Wi n n i p e g

Playgreen Lake

Northern IndianLake

NelsonLake

MooseLake

Loon Lake

Granville Lake

Gods LakeCross Lake

CedarLake

Souris

Assiniboine

Red

Churchi

ll

Nelson

Nelso

n

Winnipeg

Whitemouth

Stull

South Seal

Seal

Seal

Poplar

Little

Church

ill

Haye

s

Hayes

Gunisao

Gods

Gods Echo

ing

Coch

rane

Kisipakakamak

PimicikamakManto Sakikan

Wasagamack

Misko Namapin Shakikan

Makaso Sakikan

MoosocootKischewaskahegan Kisematawa

Memeiziibiing

MetisiziibiingChemawawin

Miskoziibing

Okawamithikani

O-Pipon-Na-Piwin

Obashkodaang

Wanipigow

Sagkeeng

Kistiganwacheeng

Manto Sipi

Ochekwi Sipi

Ditibineyaziibiing

Waywayseecappo

Bawingaaiziibing

Peguis

Pinaymootang

Animoziibiing

Misipawistik

Iskaawinaaning

Gamblers

Wipazoka Wakpa

Bunibonibee

St. Theresa Point

Marcel Colomb

Kinosew Sipi

Dahlu T’uaTes-He-Olie Twe

Mathias Colomb Nisichawayasihk

Tastaskwayak

Mosakahiken

Opaskwayak

KinonjeoshtegonGaawiikwedaawangaag

O-Chi-Chak-Ko-Sipi

Mina'igoziibiing

Tootinaowaziibeeng

Sapotaweyak

Wuskwi Sipihk

Mishibowtik

Makadewaagamijiwanoonsing

Keeseekoowenin

Gaawiikwedaawangaag

Gaabiskigamaag

Bashkodebizhiki Neyaashing

Baaskaandibewiziibiing

Ka Ka Kwe Ke Je Ong

Cankaga Otina

Dakota Tinta

Okwewanishko Ziibiing

GinoshkodeyaangDakota Tipi

Saakajiwaning

Canupawakpa

Explanatory NoteIt should be noted that there is no standardized spelling formats for the Cree, Ojibway, Oji-Cree (Island Lake Area), Dakota and Dene languages in English. The spelling of the traditional place names on the map and in the legend has incorporated the Roman Orthography approach in an attempt to duplicate the First Nation verbal pronunciation into an English sounding word. Another point to remember is that there can be additional place names for the First Nation with a different spelling. The traditional place names on this map and its interpretation is a generally accepted name by the community members. In some cases, the Traditional Name is the literal translation for the community. Copyright 2009 © Manitoba First Nations Education Resource Centre Inc.

Manitoba First Nations Education Resource Centre Inc.

TRADITIONAL FIRST NATIONCOMMUNITY NAMES

Cree Communities:Traditional Name Interpretation of of First Nation: First Nation Traditional Name:

Bunibonibee (Oxford House) Derived from Pinipawinipi which in Cree means the water falls and dips. There is an area in Oxford Lake which seems to dip or fall.

Chemawawin (Easterville) Chemwawin in Cree means fishing with two canoes across from each other pulling a net.

Kinosew Sipi (Norway House) The place where there are lots of fish.

Kischewaskahegan (York Landing) Refers to the trading post at York Factory. Kische waskagan means the main house in Cree.

Kisipakakamak (Brochet) Kisipakakamak in Cree means "the water ends". Brochet is located at the North East end of Reindeer Lake.

Kisematawa (Shamattawa) Where two rivers meet together.

Makaso Sakikan (Fox Lake) Makaso is the Cree word for Fox and Sakikan is the Cree word for lake. It said that there were a lot of foxes in the area.

Manto Sakikan (God’s Lake) Manto is the Cree word for God and Sakikan is the Cree word for lake.

Manto Sipi (God’s River) "Manto" means God in Cree and "Sipi" means river.

Marcel Colomb (Lynn Lake) Named after a community leader.

Mathias Colomb (Pukatawagan) Named after the first Chief of the community.

Misipawistik (Grand Rapids) "Misi" means big and "Pawistik" means rapids in Cree.

Moosocoot (Ilford) Mooso is the Cree word for moose and ocot is Cree for nose.

Mosakahiken (Moose Lake) "Mosa" is Cree for Moose and "Sakikan" is lake in Cree.

Nisichawayasihk (Nelson House) Where the three rivers (Footprint/Rat/Burntwood) meet.

Ochekwi Sipi (Fisher River) Named after the animal: Fisher.

O-Chi-Chak-Ko-Sipi (Crane River) Ochichak is crane in Cree and Sipi means river.

Okawamithikani (Granville Lake) Pikeral Narrows. Okaw is the cree word for pickeral.

Opaskwayak (Opaskwayak) Opas-kway-ow in Cree means the place where there is upward growth of trees/vegetation/brush.

O-Pipon-Na-Piwin Winter camp along the shores of South Indian Lake.(South Indian Lake)

Pimicikamak (Cross Lake) Where the rivers cross.

Sapotaweyak (Pelican Rapids) Sapotawayak means where the water or river runs through.

Tastaskwayak (Split Lake) Where the lake/river splits into two passage ways.

Wuskwi Sipihk (Birch River) Wusko is "Birch" in Cree.

Dene Communities:Traditional Name Interpretation of of First Nation: First Nation Traditional Name:

Dahlu T’ua (Lac Brochet) Jackfish Lake

Tes-He-Olie Twe (Tadoule Lake) Ashes floating on the lake (Tadoule Lake) Sayisi Dene also refers to Eastern Dene.

Dakota Communities:Traditional Name Interpretation of of First Nation: First Nation Traditional Name:

Cankaga Otina (Birdtail Sioux) The people were referred to as the people of the "Log Houses".

Canupawakpa (Pipestone) Pipestone River, a pipe was found along the river.

Dakota Tinta (Dakota Plains) Tinta means plains in the Dakota language.

Dakota Tipi (Dakota Tipi) Home of the Dakotas. This was the first Dakota settlement.

Wipazoka Wakpa (Sioux Valley) Saskatoon River: there are an abundance of Saskatoon bushes along the river.

Oji-Cree Communities:Traditional Name Interpretation of of First Nation: First Nation Traditional Name:

Kistiganwacheeng (Garden Hill) A place for gardening or the hill where the garden is planted.

Misko Namapin Shakikan "Misko" means red in Oji-Cree and Namapin means Sucker (fish) in Cree.(Red Sucker Lake)

St. Theresa Point Named after missionaries who came to the community. Another(St. Theresa Point) traditional name for the community is Maria Portage.

Wasagamack (Wasagamack) The community is located in a Bay. "Wasahak" is the Cree word for bay.

Ojibway Communities:Traditional Name Interpretation of of First Nation: First Nation Traditional Name:

Animoziibiing (Lake Manitoba) Dog creek

Baaskaandibewiziibiing The community along the Brokenhead River.(Brokenhead)

Bashkodebizhiki Neyaashing Is named because the the point at which the(Buffalo Point) community is located resembles a Buffalo Head.

Bawingaaiziibing Sandy Narrows(Pauingassi)

Ditibineyaziibiing (Rolling River) Rolling River

Gaabiskigamaag (Swan Lake) The lake (Swan Lake) that is curved.

Gaawiikwedaawangaag It describes the shoreline as the community that sits(Little Saskatchewan) along Lake St. Martin.

Gaawiikwedaawangaag Along the sandy shore.(Sandy Bay)

Gamblers (Gamblers ) Named after a Chief.

Iskaawinaaning (Skownan) At the edge of the land before the next place.

Ka Ka Kwe Ke Je Ong In Ojibway means water that flows back and forth because the flow of the water at Ebb & Flow does(Ebb & Flow) not have an outlet to flow north so the water flows back and forth.

Keeseekoowenin (Keeseekoowenin) Named after a Chief.

Kinonjeoshtegon (Jackhead) The head of a jackfish.

Ginoshkodeyaang (Long Plain) Long Plains

Makadewaagamijiwanoonsing Black River(Black River)

Memeiziibiing (Berens River) Pigeon River

Metisiziibiing (Poplar River) Poplar tree

Mina'igoziibiing (Pine Creek) Pine Creek

Mishibowtik (Little Grand Rapids) Referred to as "Firewood rapids" because of Willow Island near this location. The willow was used to smoke meat.

Miskoziibing (Bloodvein) Misko means red in Ojibway and Ziibing means river.

Obashkodaang (Lake St. Martin) High bluff

Okwewanishko Ziibiing Roseau River(Rouseau River)

Peguis (Peguis) Named after Chief Peguis.

Pinaymootang (Fairford) Refers to the shape of the lake that resembles a bird.

Saakajiwaning (Dauphin River) Dauphin River

Sagkeeng (Fort Alexander) Mouth of the river

Tootinaowaziibeeng (Valley River) Valley River

Wanipigow (Hollow Water) From a legend meaning hole in the lake.

Waywayseecappo Named after Chief Waywayseecappo who signed Treaty.(Waywayseecappo)

TraditionalFirstNationCommunityNamesMapLayout

Principals’ Newsletter • February 2009 13

TheResearch&Development(R&D)unithascompleteda “Draft” for the Traditional First Nation Names Map project. Inordertofinalizetheprojectweareseekingyour assistance to ensure that the information we gathered todate reflects thecorrect interpretation foryourFirstNation.Wewould liketofinalizethemapbytheendofFebruary2009.

Pleasereviewtheinformationidentifiedonthemapandin the legend and submit your comments to:

RalphArthurson,WinnipegOffice204-940-7853 ralpha@mfnerc.com

FlorencePaynter,WinnipegOffice204-940-7057 florencep@mfnerc.com

AndyThomas,ThompsonOffice204-677-0934 andyt@mfnerc.com

LegendThe legend is catagorized by Traditional Name of First Nation, then the interpretation of First Nation traditional name.

Cree Communities:Bunibonibee (Oxford House)Derived from Pinipawinipi which in Cree means the water falls and dips. There is an area in Oxford Lake which seems to dip or fall.

Chemawawin (Easterville)ChemwawininCreemeansfishingwithtwocanoesacross from each other pulling a net.

Kinosew Sipi (Norway House)Theplacewheretherearelotsoffish.

Kischewaskahegan (York Landing)ReferstothetradingpostatYorkFactory.Kischewaskagan means the main house in Cree.

Kisipakakamak (Brochet)KisipakakamakinCreemeans“thewaterends”.Brochet is located at the North East end of Reindeer Lake.

Kisematawa (Shamattawa)Where two rivers meet together.

Makaso Sakikan (Fox Lake)Makaso is the Cree word for Fox and Sakikan is the Cree word for lake. It said that there were a lot of foxes in the area.

Manto Sakikan (God’s Lake) Manto is the Cree word for God and Sakikan is the Cree word for lake.

MFNERC Traditional Names Map

CONTINUEDONPAGE14

Manto Sipi (God’s River)“Manto” means God in Cree and “Sipi” means river.

Marcel Colomb (Lynn Lake)Named after a community leader. Mathias Colomb (Pukatawagan)NamedafterthefirstChiefofthecommunity.

Misipawistik (Grand Rapids)“Misi” means big and “Pawistik” means rapids in Cree.

Moosocoot (Ilford)Mooso is the Cree word for moose and ocot is Cree for nose.

Mosakahiken (Moose Lake)“Mosa” is Cree for Moose and “Sakikan” is lake in Cree.

Nisichawayasihk (Nelson House)Where the three rivers (Footprint/Rat/Burntwood) meet.

Ochekwi Sipi (Fisher River)Named after the animal: Fisher.

O-Chi-Chak-Ko-Sipi (Crane River)Ochichak is crane in Cree and Sipi means river.

Okawamithikani (Granville Lake)Pikeral Narrows. Okaw is the cree word for pickeral.

Opaskwayak (Opaskwayak)Opas-kway-ow in Cree means the place where there is upward growth of trees/vegetation/brush.

O-Pipon-Na-Piwin (South Indian Lake)Winter camp along the shores of South Indian Lake.

Pimicikamak (Cross Lake)Where the rivers cross.

Sapotaweyak (Pelican Rapids)Sapotawayak means where the water or river runs through.

Tastaskwayak (Split Lake)Where the lake/river splits into two passage ways.

Wuskwi Sipihk (Birch River)Wusko is “Birch” in Cree.

Dene Communities:Dahlu T’ua (Lac Brochet)JackfishLake

Tes-He-Olie Twe (Tadoule Lake)Ashesfloatingonthelake(TadouleLake).SayisiDenealso refers to Eastern Dene.

God (Ki-chi-

ma-ni-to)

didn’t have

time to make

a nobody, only

a somebody.

I believe that

each of us

has God-given

talents within

us waiting to

be brought to

fruition.

- Mary Kay Ash

14February2009•Principals’ Newsletter

Oji-Cree Communities:Kistiganwacheeng (Garden Hill)A place for gardening or the hill where the garden is planted.

Misko Namapin Shakikan (Red Sucker Lake)“Misko” means red in Oji-Cree and Namapin means Sucker(fish)inCree. St. Theresa Point (St. Theresa Point)Named after missionaries who came to the community. Another traditional name for the community is Maria Portage. Wasagamack (Wasagamack)The community is located in a Bay. “Wasahak” is the Cree word for bay.

Ojibway Communities:Animoziibiing (Lake Manitoba) Dog creek

Baaskaandibewiziibiing (Brokenhead)The community along the Brokenhead River.

Bashkodebizhiki Neyaashing (Buffalo Point)Is named because the the point at which the community is located resembles a Buffalo Head.

Bawingaaiziibing (Pauingassi) Sandy Narrows

Ditibineyaziibiing (Rolling River) Rolling River

Gaabiskigamaag (Swan Lake)The lake (Swan Lake) that is curved.

Gaawiikwedaawangaag (Little Saskatchewan)It describes the shoreline as the community that sits along Lake St. Martin.

Gaawiikwedaawangaag (Sandy Bay)Along the sandy shore.

Gamblers (Gamblers ) Named after a Chief.

Iskaawinaaning (Skownan)At the edge of the land before the next place.

Ka Ka Kwe Ke Je Ong (Ebb&Flow)InOjibwaymeanswaterthatflowsbackandforthbecausetheflowofthewateratEbb&Flowdoesnothaveanoutlettoflownorthsothewaterflowsbackand forth.

Keeseekoowenin(Keeseekoowenin)Named after a Chief.

Kinonjeoshtegon (Jackhead) Theheadofajackfish.

Ginoshkodeyaang (Long Plain) Long Plain

Makadewaagamijiwanoonsing (Black River)Black River

Memeiziibiing (Berens River) Pigeon River

Metisiziibiing (Poplar River) Poplar tree

Mina’igoziibiing (Pine Creek) Pine Creek

Mishibowtik (Little Grand Rapids)Referred to as “Firewood rapids” because of Willow Island near this location. The willow was used to smoke meat.

Miskoziibing (Bloodvein)Misko means red in Ojibway and Ziibing means river.

Obashkodaang (Lake St. Martin) High bluff

Okwewanishko Ziibiing (Rouseau River)Roseau River

Peguis (Peguis) Named after Chief Peguis.

Pinaymootang (Fairford)Refers to the shape of the lake that resembles a bird.

Saakajiwaning (Dauphin River) Dauphin River

Sagkeeng (Fort Alexander) Mouth of the river

Tootinaowaziibeeng (Valley River) Valley River

Wanipigow (Hollow Water)From a legend meaning hole in the lake.

Waywayseecappo (Waywayseecappo)Named after Chief Waywayseecappo who signed Treaty.

Dakota Communities:Cankaga Otina (Birdtail Sioux)The people were referred to as the people of the “Log Houses”. Canupawakpa (Pipestone)Pipestone River, a pipe was found along the river. Dakota Tinta (Dakota Plains)Tinta means plains in the Dakota language.

Dakota Tipi (Dakota Tipi)HomeoftheDakotas.ThiswasthefirstDakotasettlement.

Wipazoka Wakpa (Sioux Valley)Saskatoon River: there are an abundance of Saskatoon bushes along the river.

Explanatory NoteIt should be noted that there is no standardized spell-ing formats for the Cree, Ojibway, Oji-Cree (Island Lake Area), Dakota and Dene languages in English. The spell-ing of the traditional place names on the map and in the legend has incorporated the Roman Orthography ap-proach in an attempt to duplicate the First Nation verbal pronunciation into an English sounding word. Another point to remember is that there can be additional place names for the First Nation with a different spelling. The traditional place names on this map and its interpreta-tion is a generally accepted name by the community members. In some cases, the Traditional Name is the literal translation for the community.

A man should

keep his little

brain attic

stocked with

all the furniture

that he is likely

to use, and the

rest he can put

away in the

lumber-room

of his library,

where he can

get it if he

wants it.

- Arthur Conan Doyle

Principals’ Newsletter • February 2009 15

InearlyAprilofeachSchoolYearthefollowingreflec-tionsurveyisgiventoteacherstofillinandhandinon or before May 15th.

The responses from the surveys will be one of the resources for planning for the next school year.

It is not necessary to place your name on the survey.

Your survey will be checked off on a staff checklist andwillbeapartofthefinalchecklistofyearendduties.

1. What programs and activities did you like this year? Why?

2. What areas in the curriculum would you say need improvement?

3. What other information would you require about the Special Education and Resource Program in your school?

Suggest some strategies:

4. How would you rate the school in terms of cleanliness and maintenance? Scale1–5with5beingverywell maintained and clean.

Reflection Survey 5. What school improvement priority for the next school year would you recommend and why?

6. What activity, program, workshop, new information made you excited this year?

7. Are you receiving adequate support from administration?

What recommendations can you make?

8. Iliveinaschoolresidence yes --- no---

How do you feel about your living conditions?

Recommendations:

9. Issafetyaconcernorapriorityinyour school and community?

10. Do you feel that you have adequate re sources in your classroom and within the school and community?

11. Are you aware of the services, professional development and training offered through MFNERC?

Looking ahead,

I believe that

the underlying

importance

of higher

education, of

science, of

technology, of

research and

scholarship

to our quality

of life, to the

strength of our

economy, to

our security

in many

dimensions

will continue

to be the most

important

message.

- Charles Vest

MARCH 11 & 12, 2009

Science Fair7 ANNUAL

& Science Symposium

th

16February2009•Principals’ Newsletter

Head Office SwanLakeFirstNationUnit#7–4820PortageAvenue,Winnipeg, ManitobaR3H1C8Phone:1-204-831-1224Fax:1-204-831-1301

MFNERC WINNIPEG Sub-Office 1151SherwinRoadWinnipeg, Manitoba R3H0V1Phone:1-204-940-7020TollFree:1-877-247-7020Fax:1-204-942-2490

MFNERC THOMPSON Sub-Office LowerLevel,79SelkirkAvenueThompson, Manitoba R8N0M7Phone:1-204-677-0930TollFree:1-877-879-0930Fax:1-204-677-0938

CONTACT US:

We need

to make

education a

community

obsession.

- Joan Kowal

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