Note: I am willing to present this work as either a poster session or a paper session. If at all
possible, I would like to do both, as I have a film of the project as well as a poster.
Abstract:
How can a community of learners focused on collaborative inquiry and formative assessment
practices enhance student literacy learning while celebrating Aboriginal languages and cultures?
This study examines efforts to enhance literacy achievement in rural and remote public schools
with high percentages of Aboriginal students in British Columbia, Canada. A small network of
educators in six school districts are being supported by literacy and inquiry coaches as they seek
to improve outcomes for learners by creating spaces of belonging and support. Participatory
research methods such as focus groups and team analysis of professional learning and student
achievement tell a story of emerging transformation among students and teachers as they draw on
traditional knowledge and innovative practices to enhance literacy learning.
(a) Purpose : To examine efforts to enhance literacy achievement in rural and remote public
schools with high percentages of Aboriginal students in British Columbia, Canada.
The results of large-scale assessments consistently indicate a significant gap between the
achievement levels of Aboriginal learners and non-Aboriginal learners in Canada. In some regions
serving primarily Aboriginal communities, more than 60% of all Aboriginal learners are not yet
meeting expectations in reading and writing.
The situation is exacerbated for learners attending schools in small rural and remote communities.
Distances between schools, the challenges of attracting and retaining highly qualified teachers, the
lack of district capacity to provide quality professional development, the lack of culturally
appropriate learning resources and high levels of vulnerability of some children entering school –
all of these are factors that test the ability of educators and communities to meet the needs of their
young learners.
By drawing on current research in the areas of formative assessment, culturally relevant teaching
practices and job-embedded professional learning, this study seeks to build capacity within and
between learning communities. It incorporates a commitment to teacher professional learning that
relies upon peer coaching relationships and collaborative inquiry processes to focus on valued
student outcomes within the cultural context of each community and school.
(b) Perspective(s) or Theoretical framework
The literacy project team is guided by the following inquiry question:
How can a community of learners focused on collaborative inquiry and formative assessment
practices enhance student literacy learning while celebrating Aboriginal languages and cultures?
Timperley’s (2008) synthesis of research into effective professional learning indicates that
“notwithstanding the influence of factors such as socio-economic status, home, and community,
student learning is strongly influenced by what and how teachers teach”(p. 6).
As collaborative inquiry teams in each school progress through a ‘Spiral of Inquiry’ process (Kaser
& Halbert, 2013) they are supported in purposefully examining changes in their own pedagogy and
their students’ engagement in the learning community as well as reading, writing and oral language
learning. The theoretical framework draws on Indigenous epistemologies and the creation of
inquiry-oriented learning environments that offer clear expectations and ongoing support for
student learning. “When students know that where they come from is valued,” says LeightonStephens (2012, p.9), “it becomes much easier for them to establish those bonds of trust that are
so essential for learning.” Our hope is to see each school structure as a porous interface between
community and school – where children and community members are able to experience the sense
of belonging that comes from seeing the community’s values and beliefs reflected in literacy
learning within school.
(c) Methods and/or Techniques
The creation of a small network of schools who are willing to engage in collaborative inquiry with
intensive coaching support offered on-site.
The method is formative participatory program evaluation. The research process has involved
ongoing reflection and analysis on the part of the literacy/inquiry coaching team, multiple site visits
by the primary investigator, and participatory processes in schools such as educator-created class
profiles of student literacy achievement and engagement and syntheses of ongoing learning
through the creation of case study reports that tell the story of student and teacher learning.
(d) Data sources(s)
Cohort level literacy achievement data assessed against BC Performance Standards; coaching
team focus groups and reports, school team case study reports; field notes and narratives, video
footage of learning celebrations and focus group interviews.
(e) Results, conditions and/or interpretations
Data collection is complete and full data analysis will be completed in September and October,
2013. Early stages of analysis indicate that this initiative has resulted in many stories of
transformation among educators and students as spaces of belonging for Aboriginal students have
led to increased engagement in learning activities, enhanced literacy skills and increasing
community connections. Educators have consistently expressed a willingness to continue with the
initiative for a second year and have indicated their feelings that the work has barely begun with
one year of implementation complete. The statement, “We are just beginning this work, we need to
work longer, and dig deeper” was expressed by many participants in the first round of focus group
sessions. As the first year wound to a close, educators shared refreshing enthusiasm for their
inquiry work and sheer joy at the improvements they had seen among their students.
(f) Educational importance of the study.
In light of the consistent ‘achievement gap’ for Aboriginal learners in remote and rural communities
it is imperative that education systems seek long-term solutions to ensuring equity of outcomes for
all learners. A new approach to supporting these learners is needed – one that honours and
celebrates languages and cultures that have been radically marginalized through colonial practices
such as residential schools and Western-oriented public school systems. There are many
implications for this work beyond the context of British Columbia’s rural and remote communities.
The challenges of providing ongoing professional learning environments and of creating equitable
outcomes for learners exist in all education systems. Positive results and implementation
challenges of this study offer important insights into next steps for educators and researchers as
we work together across cultures and contexts.
g) Connection to themes of conference
The researcher will present a short film that captures the ‘story’ of the initial phases of this study,
and will seek to create opportunities for ongoing conversations with conference participants.
This study connects most directly to sub-theme 3. The explicit focus on embedding professional
learning within each teachers’ practice and on honouring and celebrating local languages and
cultures is intended to lead to school transformation that is unique to each community context. A
new paradigm that pays homage to the traditional wisdom of Aboriginal cultures alongside
innovative practices that offer support for student learning in effective learning environments has
the potential to open doors to new conversations and partnerships across international boundaries.
Halbert, J. & Kaser, L. (2013). Spiral of inquiry. Vancouver: BCPVPA
Publishing.
Leighton-Stephens, D. (2012). Closing the gaps: Improving Aboriginal student
achievement and increasing educator awareness Learn: The magazine of BC education.
Spring 2012.
Timperley, H. (2008)Teacher Professional Learning and Development. International Academy of
Education. Education Practice Series 18, March 2008:1-23.