§ 1: Introduction – Aboriginal Inquiry: Lifting All Learners / An Impact Assessment of the Aboriginal Enhancement Schools Network (AESN) Wed, 17 Apr 2013 05:29:20 +0000 en hourly 1 https://wordpress.org/?v=5.7 /wp-content/uploads/2013/03/cropped-exec-summary-cover-32x32.jpg § 1: Introduction – Aboriginal Inquiry: Lifting All Learners / 32 32 1.0 Introduction /1-introduction/1-0-introduction/ Thu, 04 Apr 2013 20:20:46 +0000 http://draft2.pinksheepmedia.com/?p=22 This document reports on the work of the Aboriginal Enhancement Schools Network (hereafter referred to as the AESN ), a professional learning network for teachers, principals, vice principals and support professionals who are employed in British Columbia’s (BC ) public schools, including both Aboriginal and non-Aboriginal educators. The purpose of the AESN is to improve learning results for...

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]]> 1.5 Summary /1-introduction/1-5-summary/ Wed, 03 Apr 2013 20:10:21 +0000 http://draft2.pinksheepmedia.com/?p=105 In this section of the report we have provided a description of how the AESN operates; this framework – an inquiry based model, is practiced among a diverse group of educators from across BC . This summary provides some initial clues as to how the Network has spread its impact from its original efforts with 40 educators to more than 400 across the province. The specific ways that participants in...

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]]> 1.4.6 Network funding /1-introduction/1-4-6-network-funding/ Wed, 03 Apr 2013 20:09:49 +0000 http://draft2.pinksheepmedia.com/?p=103 The AESN was initially funded in 2009 by grants from both the Provincial and the Federal government. The province of British Columbia matched the initial funding of $75,000 from Aboriginal Affairs and Northern Development Canada (AANDC ). This allowed $500 start-up grants to all participating schools and a further $1000 upon completion of their case studies and inquiry projects. In 2011-2012 AANDC...

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]]> 1.4.5 Connecting as learning and learning through connection /1-introduction/1-4-5-connecting-as-learning-and-learning-through-connection/ Wed, 03 Apr 2013 20:09:22 +0000 http://draft2.pinksheepmedia.com/?p=101 As the above summary has revealed, the Network is a powerful tool for shared learning among teachers who have a desire to effect change in their schools and to advance the cause of quality, equitable learning for all learners. That it has many formal and informal leaders who influence others through invitation to get involved, speaks to another element of why and how it works.

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]]> 1.4.4 Leadership in the network /1-introduction/1-4-4-leadership-in-the-network/ Wed, 03 Apr 2013 20:07:00 +0000 http://draft2.pinksheepmedia.com/?p=98 An important reason for the growth of the Network and its growth since inception has been its ability to both create and sustain opportunities for leadership. When discussing leadership in this context, it is important to distinguish between formal and informal leadership roles; the AESN relies on both in its day-to-day operation. Formal leaders—principals, directors...

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]]> 1.4.3 Who is involved in the AESN? /1-introduction/1-4-3-who-is-involved-in-the-aesn/ Wed, 03 Apr 2013 20:05:02 +0000 http://draft2.pinksheepmedia.com/?p=96 As the AESN grew from the original NOII , not surprisingly, there are significant overlaps between participants. In total, about 75 schools and approximately 400 teachers, teacher leaders, and school principals are involved in the AESN . Perhaps more interesting are the numbers of school support professionals (non-teachers) who have also become members of the Network. The team based approach of...

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]]> 1.4.2 The inquiry process: Investigating and questioning practice /1-introduction/1-4-2-the-inquiry-process-investigating-and-questioning-practice/ Wed, 03 Apr 2013 20:04:28 +0000 http://draft2.pinksheepmedia.com/?p=94 While the structure provides the framework for the Network, the core work of the school or district teams is to deeply investigate the learning of their students. To assist in this process, inquiry is structured in a cycle that includes the following elements: [1] Scanning: This stage requires Network members to ask the question, “What is going on for my/our learners?” This first stage of the...

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]]> 1.4.1 Network structure /1-introduction/1-4-1-network-structure/ Wed, 03 Apr 2013 19:58:02 +0000 http://draft2.pinksheepmedia.com/?p=92 The structure of the AESN is modeled on its successful predecessor, the NOII . Understanding this structure is also important to analyzing the extent of its impact. The Network’s central purpose is to shift teacher and/or Network members’ thinking from that of teaching and learning in order to sort learners (assessment to compare and rank students) to that of a learning centered system (Kaser &

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]]> 1.4 What is the AESN? /1-introduction/1-4-what-is-the-aesn/ Wed, 03 Apr 2013 19:50:38 +0000 http://draft2.pinksheepmedia.com/?p=89 The Aboriginal Enhancement Schools Network ( AESN ) was originally launched in 2009. The AES Network was an outgrowth of the well-established Network of Performance-Based Schools (NPBS ) launched in 1999, recently renamed the Network of Inquiry and Innovation (NOII ). The NOII currently operates in 16 regional networks across BC that are supported by approximately 50 volunteer leaders and its two...

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]]> 1.3 The structure of the report /1-introduction/1-3-the-structure-of-the-report/ Wed, 03 Apr 2013 09:20:31 +0000 http://draft2.pinksheepmedia.com/?p=58 As a guide to the reader, we include a summary of the sections of the report that will follow. Section I will include background information for the study including a more detailed history of the AES Network . Section 2 includes a summary of the literature reviewed in preparation for this report. The literature highlighted was selected based on an analysis of the original research questions so as...

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