A Community Perspective

Five individuals from my “school community” were interviewed to get their perspective on the relationship between the school and the community. The quality of this relationship is used as an indicator of how they perceived the school to be doing in terms of the Circle of Courage and SchoolPLUS models. Each person’s involvement within the school varied. Three had children in the school and two did not. All five were employed in either the community or the neighboring town. An educational psychologist, an office manager, a gas station attendant, a health care worker and a receptionist in the medical clinic were all interviewed in their places of work.

Of the five people interviewed, the educational psychologist seemed to have the most positive view of the school as having a caring and respectful community environment. She indicated that she always felt welcome in the school. Staff members always stopped to talk with her in the hallway, invited her into their classrooms to show off their students’ work, and felt comfortable enough to tease and joke with her. The school and the educational psychologist seem to have a very strong working relationship as well. They are working together to assess the needs of each of the individuals in the school in order to more fully meet their needs and insure student success.

Three of the other four people interviewed also felt welcome in the school—one because she “is related to most of the people in the school”. The individual who did not feel welcome perceived the environment to be unfriendly.

When asked to discuss their children’s experience in the school, the parents had mixed responses. The first parent had one child attending a part time program who was enjoying school. Her second child was discontinued and moved to another school because of bullying. This parent did not feel that the teacher addressed her concerns thus pulled her child out of the school. The second parent indicated that her child liked going to school. In fact, she was very excited about the upcoming school carnival. Bullying was not a problem for her child, but she suggested it might be a problem for other students. The third parent had a very negative opinion of the school. Her child, who is in Grade Four, does not like going to school because the other students are mean to her—name calling being one example mentioned. The mother indicated that she would like to remove her daughter from the school, but policy did not allow it because they lived on-reserve. This parent also expressed concerns regarding the school discipline policy. She made reference to the Principal when suggesting that there was an overall lack of consequences for inappropriate behavior.

In terms of parent and community involvement in the school, there appears to be very few opportunities. Field trips were the only activity mentioned for which parents were able to volunteer. Attending parent/teacher interviews, the annual Christmas concert, and the carnival were the functions for which the parents and community were invited into the school. Outside of the regular school day however, the gymnasium is used to host a variety of community gatherings such as funerals, mini pow-wows, youth dances, and community “gym nights”.

Although an attempt to develop partnerships has been made, the actual degree of which is somewhat limited. The most obvious partnership is between the school and the health clinic. The health clinic, which is attached directly to the school, has a dentist which sees students regularly. As well, there is some programming for teachers/students in terms of workshops on a variety of health related topics such and diabetes, bullying, and nutrition.

The unique features of the community seem to be reflected in school programming to a certain degree. A traditional feast “kicks off” the school year and a language teacher delivers some programming that stresses the importance of the Dakota culture. In addition, Elders are occasionally asked to come into the school to speak with the students.

Who is My Community?

For the purpose of this assignment, my community is comprised of several overlapping and co-centric components. First, there is the place in which I live. My family, neighbors, and friends are in the close knit circle of my community. Beyond them there are associates in a variety of organizations—each individual organization its own distinct community. People I work with on different committees such as musical festival, Friends for Life (group fundraising for breast cancer), minor baseball executive members, and book club members are all examples of “who” is in my community at this level. At the furthest reaches, based on location, are the people who own and work in businesses where I live, acquaintances I might meet on the street, parents of my children’s friends, and the teachers and staff from the schools my children attend.

The second component of community revolves around my place of work. As “division office” staff, I work closely with a team of individuals who share a similar purpose. Beyond them are the staff members of the different departments throughout the building where we work. We are linked by the organization for who we work. The principals, teachers, and staff members in each school form the next level of community. Each is its own distinct community which I intersect and impact slightly. Finally, the students in the school become part of my community as well. It is only recently, have I started to become involved with the parents as well and can consider them part of my community.

Common interest can help to define a community. With each new university class, a new community develops. These are generally focused around the subject matter, but they widen and deepen based on particular areas of interest and subject matter. Based on my interest in reading and learning to read, my community includes consultants in other school divisions, teacher specialists and librarians in other schools, and book reps for example. Communities are constantly growing and changing and are affected by every individual I meet.

Community

Wikipedia indicates that there were ninety-four discrete definitions of the term “community” by the mid 1950s. Examples of these competing definitions are given in the online article Community—community as a geographical area; community as a group of people living in a particular place, and community as an area of common life, to name just a few. As society has grown and changed, so has the idea of community.

Historically, according to Marcia L. Connor (2000), communities were very small. As forms of communication developed, communities grew and their boundaries were extended. She shares the following quotation that shows the fears people had regarding change and its affects on community. I would suggest that similar fears are echoed today. “Socrates supposedly said writing would lead to the end of civilization because people didn’t have to be amongst one another anymore.” What would he say now in the “age of technology” with the internet, the cell phone, and texting? Connors states that none of the forms of communication have replaced community, that they have simply extended its reach, depth and potential impact. However, I would argue that in many instances, the general sense of community is declining. Robert D. Putnam, cited on Wikipedia, found that over the 25 years from 1975-2000, attendance at club meetings had fallen 58%, family dinners were down 33%, and having friends visit was down 45%. It appears that people are being engaged less and less in face-to-face interactions. Using these numbers as indicators of sense of community, is seems that it is slowly being lost.

What is community then? Community is more than a group of people living in a common place. With community must come a sense of belonging. That sense of belonging comes from a feeling of being needed—individuality is honored and individuals feel like their lives have purpose in terms of the group. I love the statement (below) made by Connor as to the root of the word community.

“Coming from two Latin words meaning ‘with gifts,’ the term community suggests
a general sense of altruism, reciprocity, and beneficence that comes from
working together. Communities help generate a shared language, rituals and
customs, and collective memory of those that join the group.”

A community of this nature can be all inclusive. Communities though exclude those that do not share the values, interests, and purpose that the individuals consider their common identity.

How does my school fare in terms of SchoolPLUS and the Circle of Courage Model?

School A is a small band operated school nestled in the beautiful Qu’Appelle Valley. Head Start to Grade 9, there are approximately 120 students who are bused to school daily. Of the 20 staff members, 8 are teachers, and 12 are support staff. According to Band records, education received $1, 384, 456 for the 2007-2008 school year. For the same time period, $1,179,529 was received by band members through social assistance. Stats Canada indicates that the median age of the band members was 20.8 in 2007 and that the average household income was $17,152, which is well below the poverty line.
Five employees of the school were interviewed regarding their perceptions, thoughts and feelings on how the school is doing in terms of SchoolPLUS and the Circle of Courage Model. One resource room teacher, two classroom teachers, and two teacher assistants, were interviewed. Two of the interviewees are Band members.
When asked if they had heard about SchoolPLUS or the Circle of Courage Model, four of five people interviewed had not. One of the teachers described SchoolPLUS as part of school improvement planning but could not elaborate. Despite not knowing the terms, I would ague that the school staff are doing well in terms of both.
Parental and community involvement is very much a concern of the school. Last year, for example, the school applied for, and received, New Paths funding from INAC (Indian and Northern Affairs Canada) to improve home and school relations. One of their projects was the development of an incentive program where every time a parent or community member came into the school, they got to enter their name in a draw to win one of two laptops. As a staff they have expressed frustration in the lack of parental involvement and, as you can see, have been trying different means of improving it.
There seems to be a general consensus that the students of School A are happy and excited to come to school. Teachers feel this is reflected in attendance. Students generally greet teachers and classmates in a friendly manner. Students will often hug staff members when they meet them. Not only are students eager to participate in class, they are also involved in the school’s many extracurricular activities such as lacrosse, hockey, volleyball, and baseball, for example. There seems to be a very strong focus on sports throughout the school. Although there is no formal policy in place to welcome new students, teachers often “buddy” them up for a few days until they feel comfortable.
Mixed responses resulted when the staff members were asked if parents and community members feel welcome in the school. Teachers indicated that lack of parental involvement was a concern. One respondent felt that not enough was done by the school to make parents and community members feel welcome. Others thought that either education was not a priority for certain families, or that some individuals were nervous about coming into the school, either because of past experiences or feelings of inferiority. However, the staff members were in agreement that of the parents that did come into the school, they felt welcome. The large majority felt comfortable enough to venture directly to their children’s classrooms to see the children and the child’s teacher. Parents seem to feel at ease enough to voice their concerns.
School programming seems to have a focus on student success. They are using several programs that are rooted in research-based best practices. In several subjects students are grouped school-wide into ability level groupings. The hope is that by working at their own level, students will achieve success, and as a result, more growth. Although, for the most part, not familiar with the term multiple intelligences, teachers are trying a variety of different strategies. If a student isn’t catching on to one method, they will approach it with a different strategy. The resource teacher felt that positive relationships were a key to many of the student and school successes.
Over the past several years the school staff has taken part in two very different professional development in-services that address student behaviors—the Battleford Day Treatment Program and Perceptual Control Theory Training. The first was taught as an integrated part of the curriculum. The second, used as a way to teach inner control. Although the training has been intensive, one teacher reported that behavior is not being dealt with in a consistent manner nor is it being taught consistently in individual classrooms.
The school staff values generosity. This is demonstrated in their commitment to teaching children about sharing. It is not uncommon for students to share school supplies or lunches. In addition to this, the school is involved in several fundraising efforts that encourage generosity. Projects include penny drives for diabetes, the Terry Fox run, food hampers at Christmas time, and donations to the radio-thon for the neonatal intensive care unit.
The gym and adjoining Home Ec. Room have been designated as community space. They are used for a variety of after school activities such as funerals, round dances, workshops, family fun nights, and sports. These activities are usually organized by community members rather than teaching staff.
When asked about opportunities that the school has created to build relationships within the community, many felt that these were lacking. However, some mentioned parent-teacher interviews, school carnivals, and an “open house” policy as attempts at building relationships. This year the staff have attempted to bridge the gap between community and school by starting a band-wide volleyball league. In addition to the school team, there is a team from the health department, the chief and council, and the local RCMP. There were many positive comments about this initiative.
Partnerships seem to be an area of weakness according to individual responses. However, there are a multitude of resources available to the teachers should they choose to utilize them. The school is attached to the medical and dental clinic. The Health Department supports the school by offering nutrition workshops, diabetes and sexual health education, as well as individual and group counseling. The Tribal Council offers many of these same services as well. In addition to these, Elders were mentioned as a valuable resource in the school. The Elders try to be present at the majority of school functions. They also attend the student’s extracurricular activities when they can. Elders spend time both in the classrooms and with individual students as requested.
The final question that was asked during the interview was “What unique features of your community are reflected in your school programming?” First, community involvement in sports was mentioned in several of the answers. The resulting school focus on, and success in sports, they felt, was an outcome. Secondly, it was felt that the unique location of the school enabled teachers to enhance their programming. Nature walks, canoeing, and ice fishing being reflections. Finally, staff members felt that the support that they received from Chief and Council was unique. In discussions with colleagues from other schools, they ascertained that education was a priority for the Chief and Council in their community and did not seem to be so for others. They feel that the support of Chief and Council makes a huge difference in the school, its atmosphere, and its programming in general.

I envision a parallel relationship between the Circle of Courage Model and SchoolPLUS. The lines of this image however are somewhat blurred and are often found to be interwoven. Through a careful examination of how they are parallel it is quite clear how they too are different. Below is a chart (or at least is was....the formatting would not hold between Word and Blogger) detailing the similarities between the two models with its starting point as the Circle of Courage Model.

Belonging - Circle of Courage Model

• Importance of powerful social bonds
• Built on relationships of trust and respect
• Fulfills the need for love and belonging

Belonging - SchoolPLUS

• Unconditional commitment to all
• Schools open and welcoming
• Inclusive model
• Culturally affirming environment
• Considerations made to create caring and respectful environments

Mastery - Circle of Courage

• Children taught to observe and listen to those with more experience (“models” for learning)
• Mastery for personal growth
• Creation of competent problem solvers
• Opportunities for success
• Cultivation of the desire to achieve

Mastery - SchoolPLUS

• Community resource support imperative for delivery of curriculum
• Teachers ensure high quality learning opportunities and highest possible outcomes for students
• Array of effective instructional and assessment strategies
• “Rather than requiring students to be school ready, schools are student ready.”

Independence - Circle of Courage

• Building of respect and teaching of inner discipline
• Children encouraged to make decisions, solve problems, and show personal responsibility
• Adults modeled, nurtured, and taught values
• Opportunities for making choices

Independence - SchoolPLUS

• Strengthen youth and community leadership capabilities
• Nurture understanding and respect among diverse groups

Generosity - Circle of Courage

• Cultivation of concern for others
• Life purpose

Generosity - SchoolPLUS

• ***

The Circle of Courage is a holistic model for positive youth development that is based on traditional Native American child rearing philosophies. These philosophies are not new. The Circle of Courage model is simply returning to a model that was historically successful in creating productive and healthy “citizens”. I appreciate this simplicity of the model in comparison to the SchoolPLUS model.

Although similarly holistic, the SchoolPLUS model is much more complicated; objectives, twelve significant forces of change, goals and principles, key elements, etc. are some of the underlying principles that guide the implementation of the model. Service delivery is a key component of SchoolPLUS . Service providers such as nurses, counselors and police officers work right in the schools. The model is not working from “what used to be” but instead looking ahead and making changes to what it is thought “should be”. An increasing focus on assessment and evaluation as well as on government involvement is key considerations.

While SchoolPLUS puts the school at the centre of its community, the Circle of Courage model is applied in settings beyond school such as treatment centers and youth facilities.

One surprising difference between the two models is the lack of focus on generosity in the SchoolPLUS model.

Resources:http://www.reclaiming.com/about/index.php?page=philosophy

http://www.sasked.gov.sk.ca/branches/pol_eval/school_plus/pdf/ataglance.pdf

http://www.edu.gov.mb.ca/k12/cur/cardev/gr9_found/courage_poster.pdf

http://ed870ak.edublogs.org/schoolplus-and-the-effective-practices-framework/

What are the Implications of SchoolPlus and the Effective Practices Framework for School and Community Networking?

According to the document SchoolPLUS at a Glance, schools today have two major functions. The first is to educate children and youth in a holistic way, and the second, to support service delivery. In order for this to occur, the schools need to become the centers of their respective communities. Thus, the movement toward SchoolPLUS has implications for changing schools’ and communities’ perceptions about what a school is, and can be.
Change is needed in three areas according to the SchoolPLUS at a Glance document:
1.) Families and communities need to work together to ensure the healthy development of their children. Therefore, schools need to engage families and communities. To sustain involvement the engagement needs to be meaningful to both parties. Consideration needs to be given to the strengths of parents and community members. Not only does the school need to know what resources are available to them, they need to utilize them as well. Once relationships are developed, involvement in planning and problem solving can become a reality.
2.) Services need to be linked to schools. Aside from education, examples of the human services that were discussed include health, social justice, recreation, culture and housing supports. In fact, any services that contribute to the well-being of a family and/or its members may fall under the category of human services. The change should make these services more accessible to all.
An excellent example of service delivery lies in a partnership between Greater Saskatoon Catholic Schools and the University of Saskatchewan College of Nursing. St. Luke Elementary School and Pope John Paul II Elementary schools serve as locations for the clinical practicum for third and fourth year nursing students. A number of student programs have been the result of the partnership. As well, the nurses are able to provide primary health care. For this and other stories of success go to the following document: Many Roads Taken: Stories of SchoolPLUS. http://www.education.gov.sk.ca/adx/aspx/adxGetMedia.aspx?DocID=1212,589,144,107,81,1,Documents&MediaID=1851&Filename=Many+Roads+Taken.doc

3.) Schools need to meet the needs of all of their students by being open, inviting, and inclusive. Participants will thrive in a caring and respectful environment that is culturally affirming. In the book Beyond the Bake Sale: The Essential Guide to Family-School Partnerships, four versions of partnerships are presented: partnership school, open-door school, come-if-we-call school, and fortress school. A scoring guide is presented that will give you a rough idea of where your school falls. The most effective of course, and the goal, is the partnership school.

What implications does the Circle of Courage model have for school and community networking?

According to The Reclaiming Youth Network, the Circle of Courage is a model of positive youth development. It was first described in Larry Brendtro’s, Martin Brokenleg’s, and Steve Van Brockern’s book Reclaiming Youth at Risk (2002). The model, which is based on traditional Native American child rearing practices, is based on the four basic needs of all children. These are belonging, mastery, independence, and generosity. Identifying these as needs is essential. As with food, water, and shelter, if these needs are not met, children will not thrive, and the social implications are extensive. Research undertaken by Michelle Dickson & Kim Godbout at the MacQuarie University in Sydney Australia, suggest that behaviors such as alcohol and other drug use, crime, and teenage pregnancy for example, are rooted in a lack of belonging/social connectedness. Needs are not being met.

What implications does the Circle of Courage model have for schools?

Belonging – Children need to feel that they are loved. Therefore, they must have access to a positive and caring environment. As well, learners, parents, and community members need to feel welcome in the school. The school needs to work hard at overcoming any negative perceptions of “school”, especially for those with previous negative encounters with schools. According to the staff at Orchard Place Campus School in Des Moines, Iowa, this can be accomplished through quality relationships.

"Research is pretty clear that the quality of human relationships in schools may
have a greater impact on student achievement and behavior than the specific
teaching techniques and strategies used. We know from experience
that teachers and counselors with widely different instructional styles and
different methodologies can all be successful if they develop a positive
rapport and form strong, caring relationships with students."

Staff that are hired to work with students need to truly care about them. New students need to feel welcome and that they too have a place in the school. Policies for inclusion are imperative.
Mastery – Strength-based approaches to learning rather than deficit models are embraced in relation to the Circle of Courage model. Children need to experience success and develop a sense of pride in their accomplishments. Teachers will need to use strategies that are multi-level to meet the needs of all of their students. Multiple intelligences need to be considered as a way to address strengths. The success of all students is paramount.
Independence – From a Circle of Courage perspective, it is imperative that students be taught decision making, problem solving, and other related social skills. Students need to learn to self-regulate and be in control of their own behaviors. One way this can be done is through choice. Students must be given opportunities to make, and be accountable for, choices.
Generosity - “It is one of the most beautiful compensations of this life that no man can sincerely try to help another without helping himself.” – Emerson
Generosity needs to be taught, modeled and practiced. Not only do the adults in the school need to demonstrate to the students that they value generosity, but opportunities must be provided for students to practice it. One possibility is to ensure that the curriculum includes a service learning component. Rosthern Junior College, a Mennonite Christian college in Rosthern, Saskatchewan, http://www.rjc.sk.ca/component/option,com_frontpage/Itemid,79/
is an excellent example of a school that values generosity. All students contribute by doing mission and service work in impoverished regions. For example, this year the students will be travelling to Guatemala for two weeks of mission and service learning. Trips of this nature usually involve working with organizations such as habitat for humanity.

Both staff and students need to be engaged in the process of addressing the Circle of Courage Model. Staff need to teach and model what fulfilling each of the needs looks like and sounds like, and students need to opportunities to practice. A common language needs to be spoken in the school – each individual should potentially be able to explain (and not necessarily in reference to the model) the significance of needs associated with the Circle of Courage Model and how they can be met. Below is a link to a YouTube video from the Colorado Youth at Risk initiative. The dream, an environment where student needs are being met and all students can not only dream, but achieve.
http://www.youtube.com/watch?v=rmKbTHlcGLI&hl=un