THE PRESIDENT’S PERSPECTIVE - Dr. Shannon Behan

October 11, 2024

Building a Learning Community in Chilliwack School District: A Model for Systemic Change 

In front of 1,400 of their peers and staff at G.W. Graham Secondary, two senior students stood to address the assembly marking the National Day for Truth and Reconciliation. Each shared their story of origin. One student talked about their parents who arrived in Canada from Germany and China respectively, and the other student shared about their family, who has been here since time immemorial. Similarities existed in their stories: racism, struggle, language barriers, a profound pride in who they are, and hope for the future of the community and the country. It was humbling to listen as each shared their intention and commitment to work together and be part of creating the future.

This image has remained with me from my visit to the Chilliwack School District earlier this month, and it is one of many reflections on how this district continues to be culturally responsive while managing tremendous growth and change. Chilliwack is a community that, not so long ago, felt like a small town in the Fraser Valley. But this isn’t the case anymore.

With the promise of affordable housing, proximity to nature, and a robust local economy, people are finding their way to the community. Although the majority of Chilliwack’s population continues to be of European ancestry, a diversity in the population continues to take shape. Since 2011, Chilliwack has seen a population growth of almost 20%, both through immigration – notably residents of Indian, Filipino, and Chinese heritage – and through growth in Indigenous representation.

During my visit to the district, I was struck by how profoundly Indigenous perspectives have been woven into the fabric of the learning experience, benefiting both Indigenous and non-Indigenous students.

How Did School District No. 33 Build Their Learning Community?

The systemic incorporation of Indigenous learning in Chilliwack can be traced back to the clear vision of Superintendent Rohan Arul-pragasam, and the work of District Principal of Indigenous Education, Brenda Point. By fostering partnerships and signing Local Education Agreements (LEAs), the district aligned its educational goals with the perspectives and needs of Indigenous communities. Commitment from the leadership team created the atmosphere in which meaningful change took root and is flourishing.

Community Collaboration and Partnership

The Chilliwack School District’s success in Indigenous learning has largely been a product of the district’s ability to establish genuine relationships with Indigenous communities. The district worked closely with local Elders, knowledge keepers, and Indigenous leaders to ensure that the curriculum respects and accurately reflects Indigenous traditions, cultures, and worldviews. This collaboration extended beyond the classroom into district policy, staff professional development, and the creation of resources that honour Indigenous knowledge.

One of the most recent events was a district-wide professional learning day titled “Our Journey to Truth and Reconciliation”. On October 6, 2023, all 2,200 SD33 staff members wore orange shirts and participated in this important day of learning at the Chilliwack Coliseum. Anecdotal reflections from Principals and Vice-Principals reinforce how profound the learning was for staff, and how this has changed practice throughout the district.

Acknowledging that all members of the district and the wider community are on a journey towards truth and reconciliation, the event was planned to ensure that everyone working in the district – clerical staff, bus drivers, education assistants, custodial staff, teachers, Principals, and Vice-Principals – had an access point to learn about the importance and impact of truth and reconciliation in their work with students, families, and the broader community. Notable speakers at the event included the Honourable Steven PointLen PierreDr. Keith Carlson; Denise Augustine, former Superintendent of Indigenous Education, BC Ministry of Education and Child Care; and a panel of Chiefs from the local nations.

Professional Development for Staff
To make systemic changes last, Chilliwack has invested heavily in professional development for its staff. One of my own takeaways was the book study that was made available to the Chilliwack Principals’ and Vice-Principals’ Association members, Valley of the Birdtail. The book follows multiple generations of two families, one white and one Indigenous, and weaves their lives into the larger story of Canada. It is a story of villains and heroes, irony and idealism, racism and reconciliation. The message in the book was a point of reflection for every leader I spoke with while in Chilliwack.

At the heart of all of this work are the Principals and Vice-Principals who continue to lead the charge. They empower their learning communities to ask questions, have the hard conversations, participate in ongoing professional development, lead by example, celebrate learning, and ensure that systemic change is driven by collaboration, respect, and a shared commitment to reconciliation. 

Highlights of my visit to SD33 included meeting Principals and Vice-Principals who are passionate about their work, their students, and their district. I had breakfast with members of the CPVPA executive, Brad Johnston, Paula Gosal, Sharon Bernard, and Brian Fehlauer. They shared their views on the complexities of their work and the changes to their community. Collectively, these four leaders have many years of experience, and as they look to the future they are invested in ensuring that future leaders are adequately prepared for the work. Leadership development has been a key focus for this group over the last year, and they feel that the district is creating ways to ensure that on-going leadership development is embedded in their meetings.

At G.W. Graham Secondary, Principal Chuck Lawson shared his pride in the programs that his school has developed to help prepare students beyond K-12. State of the art machinery and flexible programming in trades provide significant hands-on experience for GWG students. Similarly, students in film production have access to amazing equipment, field experiences, and skilled staff.

Sean Wicker, District Principal of Curriculum, Alternate Education and Careers, talked about the innovation taking place in the district for program development, and the many partnerships he has helped foster and nurture in the business community. The impact of this work on students, staff, and schools, as well as the future prospects created for employment in the burgeoning city, cannot be understated.

Walking into Bernard Elementary felt like walking into a warm hug. I was greeted warmly by the clerical staff while I waited for Principal Brad Johnston to finish his post-recess conversation with two students. Brad and the Vice-Principal, Carla Thompson, spoke with pride about the work they are doing alongside their staff to support their students. They have worked to create connections with parents and with local Indigenous families, and both are invested in growing these relationships.

I was honoured to meet at Shxwhá:y Village with Brenda Point, District Principal, Indigenous Education, and Debbie Alexander, Shxwhá:y Village Education Manager, along with Debbie’s sister, Bonnie. Brenda outlined the work that has been done through the LEAs to ensure equity for Indigenous students in SD33, and Debbie shared her perspective of the work taking place on reserve to promote literacy skills, especially during and following the COVID-19 pandemic. There is much development happening at Shxwhá:y Village, and I had the privilege of touring two of the new buildings.

After a visit with Superintendent Rohan Arul-pragasm, I met Paula Gosal and Vice-Principal Michelle Davis at Mount Slesse Middle School. I had an opportunity to pop into two classrooms, both engaged in Orange Shirt Day work. Paula related that the school had a commemoration event the previous day, in which the entire school was drummed into the building and asked to reflect on what Orange Shirt Day means for the past, present, and future. That led to our conversation about the “heart” work alongside the “hard” work in the role of Principal and Vice-Principal. School leadership requires equal amounts of both, and the magic lies in creating balance between heart work and hard work while maintaining relationships with students, staff, families, and communities.

Chilliwack School District’s commitment to building a learning community that embraces diversity and fosters systemic change is inspiring. Their journey towards truth and reconciliation serves as a model for other districts striving to create educational environments that are inclusive and culturally responsive. 

Has your district made progress towards truth and reconciliation in ways that inspire you as a leader? I would love to hear your story, please contact me at sbehan@bcpvpa.bc.ca 

Have a wonderful weekend!

Dr. Shannon Behan
sbehan@bcpvpa.bc.ca


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