Federally Funded Schools on Reserves: An Academic Crisis

Federally Funded Schools on Reserves: An Academic Crisis

1. Federal government and AANDC transfer funds to First Nations to control local education

   • Provincial Schools receive double the amount for tuition per student than the non aboriginal counterpart
     • Those with little formal training (often locals) in Education are put in positions of power (Board Members, Committees, Directors, etc.)
       • Limited understanding of curriculum and expectations in comparison to Provincial standards
         • Lack of effective managment
           • Misappropriation of funds: Training for board members, committees; usually out of town; frequent absenteeism.
       • Hiring and re-hiring of teachers
         • Local Teachers
           • May deliver a great quality of education because they are personally invested in their community
           • May deliver a poor quality of education do to feeling of job security and entitlement
         • Outside Teachers
           • Often first year teachers with minimal knowledge of aboriginal issues and culture
           • Quality teachers will be drawn out by salaries in Provincial schools
     • Salaries will not match provincial scales
       • High Staff Turnover
     • Less Funding for Educational resources
       • Missed, Undiagnosed Students
         • Behavioral Issues
           • Teacher Burn Out
             • Overworked and Underpaid Staff
               • High Staff Turnover
                 • Difficulty in delivering consistent school-wide programming
                   • No school policy on absenteeism of students
                     • Social Services and Schools do not work together to address this iissue
         • Multi levels of student not being met
           • Frequent Absenteeism
       • Lack of access: technological, extra-curricular and assessment tools
       • Less money for support staff to satisfy number of needs

2. THE POVERTY CYCLE

   • Struggle to get employement
     • Living life of poverty
       • Disadvantaged in skills and education
         • THE POVERTY CYCLE
   • LOW EXPECTATIONS & LEARNED HELPLESSNESS

3. Effective Schools Systems:

   • Positive Home School Relations
     • A Safe and Orderly Environment
       • Effective use of class time
         • Frequent Monitoring of Student Progress
           • Supportive Management and Leadership
             • HIGH EXSPECTATION FOR SUCCESS
               • A Clear, Consistent School Mission

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