Instructional Capacity

<p class="editor-paragraph"><span style="white-space: pre-wrap;">Our school recently had the opportunity to welcome Rob Stiles from Engage Sport North for some engaging days of embedded professional development focused on physical literacy and instructional practice.</span></p><p class="editor-paragraph"><span style="white-space: pre-wrap;">Staff observed how literacy, numeracy, and science concepts can be meaningfully integrated with physical literacy and fundamental movement skills to create active, engaging learning experiences for students. We also participated in a variety of Indigenous games that promoted teamwork, communication, and cultural learning.</span></p><p class="editor-paragraph"><span style="white-space: pre-wrap;">The days provided valuable opportunities for staff and students to learn and play together while exploring innovative approaches to instruction. Student engagement was high throughout the activities, and staff appreciated the hands-on learning and collaborative experience.</span></p><p class="editor-paragraph"><span style="white-space: pre-wrap;">Thank you to Rob and Engage Sport North for supporting instructional capacity and helping us continue to create active, inclusive, and engaging learning opportunities for students across SD27!</span></p><table class="editor-table" style="width: 100%; table-layout: fixed;"><colgroup><col style="width: 50%;"><col style="width: 50%;"></colgroup><tbody><tr><th class="editor-tableCell editor-tableCellHeader" style="border: 1px solid black; vertical-align: top; text-align: start; background-color: rgb(242, 243, 245);"><p class="editor-paragraph"><img src="/images/8d3e9132-3c1b-4f52-bd91-3dcaca16fd5a?fingerprint=ppb20260519183722" alt="Learning with Engage Sport North kimberley ikebuchi" width="100%" height="inherit" style="width:100%;height:inherit;display:inline-block"></p><p class="editor-paragraph"><br></p></th><th class="editor-tableCell editor-tableCellHeader" style="border: 1px solid black; vertical-align: top; text-align: start; background-color: rgb(242, 243, 245);"><p class="editor-paragraph"><img src="/images/128572eb-021b-483b-98cf-e78b40b36de7?fingerprint=ppb20260519183721" alt="Learning with Engage Sport North 2 kimberley ikebuchi" width="100%" height="inherit" style="width:100%;height:inherit;display:inline-block"></p><p class="editor-paragraph"><br></p></th></tr></tbody></table><p class="editor-paragraph"><br></p>

<p class="editor-paragraph"><span style="white-space: pre-wrap;">Staff at our school continue to engage in professional learning that supports both student well-being and creative expression. Recent professional development opportunities included EASE (Everyday Anxiety Strategies for Educators) online training and hands-on learning through an Introduction to Pottery session with Moray Kennedy.</span><br><br><span style="white-space: pre-wrap;">While distinct in approach, both learning experiences align with a shared focus on supporting students in developing healthy and meaningful ways to understand and express their emotions. EASE provides evidence-informed strategies that promote emotional awareness and regulation, while arts-based learning offers alternative pathways for communication and personal expression.</span><br><br><span style="white-space: pre-wrap;">Research noted in the EASE training highlights the important connection between creativity and well-being. When supported appropriately, creative activities can help students express feelings that may be difficult to put into words, provide calming sensory experiences through tactile materials such as clay, and support focus and presence—helping to reduce stress and regulate emotions.</span><br><br><span style="white-space: pre-wrap;">By strengthening capacity in both social-emotional learning and the arts, staff are enhancing their ability to support diverse learners and foster inclusive, responsive classroom environments.</span></p><table class="editor-table" style="width: 100%; table-layout: fixed;"><colgroup><col style="width: 50%;"><col style="width: 50%;"></colgroup><tbody><tr><th class="editor-tableCell editor-tableCellHeader" style="border: 1px solid black; vertical-align: top; text-align: start; background-color: rgb(242, 243, 245);"><p class="editor-paragraph"><img src="/images/9b2168e8-356b-48e2-acd9-5faa69edb24b?fingerprint=ppb20260428054728" alt="Supporting the Whole Child kimberley ikebuchi" width="100%" height="inherit" style="width:100%;height:inherit;display:inline-block"></p><p class="editor-paragraph"><br></p></th><th class="editor-tableCell editor-tableCellHeader" style="border: 1px solid black; vertical-align: top; text-align: start; background-color: rgb(242, 243, 245);"><p class="editor-paragraph"><img src="/images/a7866ea6-981d-4316-9ec5-19e0aabceb35?fingerprint=ppb20260428054727" alt="Supporting the Whole Child 2 kimberley ikebuchi" width="100%" height="inherit" style="width:100%;height:inherit;display:inline-block"></p><p class="editor-paragraph"><br></p></th></tr></tbody></table><p class="editor-paragraph"><br></p>

<p class="editor-paragraph"><span style="white-space: pre-wrap;">Our Literacy Bins grew out of the hands-on work happening at Chilcotin Road during the 2024–25 school year and were developed by Marianne and Erin, with support from our SLP, Charlotte Lundeen. They’re grounded in the same adapted core assessment we’re now using across the district. The bins follow a phonics-based sequence (aligned with UFLI), with each skill building on the next, and include ready-to-use decoding, encoding, and reading activities. The skills themselves are curated—not created by us—which means teachers can trust they’re aligned with strong literacy practice. What makes these bins so useful is their flexibility: teachers can target a specific skill for intervention, easily track progress, and then adapt or personalize activities to match their teaching style. They’re especially helpful for K–6 classrooms, new teachers, and LSTs looking to build strong, functional literacy foundations through a consistent connection between assessment and instruction. Marianne, our Helping Teacher, is available to model and co-teach using the bins, with sample kits ready to go (both in print and digital formats on the Teams literacy portal). Erin, in her IEC role, will help connect teams, and Marianne will follow up to support ongoing use in classrooms.</span></p>

<p class="editor-paragraph"><span style="white-space: pre-wrap;">Recently, educators from Tatla Lake School, Anahim Lake School, and Nagwuntl'oo School came together to participate in a workshop focused on using “story stones” to build students’ oral language skills.</span><br><br><span style="white-space: pre-wrap;">Facilitated by Beulah Smith, Early Learning Coordinator, the session invited participants to explore both concrete and abstract approaches to storytelling. Through interactive activities, educators collaborated, shared ideas, and deepened their understanding of how oral language can be fostered in engaging and culturally responsive ways.</span><br><br><span style="white-space: pre-wrap;">Beyond instructional strategies, the workshop created space for connection by strengthening relationships across our rural schools and reinforcing a shared commitment to student success. By learning together, staff are better equipped to support the social and emotional well-being of their students, while bringing creative, language-rich practices back to their classrooms.</span><br><br><span style="white-space: pre-wrap;">Participants also had the opportunity to design and create their own sets of story stones, ensuring that this learning translates directly into classroom practice.</span></p><table class="editor-table" style="width: 100%; table-layout: fixed;"><colgroup><col style="width: 50%;"><col style="width: 50%;"></colgroup><tbody><tr><th class="editor-tableCell editor-tableCellHeader" style="border: 1px solid black; vertical-align: top; text-align: start; background-color: rgb(242, 243, 245);"><p class="editor-paragraph"><img src="/images/12aa9b2b-acbb-4d8c-946e-344d51acf434?fingerprint=ppb20260422043541" alt="Story Stones kimberley ikebuchi" width="100%" height="inherit" style="width:100%;height:inherit;display:inline-block"></p><p class="editor-paragraph"><br></p></th><th class="editor-tableCell editor-tableCellHeader" style="border: 1px solid black; vertical-align: top; text-align: start; background-color: rgb(242, 243, 245);"><p class="editor-paragraph"><img src="/images/065ea014-c748-44a8-bab0-d1e104b081b6?fingerprint=ppb20260422043542" alt="Story Stones 2 kimberley ikebuchi" width="100%" height="inherit" style="width:100%;height:inherit;display:inline-block"></p><p class="editor-paragraph"><br></p></th></tr></tbody></table><p class="editor-paragraph"><br></p>

<p class="editor-paragraph"><span style="white-space: pre-wrap;">HR, PVP and some CCTA staff have been actively engaged in numerous recruitment efforts to date. In person events include Lakehead - Thunderbay, Lakehead - Orillia, University of Alberta, Windsor University, UBC and VIU. In person events allow interested teachers to shop the districts they may be interested in working in - which means there is a lot of talking to a lot of people in a 4-5 hour time span. Making quick connections is necessary as is follow up to keep potential applicants interested. In contrast, the online events that we have hosted this year (including a showcase with Make a Future and a 3 day French Teacher Fair with Destinations Canada) require a presentation that grabs the interest of potential applicants as well as answers any potential questions, in roughly 30 minutes or less. People sign up because they are curious - they join us from around the world. These are difficult platforms because we don't see the audience. Follow up is critical.</span><br><br><span style="white-space: pre-wrap;">On April 30th we are participating in the BC K-12 Education Job Fair with Apply to Education. In this joint effort, HR, PVP and CCTA will engage with interested applicants from across the country. This is an economical way to engage with applicants we may not otherwise reach. This is a competitive online fair with numerous BC School Districts engaging with the same applicants.</span><br><br><span style="white-space: pre-wrap;">With anticipated vacancies for 2026/27 school year, we will be hosting an online District Showcase in early July (to showcase external positions) with registration moderated by Apply to Education. This type of dedicated event has proven to have a good rate of return (investment to hire ratio) when reviewing previous events we have hosted.</span><br><br><span style="white-space: pre-wrap;">Stay tuned for future updates!</span></p><table class="editor-table" style="width: 100%; table-layout: fixed;"><colgroup><col style="width: 50%;"><col style="width: 50%;"></colgroup><tbody><tr><th class="editor-tableCell editor-tableCellHeader" style="border: 1px solid black; vertical-align: top; text-align: start; background-color: rgb(242, 243, 245);"><p class="editor-paragraph"><img src="/images/18e7692e-63ea-467a-acd2-75a4db53c3ff?fingerprint=ppb20260415042246" alt="Recruitment Update2 Jennifer Loewen" width="100%" height="inherit" style="width:100%;height:inherit;display:inline-block"></p><p class="editor-paragraph"><br></p></th><th class="editor-tableCell editor-tableCellHeader" style="border: 1px solid black; vertical-align: top; text-align: start; background-color: rgb(242, 243, 245);"><p class="editor-paragraph"><img src="/images/725010ce-5079-4b3d-a8aa-210381f812d6?fingerprint=ppb20260415042243" alt="Recruitment Update1 Jennifer Loewen" width="100%" height="inherit" style="width:100%;height:inherit;display:inline-block"></p><p class="editor-paragraph"><br></p></th></tr></tbody></table><p class="editor-paragraph"><br></p>

<p class="editor-paragraph"><span style="white-space: pre-wrap;">In Student Support Services, we’ve been spending time really looking at how we work together as a team.</span><br><br><span style="white-space: pre-wrap;">There’s been a focus on understanding our impact—not just in the work we do, but in how we show up with each other and with schools. That’s meant having some honest conversations, supporting one another, and being open to adjusting our practice when needed.</span><br><br><span style="white-space: pre-wrap;">We’re also seeing more and more collaboration across our team, with a growing understanding that it’s not about what any one of us brings, but what we bring together. People are reaching out, sharing ideas, and leaning on each other’s strengths in a way that is making our work stronger and more consistent.</span><br><br><span style="white-space: pre-wrap;">This connects directly to the idea of compassionate systems—where we recognize that how we support each other as adults matters. When our teams feel supported, connected, and valued, that carries through to the schools and students we serve.</span><br><br><span style="white-space: pre-wrap;">This work is helping build a culture where people feel comfortable asking for help, sharing thinking, and working through challenges together—and that’s making a difference.</span></p>

<p class="editor-paragraph" dir="ltr"><span style="white-space: pre-wrap;">Staff from Tatla Lake recently engaged in powerful professional learning with David A. Robertson, deepening our understanding of representation as a critical component of reconciliation and instructional practice.</span><br><br><span style="white-space: pre-wrap;">Robertson spoke to the art of visiting — the importance of slowing down, talking to one another, and building community through authentic relationship. Reconciliation begins with conversation that cultivates understanding and respect. By honouring lived experiences and intergenerational stories, we strengthen our collective braid — recognizing that we are stronger when we intentionally weave ourselves together.</span><br><br><span style="white-space: pre-wrap;">A key theme was representation. Students deserve accurate stories about themselves. Negative or incomplete representation can damage self-esteem, while positive and truthful representation empowers students to see themselves as capable, valued, and world-changing. Referencing his novel The Barren Grounds, Robertson reminded us that children need to believe they can save the world.</span><br><br><span style="white-space: pre-wrap;">As educators, we are agents of change. When we know better, we do better. Representation requires intentionality — asking ourselves:</span><br><br><span style="white-space: pre-wrap;">How do our classroom resources reflect our students?</span><br><span style="white-space: pre-wrap;">Whose voices are centered?</span><br><span style="white-space: pre-wrap;">How do we ensure every story matters?</span><br><br><span style="white-space: pre-wrap;">Empathy leads to intentional action. When students feel seen — “I see you and respect you” — they are more likely to feel valued and empowered.</span><br><br><span style="white-space: pre-wrap;">Tatla Lake staff also participated in hands-on professional development in traditional leather working. During the workshop, educators learned leather sewing techniques to create wallets and bags, traced patterns onto leather, used carving tools to design traditional motifs, and explored practical classroom applications and cost considerations. This experiential learning builds both cultural understanding and instructional capacity, providing meaningful, project-based opportunities that connect students to culture, craftsmanship, and story.</span><br><br><span style="white-space: pre-wrap;">Our staff are committed to fostering change through truthful representation, culturally responsive practice, and relationship-based learning. We are walking together — supporting one another as we move forward in reconciliation and instructional growth.</span></p><table class="editor-table"><colgroup><col><col></colgroup><tbody><tr><th class="editor-tableCell editor-tableCellHeader" style="width: 350px; background-color: rgb(242, 243, 245); border: 1px solid black; vertical-align: top;"><p class="editor-paragraph"><img src="/images/de25b960-f7fb-4f67-94d8-d161f4800cf3?fingerprint=ppb20260217233538" alt="Representation and Reconciliation kimberley ikebuchi" width="100%" height="inherit" style="width:100%;height:inherit;display:inline-block"></p><p class="editor-paragraph"><br></p></th><th class="editor-tableCell editor-tableCellHeader" style="width: 350px; background-color: rgb(242, 243, 245); border: 1px solid black; vertical-align: top;"><p class="editor-paragraph"><img src="/images/3af6c25e-ea2c-49bb-bb4a-2670053a4955?fingerprint=ppb20260217233538" alt="Representation and Reconciliation 2 kimberley ikebuchi" width="100%" height="inherit" style="width:100%;height:inherit;display:inline-block"></p><p class="editor-paragraph"><br></p></th></tr></tbody></table><p class="editor-paragraph"><br></p>

<p class="editor-paragraph" dir="ltr"><span style="white-space: pre-wrap;">Many SD27 educators recently participated in a four-week Outdoor Learning course designed to strengthen Social Emotional Learning (SEL) practices. Each 60-minute session offered practical strategies to support student wellbeing through nature-based experiences.</span><br><br><span style="white-space: pre-wrap;">Over the four weeks, educators explored:</span><br><span style="white-space: pre-wrap;">-Mindfulness and self-awareness through sit spots, nature observation, and journaling.</span><br><span style="white-space: pre-wrap;">-Social awareness and communication through cooperative outdoor play and group activities.</span><br><span style="white-space: pre-wrap;">-Emotional regulation and perseverance through outdoor challenges that require patience and problem-solving.</span><br><span style="white-space: pre-wrap;">-Ethics, stewardship, and community-building using Indigenous pedagogies and land-based learning.</span><br><br><span style="white-space: pre-wrap;">This learning series expanded instructional capacity by equipping teachers with simple, powerful routines that connect SEL and the outdoors—strengthening both classroom practice and student engagement.</span></p><p class="editor-paragraph"><br></p><table class="editor-table"><colgroup><col><col></colgroup><tbody><tr><th class="editor-tableCell editor-tableCellHeader" style="width: 350px; background-color: rgb(242, 243, 245); border: 1px solid black; vertical-align: top;"><p class="editor-paragraph"><img src="/images/8bc725e3-8479-48f0-ba37-56d1d04107f5?fingerprint=ppb20251217034956" alt="Outdoor SEL kimberley ikebuchi" width="100%" height="inherit" style="width:100%;height:inherit;display:inline-block"></p><p class="editor-paragraph"><br></p></th><th class="editor-tableCell editor-tableCellHeader" style="width: 350px; background-color: rgb(242, 243, 245); border: 1px solid black; vertical-align: top;"><p class="editor-paragraph"><img src="/images/e2c06472-82a6-4430-bb57-6126fd91a38d?fingerprint=ppb20251217040405" alt="Outdoor SEL 2 kimberley ikebuchi" width="100%" height="inherit" style="width:100%;height:inherit;display:inline-block"></p><p class="editor-paragraph"><br></p></th></tr></tbody></table><p class="editor-paragraph"><br></p>

<p class="editor-paragraph" dir="ltr"><span style="white-space: pre-wrap;">To strengthen French instruction, staff are engaging in AIM Language Learning training. This approach uses gestures, stories, music, and movement to create an immersive environment that builds student proficiency in French in fun and meaningful ways.</span></p><p class="editor-paragraph"><br></p><p class="editor-paragraph"><img src="/images/626c9678-29a2-4ecc-bef5-933ae3aa31db?fingerprint=ppb20251217034115" alt="Aim French Learning kimberley ikebuchi" width="100%" height="inherit" style="width:100%;height:inherit;display:inline-block"></p><p class="editor-paragraph"><br></p>

<p class="editor-paragraph" dir="ltr" style="text-align: left;"><span style="white-space: pre-wrap;">Tatla Lake School hosted a workshop focused on Fundamental Movement Skills (FMS), welcoming educators from Tsideldel School and Nagwuntal'oo School. Through the National Coaching Certification Program, participants engaged in learning designed to improve how we teach, adapt, and lead physical literacy activities for all students. This workshop equipped educators with the tools to detect and correct basic movement errors, promote inclusive and safe physical activity, and provide meaningful feedback to support student growth. Together, we are strengthening instructional capacity and empowering students with the skills and confidence they need to lead healthy, active lives.</span></p><p class="editor-paragraph"><img src="/images/df406382-c1ab-4167-8837-72eda4e9ac0b?fingerprint=ppb20251217040405" alt="Building Instructional Capacity through Physical Literacy" width="704" height="405" style="width:704px;height:405px"></p><p class="editor-paragraph"><br></p>