ARPDC Education for Reconciliation Baseline Data Collection

The Calgary Regional Consortium (CRC) and the Edmonton Regional Learning Consortium (ERLC), on behalf of Alberta Regional Professional Development Consortia (ARPDC), have received a provincial grant to support Albertans working in our school communities in implementing ‘Education for Reconciliation’ to support First Nations, Métis and Inuit education.

CRC and ERLC, alongside our ARPDC partners, will develop, design and deliver professional learning opportunities and corresponding resources within school authorities across Alberta that are in alignment with the ‘Calls to Action’ from the Truth and Reconciliation Commission.

Within the work of our specific grant, CRC and ERLC, alongside our ARPDC partners, will provide professional learning opportunities and corresponding resources/tools designed to increase awareness and understanding of First Nations, Métis and Inuit:

Historical Perspectives and Current Contexts;
Legacy of Residential Schools/Inter-generational Trauma/Social Issues/Anti-Racism; Treaty Education; and
Truth and Reconciliation Commission Calls to Action for Education.

Further to this, the grant work will provide professional learning that supports teachers in the achievement of the competency related to First Nations, Métis and Inuit in supporting curriculum implementation of Education for Reconciliation. Finally, CRC and ERLC, alongside our ARPDC partners, will design, develop and deliver professional learning opportunities and corresponding resources/tools that strengthen instructional leadership to lead learning related to foundational knowledge and its application in relation to the draft School Leader Standard and Teaching Quality Standard.

It is our understanding that many Albertans working within our school communities are confident in their understandings of First Nations, Métis and Inuit history and contemporary issues, while others will require support in meeting the mandates as set out in the ‘Calls to Action’ and the focus for our grant. To this end, we are hopeful that you will help us to gain a deeper understanding of the level of confidence that currently exists when we think about the scope of this work. The following baseline data collection instrument is designed to honor existing knowledge, help us to identify gaps, and inform us in how to proceed with developing, designing and delivering professional learning opportunities to support all.

We thank you in advance for your participation.
CRC and ERLC Education for Reconciliation Team

Baseline Data Collection

This data collection tool has four sections. Section A and Section B are for ALL participants, Section C is additional for teachers only, and Section D is additional for school administrators only. Please complete all sections that are relevant to you.

Section A: All Participants - Demographic Information

1. Please check the identifier that most matches your role as a stakeholder in Alberta education.

District Lead
School Administrator
Teacher, Grades: K-3
Teacher, Grades: 4-6
Teacher, Grades: 7-9
Teacher, Grades: 10-12
School Support Staff
Other - Write In Please enter an 'other' value for this selection.

2. Please mark the regional consortia to which you belong:

Calgary Regional Consortium (Zone 5)
Central Alberta Regional Consortium (Zone 4)
Consortium Provincial Francophone (Provincial)
Edmonton Regional Learning Consortium (Zone 3)
Learning Network Educational Services (Zone 2)
Northwest Regional Learning Consortium (Zone 1)
Southern Alberta Regional Consortium (Zone 6)

Section B: All Participants

The following survey questions are meant to gauge your level of awareness and understanding to support First Nations, Métis and Inuit education.

Use the following scale:

0 = None

1 = Limited

2= Some

3= Developing

4= Extensive

3. How informed are you of the Truth and Reconciliation Commission Calls to Action for Education?

0	1	2	3	4
0	1	2	3	4

4. How informed are you of Alberta Education’s commitment to implementing the Calls to Action?

0	1	2	3	4
0	1	2	3	4

5. How confident are you in articulating why education for reconciliation through the Calls to Action is applicable to all Albertans?

0	1	2	3	4
0	1	2	3	4

6. How confident are you in your understanding of foundational knowledge related to:

Space Cell	0	1	2	3	4
First Nations, Métis and Inuit historical perspectives?	First Nations, Métis and Inuit historical perspectives? : 0	First Nations, Métis and Inuit historical perspectives? : 1	First Nations, Métis and Inuit historical perspectives? : 2	First Nations, Métis and Inuit historical perspectives? : 3	First Nations, Métis and Inuit historical perspectives? : 4
First Nations, Métis and Inuit ways of knowing?	First Nations, Métis and Inuit ways of knowing? : 0	First Nations, Métis and Inuit ways of knowing? : 1	First Nations, Métis and Inuit ways of knowing? : 2	First Nations, Métis and Inuit ways of knowing? : 3	First Nations, Métis and Inuit ways of knowing? : 4
the spirit and intent of the treaties in Alberta?	the spirit and intent of the treaties in Alberta? : 0	the spirit and intent of the treaties in Alberta? : 1	the spirit and intent of the treaties in Alberta? : 2	the spirit and intent of the treaties in Alberta? : 3	the spirit and intent of the treaties in Alberta? : 4
the legacy of residential schools?	the legacy of residential schools? : 0	the legacy of residential schools? : 1	the legacy of residential schools? : 2	the legacy of residential schools? : 3	the legacy of residential schools? : 4
the dynamics of intergenerational trauma?	the dynamics of intergenerational trauma? : 0	the dynamics of intergenerational trauma? : 1	the dynamics of intergenerational trauma? : 2	the dynamics of intergenerational trauma? : 3	the dynamics of intergenerational trauma? : 4
the social inequity experienced by First Nations, Métis and Inuit communities?	the social inequity experienced by First Nations, Métis and Inuit communities? : 0	the social inequity experienced by First Nations, Métis and Inuit communities? : 1	the social inequity experienced by First Nations, Métis and Inuit communities? : 2	the social inequity experienced by First Nations, Métis and Inuit communities? : 3	the social inequity experienced by First Nations, Métis and Inuit communities? : 4
anti-racism Calls to Action?	anti-racism Calls to Action?: 0	anti-racism Calls to Action?: 1	anti-racism Calls to Action?: 2	anti-racism Calls to Action?: 3	anti-racism Calls to Action?: 4

7. How informed are you of provincial government documents related to First Nations, Métis and Inuit education in the form of:

Space Cell	0	1	2	3	4	Not applicable
Alberta Education’s First Nations, Métis and Inuit Education Policy Framework?	Alberta Education’s First Nations, Métis and Inuit Education Policy Framework? : 0	Alberta Education’s First Nations, Métis and Inuit Education Policy Framework? : 1	Alberta Education’s First Nations, Métis and Inuit Education Policy Framework? : 2	Alberta Education’s First Nations, Métis and Inuit Education Policy Framework? : 3	Alberta Education’s First Nations, Métis and Inuit Education Policy Framework? : 4	Alberta Education’s First Nations, Métis and Inuit Education Policy Framework? : Not applicable
Alberta School Leader Standard (draft)?	Alberta School Leader Standard (draft)? : 0	Alberta School Leader Standard (draft)? : 1	Alberta School Leader Standard (draft)? : 2	Alberta School Leader Standard (draft)? : 3	Alberta School Leader Standard (draft)? : 4	Alberta School Leader Standard (draft)? : Not applicable
Alberta Teaching Quality Standard (draft)?	Alberta Teaching Quality Standard (draft)? : 0	Alberta Teaching Quality Standard (draft)? : 1	Alberta Teaching Quality Standard (draft)? : 2	Alberta Teaching Quality Standard (draft)? : 3	Alberta Teaching Quality Standard (draft)? : 4	Alberta Teaching Quality Standard (draft)? : Not applicable

8. To what extent have you participated in any of the following professional development activities?

Space Cell	0	1	2	3	4
University coursework on First Nations, Métis and Inuit History, Spirituality and ‘Ways of Knowing’.	University coursework on First Nations, Métis and Inuit History, Spirituality and ‘Ways of Knowing’. : 0	University coursework on First Nations, Métis and Inuit History, Spirituality and ‘Ways of Knowing’. : 1	University coursework on First Nations, Métis and Inuit History, Spirituality and ‘Ways of Knowing’. : 2	University coursework on First Nations, Métis and Inuit History, Spirituality and ‘Ways of Knowing’. : 3	University coursework on First Nations, Métis and Inuit History, Spirituality and ‘Ways of Knowing’. : 4
Documentary Films, Print Media and/or Museums on First Nations, Métis and Inuit History, Spirituality and ‘Ways of Knowing’.	Documentary Films, Print Media and/or Museums on First Nations, Métis and Inuit History, Spirituality and ‘Ways of Knowing’. : 0	Documentary Films, Print Media and/or Museums on First Nations, Métis and Inuit History, Spirituality and ‘Ways of Knowing’. : 1	Documentary Films, Print Media and/or Museums on First Nations, Métis and Inuit History, Spirituality and ‘Ways of Knowing’. : 2	Documentary Films, Print Media and/or Museums on First Nations, Métis and Inuit History, Spirituality and ‘Ways of Knowing’. : 3	Documentary Films, Print Media and/or Museums on First Nations, Métis and Inuit History, Spirituality and ‘Ways of Knowing’. : 4
Engagement in First Nations, Métis and Inuit communities, such as teaching in First Nations schools, visiting friends, attending Pow Wows, participating in spiritual ceremony and/or meetings.	Engagement in First Nations, Métis and Inuit communities, such as teaching in First Nations schools, visiting friends, attending Pow Wows, participating in spiritual ceremony and/or meetings. : 0	Engagement in First Nations, Métis and Inuit communities, such as teaching in First Nations schools, visiting friends, attending Pow Wows, participating in spiritual ceremony and/or meetings. : 1	Engagement in First Nations, Métis and Inuit communities, such as teaching in First Nations schools, visiting friends, attending Pow Wows, participating in spiritual ceremony and/or meetings. : 2	Engagement in First Nations, Métis and Inuit communities, such as teaching in First Nations schools, visiting friends, attending Pow Wows, participating in spiritual ceremony and/or meetings. : 3	Engagement in First Nations, Métis and Inuit communities, such as teaching in First Nations schools, visiting friends, attending Pow Wows, participating in spiritual ceremony and/or meetings. : 4

Section C: For Teachers Only

9. How confident are you in accessing resources to strengthen your awareness and understanding of foundational knowledge to support First Nations, Métis and Inuit education?

0	1	2	3	4
0	1	2	3	4

10. When thinking about the draft Teacher Quality Standard, how confident are you in your abilities to develop and apply foundational knowledge about First Nations, Métis and Inuit for the benefit of all students to support the process of reconciliation in these areas?

Space Cell	0	1	2	3	4
Significance of historical, social, economic and political perspectives.	Significance of historical, social, economic and political perspectives. : 0	Significance of historical, social, economic and political perspectives. : 1	Significance of historical, social, economic and political perspectives. : 2	Significance of historical, social, economic and political perspectives. : 3	Significance of historical, social, economic and political perspectives. : 4
Treaties and agreements with First Nations.	Treaties and agreements with First Nations.: 0	Treaties and agreements with First Nations.: 1	Treaties and agreements with First Nations.: 2	Treaties and agreements with First Nations.: 3	Treaties and agreements with First Nations.: 4
Agreements with Métis.	Agreements with Métis. : 0	Agreements with Métis. : 1	Agreements with Métis. : 2	Agreements with Métis. : 3	Agreements with Métis. : 4
The legacy of residential schools.	The legacy of residential schools.: 0	The legacy of residential schools.: 1	The legacy of residential schools.: 2	The legacy of residential schools.: 3	The legacy of residential schools.: 4
The impacts of intergenerational trauma on learner development.	The impacts of intergenerational trauma on learner development. : 0	The impacts of intergenerational trauma on learner development. : 1	The impacts of intergenerational trauma on learner development. : 2	The impacts of intergenerational trauma on learner development. : 3	The impacts of intergenerational trauma on learner development. : 4
Using programs of study to provide opportunities for all students to develop a knowledge and understanding of, and respect for, the First Nations, Métis and Inuit.	Using programs of study to provide opportunities for all students to develop a knowledge and understanding of, and respect for, the First Nations, Métis and Inuit.: 0	Using programs of study to provide opportunities for all students to develop a knowledge and understanding of, and respect for, the First Nations, Métis and Inuit.: 1	Using programs of study to provide opportunities for all students to develop a knowledge and understanding of, and respect for, the First Nations, Métis and Inuit.: 2	Using programs of study to provide opportunities for all students to develop a knowledge and understanding of, and respect for, the First Nations, Métis and Inuit.: 3	Using programs of study to provide opportunities for all students to develop a knowledge and understanding of, and respect for, the First Nations, Métis and Inuit.: 4
Supporting the learning experiences of all students by using resources that accurately reflect and demonstrate the strength and diversity of First Nations, Métis and Inuit.	Supporting the learning experiences of all students by using resources that accurately reflect and demonstrate the strength and diversity of First Nations, Métis and Inuit.: 0	Supporting the learning experiences of all students by using resources that accurately reflect and demonstrate the strength and diversity of First Nations, Métis and Inuit.: 1	Supporting the learning experiences of all students by using resources that accurately reflect and demonstrate the strength and diversity of First Nations, Métis and Inuit.: 2	Supporting the learning experiences of all students by using resources that accurately reflect and demonstrate the strength and diversity of First Nations, Métis and Inuit.: 3	Supporting the learning experiences of all students by using resources that accurately reflect and demonstrate the strength and diversity of First Nations, Métis and Inuit.: 4

Section D: For School Administrators Only

11. How confident are you in accessing resources to strengthen your awareness and understanding of foundational knowledge to support First Nations, Métis and Inuit education?

0	1	2	3	4
0	1	2	3	4

12. When thinking about the draft School Leader Standard, how confident are you in your leadership abilities to support your school community in acquiring and applying foundational knowledge about First Nations, Métis and Inuit, for the benefit of all students, and supports the process of reconciliation, by:

Space Cell	0	1	2	3	4
understanding the historical, social, economic and political implications of treaties and agreements with First Nations and agreements with Métis?	understanding the historical, social, economic and political implications of treaties and agreements with First Nations and agreements with Métis? : 0	understanding the historical, social, economic and political implications of treaties and agreements with First Nations and agreements with Métis? : 1	understanding the historical, social, economic and political implications of treaties and agreements with First Nations and agreements with Métis? : 2	understanding the historical, social, economic and political implications of treaties and agreements with First Nations and agreements with Métis? : 3	understanding the historical, social, economic and political implications of treaties and agreements with First Nations and agreements with Métis? : 4
enabling all school staff and students to gain a knowledge and understanding of, and respect for, the histories, cultures, languages, contributions, perspectives, experiences and current contexts of First Nations, Métis and Inuit?	enabling all school staff and students to gain a knowledge and understanding of, and respect for, the histories, cultures, languages, contributions, perspectives, experiences and current contexts of First Nations, Métis and Inuit? : 0	enabling all school staff and students to gain a knowledge and understanding of, and respect for, the histories, cultures, languages, contributions, perspectives, experiences and current contexts of First Nations, Métis and Inuit? : 1	enabling all school staff and students to gain a knowledge and understanding of, and respect for, the histories, cultures, languages, contributions, perspectives, experiences and current contexts of First Nations, Métis and Inuit? : 2	enabling all school staff and students to gain a knowledge and understanding of, and respect for, the histories, cultures, languages, contributions, perspectives, experiences and current contexts of First Nations, Métis and Inuit? : 3	enabling all school staff and students to gain a knowledge and understanding of, and respect for, the histories, cultures, languages, contributions, perspectives, experiences and current contexts of First Nations, Métis and Inuit? : 4
supporting the school community in developing an understanding of the legacy of residential schools?	supporting the school community in developing an understanding of the legacy of residential schools? : 0	supporting the school community in developing an understanding of the legacy of residential schools? : 1	supporting the school community in developing an understanding of the legacy of residential schools? : 2	supporting the school community in developing an understanding of the legacy of residential schools? : 3	supporting the school community in developing an understanding of the legacy of residential schools? : 4
supporting the school community in developing an understanding of the impacts of intergenerational trauma on learner development?	supporting the school community in developing an understanding of the impacts of intergenerational trauma on learner development? : 0	supporting the school community in developing an understanding of the impacts of intergenerational trauma on learner development? : 1	supporting the school community in developing an understanding of the impacts of intergenerational trauma on learner development? : 2	supporting the school community in developing an understanding of the impacts of intergenerational trauma on learner development? : 3	supporting the school community in developing an understanding of the impacts of intergenerational trauma on learner development? : 4