Open Minds Program

The Greater Essex County District School Board (GECDSB) is dedicated to providing services and supports to First Nations, Metis and Inuit (FNMI) students and their families. As a self-identified student, your child may be entitled to academic support, cultural activities and other extra-curricular opportunities through funding provided by the Ministry of Education.

The Open Minds Program aims to achieve the following goals to support Indigenous education within the school system:

  • Support Indigenous students by providing a nurturing and inclusive learning environment that respects their unique cultural identities and celebrates their heritage. We will create spaces where Indigenous students can thrive and feel a strong sense of belonging. The team's work includes:
    • Fostering engagement and organization: Open Minds Team members support student learning by fostering an engaging learning environment. They work with teachers and follow up with students to help them stay on track and organized.
    • Encouraging holistic engagement: The team engages students by providing opportunities for meaningful involvement in academic learning and social activities. Their efforts encourage students to participate intellectually, physically, and socio-emotionally in their learning and interactions within the school community.
    • Facilitating transitions: Open Minds Team members also help students with key transitions, including moving from home to school, junior to intermediate, elementary to secondary, and secondary to post-secondary pathways.
    • Promoting well-being: The team works to help First Nations, Métis, and Inuit (FNMI) students develop an individual sense of physical, social-emotional, and cultural balance.
  • Engage with the community to build strong partnerships with Indigenous families, community members and organizations, ensuring their voices and knowledge are central to the program.
  • Support learning for all students and staff by integrating Indigenous histories, perspectives, and contributions into the curriculum, fostering a deeper understanding and appreciation of Indigenous cultures. This includes:
    • Providing ongoing professional development for staff to build their confidence and competence in teaching Indigenous content respectfully and accurately.
    • Utilizing authentic and culturally appropriate resources developed by or in partnership with Indigenous communities.
    • Incorporating Indigenous ways of knowing, such as land-based learning and oral traditions, into all subject areas.

The Open Minds Team

 Open Minds First Nations, Métis, and Inuit Student Support Workers
 

The Open Minds Student Support Worker works in elementary schools to help improve student achievement, provide cultural and well-being opportunities, and foster an appreciation for Indigenous Peoples in school communities.

Their work includes:

  • Academic and Well-being Support: Providing one-on-one or group assistance to help students with their academic work and checking in with them to ensure they are happy and successful.
  • Organizing relevant cultural programs and activities is a key part of the Open Minds Student Support Worker's role. These initiatives are designed to meet the unique needs of individual students and honor their specific cultures and sense of identity. By focusing on a student-centered approach, the program acknowledges that Indigenous Peoples are incredibly diverse, with distinct languages, traditions, and histories.

The Open Minds Student Support Worker tailors cultural programming by:

  • Responding directly to student and family requests for specific cultural teachings, ceremonies, or activities. This ensures that the programming is relevant and meaningful to each individual student.
  • Connecting students with mentors and knowledge keepers from their own communities, which helps strengthen their personal connection to their heritage and identity.
  • Creating a safe and inclusive space where students feel comfortable sharing their own cultural backgrounds and learning about others, promoting a sense of pride and belonging.

All support and programming are guided by the voices of students and their parents or guardians.
 Graduation Coaches for Indigenous Students
The role of a Graduation Coach for Indigenous Students is to help remove barriers and support secondary students in achieving their academic goals. This is accomplished by:
  • Building Relationships: Establishing strong relationships with Indigenous students, their families, and communities to boost student confidence and engagement in their education.
  • Supporting Academic Success: Identifying strategies and milestones to help students earn credits, graduate, and successfully transition to their chosen post-secondary pathways.
  • Enabling Well-being: Fostering the learning, well-being, and overall success of students as they navigate their educational journey.
  • Planning Events and Programming: Organizing and leading relevant events and programs focused on pathway planning and preparing for the future, helping students build skills for life after graduation.
 Instructional Coach for Indigenous Education
The Instructional Coach for Indigenous Education are a key professional development resource for educators. Their primary role is to help teachers integrate Indigenous content into the curriculum in a respectful and meaningful way, ensuring that teaching practices are accurate and reflective of the diverse realities of Indigenous peoples.

The Instructional Coach works directly with teachers to:

  • Integrate Authentic Perspectives and Content: Help educators embed Indigenous worldviews, knowledge, and perspectives directly into their lessons. This goes beyond a single unit or event, making Indigenous content a consistent part of the curriculum.
  • Dispel Myths and Stereotypes: Provide guidance and resources to challenge common misconceptions and correct misinformation about Indigenous peoples. The coach works to foster an educational environment based on truth and understanding.
  • Bring Forward Indigenous Voices: Act as a lead in identifying and vetting authentic, high-quality resources created by Indigenous authors, knowledge keepers, and communities. This ensures that students are learning from genuine sources.
  • Prevent Cultural Appropriation: Guide educators on the critical difference between cultural appreciation and appropriation. The coach helps teachers understand what is appropriate to share in a classroom and when it is necessary to seek permission or leave certain teachings to Indigenous community members.

 
 Teacher Consultant for Indigenous Education (K-12)
The Teacher Consultant for Indigenous Education provides leadership and support to ensure the successful implementation of the GECDSB Indigenous Education Plan across the entire K-12 school board.
  • Providing Strategic Direction: Provides direction and leadership for the successful implementation of the GECDSB Indigenous Education Plan.
  • Supporting Student Success: Works with the Open Minds team to improve learning environments and enhance the success of Indigenous students.
  • Building Community Partnerships: Collaborates with Indigenous families and community members to develop programs, supports, and resources that reflect their needs and knowledge.
  • Facilitating Professional Development: Organizes professional development opportunities for both staff and students to build intercultural understanding, empathy, and respect for Indigenous Peoples.
  • Ensuring Curriculum Authenticity: Partners with teachers to guarantee that curriculum expectations are met using authentic Indigenous voices and resources.