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A “ Game Changer ”
for Aboriginal Youth
Submitted by Shuana Niessen
Volunteer and MTMS student engaged in learning
How to facilitate education and employment success for students impacted by mobility in socio-economically disadvantaged locations has long been a topic of discussion among educators . In Canada , these highneed communities often have large Aboriginal populations . Past schooling has been unsuccessful in facilitating education and employment success for many Aboriginal students . Gwen Keith , a sessional instructor with the Faculty of Education , University of Regina , senses the urgency of the need to transform schooling and support success for students impacted by socio-economic disadvantages . Keith , refering to recent government documents , 1 explains , “ If you look at it in terms of high school ,
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2011 Saskatchewan Education 2011 Indicator ’ s Brief only one third of the Aboriginal population are completing high school in 3 years . If you add another 2 years ( completing high school in 5 years ), only 50 % are achieving Grade 12 . What is happening to the other 50 %? This is epidemic !” To be part of the solution , Keith is serving as Executive Director of an innovative and important initiative , the Mother Teresa Middle School ( MTMS ) of Regina , which opened its doors “ to highly motivated , economically disadvantaged youth ” in September of 2011 .
In a press release issued in 2011 , Curtis Kleisinger , Principal at MTMS explained : “ The motivation behind establishing MTMS was realized nearly 15 years ago , when Paul J . Hill met with Mother Teresa along with other business leaders . Hill said , ‘ Near the end of the visit , the group was so moved by her words that we asked how we could support her efforts .’ Mother Teresa exclaimed , ‘ I would like you to identify a need in your community and then give of yourself and your resources to fill this need .’ Mr . Hill comments , ‘ Supporting youth through education is paramount in breaking the cycle of poverty , which I believe is a need in our community .’ ”
Mother Teresa Middle School is designed to support primarily disadvantaged Aboriginal students . MTMS uses a NativityMiguel model which in the US where it originates , Keith says , has a “ proven track record for success with 82 % of eighth graders graduating from high school and 67 % of these students choosing to enroll in post secondary education .” MTMS holds to some of the NativityMiguel model ’ s key Effectiveness Standards : It is holistic ; partners with the family ; extends hours and days in school , offering structured opportunities for learning , enrichment , and growth during that time ; committed beyond graduation , easing transition into high school and employment and supporting students through sponsors throughout their education ; utilizing ongoing assessment and inquiry ; and is actively networking through collaboration , support and development of the school ’ s connections with other agencies and institutions .
At MTMS the NativityMiguel model has been recontextualized to serve the needs of the Aboriginal youth in North Central , Regina . For instance , mobility issues had to be addressed . Keith says , “ Mobility is the biggest problem we ’ ve had to solve .” To address mobility , the school picks the students up from wherever they are , whether they are at their family home , or their aunts , or a friend of a friend . The bus delivers them to school daily ; thus , addressing attendance difficulties . Another important adaptation is the relationship of trust that the staff has developed with families ; “ We have the support of the Aboriginal grandmothers . They accept deeply what it is we are doing ,” says Keith . Another adaptation has to do with MTMS being a Qualified Independent School and as such must follow provincial curriculum standards .
MTMS staff care holistically for the needs of students , overcoming obstacles to learning by coming alongside parents / caretakers for provision of food , clothing , laundry facilities , doctor appointments ( i . e . vision and hearing ), and help with the development of coping skills such as mindfulness in difficult
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