The chairperson of the Cree School Board responds to the Calls to Action reported at the 2016 Regional General Assembly.

1. June 4, 2018
Responses to Calls-to-Action
RGA 2016
Presentation by:
Kathleen J. Wootton, Chairperson
Teddy Wapachee, Vice Chairman

2. 2
Table of Contents
• Introduction
• Policy Governance Model
• Cree School Board
• Council Policy Manual
• Purpose, Vision & Mission
• Ten-year Timeline of Council Initiatives
• CSB Response to Calls-to-Action
• Conclusion
• Questions

3. Introduction
• Kathleen J. Wootton, Chairperson of Cree School Board
• Teddy Wapachee, Vice Chairman of Cree School Board
• Office for Chairperson is at the Head Office in Mistissini, Quebec
• Main Responsibilities of Chairperson:
 Chief Governance Officer ( Kaaniikanskak Eeyou Chiskutamaachaawin)
 Preside over the Council of Commissioners’ meetings
 Assures integrity of Council process;
 Represents Council to external parties; and
 Makes decisions within the parameters of the Governance Process and Council-Management Delegations
Policies.

4. Policy Governance Model
Council adopted Policy Governance Model in 2010:
Policy Governance Model:
• a system of governance;
• developed by John Carver; and
• based on the notion of “Servant Leader”
Governing Style:
Vision oriented and future focused;
Promotes Strategic leadership through its Council Policy Manual;
Group decisions by consensus; Council speaks with one voice; and
Emphasis on Proactivity rather than Reactivity.

5. Policy Governance Model
The adoption of the Policy Governance Model initiated:
• A change process at all levels: from the Council to Schools;
• Separation of governance versus operations; Council governs Cree
Education; Director General and his staff manage Cree Education;
• Development of Council Policy Manual; a guide for governance
role; and its direction and delegation to the Director General; and
• Identification of the results (Ends Policies) Council wants produced.

6. CSB OperationsGovernance (PG)
Council of Commissioners Policy Manual
Purpose
Vision
Mission
Values
Goals (Ends Policies)
Codes of Conduct
Director GeneralDirector General
Ends Policies
Executive
Limitation
Policies
Governance Process
Policies
Council-Management
Delegation Policies
Guidance
6
Cree School Board

7. Cree School Board
Purpose:
The vision of Eeyou Chiskutamaachaawin (Cree education) is
“A vibrant and thriving Cree Nation.”
In the context of this vision, Eeyou Chiskutamaachaawin (Cree School Board)
exists so that:
Each student develops a strong Eeyou-Eenou identity,
and the character, capacity, and competence
to succeed in his or her life journey.
These results shall be produced
at a cost that demonstrates good stewardship of resources.

8. 10-Year Timeline of Council Initiatives
In 2007/08, CSB commissioned an Educational Review;
report accept by Council in fall of 2008; started the change process;
In 2010, Council adopted Policy Governance Model;
a governance systems based on ten principles;
In 2011, Council initiated its Ownership Linkage (first principle)
meetings to listen, connect with and discuss Cree education with Cree
communities, entities and other groups;

9. 10-Year Timeline of Council Initiatives
In 2013, Council set up two Working Groups:
1. to review the Cree Component of Cree Education; and
2. To review the Cree Education Act.
In 2016, a CSB Regional General Assembly was held; CSB received 15
calls-to-actions;
In 2017, Council hired a consultant to analyze the data gathered from the
Ownership Linkage Meetings; report was submitted to Council (Dec. 2017);
and
In 2018, Council conducted a series of Work Sessions to review all reports
from the Working Groups, Ownership Linkage Data Analysis, and Regional
General Assembly.

10. Response to 1st RGA Calls-to-action
Delegates of the first CSB Regional General Assembly raised
concerns about Eeyou-Eenou Chiskutamaachaawin standards:
• 21 calls-to-action; CSB narrowed them down 15 calls-to-
action that were relevant to its jurisdiction;
• Most of the calls-to-actions were about programs (means) of
how CSB was to address certain issues; and
• Council, through its 4 Work Sessions, revisited and amended
its Ends Policies to reflect calls-to-action.
• The following chart illustrates how the Council tried to
respond to the calls-to-action:

11. RGA Calls-to-Action
(Stakeholder Expectations)
Relevant Policies Relevant Items of Policies & Notes
Youth Sector
1. Deliver land-based cultural program
E-1: Eeyou-Eenou Identity, Language, & Culture: item 4.5 “Students have opportunities to experience land-based cultural activities appropriate to the
seasons.” (Means)
1. Designate working group to develop program
2. Program to integrate Goose Break and other cultural
experiences into Cree culture program
E-1: Eeyou-Eenou Identity, Language, & Culture: items 4.1 to 4.5 Means
2. Develop curriculum that enables language acquisition through hands-on,
land-based activities
“Students understand the importance of the Eeyou-Eenou Ayimuwin as well as its link to
Eeyou-Eenou identity and culture.” (Means)
3. Develop work-oriented program with communities for students with
academic difficulties
Means
4. Develop Cree history program that includes Elders E-1: Eeyou-Eenou Identity, Language, & Culture: item 2 “Students have knowledge and understanding of indigenous history including, but not limited
to, prior to and first contact, the fur trade and missionary era, colonization and residential
schools, and agreements between the Cree Nation and other levels of government.” (Mean)
5. Develop and promote student exchange program/inter-community sports
program
“Students have knowledge to make healthy lifestyles choices.”
“6.1: Students are engaging in daily physical activities.”
(Means)
6. Deliver monthly/bi-monthly meetings to discuss/resolve issues relating to
attendance, achievement & graduation rates with communities
E-4: Parental & Guardian Participation: item 2 “Parents and Guardians have opportunities to participation in communication with their
children’s teachers to better understand their children’s academic progress.” Means

12. Adult/PSSS Sectors
7. Develop preparatory programs and services to help
students adapt to new training/educational settings
E-3: Adult Vocational & Post-Secondary: item 3 & 3.3 “Students have the necessary support to attain their
professional credentials.” (Means)
8. Conduct feasibility study to establish CEGEP/university in
the territory
CSB Training Centres – Waswanipi (and soon to be build –
Mistissini)
Training Centres built in partnership with CNG – Wemindji and
Waskaganishi (soon to build – Whapmagoostui) Means
9. Provide funding to build houses for student grads wishing
to work in their communities
CSB receives funds to build housing for teachers and other
personnel only;
Not really CSB responsibility except for its teachers and other
personnel hired from outside; Communities and CNG provide
housing for members of Cree Nation.
(Means)
10. Provide funding support for grads who wish to start their
own businesses
Not CSB responsibility – Communities and CNG may be able to
provide funds through economic development programs.
Means
11. Promote and use better data tracking methods to link
grads and community employers
CHRD – CNG
Means
12. Support development of students’ self-esteem, self-
reliance and capacity to prepare them with work-life skills and
training programs (see # 7)
E-2: Youth Sector: item 7;
E-3: Adult Vocational and Post-Secondary: items 2; 2.2
Item 7: “Students have harmonious and meaningful
interactions with others.”
2.2: “Students have the necessary life skills and technological
proficiency necessary to be successful employees.”
CHRD – CNG Means
13. Analyze adult education services and develop/implement
action plans for students to obtain jobs in relation to
community need
E-3: Adult Vocational and Post-Secondary: item 2; item 2.3 Policy addresses the CSB responsibility for needed
qualifications. Should CHRD be responsible for the job
procurement?
Means
14. Establish local adult education committees and provide
funding
Bylaw requirement; Article 9 of CSB By-Law No. 1 (Means)

13. 15. Provide access to better job opportunities with
communities
E-3: Adult Vocational & Post-Secondary: item 2.3; item 3.3 Item 2.3: “An increasing proportion of adult vocational
students obtain employment related to their field of study.”
Item 3.3: “Students have the necessary support to attain their
professional credentials.”
CHRD
Means

14. Conclusion
Looking to the Future:
• Council Policy Manual is the product of Council’s Strategic
Thinking Process from which the CSB Strategic Action Plan is
developed;
• The four themes of the Strategic Action Plan reflect the
Council Priorities: Student Success; Student, Parent and
Community Engagement; Qualified, Competent and Engaged
Staff; and Organizational Behaviour and Effectiveness;

15. Conclusion
Looking to the Future:
• Working Group Review Processes will pioneer the creation of a Cree
education system within which Cree culture and language will hold a
prominent place; and
• Continuing the Ownership Linkage Meetings will establish a strong
bond between the communities and the Cree School Board and its
schools and demonstrates Council’s and CSB’s commitment to
engage students, parents and communities in Cree Education.

16. Kathleen J. Wootton
Chairperson - CSB
418-923-2764
kwootton@cscree.qc.ca
Questions?
CSB Commissioners
Regional General Assembly
418-923-2764
www.cscree.qc.ca
Meegwetch. Thank you. Merci.