麻豆传媒AV

WEYBURN — It’s a multi-layered portfolio that might also require additional adeptness in the art of wrangling the unknowns.

It appears this is where the co-ordinator of early learning Jacqueline Gibbs makes her presence felt along with a team of similarly-adept professionals who thrive in the variety of scenarios that are offered up on a regular basis in that early learning landscape.

It is a field filled with young minds, their family members and their host of professional leaders eager to help them navigate programs from birth to five years of age and onward to pre-kindergarten and beyond.

Gibbs was in the 麻豆传媒AV East Cornerstone Public School Division’s (SECPSD) boardroom on May 28, presenting the latest updates on progress being achieved with the early learning programs by the current team of eight that is temporarily missing two members due to maternity leaves.

The mandate for Gibbs and the team also includes instructional coaching, teacher onboarding seminars for new educators in SECPSD, Indigenous education experiences, math experiences and English as an additional language outreaches.

One can see quite clearly this is, indeed, a multi-layered portfolio.

Gibbs took the board members through a series of video-enhanced visits to the teacher onboarding supports as just one example, noting that 88 of the teachers in SECPSD were in their first or second year and received welcoming support from a variety of people and sources.

She also noted how the National Indigenous Peoples Day Learning Event, held for about 1,800 students in and immediately around Weyburn last June, was a huge success. This academic year Nakota knowledge keeper Keegan McArthur is leading students on intriguing land-based education sessions.

Reports from the leaders in the MathUp and programs for youngsters with reading challenges were relayed to the trustees, including what procedures are followed to successfully implement current mathematics pedagogy.

Gibbs noted she took elements from the Human Rights Commission report of 2023 to study the various intervention plans that could be deployed, noting “we have a strong process in place,” she suggested, using six base strategies that are informed by current reading research.

Gibbs also noted where processes have changed so continual review against current research is necessary.

The co-ordinator discussed Indigenous teaching in the very early years plus programs that were launched or can be launched in small communities, including mobile learning practices and kits. There were 126 program visits to smaller communities with an attendance of 2,587, with 1,731 being children along with 856 adults. More than 2,100 learning kits were distributed to families in the course of the academic year. 

The Estevan Early Years Family Resource Centre also received some time during her presentation as she mentioned the mastermind programs, the work being done by the operating board members, parental responses that were documented, and the growing appreciation of home visits. The home visits were launched in 2020. She also spoke about the successes with referrals and transition support.

The intensive needs team within the pre-kindergarten programs was outlined as part of the presentation.

Gibbs noted the resource centre’s work enables the educators to focus on what the parents know and how they may get involved in the progressive programs.

Children learn during toddler discovery play, how to get along with others as well as how to handle certain social situations correctly, often using play times and motor skill events as key elements to the process.

In her closing remarks, Gibbs said that a significant number of transition activities are occurring for pre-kindergarten students with intensive needs. She added “these are not required by the ministry (of education) but are an important part of our transition practices in SECPSD.”

Going above and beyond the standard requirements appears to be a continual comfort zone for this team of SECPSD professionals.