This is not your typical school district; here, students might be kept inside during recess because a bear has wandered onto the playground, or they might start their day with early morning chores on a farm before catching the bus to school.The district’s vision is grounded in this unique rural reality, nurturing a learning environment as expansive and varied as the territory it covers. Superintendent Carolyn Lewis outlines the four priorities guiding the board and its team: “Student learning is our number one priority,” she says without hesitation. Alongside this is excellence and continued development for students and leadership, teaching, and support staff. Given the division’s vast geographical spread, Lewis stresses the importance of stakeholder engagement. “We live in a vast landmass,” she explains, emphasizing the need for constant engagement with communities spread across five zones. System health and wellness is the fourth priority. It’s a broad focus, encompassing the well-being of both staff and students. In the current climate, postCovid, this priority resonates more than ever.“There have been a lot of issues around the world,” Lewis points out, acknowledging that the challenges faced by the division are mirrored globally. The board, she says, has remained steadfast in its adherence to core values such as rigor, integrity, courage, and compassion, which underpin every decision and initiative. Grande Yellowhead District Schools’ mission is clearcut: “Every student will graduate with the knowledge and skills to pursue post-secondary goals,” Lewis states. Yet, this isn’t just about steering students toward university. The term “post-secondary goals” is broad, encompassing apprenticeships and direct entry into the workforce. It is a pragmatic understanding of the diverse futures awaiting students, shaped by the region’s robust mining, oil and gas, forestry, farming, ranching and tourism industries. Lewis emphasizes that parents are the primary advocates for their children, highlighting the importance of a “welcoming, caring, respectful, safe, and inclusive learning environment” as a fundamental right. She contrasts rural and urban learning, drawing from her experience in Edmonton Public Schools, and notes how rural students face unique challenges, like canceling recess due to bears. Lewis stresses that “learning is a shared responsibility between students, parents, schools, and communities,” promoting a holistic approach that integrates education with nature and community, preparing students for academic success and active citizenship. 379 CIVIL AND MUNICIPAL VOLUME 05, ISSUE 10 GRANDE YELLOWHEAD DISTRICT SCHOOLS
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