2009-2010 National Selection Committee
Deputy Minister Michael Wernick is pleased to announce the membership of the 2009-2010 National Selection Committee for the two new programs under the Reforming First Nations Education Initiative.
The National Selection Committee will support improved educational outcomes for First Nation students through the successful implementation of INAC's two new programs and ensure a fair and transparent proposal review process by:
- Reviewing and scoring proposals against proposal assessment criteria,
- Providing expert advice and guidance to determine the selection of proposals, and
- Making funding decisions.
The Deputy Minister, in consultation with the Chair of the Committee, selected and approved the membership for the National Selection Committee.
Upon appointment, all members were required to indicate in writing that they understood and accepted the requirements concerning conflict of interest, confidentiality and non-disclosure for the Reforming First Nations Education Initiative. In order to avoid any perceived conflict of interest situations, members were not involved in the evaluation of proposals from their home province or Aboriginal community.
To learn more about the National Selection Committee, you may be interested in the following:
- Report of the National Selection Committee 2009
- National Selection Committee Members
- Appeals and Complaints
- 2009-2010 FNSSP Proposal Submissions
- 2009-2010 FNSSP Proposal Evaluation Criteria
National Selection Committee Members
Dr. Linda Goulet
Kathleen Keenan, Committee Chair
In the education field for over 30 years, Lise Bourgeois has been at the helm of the Conseil des écoles catholiques de langues française du Centre-Est (CECLFCE) since August 2003. Her relentless search for new ways of improving CECLFCE services is testament of her commitment to the advancement of French language education. The success of the CECLFCE earned her the title of “Leader of the Year - Public Sector” at the 2006 Regroupement des gens d'affaires gala and winner in the Education category at the Gala de la femme 2006 organized by the Femmes d'affaires et de développement économique rural de Glengarry-Prescott-Russell.
Her love of children and her belief that each child entrusted to her has the right to grow and be successful in an environment favourable to her/his development has made Lise Bourgeois a strong supporter of all individual and collective action that allows our youth to be fulfilled and become the adults of tomorrow.
Elinor Bradley is currently the Director of Education Programs for INAC. Ms. Bradley is a career public servant with more than 25 years of experience in research and analysis, strategic policy development, innovative program implementation, negotiation and management of diverse partnerships. Prior to joining INAC, she was a Senior Director at Service Canada, responsible for implementing a national IT project, and at Industry Canada she was the Director of five community based programs under the Connecting Canadians Agenda. She was also a Senior Analyst with University and College Research, Industry and Science Policy where she was responsible for university research funding and post secondary education policy, and raising the awareness of science for school, college and university students. Elinor holds a Bachelors (Honours) degree in Sociology from Concordia University.
Allison Brooks is a member of the St. Mary's Maliseet First Nation in Fredericton, New Brunswick. He holds a Bachelor of Arts from Mount Allison University, and both a Bachelors in Education and a Masters in Education from the University of New Brunswick.
For the last four years Mr. Brooks has been coordinating provincial school initiatives in his role as an Aboriginal Education Learning Specialist with the Province of New Brunswick. He has working relationships with provincial schools, band operated schools, regional management organizations, and 16 First Nation Chief and Councils. He also worked as a First Nation Intervention Worker with Devon Middle school and as an elementary school teacher with St. Mary's Chief Harold Sappier Elementary School where he taught a grade 4 and 5 combined class for three years.
Ms. Tracy Fleck is a member of the Saddle Lake Cree Nation in Alberta. Prior to joining INAC as the Associate Regional Director General for BC Region in October 2008, Ms. Fleck served as the Executive Director of Strategic Policy and Planning with the Ministry of Aboriginal Relations and Reconciliation in British Columbia.
After obtaining her Bachelor degree in law from the University of Victoria in 1993 and a Master of Laws from the University of Ottawa in 2001, Ms. Fleck was awarded several scholarships and conducted post-graduate Indigenous studies in New Zealand and the United States.
Ms. Fleck has lectured on native studies, business law and Aboriginal law and presented papers at both national and international conferences on a variety of Aboriginal issues. In addition, she volunteers as a board member for non-profit Aboriginal organizations on women's issues, education and governance.
Anna Fontaine is currently the Associate Regional Director General for INAC Manitoba Region, Indian and Northern Affairs Canada. Anna joined the Manitoba Region in 1998. She began her career in the department as an Economic Development Officer, eventually becoming the Director of Economic Development. In 2004, Ms. Fontaine took on the challenge of the Director of Lands and then, in 2006, Ms. Fontaine became the Director of Government, where she had the responsibility for the regional implementation of claims and litigation, self-government, strategic partnerships in education and child and family services, professional and institutional development programming, provincial and territorial First Nation organization and tribal council programming, and Indian Government Support programs.
Ms. Fontaine attended the University of Saskatchewan where she obtained an education degree. In addition, she completed her Masters of Education coursework at the University of Manitoba. Prior to joining the department, she taught in many First Nation communities throughout Manitoba.
Terry Fortin is the Principal Consultant of Quality Learning Solutions Inc. in Edmonton, Alberta. He is of Métis ancestry and is a retired superintendant of the Edmonton Catholic Schools. Terry was seconded to lead the provincial government's two year Native Education Policy Review.
Through his previous employment and experiences he has developed a strong understanding of off and on-reserve issues, and provincial and First Nations school systems. Terry has a passion for Aboriginal education and continues to focus his work on First Nations, Métis and Inuit student success.
Linda Goulet, Ph. D.
Linda Goulet is an Associate professor at the Department of Indigenous Education, First Nations University of Canada. Her Ph. D. dissertation entitled “Creating Culturally Meaningful Learning Environments: Teacher Actions to Engage Aboriginal Students in Learning” examined effective teachers of Aboriginal students and developed a model of effective practices.
Dr. Goulet teaches classes in Indigenous pedagogy, anti-racism, and Indigenous health education. She has been involved in evaluation projects in Aboriginal communities including a First Nations teacher education and Aboriginal Head Start programs. Her current research projects include; the examination of the impact of “Elders in Residence programs” on school programming from the perspective of teachers, and the exploration of health issues with First Nations youth through drama. Her publications include journal articles, chapters in books, and a co-edited book. She is currently co-editing a second book on the role of adults who work with youth entitled “Democratic practice of Adult-Youth engagement in social and environmental justice” to be published by Sense in May this year.
Ian Gray is currently the Regional Director General for the INAC Atlantic Region. From Dieppe, New Brunswick, Mr. Gray is a 20 year veteran of INAC, working as legal counsel before becoming a negotiator for the Specific Claims Branch. Since 2000, Mr. Gray has served on the senior management team in the Atlantic Region and was named Regional Director General in 2007.
In the Atlantic Region, Mr. Gray has worked on the Mushuau Innu Relocation and negotiated the most recent education funding agreement with the Mi'kmaq of Nova Scotia as well as the 2008 New Brunswick Education Memorandum of Understanding.
Kathleen Keenan is the Director General for INAC's Education Branch, where she is leading the education reform initiative. A career public servant, she has extensive experience in policy and program development and in providing strategic advice to senior officials on a wide range of complex and high profile intergovernmental issues.
Prior to joining INAC, Kathleen was the Director General, Provincial Analysis, Intergovernmental Affairs, Privy Council Office, where she provided professional leadership in the development of strategic analysis and advice to the Deputy Minister, the Minister and the Prime Minister on the management of the intergovernmental agenda. Kathleen's work experience includes research, policy analysis and program development on social and labour market issues with Employment and Immigration Canada, Status of Women Canada and the Ontario Ministry of Labour.
Alfred Linklater is a Senior Policy Advisor with the Aboriginal Affairs Directorate at Human Resources and Social Development Canada (HRSDC) in Ottawa. From 1974–1991, he was a teacher and the Director of Education in his community and was instrumental in establishing the Nisichawayashik Cree Nation Education Authority and negotiating one of the first on-reserve collective agreements between the Authority and the Teachers' Association. From 1992 to 1997, Alfred was the Director of Education for the Assembly of First Nations and then he returned to the federal government where he has since played a number of different roles prior to taking on his current role at HRSDC, including Director of Education for INAC and lead for the development of a First Nations Statistical Institute.
Alfred is a member of the Nisichawayashik Cree Nation in Manitoba. He holds a Bachelor of General Studies from Brandon University and a Masters in Education from the University of Manitoba.
Robert Maheu just recently retired from McGill University where he was Director of Comparative Public Policy Analysis. Prior to his tenure at McGill, Mr. Maheu worked for many years with the Quebec Ministry of Education, where he held a number of positions, most recently, Director of Research, Statistics and Indicators. He has multiple publications and has been a presenter at several Canadian and international conferences. Mr. Maheu has a Bachelor of Arts from the Jean-de-Brébeuf College in Montreal, and a Bachelor of Science in Economics and a Master of Arts in Demographics from the University of Montreal.
Helen Raham is currently retired. As a Former Research Director for the Society for the Advancement of Excellence in Education (SAEE) non profit organization, Helen participated on numerous education committees and conducted research on education from around the world. She is a former educator in the public school system and consultant on education. Her expertise is in K-12 education policy and practice; school success research and language and literacy. Helen has published the "School Choice Policies and Effects: An International Lit. Review" (2004), and "Sharing Our Success" ten case studies in Aboriginal Schooling, 2004 (funded by INAC).
Helen Smiley is the Acting Director of INAC's Education Partnerships Program. She joined the Education Branch INAC in September 2008. Prior to joining INAC she was the Director of Learning Policy Innovations at HRSDC where she was responsible for leading policy development and implementation on a number of learning issues, including accountability and public reporting for post-secondary education funding. She also worked as a policy analyst and program manager in a number of other areas within the Department, including Labour Market Policy, the National Literacy Secretariat and the Applied Research Branch. Helen holds a Bachelor of Arts from Harvard University and an Master of Arts from Carleton University, both in Economics.
Garry Swampy is on a one year leave of absence from the Manitoba INAC Regional Office. He is currently teaching grade one at the Sagkeeng elementary school. At INAC, Gary was the Program Officer responsible for managing the Manitoba First Nation Education Resource Centre portfolio. He resides on the Sagkeeng reserve and was a former Chief for the community from 2001-2003. Gary continues to be actively involved in the community. He has a vast knowledge of education practices, community perspectives and federal government programs.
Owen Zoccole, from Nestor Falls, Ontario, is the Director of Education at Mikinaak Onigaming School, providing educational leadership for the Ojibways of Onigaming First Nation in elementary, secondary and post-secondary educational programming. He is also a Consultant with Northern Lights Consulting providing comprehensive school evaluations, school improvement planning, strategic planning and budget development services. He was formerly a principal and teacher and has an Honours Bachelor of Arts degree from Lakehead University.
Appeals and Complaints
Decisions may be appealed on the following grounds:
- Where there has been a procedural error in the evaluation process; or
- Where the decision is based on a factual error.
INAC will not accept appeals where the committee, though it could be an error in interpreting the proposal and any assessments, has made a reasonable attempt to judge fairly the merit of the proposal. Nor will INAC accept appeals based on the composition of the National Selection Committee or on the amount of funding awarded.
Questions may be directed to INAC's Education Programs by dialing toll-free at 1-800-567-9604, or by TTY toll-free at 1-866-553-0554, or by e-mail at firstname.lastname@example.org
2009-2010 FNSSP Proposal Submissions
The following organizations submitted proposals for funding under FNSSP for 2009-2010:
First Nations Education Steering Committee and the First Nations Schools Association
Yellowhead Tribal Council
Treaty 7 Management Corporation
Treaty 8 First Nations of Alberta Education Commission
Kee Tas Kee Now Tribal Council
Little Red River Board of Education
Saddle Lake Education Authority
Nipisihkopahk Education Authority (Samson Cree First Nation)
Frog Lake First Nation
File Hills Qu'Appelle Tribal Council, Yorkton Tribal Council, Touchwood Agency Tribal Council
Prince Albert Grand Council
Saskatoon Tribal Council
Agency Chiefs' Tribal Council
Cowessess First Nation
Meadow Lake Tribal Council
Northwest Nations Education Council Inc.
Thunderchild First Nation
Manitoba First Nations Education Resource Centre Inc.
Opaskwayak Education Authority
Sioux Valley Education Authority Inc.
Aboriginal Council of Winnipeg Inc.
Ahkwesahsne Mohawk Board of Education
Anishinaabeg of Kabapikotawangag Resource Council
Nishnawbe Aski Nation
Ogemawahj Tribal Council
Kenjgewin Teg Education Institute
INAC Ontario Region Education for Ontario Region Federal Schools
Nbisiing Secondary School - Nipissing First Nation
Iskatewizaagegan - David Kejick School
Wikwemikong Board of Education
Sandy Lake Chief and Council & Sandy Lake Board of Education
Indigenous Education Coalition
Northwest Angle #33
First Nations Education Council / Conseil en Éducation des Premières Nations
Institut Culturel et Éducatif Montagnais
Kitigan Zibi Anishinabeg Education Sector
First Nation Education Initiative Inc.
Mawiw Tribal Council
Maliseet Nation at Tobique
2009-2010 FNSSP Proposal Evaluation Criteria
FNSSP proposals will be rated against the following mandatory requirements and point-rated criteria. Proposals will be reviewed by the National Selection Committee.
Each proposal will be evaluated to ensure it meets the following mandatory requirements of the program.
- Regional First Nation organization (Regional Management Organization Tribal Council, political/treaty organization with a dedicated education unit);
- First Nation Band Council as defined in the Indian Act that has a band school on reserve; or
- Federal school.
- Currently undertakes, as a key function, elementary and secondary education support for a defined group of First Nation communities;
- Has an organizational framework that supports existing program management and financial control requirements;
- Has mechanisms in place to support accountability to community members;
- Has a multi-year operational plan completed or in development with stated goals, priorities, investments and organizational development activities to support existing programming; and
- Is in a sound financial position.
Note: If signed letters of support are not included with the proposal, the mandatory criteria will be considered as conditionally met and will be subject to verification prior to the release of funding. Should signed letters of support not all be provided by the date on which funding is ready to be released, a delay may result or the amount of funding that will be provided may be modified from that which was recommended by the National Selection Committee.
Note: Regions will identify potential areas of overlap and work to ensure that funding is not duplicated for the same activities by two programs.
Each proposal that meets the mandatory requirements will also rated based on the following point-rated criteria:
Consultation and Commitment
- The proposal has the support of the communities that will be included in the project; and
- Outlines the extent and approach for community consultation PLANNED DURING THE NEXT THREE YEARS.
- Statement of need and the current state of programming in the three component areas is adequately described;
- Work plan quality, comprehensiveness and feasibility; and
- Proposed activities expected to result in intended objectives and program outcomes.
- Recipient capability; and
- Project leader capability.
- Project governance;
- Human resource management;
- Management of risk; and
- Project monitoring, control and reporting.
- The budget is provided in adequate detail and assumptions are clearly explained;
- There is clear justification for the budget in terms of linkage to proposed activities, the number of schools and students impacted, and other factors affecting costs; and
- The budget is cost-effective and economies of scale are maximized.
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