Editing The Principal Perspective: Iqaluit 2040

What follows is a report written by Anhah Sakari, the principal of Nakasuk School from 2039 to 2046, on the school climate after the implementation of the Iqaluit 2040 learning model.

 1 May, 2044
 Report: The Effects of Iqaluit 2040

 Preface
 Since the start of the 2043-44 school year, the schools in the Iqaluit School Board have officially implemented the Iqaluit 2040 model of learning in all classrooms. This marks the end of the phasing-in approach which began in the 2036-37 school year and has standardized the teaching methodology throughout the Iqaluit region. Although I began my tenure as principal during the 2039-40 school year, I am pleased to say Nakasuk has made significant progress with the Iqaluit 2040 program. As per the Iqaluit 2040 guidelines, issued in the initial report, key points of emphasis for our school have been fully implemented as of this school year. These points have been the implementation of holistic learning, practical student development workshops, guest or community speakers, and using traditional Indigenous learning models. Despite some initial pushback from teachers and students, the school community has grown to support the Iqaluit 2040 model due to its success in the classroom.

 Implementation 
 Focusing on the holistic teaching guideline, Nakasuk has become known for this initiative in our classrooms. Specifically, since January 2038 Nakasuk has been a model for the Iqaluit region in terms of holistic teaching. The early adoption of this program has allowed Nakasuk to manage any issues and determine the optimal way to encourage learning in all students with a hands-on approach. The initial issue we encountered with this manner of holistic learning was the viability of teaching students in a Montessori style given the climate of Iqaluit. This posed a few issues, first, would students have access to the material required to make holistic learning work, and second, would students be able to learn in their local environment given the risk of extreme temperatures? To answer the first concern, thanks to the federal government which has supported Nunavut provincially and the local community students have been able to receive all of what they have needed. Regarding the temperature concerns, I have ensured that Nakasuk has a strict policy on environmental learning. The policy is a front and back-loaded style where students learn in the environment and community in the early fall and late spring rather than winter. Additionally, winter excursions are treated as field trips requiring permission from parents and no more than visits to local community centres to ensure students are protected from the elements. Notably, parents and teachers alike have pushed back against this policy, citing the belief that since students live in the environment they are accustomed to it. However, Nakasuk continues to err on the side of caution with great success to show for it. Otherwise, the community has been especially receptive to holistic learning with community outreach efforts often being answered by local professionals, experts, community leaders, and elders. Over the past year, students have experienced science classes with experiments led by local researchers and have been able to examine real elevation maps in their geography classroom donated by the community. 
In a similar vein, practical workshops such as career days, civil responsibility, stress management seminars, and organization tutorials have been implemented in classrooms. Once or twice a month teachers have been leading various seminars for students to help them with non-curriculum-based learning goals. Teachers have also had guest speakers from the community to speak to students including professionals and elders. These efforts have been generally well received by students with attendance on workshop days being similar to regular instructional days. Teachers have also reported that topics covered by the workshops generally leave an impact on students for the rest of the year. For example, Mr. Brown, the school's grade 7 teacher, reported that organizational workshops improve the organization skills of his class in a meaningful way, so long as those workshops repeat during the year.

 Effects
	Relating to the effects of the Iqaluit 2040 model, current data from Nakasuk suggests this model has significantly improved student experience and outcomes. 
In terms of experience, at Nakasuk teachers have reported much more engagement from students in the classroom, better demonstration of learning skills, and improved results on assessment of learning.  Nakasuk teachers have also noted that students' behaviour has improved. Teachers have on average felt they are better able to address the class, deliver instruction, lead lessons, and manage the classroom under the Iqaluit 2040 model. Moreover, teachers have found students are more involved in the classroom and feel more deeply integrated with lessons. This is to say that teachers have found that students are willing to ask more questions and follow up on activities in the classroom with the holistic learning model. Teachers feel that this model has led more students to take the initiative with their education as they are more interested in classroom activities. By a more standard metric, student grade averages have steadily increased since the phasing-in of Iqaluit 2040 and are presently 5% higher on average than before implementation. 
	At the post-secondary level, students have also seemed to be benefitting from the Iqaluit 2040 model. Although working with a small sample size, graduates from the 2038 to 2039 school year have shown a high degree of success in their secondary education. In secondary education, 85% of this class graduated with 65% of the remaining students expected to graduate this year. Students who did not pursue post-secondary education have contributed to the community in various ways becoming involved with local organizations or industries such as fishing and mining. 
	From a school administration perspective, the Iqaluit 2040 model has significantly impacted educators as well. Educator retention has been higher than usual with no loss of staff occurring since the 2041-42 school year at Nakasuk. From the reports published by the school board, there have also been significantly more teachers applying to the Iqaluit region. At Nakasuk we have attributed this to the novel style of teaching the Iqaluit 2040 model uses which we believe attracts teachers to the region. This has also led to greater employment opportunities in the region. A large issue for the school board in the past was a supply and demand issue in terms of a large number of students with few teachers. Since the new model has been implemented new schools have been proposed to meet the new supply of teachers with each school requiring more teachers and ancillary staff the employment of the region seems promising. 
Conclusion
	Since the implementation of the Iqaluit 2040 model, we here at the Nakasuk School have noticed great improvements in students and student outcomes. The community has also been especially receptive to the program. As of this year, implementation of the program has come to completion and all classrooms at Nakasuk have implemented the Iqaluit 2040 model. As our school continues to develop teaching methods and gather data on the results of the 2040 model new reports will be published. Overall, the Iqaluit 2040 model has rejuvenated teaching here at Nakasuk and is a promising model of education.