Ken
Marquart
Brant-Argyle School Case Study
I had the opportunity to spend an afternoon at Brant-Argyle school, which is K-8, and observe a unique school with progressive ideas. The school, built in 1914, is located in the hamlet of Argyle, Manitoba. The town, a rural community with strong ties to agriculture, has embraced the progressive ideas implemented by Sarah Hadfield, the current principal, the staff, students, as well as their predecessors.
In part, the changes in pedagogy evident at the school came out of necessity. The school was in jeopardy of being closed, with a population of 30 students. Due to the various changes implemented, its enrollment is over 60 and there is currently a waiting list. 30 of the students attending have been attracted to Brant-Argyle from outside of its catchment area.
​
​
The school is organized into four multi-age classrooms. The names and grades of each group are as follows: East (Kindergarten-1), South (2-3), West (4-5) and North (6-8). The groupings are not static and can change from year to year.
​
Hadfield recognizes the impact that the progressive changes have had on both the livelihood of the school, as well as the well-being of staff and students, but has to be aware of some long standing traditions, which continue to be woven into the fabric of the school. These include Spring Tea, which has been an annual event since the school's inception, fall supper, Christmas concert, and Christmas brunch.
​
Howard and O'Brien's "Living Schools Attributes and Practices" (2017) served as the lens through which I took my photos, made my observations, and formulated my questions.
Pedagogical Shifts
​
The overarching philosophy that pervades all aspects of the school is the Reggio Emilia approach. It's fundamental belief is that the child has three teachers: the teacher(s) (or other adults), the child (or peers), and the environment. It also states that "children and adults thrive when there are interesting resources, complex environments and experiences, time for the pleasure of learning and being, reciprocity, sharing, traces of interpreted experiences in process, a strong sense of belonging, and optimism for the future" (https://www.reggioalliance.org/narea).
​
​
​
​
​
​
​
​
​
The school also emphasizes "the medicine wheel and the seven grandfather teachings as foundation for creating a mindful, restitution-based program". This was accomplished through "Staff, Students, and families introduc[ing] the seven teachings (one per month) through activities and assemblies hosted by the students" (Community Report, 2017-18).
While speaking with Hadfield, a student with autism spectrum disorder came into her office. She was very affectionate with him, spoke in a calm, soothing voice, and asked him what is was he thought he should be doing. This and many other interactions that I witnessed supported Hadfield's statement that the school has to offer students "Love, power, and freedom". After he left, Hadfield told me that he had struggled at another school prior to attending Brant-Argyle. As I understood it, his struggle resulted from a lack of inclusion. He was previously violent and exhibited behavioral issues. I witnessed him working on a puzzle, running and playing with others on the trail and playing on the swings. His interactions with staff and students were all positive. The way in which she interacted with this student exemplified the use of restitution, but also portrayed, as Howard and O'Brien phrase it, "the spirit of inclusion" (2016).
As mentioned, the school is multi-aged in terms of the four groups. I inquired as to how this was implemented for very skill specific curricula like math. Sarah Hadfield and John McTavish, a 6-8 teacher, explained that the key to the execution is teaching thematic units. For example, if the theme is integers, the grade 6 class would be required to represent integers with manipulatives. This would serve as review for the 7's and 8's. The 7's would then have to demonstrate the addition and subtraction of integers, thus serving as review for the 8's. The 8's would then have to multiply and divide integers. The benefit of this is that younger grades are subjected to outcomes that are advanced for their age group and serve as enrichment. Additionally, the older students serve as peer tutors for the younger grades.
I also inquired about a crested gecko that I saw in the 4-5 classroom. Hadfield informed me that the class desperately wanted a class pet. Her only stipulations were that it couldn't be a mammal and the cost had to be under $30.00. This served as an authentic instance of PBL. The class had to research the different classifications of animals and call various pet stores to inquire about the cost. They settled on "Gloria" the crested gecko; however, they overlooked the cost of the terrarium, which was roughly $400. This served as another opportunity to empower students. Their art projects, depicting geckos, were sold at the Spring Tea in order to fund the terrarium. Their accomplishment is much more powerful than a teacher choosing a class pet and purchasing the necessary equipment. It teaches them responsibility, problem solving, and promotes positive well-being.
The Prime Meridian Trail
The school is fortunate to be adjacent to the Prime Meridian Trail, which is a decommissioned railway line that has been converted to a recreational trail. The school takes advantage of the trail by beginning every day, weather permitting, with a school-wide trail walk.
Additionally, teachers are permitted to take classes on trail walks at their discretion. This, as I witnessed, has many benefits in terms of both staff and students' well-being, through the promotion of physical activity and socialization. I witnessed the care free nature of students running through the various trails within the bush, students finding various "treasures" and showing them to the principal, as well as playing in and making changes to forts.
The trail, as well as other aspects of the school, also contributes to the ability to increase students' ecological literacy, as students are naturally curious about various flora and fauna found on the trail, which teachers take advantage of, as seen on the right. The use of the trail "cultivates a deep sense of place by building attentiveness to [students'] surroundings" (Howard & O'Brien, 2016).
​
The school has many aspects that demonstrate a strong connection to the environment. This has been accomplished by fostering collaboration and creativity through making forts, using natural physical structures to promote an appreciation of nature and socialization on the playground, as well as beautifying the school's interior while emphasizing the importance of nature with murals, student artwork, and natural materials.
Other aspects of the school explicitly support sustainability while engaging and empowering students. These include the chickens at the school, as "Incubating eggs and two additional chickens have engaged and enhanced emotional literacy in many students" (Community Report, 2017-18).
Additionally, students harvest produce from the garden, which is served at the Spring Tea. The garden is watered using a rain water catchment system and fertilized using compost from their compost bin. The school has also committed to being more sustainable in terms of the fundraising activities in which they participate. They no longer sell chocolate covered almonds, wrapping paper, or coupon books. Some fundraising is through the sale of students' arts and crafts, thus further empowering students and fostering well-being.
​
Connection to the Community
The Spring Tea also fosters a connection to the community and a commitment to citizenry as students serve community members.
Parents and the community are integral to the school and students in a variety of capacities. This is fostered through communication "with parents in person, through positive home contacts, via the school newsletter, and through social media such as twitter and class blogs. Monthly, [a school representative] meet[s] with our very active BAACSL (Brant-Argyle Advisory Council of School Leaders). During an open house in September and Student Showcase evening in April, [the school] ask[s] parents for written feedback or wishes for [the] school" (Community Report 2017-18).
​
One publication released by the school, entitled "Parents as Partners in the Multi-level Learning Community", outlines ways parents can be involved. It states that parents can "volunteer in the classroom regularly, visit occasionally to share [their] expertise on a topic, help at home by collecting or preparing materials, [and] ask the teacher how [they] can help" (2018). During my time there, three different parents delivered various materials for use in the classroom. The communication with parents empowers them as stakeholders in their children's education.
​
Having a strong parent advisory committee also has a positive impact on students' well-being. Through the PAC's fundraising efforts, like hosting quiz nights, they are able to fund Brant-Argyle's snack program. Students are able to go to the well-stocked kitchen if they haven't received proper nutrition or are hungry.
Reflection
There are so many attributes of a living school demonstrated by Brant-Argyle that many schools, including my own, should emulate. The most significant is how so many aspects of the school are contributing to a singular vision, as outlined by the Reggio Emilia approach. The rain barrels, composting bin, or use of the Prime Meridian Trail are not championed by a single teacher or club. Their existence and utilization are a result of a unifying vision that students, staff and the community have supported. Perhaps this is a result of being set in a tight knit community, but more likely it is cultivated through clear communication and collaboration with all stakeholders.
​
The school, both in terms of its physical structures and organization, promotes well-being and collaboration. Its school goals and philosophies are palpable as one tours the school or observes interactions, both among students and between students and staff. It is often the case that school goals are simply a piece of paper completed in order to fulfill a mandate, but can not be identified by an outsider looking in. This is not the case at Brant-Argyle.
It is clear in meeting with her that Sarah Hadfield has championed many initiatives that have been transformative for the school; however, "one individual alone is not sufficient for successful implementation. The successes are a result of "A team of individuals with strong commitment, relationships, communication, and management practices" ("Healthy School Communities Concept Paper, 2012). This is the most significant realization, as many initiatives in education are met with hesitation or outright rebellion. However, it seems that everyone on staff supports the collective vision of the school. As such, their communication with the community is unified and fosters a healthy environment.
​
References
​
About Narea. (n.d.). Retrieved November 5, 2018, from https://www.reggioalliance.org/narea
​
Community report 2017-2018. Retrieved November 5, 2018, from http://www.isd21.mb.ca/argyle/pdfs/Report%20to%20the%20Com2018.pdf
Hadfield, S. (2018). "Parents as partners in the multi-level learning community".
​
Healthy school communities concept paper. (April, 2012). Retrieved November 5, 2018, from https://phecanada.ca/sites/default/files/content/docs/resources/healthy-school- communities-concept-paper-2012-08_0.pdf
​
Howard, P. & O'Brien, C. Living schools attributes and practices. (2017). Retrieved November 5, 2018, from http://sustainablehappiness.ca/sh-extra/attributes-of-a-living-school/living- schools-attributes-chart-2017-copy/
​
O’Brien, C., & Howard, P. (2016). The living school: The emergence of a transformative sustainability education paradigm. Journal of Education for Sustainable Development, 10(1), 115-130. doi:10.1177/0973408215625549
​
"Reggio Emilia in a nutshell". (2016, August 20). Retrieved November 05, 2018, from https://www.youtube.com/watch?v=cvwpLarbUD8
​
​