Indigenous Graduation Coach Program

The Four Directions Graduation Coach approach provides intensive support to First Nations, Métis and Inuit learners and their families with the goal of seeing each learner through to graduation and beyond to their desired post-secondary pathways. The Indigenous Graduation Coach will provide mentoring and guidance to First Nation, Métis and Inuit students and ensure that they have a supportive environment as they build a sense of independence and achievement. 

 

PROGRAM OBJECTIVES

This program aims to:

  • Help to ease transition concerns

  • Promote school engagement

  • Advocate for students

  • Build a sense of community

  • Develop leadership skills within the school

  • Support school and home

  • Link students with school communication resources and opportunities

  • Engage in career planning

  • Link students with community

  • Offer goal setting opportunities and resources

 

THE ROLE OF THE COACH

The Indigenous Graduation Coach will work with Indigenous students to ensure they have academic, social and emotional support necessary for success, make connections to culture and community, and to advocate and empower students as they work towards high school graduation. The role of the Indigenous Graduation Coach also includes: 

  • Establishing trusting relationships with students, families, staff, and communities

  • Identifying and removing barriers to student success

  • Providing guidance and support to identify pathways based on individualized strengths and interests

  • Ensuring ongoing open dialogue with families

  • Providing access to resources that foster a sense of belonging

  • Advocating for students with the Circle of Caring Adults

  • Facilitating access to tutoring, community supports, course planning and mentorship for students

Learn more about the Graduation Coach Program.

CONTACT INFORMATION

Kyl Morrison

Indigenous Graduation Coach

Gloucester High School

Email - kyl.morrison@ocdsb.ca

Phone - 613.291.5980

Learn more about Kyl.

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