2. an overview summary of currently mandated, universal learning expectations across Canada.

The first set - the CAAS PLEx - is currently being developed by our Academic Advisors and other members of the Working Group. It will be circulated broadly, in discussion format, within education and Aboriginal circles before its standards are measured against the SAS findings. If YOU would like to be included in this consultation, contact us very promptly.

The second set of learning expectations is a 'quick and dirty' composite of universal/mandatory Aboriginal Studies curriculum policy... across Canada! This is tricky to do on a limited budget. We can't afford to undertake the sort of comparative policy standards study which would provide a thorough overview of mandatory Aboriginal Studies policy in all the distinct Provincial and Territorial jurisdictions across this land. So, with these limitations, we are doing our best.

Teachers Teach Teachers (TTT)
The goal of TTT is to find ways to enable classroom teachers to have more confidence with, and success at, integrating valid, quality Aboriginal-perspective materials into their programs - as themes, units, cross-curriculum strands, on an interdisciplinary basis or in any other way. It is our view that many of the supports and resources teachers need to achieve this level of readiness ARE available in the teachers' local or regional communities.

TTT will identify, through the higher-quality responses to the SAS, as well as through a literature review and our network contacts, a range of 'exemplary practices' in Aboriginal Studies. CAAS will use these findings in several ways.

• Curriculum resources and materials will be accessed through our website via 'links', hands-on materials and bibliographies.
• Teachers who demonstrate 'exemplary practices' will be interviewed. Their teaching strategies and styles, relevant life experiences, special resources and so on will be featured on the CAAS website.
• \'a8 CAAS will identify at least one teacher-mentor in each Province and Territory. This will be a first solid step towards developing regionally-based networks of teachers who can mentor one another (ie. teachers teaching teachers).
• In the winter of 2000/01, CAAS will 'pilot' an interactive "Question & Answer" professional development/curriculum resource service on our website. We are developing a design for this Q&A service and for an outreach campaign to inform classroom teachers it exists. Your ideas are welcome.
• CAAS hopes to adapt the website materials (see above points) into print format. These publications would be used for outreach and promotion of the CAAS and its services, and as an alternative to the website for publis education. (For this part of TTT, we are still seeking funding.)

About the CAAS
Our Coalition is unique: in Canada, in its purpose, and - certainly not the least of it - in how we propose to accomplish our goals. Our structure has been consciously developed to reflect our belief that the problems we are addressing can only be resolved through ongoing and increasing cross-cultural understanding, exploration and partnership.

We are working on very specific problems. How well is the teacher at your neighbourhood school coping with the integration of Aboriginal perspective resources and materials into her/his classroom, What kind of supports can s/he use to do a better job? How can we deliver these supports to the largest number of teachers in an EFFECTIVE manner?

We recognize that 'education' is a Provincial responsibility but we know that Aboriginal Peoples (ie. "Indians and lands reserved for Indians") are constitutionally a Federal responsibility. We believe that addressing the evident shortfalls in public understanding and awareness of Aboriginal Peoples will heal and strengthen Canada - for both the Canadians and the Aboriginal Peoples who live here. We literally seek to change the world one person at a time - something most teachers and parents understand!

As well, we must never forget that many Aboriginal students attend 'mainstream' schools. These youth urgently need to see Aboriginal Peoples reflected in a positive light in their school environment.

To reach this monumentous social objective, our priority is the development of local resources, mentors and networks which classroom teachers can access directly. We hope that exposure to our resources, views and analysis will motivate people in the education community to also work at the political and organizational levels. This pressure for social change may build political will, changing priorities and budgets, leading to positive changes in policies.