Creating School-Community Partnerships

Creating SCHOOL-COMMUNITYPARTNERSHIPS A resource booklet for Foods and Nutrition teachers in Thunder Bay, Ontario By Lauren Baryluk

Contents p. 3 p. 6INTRODUCTION p. 9TYPES OF PARTNERSHIPS p. 11\"HOW-TO\" PROCESSBENEFITS OF COLLABORATIONS p. 13RECIPES p. 14 p. 15 Gouda Muffins p. 16 Spinach & Zucchini FrittataCONTACTSREFERENCES

FIRST  OF ALL This project is a merger of interests in the Ontario Foods and Nutrition curriculum and in local food consumption. As a response to unhealthy eating trends, an obesity epidemic (Bagdonis, Hinrichs, & Schafft, 2009, p. 107; Thunder Bay and Area Food Strategy, n.d.) and the globalization and industrialization of foods (Bagdonis, Hinrichs, & Schafft, 2009, p. 108), local food movements have recently gained momentum. Thunder Bay, Ontario is no exception to this phenomenon, as “a strong network of teachers, food advocates and community partners has grown steadily since 2007 to develop policy, practices, awareness, and research to support [local food literacy and procurement]” (Ecosource, 2015, p. 30). This project defends the need for these sustainable practices, and encourages students to engage with the food they consume, \"critically analyze the food system and their role in it,\" (Ecosource, 2015, p. 46). 03 LAUREN BARYLUK

Schools are institutions that are often SCHOOL- linked to a child’s developmental growth, COMMUNITY and communities have a great effect on a PARTNERSHIPS child’s socialization (Sanders, 2001, p. 20) This project seeks to respond to the therefore combining the two makes for question “How can a Foods and Nutrition impactful learning (Ecosource, 2015, p. 46). teacher develop an academic partnership with a community organization in Thunder Often times, school-community Bay, and why is it beneficial to do so?” partnerships are associated with parental Therefore, the goal of this project is to inform Foods and Nutrition teachers in involvement, business affiliations, or Thunder Bay, Ontario on the ways in which church groups (Sanders, 2001, p. 19). local food can be utilized in a classroom Mavis Sanders suggests that schools setting through community partnerships, and consequently have a positive impact on broaden their scope of community students’ eating and purchasing habits. partnerships to include more options that Additionally, this project seeks to lay out a service the school and community, rather process that teachers can follow in order to than student-centred collaborations which develop and implement a School- Community Partnership (SCP) in their own may provide “awards and incentives, class or school.  scholarships, tutoring and mentoring programs, and job-shadowing” (2001, p. 25-26). For the purpose of this project, a “school-community partnership” will refer to a reciprocal relationship between an academic institution and a local organization, resulting with an outcome in the school. 04 LAUREN BARYLUK

It is estimated that if every household in Ontario spent $10 a week on local food, we would have an additional $2.4 billion in our local economy at the end of the year and create 10,000 new jobs. (EarthCare Thunder Bay, n.d., p. 30)05 LAUREN BARYLUK

TYPES OFPARTNERSHIPS In class Guest speakersGuest speakers Developing students' awareness of local food can help shapeWorkshops their perspective to a positive and receptive one. \"Provide a local food subject matter expert or a food animator that can be a In school point of contact for the broader public to deliver workshops, provide farming advice, and promote fostering of the local foodSchool gardens system. Community Food Advisor (CFA) is an OntarioFarm-to-Caf/Farm-to-School organization that has a presence in several Ontario communitiesSchool programming and may be able to assist\" (Deloitte, n.d., p. 32). Locally, tryCommunity supported contacting Roots to Harvest, the RFDA, Willow Springs Creativeagriculture Centre, or an individual producer from the area to come speak toLocal food procurement your class about a topic from their field of expertise.  Workshops Roots to Harvest offers various programs and lessons depending on the teacher and student needs. Relevant lesson topics include: gardening, bees/apiculture, composting/vermicomposting, food security issues, ecological farming, and seeds (Roots to Harvest, n.d.). Willow Springs Creative Centre also provides workshops related to food and gardening. 06 LAUREN BARYLUK

School gardens School gardens are versatile learning resources. Not only can they be relevant in multiple curricula like science, math, and language arts (Duncan et al., 2016, p. 175), but they require students to use planning and collaboration skills, and they also teach youth about sustainable food and healthy diets, and furthermore develop a sense of community and connectedness to the land and the food they eat (Richardson, 2011, p. 108). Erin Beagle, from Roots to Harvest, states that urban farms “will positively impact the surrounding neighbourhood and will provide countless opportunities for authentic discovery for students, employment for young people” (Lakehead Public Schools, 2017, para. 2).  Farm-to-caf/Farm-to-school Farm-to-caf/school programs close the gap of the distance food has to travel from producer to consumer. These programs teach students the business aspect of running a cafeteria while promoting the use of local ingredients. Betty Izumi et al. believe that these programs have the ability to create a social movement around sustainable food chains and raise students' awareness of where their food comes from (2010, p. 335). Other school programming Roots to Harvest piloted \"Friday Fry Day\" at Sir Winston Churchill C.&V.I. by using locally-grown potatoes to make their fries in select school cafeterias once a week. They are now an approved, and consistent menu item (Ecosource, 2015, p. 38).  Another program that they have started is the \"Get Fresh Café\" at Westgate C.&V.I. where the cafeteria is using local procurement and has created menus using local ingredients.Community supported agriculture Community Supported Agriculture (CSA) is available from many Thunder Bay farms. By either purchasing a yearly \"subscription\", or an individual CSA box, one can support local producers and use the local ingredients (potentially in a class). For instance, Boreal Edge Farm, Mile Hill Farms, and Sleeoy G Farm all offer CSA boxes.Local food procurement The Thunder Bay Food Charter affirms support for \"a regionally-based food system to enhance food security and self-reliance\" (Thunder Bay District Health Unit, n.d.). Schools can implement locally grown food in their cafeterias by creating a partnership with a local producer (like some of ones listed on p. 15 of this document).07 LAUREN BARYLUK

It takes a village to raise a child.It takes a community to raise a school. (O'Keefe, 2011)08 LAUREN BARYLUK

HOW TO 2. Contact the communityCREATE A  organization.COLLABORATION Get in touch with the potential partner(N. White, personal communication, February 28, 2017). through a mutual contact, by phone, email, or, as Brendan O’Keefe suggests, a personal visit. He says that “one of the best ways to connect and and create an authentic bond is to go to the people who matter most, and meet them on their own turf” (2011, para. 12).1. Decide what type of school-community partnership is right for you. Consider time requirements, scope of project, administrative restraints and cost/funding when choosing a type of partnership. In order to gain even more buy-in from students, have them help in the decision-making process if possible, (O’Keefe, 2011, para. 12)09 LAUREN BARYLUK

3. Discuss the vision and goals of the collaboration. Joshua Block suggests co-planning the collaboration with the community partner in order to solidify a shared vision and to use both parties’ strengths (2013, para. 7). Furthermore, make decisions together to keep students' learning as a top priority (Manitoba Education, Citizenship and Youth, 2005, p. 8) 4. Research possible funding options, if necessary. Nancy White advises to ensure funding for the partnership is available. If not, she recommends searching and applying for relevant grants, such as the Speak Up grant (http://www.edu.gov.on.ca/eng/students/speakup/),  (N. White, personal communication, February 28, 2017). 5. Present an action plan to your department chair or administration, if necessary. If the partnership extends beyond your classroom, if you would like a second opinion, or if you would just like to involve more staff in the collaboration, check with your department chair or administration first. They may also have valuable advice of contacts that you may utilise. (N. White, personal communication, February 28, 2017). 6. Evaluate the partnership's success. Discuss and determine whether or not the collaboration achieved its initial goals. Look for the strengths, challenges, opportunities, and next steps of the partnership and determine what variables may need to change in order to proceed (Ecosource, 2015, p. 35, 37, 39, 41).10 LAUREN BARYLUK

BENEFITS OF A COLLABORATION Schools that partner with community organizations may be simultaneously fulfilling policy requirements related to health and wellness (Bagdonis, Hinrichs, & Schafft, 2009, p. 108) while creating a more positive school environment (Manitoba Education, Citizenship and Youth, 2005, p. 5) through emphasizing the importance of community, creating a sense of purpose in learning, and fostering school pride (Carlsson and Williams, 2008, p. 406).  Farmers and producers benefit by obtaining long-term contracts with schools (Izumi, et al., 2010, p. 336) and the ability to promote agriculture as a viable career path to youth (Bagdonis, Hinrichs, & Schafft, 2009, p. 116). School-community partnerships can also make an impact on students’ health. Creating a presence of fresh, healthy, local food may become a norm, and dissuade students from choosing highly processed options (Bagdonis, Hinrichs, & Schafft, 2009, p. 113). Students may be more engaged in their learning due to the experiential (and place-based)  nature of most collaborations. School gardens, for example, “positively influence student learning, nutrition knowledge, willingness to taste, eat, and prefer fruits and vegetables, as well as positively influencing physical activity for a broad range of students” (Carlsson and Williams, 2008, p. 406).  Finally, students may take a more active role in their community as they become food literate and critically examine their role as a consumer (Ecosource, 2015, p. 46)11 LAUREN BARYLUK

Membership in a community provides us with a sense of collective purpose and the security that comes with supporting one another in our common aims and goals (Gereluk, et al., 2016, p. 131)121 LAUREN BARYLUK

Recipes GOUDA In a large bowl, combine the flour, sugar, baking MUFFINS powder, salt and baking soda. In another bowl, combine the eggs, yogurt and butter. Stir into dry 2 cups all purpose flour ingredients just until moistened. Fold in cheese. 1/2 cup sugar 1 tsp baking powder Fill well-greased muffin cups three-fourths full. Bake at 1 tsp salt 400° for 15-20 minutes or until a toothpick inserted 1/2 tsp baking soda  near the centre comes out clean. Cool for 5 minutes 1.5 cups grated medium or before removing from pan to a wire rack. Serve warm. flavoured gouda Refrigerate leftovers.  1 cup plain yogurt 1/4 cup melted butter (Taste of Home, n.d.) 2 eggs LOCAL INGREDIENTS13 LAUREN BARYLUK Flour: Brule Creek Farms Gouda: Thunder Oak Cheese Farm Yogurt: Slate River Dairy Eggs: Tarrymore Farms

SPINACH & ZUCCHINI FRITTATA 1 tsp olive oil 1 medium onion, chopped 1 clove garlic, minced 2 cups thinly sliced unpeeled zucchini 1/2 cup grated part skim mozzarella cheese 1/4 cup chopped fresh parsley 4 eggs, lightly beaten 1 pkg (10 oz/300 g) frozen chopped spinach, thawed and drained 1/2 tsp salt 1/4 tsp freshly ground pepper pinch ground nutmeg In a non-stick skillet, heat oil over medium heat. Add onion and garlic; cook until onion is tender. Add zucchini; cook, stirring, for 5 minutes. In a bowl, combine cheese, parsley, eggs, spinach, salt, pepper and nutmeg; stir in zucchini mixture. Spoon into lightly greased 9-inch (23 cm) pie plate. Bake in preheated 325°F (160°C) oven until set but still moist in centre, 35 to 45 minutes. Serve hot or cold. (Egg Farmers of Canada, n.d.). LOCAL INGREDIENTS Onion: Sleepy G Farm Zucchini: Mile Hill Farms Parsley: DeBruin's Greenhouses Eggs: Tarrymore Farms14 LAUREN BARYLUK

(Mostly local)ContactsBear's Bees & Honey Mile Hill Farm Sleepy G Farm1170 Lakeshore Dr. Box 637 RR 1 RR 1Shuniah, ON Kakabeka Falls, ON Pass Lake, ON807-983-2341 807-939-7514 [email protected] [email protected] [email protected] Farms RFDA Regional Food Distribution Association Sustain Ontario752 Candy Mountain Dr. 570 South Syndicate Ave. 253 Danforth Ave., Suite 301Thunder Bay, ON Thunder Bay, ON Toronto, ON807-475-5181 807-622-7440 [email protected] [email protected] [email protected] Moon Ranch Reidridge Farm Tarrymore FarmsRR 6, 617 Barrie Dr. 3415 Oliver Rd. 1789 Hwy 595, Box 429Kakabeka Falls, ON Thunder Bay, ON South Gillies, ON807-622-7169 807-935-3224 [email protected] [email protected] [email protected] Edge Farms Roots to Harvest The Good Food BoxRR 1, Marttinen Lane 297 Park Ave. 184 Camelot St.Nolalu, ON Thunder Bay, ON Thunder Bay, ON807-475-8835 807-285-0189 [email protected] [email protected] [email protected] Creek Farms Sandy Acres Farms Thunder Oak Cheese FarmRR 1, 50 Pokki Rd. RR 5, 4154 Hwy 11/17 Boundary Dr.Kakabeka Falls, ON Thunder Bay, ON Neebing, ON807-933-0570 807-939-2742 [email protected] [email protected] [email protected]'s Greenhouses Slate River Dairy Willow Spring's Creative CentreRR 3, Hwy 61 8 Hwy 608 10160 Mapleward RdThunder Bay, ON Thunder Bay, ON Kaministiquia (Lappe), ON807-475-7545 807-577-6455 [email protected] [email protected] [email protected] LAUREN BARYLUK

References Bagdonis, J. M., Hinrichs, C. C., & Schafft, K. A. (2009). The emergence and framing of farm-to-school initiatives: civic engagement, health and local agriculture. Agriculture and Human Values, 26(1-2), 107-119. Block, J. (2013, July 05). Creating Successful Collaborations. Retrieved from https://www.edutopia.org/blog/on-collaboration-joshua-block Carlsson, L., & Williams, P. L. (2008). New approaches to the health promoting school: Participation in sustainable food systems. Journal of Hunger & Environmental Nutrition, 3(4), 400-417. Duncan, D. W., Collins, A., Fuhrman, N. E., Knauft, D. A., & Berle, D. C. (2016). The Impacts of a School Garden Program on Urban Middle School Youth. Journal of Agricultural Education, 57(4), 174-185. EarthCare Thunder Bay. (n.d.). Sustainability Plan. Retrieved from http://www.thunderbay.ca/Assets/Earthwise+Assets/Working+Groups/EarthCare+Sustainabili ty+Plan+-+Food+Section.pdf Ecosource. (2015). Alternative Avenues for Local Food in Schools: Ingredients for Success. Retrieved from http://ecosource.ca/wp-content/uploads/Alternative-Avenues-to-Local-Food- in-School.pdf Egg Farmers of Canada. (n.d.). Recipes: Spinach and Zucchini Frittata. Retrieved from http://www.eggs.ca/recipes/spinach-and-zucchini-frittata16 LAUREN BARYLUK

Gereluk, D., Martin, C., Norris, T., Maxwell, B. (2016). Place-Based Education and the Rural School Ethic. In Questioning the Classroom: Perspectives on Canadian Education (131). Don Mills: Oxford University Press. Izumi, B. T., Wright, D. W., & Hamm, M. W. (2010). Farm to school programs: exploring the role of regionally-based food distributors in alternative agrifood networks. Agriculture and Human Values, 27(3), 335-350. Lakehead Public Schools. (2017, February 22). A Growing Partnership! Retrieved from https://www.lakeheadschools.ca/a-growing-partnership/ Manitoba Education, Citizenship and Youth. (2005). School Partnerships: A Guide for Parents, Schools, and Communities. Retrieved from http://www.edu.gov.mb.ca/k12/specedu/school_partnerships/pdf/School_Partnerships_Co mplete.pdf O'Keefe, B. (2011, October 19). 5 Steps to Better School/Community Collaboration. Retrieved from https://www.edutopia.org/blog/school-community-collaboration-brendan- okeefe Richardson, T. A. (2011). At the garden gate: Community building through food: Revisiting the critique of “food, folk and fun” in multicultural education. The Urban Review, 43(1), 107- 123. Roots to Harvest. (n.d.). Roots to Harvest in Your Classroom. Retrieved from http://www.rootstoharvest.org/in-your-classroom.html Taste of Home. (n.d.). Gouda Muffins Recipe. Retrieved from http://www.tasteofhome.com/recipes/gouda-muffins Thunder Bay and Area Food Strategy. (n.d.). School Food Environments. Retrieved from http://tbfoodstrategy.ca/pillars/school-food-environments/ Thunder Bay District Health Unit. (n.d.). Thunder Bay Food Charter. Retrieved from http://www.tbdhu.com/sites/default/files/files/resource/2016- 02/Thunder%20Bay%20Food%20Charter.pdf17 LAUREN BARYLUK

Thank You