Recently, I had the privilege of having the principal of an elementary school in Cranbrook review the important BC Teacher Standards related to Indigenous education with School District 5.

Standard 9

Check out this link below to learn more about Standard 9!

https://youtu.be/w4sBNxiA7YI?si=ncptTL4UB3m2y-DH

As a future educator, I have been learning a lot about examining my own biases, attitudes, beliefs, and values. I made a post about my worldview that delves deeper into this topic; however, I always come back to the conclusion that, no matter how I may personally feel, it is my job and duty to best serve my students. As I become more informed about Indigenous peoples and the importance of respecting my learners and their cultures, I have developed a deep passion for creating a safe classroom environment where healing can take place, and students can learn more about their cultural histories. This connects to the UVic Teacher Competency 6: “Practise respect for all learners from all cultures, including, specifically, Indigenous learners.

District 5 Indigenous Education Enhancement Agreement

The District 5 Indigenous Education Enhancement Agreement is a document that serves as a memorandum of understanding between various stakeholders who are working together in harmony, trust, and mutual collaboration, with deep respect for all Indigenous peoples. The goal is to develop culturally appropriate and meaningful programs for the benefit and success of all Indigenous learners in School District 5. As partners, everyone acknowledges that it is a collective responsibility to ensure the success of all Indigenous learners.

After taking in all of the information, I’ve been reflecting on what Indigenous education looks like in a practical sense, and what Indigenous children have to say about it. In the Enhancement Agreement, they asked 12 Indigenous children to share their wishes for other Indigenous youth, and this is what they created:

I found this document to be extremely powerful, as it provides firsthand insight into what Indigenous children actually want, rather than relying on qualified adults guessing what they need.

Some practical action steps that I took from this text, which I could incorporate into my teaching career, are:

  • Creating a safe classroom where students feel comfortable being themselves.
  • Supporting my students to the best of my abilities, while also incorporating support from others, such as parents, guardians, and staff.
  • Valuing Indigenous learning and acknowledging its importance.
  • Advocating for my Indigenous students to have access to Indigenous programming and teachings.
  • Volunteering to assist in facilitating Indigenous events school-wide.
  • Including Indigenous current events in my social studies teachings.
  • Teaching about residential schools and the importance of understanding and honoring this history.
  • Getting to know my students so I can support them and their talents to the best of my abilities.

First Peoples Principles of Learning

The FPPL document outlines 9 teaching practices designed to guide educators in incorporating Indigenous learning into the classroom. These practices focus on fostering cultural awareness, respect, and understanding while ensuring that Indigenous perspectives are woven into teaching methods, curriculum, and classroom environments. The goal is to support educators in creating an inclusive and supportive learning space for Indigenous students.

Indigenous Resources!