Land Based Learning is central to Métis ways of knowing and being. When Métis create relationships to the land, we have a responsibility to live in reciprocity by protecting and caring for the land and all that lives on it. Seeing the land as a relation is an important Métis worldview. Learn about relationality, the concept that we are all related to each other, to the natural environment, and to the spiritual world, and these relationships bring about connection and responsibility to all living things and good relations. Métis Knowledge Holders have shared knowledge passed down to them through their families and communities. Each month or moon, a Métis Knowledge Holder has generously shared a teaching about and from the land. Join Rupertsland Centre for Teaching and Learning in exploring what Land-Based Learning could look like in schools, what it is and resources to support this learning.

As a result of participating in this session, participants will have the opportunity to understand what Land-Based Learning is and how to build relationships with the land and community.

Rupertsland Centre for Teaching and Learning develops comprehensive foundational knowledge resources, engaging lesson plans, meaningful professional development opportunities and authentic classroom learning tools that speak accurately and meaningfully to topics in Métis education.

Holly Brandsma, is a proud Métis woman, Educator, mother and wife connected to the historical Métis community of mânitow sâkahikanihk – Lac Ste Anne and resides in amiskwaciy-wâskahikan – Edmonton. Holly has facilitated learning in various capacities such as consulting, as a curriculum coordinator and has taught from K-12 for over 20 years. Holly is reclaiming language and cultural ways of knowing and being and loves being on the land. Holly is currently completing her Masters of Indigenous Land Based Education and is passionate and committed to advancing Métis education as a Metis Education and Learning Initiatives Consultant with Rupertsland Center for Teaching and Learning.

Guided by the values of reciprocity and relationality, Lisa Cruickshank is proud to lead the work in Métis Education & Lifelong Learning while working alongside the Métis community. Lisa has worked in the K-12 system for over 20 years in various capacities, such as: Elementary Educator, Indigenous Education Consultant, Provincial Curriculum Developer; and is now currently the Director for Métis Education and Lifelong learning at Rupertsland Institute. Her leadership includes Early Learning programming and training, K-12 initiatives, providing support and access to Post-Secondary education, Michif language revitalization, and delivering Métis education at the Post-Secondary level through various courses and partnerships. Building capacity for Métis education within educational systems is one of Lisa’s long-term goals. Lisa envisions a future where system leaders intentionally make space for Métis Education, so everyone can be a part of this change making narrative.

Aunties and Uncles in Training is an Indigenous female and male mentorship program that connects high school Indigenous students with community members through for-credit land camps. The land camps combine cultural teachings and Two-Eyed Seeing (Elder Dr. Albert Marshall, Mi’kmaw, Eskasoni First Nation) STEM activities by building relationships with community members, Elders, Kokoms, Aunties, Uncles, Mushums and post-secondary institutions. In this session we will share our experiences from the program last year and where we are going this year. Feedback from students, families and community members has been very positive. Details of the programming will be shared.

As a result of participating in this session, participants will have the opportunity to walk away with practical ideas on how to develop their own programs to connect and build Indigenous communities in schools.

In this session, Elder Lynda Minoose will share teachings related to Sughenai, Denesuline for the spirit of Wahkotamowin, for Student Success.

Lynda Minoose B.Ed., M.A.
I was born July 29, 1950, in Bonnyville, Alberta. My parents are Charles Minoose and Josette Estaltheni/Petit. My father’s parents are Elizabeth Telk’ulighu and J.B. Minoose. My mother’s parents are Anastasia Lagrosstête and Noel Estaltheni. My parents had 18 children.

I grew up on Łuwechok Túwé Denesųłiné néné (Cold Lake First Nations), where I attended Cold Lake Indian Day School\LeGoff from 1957-1965. For Grade 9, I attended Racette Catholic School in St. Paul, Alberta, and boarded at Blue Quills Residential School 1965-1966. I attended St. Dominic’s Catholic School in Cold Lake, Alberta 1966-1969 to do Grade 10-12. I completed Grade 12 in 1970 at Alberta College in Edmonton, Alberta. I entered Grant MacEwan Community College in 1972 and attended until 1974. I took 1 semester in Secretarial Arts, 1 semester in General Arts and Sciences, and 1 year in Social Services Diploma program. In 1975, I entered the Morningstar Indian Teacher Education program, of which I completed 1 year in 1976. I took a leave from my studies and worked until 1989, when I went back to Blue Quills Indian College to complete the second year of the Teacher Education Program. I entered University of Alberta in 1990-1991 and graduated with a degree in Education. In 2014, I enrolled in a Master of Arts in Indigenous Languages at the University nuhelot’ine thaʔe hots’į nistameyimakanak Blue Quills. I received my M.A. degree in 2016.

I have had numerous jobs over the years since 1966 to present. I was a substitute teacher in Maine, and Ohio in 1995-1998. I was the Acting Principal at Poundmaker’s Adolescent Drug and Alcohol Treatment School in 1996. In 2000-2003, I taught in Hatchet Lake, SK. In 2004-2007, I was the Vice Principal at Father Megret High School in Hatchet Lake. In 2007-2010, I worked at Cold Lake First Nations as Denesųłiné Language Curriculum Developer and from 2010-present worked as the Denesųłiné Language and Culture Director.

Manitou Asinîy (Creator’s Stone) is a sacred living being of great spiritual significance to many Indigenous Nations.

It is a healing stone that has a strong connection to the buffalo. The stone is a 145 kg iron meteorite that is believed to have landed near what is now known as Hardisty, Alberta. The site is a place where Indigenous peoples gathered over millennia, to hold ceremony, pray, and leave offerings.

The sacred stone was stolen from the land in 1866 by Reverend George McDougall, a Methodist missionary. Manitou Asinîy is located currently at the Royal Alberta Museum (RAM) in an area that does not require admission and is accessible to all.

On September 30^th, 2022, the Government of Alberta committed to repatriating Manitou Asinîy to its historic location and to the care of Indigenous peoples. Elder Leonard signed the co-stewardship agreement with the Government of Alberta on behalf of the Manitou Asinîy-Iniskim-Tsa Xani Center. Until that time, it is being held and cared for at the Royal Alberta Museum. (City News Edmonton)

This is a wonderful opportunity for participants to learn about Manitou Asinîy from Piikani Elder Leonard Weasel Traveller (Bastien). He will share the story of the sacred stone and invite questions.

For source/additional information see, Manitou Asinîy, Royal Alberta Museum.

This session will be led by Piikani Elder Leonard Weasel Traveller (Bastien) is the former chief of Piikani Nation, a spiritual leader, ceremonialist, and Elder for the Manitou Asinîy-Iniskim Repatriation Project. He has been leading efforts to return the sacred stone, Manitou Asinîy, to Indigenous peoples for over 20 years.

In this session, Cheryl Devin and Susan Sinclair will share Métis teachings related to Wahkotamowin for Student Success.

The session is on how the division gathered the data through community/staff and student engagement sessions to guide the restructuring of our Education Plan, and how we are addressing the may facets involved in Indigenous student success.

As a result of participating in this session, participants will have the opportunity to learn how to use the assurance framework to include the voices of Indigenous students and their families.

Cal Johnson was appointed the new Superintendent of Schools and Chief Executive Officer (CEO) on March 15, 2024. Mr. Johnson brings 29 years of experience as an educator in three Canadian provinces. Since joining NSD in 2016, he has served as a Principal in Conklin and in Anzac, Associate Superintendent and Acting Superintendent of Schools/CEO. Cal holds a Master’s degree from the University of Calgary. He also earned a Bachelor of Physical Education and a Bachelor of Education, both with honours from the University of Manitoba.

Scott Meunier was appointed Deputy Superintendent on April 17, 2024. Mr. Meunier, who has worked in education for over 20 years, originally joined NSD as an Associate Superintendent on August 1, 2021. Mr. Meunier holds a Bachelor of Arts degree with a major in sociology from the University of Regina, a Bachelor of Education degree with specializations in social studies and French also from the University of Regina and a Master of Education in Open, Digital, and Distance Education from Athabasca University.

Mark Owens was appointed Associate Superintendent on April 17, 2024. Mr. Owens has been with NSD since August 9, 2021. During his tenure with the school division, Mark has served as the Director of Student Engagement and Acting Associate Superintendent. Mark’s education background includes a Master of Education degree from the University of Calgary (U of C) in Education Leadership, a Bachelor of Education degree from the University of Alberta (U of A) in Elementary Education and a Bachelor of Physical Education from U of A.

Krista Veitch joined Northland School Division as Associate Superintendent of Human Resources on August 1, 2023. Krista has served as a teacher in Ontario, Newfoundland, and Labrador, and in Alberta. In the past nine years, she has served as a principal of three different schools with the Holy Family Catholic Regional Division. Krista has also served as the Indigenous coordinator and student services coordinator. Ms. Veitch brings a total of 24 years of educational experience both as a teacher and a school principal. She holds a Bachelor of Arts degree and a Bachelor of Education degree from Memorial University of Newfoundland, and a Master of Education degree also from Memorial University. Krista is currently pursuing a Doctorate of Educational Leadership degree with a focus on educational equity for Indigenous students, at Aspen University.

In ongoing research relationships with school divisions and Indigenous community leaderships, we have been working to deliver on the requests of Indigenous youth. The students have been asking for greater opportunities to learn their languages and cultures. Visionary school division leaders have created positions for language and culture teachers within their schools. These culture teachers are working to reverse the long term and ongoing effects of colonization. The work is substantial and takes the right people to make it happen. The youth know what they want for healthy, happy lives for themselves and future generations. Returning to teachings that have been rigorously tested to support life and relationships for millennia is a reconciliatory turn. Educators are listening to youth voice and making change within the systems. Language is essential to sustaining culture (McAdam, 2015). Indigenous youth want to know their cultures, learn their languages, and gain knowledge about other Indigenous groups as well. They are leading in this work and demanding that education systems change accordingly. With the support of innovative educators, youth are re-learning knowledges that have been held in safe keeping through years of systemic attempts to re-form Indigenous people in the image of their oppressors. Despite the significant damage sustained to hearts, minds, bodies, and spirits over generations, the errors of these misguided ways are clear. With this call for reparations and renewed relationships and responsibilities (TRC, 2015), we are entering a new era of public education—one where Indigenous youth see their cultures, languages, and communities, prioritized and valued.

As a result of participating in this session, participants will have the opportunity to learn how some school divisions across the province are responding to the requests, needs, and interests of Indigenous youth in concrete ways. [We will also attempt to include youth on our panel to share how they are experiencing our research partnerships.

Jennifer Markides, PhD, is a member of the Métis Nation of Alberta, Tier II Canada Research Chair in Indigenous Youth Well-Being and Education, and an Associate Professor in the Werklund School of Education and the Faculty of Social Work at the University of Calgary. Her research focuses on the holistic wellbeing of youth and Indigenous education.

Partner/panel member bios to follow.

Join us in this engaging session to discover how Alberta Professional Learning Consortia (APLC) is empowering educators and laying the foundation for a more inclusive and culturally rich educational experience for students. Through the power of storytelling, we will share the journey in building classroom resources, developed under the guidance of Elders and Knowledge Keepers from various communities, as well as showcase the culture and land based Indigenous learning supports available in both English and French.

This session will highlight the rich cultural and land-based Indigenous learning supports available in both English and French, offering participants practical tools and insights. Educators will leave equipped with a wealth of resources to deepen their understanding of Truth as part of the Reconciliation process, while fostering a shared commitment to implementing the SLQS, LQS, and TQS Competency 5: “Leading and applying foundational knowledge about First Nations, Métis, and Inuit for the benefit of all students.”

As a result of participating in this session, participants will have the opportunity to:

• explore practical tools and a wealth of online resources, available in both English and French, to deepen their understanding of Truth as part of the Reconciliation process.
• understand how these resources align with and empower a shared understanding of SLQS, LQS, and TQS 5, fostering foundational knowledge about First Nations, Métis, and Inuit for the benefit of all students.

Sandra Ciurysek is the Director for the Northwest region of ARPDC . Sandra is a longtime resident of the Peace Country and lives in Berwyn, Alberta. She holds a Master’s Degree in Education from the University of Lethbridge and a Bachelor of Education from the University of Alberta. Sandra is a former elementary school principal, and high school English teacher. She has taught various subjects from K-12, led the student services department of K-6 school and has a passion for education. She is experienced in delivering adult learning, teacher professional development and is an advocate for lifelong learning.

Barbra Deskin is currently a designer of professional learning with APLC, working out of the French services office (CPFPP). She lives in Okotoks, which takes its name from the Blackfoot meaning Big Rock. She has over twenty five years’ experience in the world of education, as a teacher, educational consultant and assistant principal. Over the course of her career, Barbra has developed in-depth expertise in many areas, including Indigenous perspectives. She holds a Bachelor of Arts (Economics and Political Science) and a Bachelor of Education, and has also completed a Graduate Certificate in Educational Leadership from McGill University.

Jason Bigcharles is a father of 7 and grandfather of 8. He is Metis’ from the Metis’ settlement of East Prairie. He has been a teacher for 17 years. Although he is Metis’, his family is deeply rooted in Woodland Cree cultural practices and spiritualism. They continue to maintain a very high subsistence lifestyle, carrying on those traditions. Jason is an Outdoor Education Specialist and has experience in planning and administering Land-Based-Learning Camps to students of all ages which focus on traditional Land-Based teachings of the Woodland Cree Peoples both traditional and contemporary. The majority of his time away from work is spent on the land hunting, trapping, gathering medicinal plants, instructing his children and visiting elders.

Under the Calls to Action #63 for the Truth and Reconciliation Commission, schools have a responsibility to build student capacity for intercultural understanding, empathy and mutual respect. LQS#5(d) states that administrators pursue opportunities and engage in practices to facilitate reconciliation within the school community. As administrators, we have taken the Indigenous teaching of concentric circles and kinship to build a connection between school staff, parents/guardians and all those that care and love for the child to gather together for the purpose of bringing Indigeneity and value of traditional teachings, artifacts, materials and music together. Learn how we work with Kookum and University of Alberta professor Trudy Cardinal to develop elder keepers and follow protocols to respectfully welcome elders back into the schools. We also highlight the transformative benefits of Indigenous Kinship Clubs, showcasing how they create safe space of Indigenous students and their families to connect with their culture, further connect with the school, share their voices and promote reconciliation and inclusivity across the school community.

As a result of participating in this session, participants will have the opportunity to learn after three years of having Indigenous Family Gatherings, expanding our scopes to two different schools, we share the successes of creating space and place for First Nations, Metis, Inuit and non-status Indigenous families to join together to share a meal, learn traditional teachings and engage in protocols such as prayers, round dances, games, and smudging. You will also learn our Indigenous Kinship Clubs foster cultural understanding, build student confidence and strengthen the family connection through a development of school community through Indigenous teachings and practices.

Dr. Trudy Cardinal is a Cree/Métis professor at the University of Alberta, is a mother, kokom, aunt, and scholar deeply committed to community and Indigenous education. Her doctoral research, a narrative inquiry into experiences of Indigenous youth and families, continues to inspire her current work. Alongside her daughter Kyla, she co-created Braiding Stories to Live By (BStLB), a research initiative designed to nurture and connect Indigenous women and girls and co-create spaces with and for communities. Her commitment to youth has her also guiding the Young Indigenous Women’s Circle of Leadership (YIWCL) program at the University of Alberta and continuing to work with the “Visiting Aunties at Amiskwaciy” project. Along with the work with youth Trudy engages in research in teaching that reimagines literacy and assessment from an Indigenous perspective.

Nazia Hiscock is the Principal of Timberlea Public School. Originally from Toronto, ON, she has lived and worked in Fort McMurray since 2010 as part of the Fort McMurray Public School Division. Her extensive administrative background includes being the Vice Principal of Thickwood Heights School, Dr. K. A. Clark School and Walter & Gladys Hill Public School before taking on a principalship. She completed her Bachelors of Environmental Studies & Bachelor of Education concurrently from York University. Nazia received her Masters in Education in 2018 and recently completed a Graduate Certificate in School Leadership in 2022 consecutively at the University of Alberta. Her passions lie within increasing parent engagement, school improvement, outdoor and experiential education and supporting all students.

Thomas Andrews is currently serving as the principal of Walter and Gladys Hill School, I bring over a decade of leadership experience, including eight years as a vice principal at both elementary and high school levels. With teaching experience spanning ECDP to Grade 9 in social studies, science, and physical education, I am passionate about fostering inclusive and supportive learning environments. In our community, I have contributed through coaching sports and serving on the Fort McMurray Public School Division’s Diversity Equity and Inclusion committee, helping establish the division’s first DEI policy. My work has been recognized with awards such as the FMPSD George Decker Memorial Leadership Award, Excellence in Education Award, and ATA Distinguished Leadership Award. Holding a Bachelor of Education and Bachelor of Physical Education from the University of Alberta, and a Master of Education in Leadership and Administration from St. Francis Xavier University, I believe every student can succeed with the right support and connection between home and school.

There are three meetings per year, each meeting we invite an Elder to join us for a session – they provide Foundational Knowledge to the youth and encourage youth to view things through an Indigenous lens.

As a result of participating in this session, participants will have the opportunity to understand the Minister’s Youth Council and how it can support youth in having a voice and influencing the education system.

Minister’s Youth Council members comprising of several students from the Edmonton area who applied and were selected for the 2024/25 Minister’s Youth Council. These youth are passionate about influencing the education system and bringing a fresh perspective to important issues.

Sarah Spenrath works for the Government of Alberta and is the lead of Minister’s Youth Council.

In this session, presenters from the Rocky View Schools Indigenous learning branch will share the journey of the division in creating and nurturing the growth of the branch from its inception 3 years ago. Participants will learn about the team’s experience working in relationship with Elders, Knowledge Keepers, community members, and families, to create guidelines and administrative procedures, offer professional learning opportunities, and to support school-based administrators, teachers, and support staff with foundational knowledge and understanding of cultural protocols to establish a support system for the success of First Nations, Métis, and Inuit students. Challenges, successes, and important lessons learned by the division throughout the process and success measurements such as increasing numbers of requests for support, improving AERR data, and family feedback will also be shared.

As a result of participating in this session, participants will have the opportunity to learn about the establishment and evolution of creating a new Indigenous learning branch, including considerations to be made in planning and decision making processes, the importance of relationship, measurements of success, means of ensuring that students are kept at the forefront, and the importance of humour and humility.

Cindy Stefanato is an Anishinabek educator from Fort William First Nation, at the head of Lake Superior in Ontario. She is humbled by the opportunity to work with the Indigenous Learning team to lead and support Indigenous education at Rocky View Schools in her current role as Director of Indigenous Learning. Her experience as an educator includes the roles of classroom teacher, counselor, consultant, school-based administrator, and director. She strives to support and further Indigenous education, while keeping student success at the forefront.

Gretchen Riel is a Kwakwaka’wakw educator from the ‘Namgis First Nation, with a strong commitment to advancing Indigenous education. She has served as a classroom teacher and currently works as a Learning Specialist in Indigenous Education with Rocky View Schools. Gretchen collaborates with educators and communities to support meaningful learning experiences that honor Indigenous perspectives. Her work is grounded in relational responsibility, with a focus on student well-being and creating inclusive, culturally safe rich learning environments.

Patricia McCallum, of Cree and European heritage, is a proud treaty member of the Waterhen Lake First Nation in Saskatchewan. With 17 years of experience in education, Patricia has dedicated the past seven years to supporting staff and students within her role in Indigenous education. A devoted mother, aunt, sister, cousin, and wife, she treasures her family connections and enjoys spending her free time supporting her two children at hockey and figure skating rinks across Alberta.

Stacey Dyck is Métis Cree originating from Treaty 4 who is proud to call Treaty 7 home. She is honoured to bring cultural knowledge and learning to Rocky view Schools as their Indigenous Cultural Liaison. Her knowledge and experience have earned her the title of Oskapewis while learning from from Elders, Knowledge Keepers, community members and programs such as Iiyika’kimaat. She is also an Indigenous Wholistic Health Facilitator through the Department of Family Medicine at the University of Calgary for Makoyoh’sokoi program. She is passionate about moving Indigenous education and learning forward in a good way while supporting students’ success and wellness.

Our session will discuss the three strands of parkland school divisions’ Braid framework—Indigenous Ways of Knowing, Indigenous Learners’ Support, and Building Community Kinship and how they work together to create a holistic approach to education that honors Indigenous perspectives and enriches learning for all students.

Indigenous Ways of Knowing focuses on integrating Indigenous knowledge systems, oral traditions, land-based learning, and cultural practices into teaching, providing students with immersive, meaningful experiences.

Indigenous Learners’ Support centers on the holistic well-being of First Nations, Métis, and Inuit students, addressing emotional, physical, mental, and spiritual needs to create supportive pathways for success.

Building Community Kinship emphasizes creating and strengthening relationships with Indigenous communities, fostering reciprocal partnerships that enrich our schools while promoting respect, collaboration, and shared growth.

This session will focus on Strand 3 – Building Community Kinship – to deepen relationships within our school community and with Indigenous and Métis partners. A highlight of this work includes the October Métis sessions, where staff explored Métis identity, traditions, and the significance of the sash. These sessions, led by Elder Maryann, created a space for cultural celebration and connection, culminating in the gifting of Métis sashes to staff. This meaningful act has strengthened staff pride in their heritage, fostered visibility of Métis culture within our schools, and reaffirmed our commitment to honouring and embedding Indigenous perspectives in our community relationships.

As a result of participating in this session, participants will have the opportunity to reflect on how their schools can build their community in the context of Indigenous.

Dean Bernard brings a wealth of experience and deep respect for Indigenous cultures to his role as Division Principal of Northern Relations for Parkland School Division. With a career spanning many years, Dean has had the privilege of working alongside diverse nations, fostering meaningful relationships and promoting the integration of Indigenous perspectives in education.

Dean’s leadership journey includes serving as a principal in Tulita, Northwest Territories, where he worked closely with the Dene people, gaining invaluable insight into their culture and traditions. Now, as part of Parkland School Division, Dean is dedicated to supporting Indigenous Ways of Knowing across the Treaty 6 and Treaty 8 territories, ensuring that all students benefit from a holistic and inclusive approach to education.
Through his work, Dean champions the importance of connection, community, and cultural understanding, striving to create learning environments that honour Indigenous worldviews while empowering students to thrive.

Leanne Traverse is an Indigenous Education Facilitator at Parkland School Division. Formerly, she was the Indigenous Graduation Coach and Teacher at Memorial Composite High School in Stony Plain, AB where she worked with and served Indigenous students and families in this area, specifically those from Paul First Nation.

Her ancestors and family members on her mom’s side are Metis from both the areas surrounding Prince Albert, Saskatchewan and originally from the Red River Nation; her family members on her dad’s side are white/European.

Leanne is passionate about honouring First Nations, Metis and Inuit worldviews, supporting Indigenous learners as well as building kinship and community in her work at Parkland School Division. She is passionate and interested in Indigenous language revitalization as well as.

The session will explore how the Aboriginal Teacher Education Program’s (ATEP) Prior Learning Assessment and Recognition (PLAR) Pathways #1, Experience in Educational Settings, and Pathway 2: nêhiyawâtisiw Indigenous Language and Cultural Helper/Bearer. Both Pathways contribute to uplifting ATEP students and supporting their ability to work as educators in their home communities. Numerous ATEP PLAR Pathway goals align with the Grow-Your-Own Teacher Program (GYO) endeavours (CASS, 2024). Hence, both ATEP PLAR Pathways are critical pilot projects that exemplify promising program practices in the recruitment and retention of teachers in First Nations, Métis, and Inuit communities. This session will provide invaluable insights that can assist education leaders in efforts to create sustainable fast-tracked education programs and ascertain what Indigenous students and applicants require to be successful while completing such programs.

By offering this recognition, PLAR Pathway #1 opens up new opportunities for ATEP EAs and others with appropriate educational experience to further their education, enhancing their professional development and career prospects. It empowers ATEP students to commit more confidently to their own educational journey, knowing that their previous experiences and competencies are valued, which ultimately fosters a more inclusive and supportive learning environment for all.

As a result of participating in this session, participants will have the opportunity to explore the Aboriginal Teacher Education Program’s (ATEP) PLAR Pathways to Accelerate Teacher Education Recruitment and Completion.

Dr. Evelyn Steinhauer is an agent for change in the advancement of Indigenous Education. Born in Alberta, Canada, and a member of the Saddle Lake Cree Nation, Dr. Steinhauer completed both her PhD and her M.Ed Degrees at the University of Alberta. Her enthusiasm for education extends into her multiple roles in the Faculty of Education. Professor Steinhauer serves as the Associate Dean, Indigenous Teacher Education and Director of the Aboriginal Teacher Education Program (ATEP). Additionally, she is actively involved in a variety of initiatives, and working groups/committees, both locally and nationally. However, it is not all work for Evelyn and she is first to admit that her most cherished roles in life are that of being a mother, grandmother and great grandmother.

Dr. Maryanne Doherty is a former Associate Dean, Undergraduate Student Services and Adjunct Associate Professor at the University of Alberta’s Faculty of Education.

Dr. Zahra Kasamali is a former assistant professor at Brandon University’s Department of Curriculum and Pedagogy. She has extensive experience working with pre-service teachers and graduate students. Zahra is also an adjunct professor at the University of Alberta’s Faculty of Education and has over several years of experience as an assistant lecturer at the faculty. Zahra is currently a researcher and instructor with the Aboriginal Teacher Education Program (ATEP)at the University of Alberta.

Ceci Cardinal is a nonbinary Indigenous person of Cree and Stoney descent, from Treaty 6 Territory. With a strong commitment to education and cultural preservation, they hold a Bachelor of Arts in Native Studies and a Bachelor of Education. Ceci is currently an academic advisor in the Aboriginal Teacher Education Program. As a proud older sibling to six younger siblings, Ceci is dedicated to fostering community and advocating for the decolonization of educational spaces.

Tansî, Kelly Ryan nitisîykâson, Kikino Metis Settlement, ochi niya, mâka Plamondon ni-wîkin. Nitânisak Berkley ekwa Dani isiyihkâsowak; ninâpêm Tyler Ryan isiyihkâsowak. Okiskinahamâkew niya; apihtawikosisân ekwa Nehiyaw iskwew niya.

Kelly Ryan is from the Kikino Metis Settlement, and lives in Plamondon. She has two daughters, Berkley and Dani and husband Tyler Ryan. She is a teacher and a Metis and Cree woman. She completed her Bachelor of Elementary Education with the Aboriginal Teacher Education Program (ATEP) and her Master of Education as one of eleven Indigenous educator Alumni with the ATEP program. She was afforded the opportunity to occupy several positions at ATEP, including Site Coordinator, University Facilitator, Teacher Assistant, Primary Instructor and kiskinwahamakew (Academic learning Facilitator). She strives to walk alongside ATEP students in good ways and support them as they continue in their professional and personal learning journeys.

Working alongside Elders, community members, Ever Active Schools and Red Deer Catholic Schools are offering the The Indigenous Youth Mentorship Program (IYMP). IYMP is a communal, relationship-based after school healthy living program. It is delivered by Indigenous high school students for elementary school children. This is the first time IYMP will be offered in an urban setting. IYMP is evidence based and drives positive health outcomes through a holistic Indigenous approach that enhances cultural identity and connection with school, community, land, and local traditions. Since its beginnings in 2003, IYMP has impacted the lives of thousands of Indigenous children, youth, and young adults across Canada. IYMP has led to improvements in self-efficacy (i.e., youth feeling confident in themselves), knowledge of healthy eating, reductions in waist circumference, and body mass index, as well as empowerment of youth, compared to youth not exposed to the program 4,5,8.

Positive health outcomes demonstrated in IYMP communities:

• 65% improvement in emotional wellbeing
• 80% reduction in waist circumference
• 12% Expected reduction in type 2 diabetes risk factors
• 70% Improvement in healthy food self-efficacy and quality of life

We would bring local Elders to support our session. If you would like more information please use the following link: https://iymp.ca/demonstrated-impact/

As a result of participating in this session, participants will have the opportunity to find ways to to support and provide Indigenous mentorship programs in your own community and support Indigenous communities.

Danit’ada, Sizi Tsuut’ina Nishina ata. Her name means Tsuut’ina-Cree Woman. Her English name is Teena Starlight.

Teena received her Bachelors of Education with a minor in Math from the University of Calgary in 1999. She began her teaching career working for Calgary Board of Education in 1999. Her dream was to become an educator and teach her own people. She moved with her children to her children’s homeland on the Blood Reserve. Teena worked for the Kainia Board of Education for 14 years. During this time she returned part time to school at the University of Lethbridge and received her Master’s Degree in FNMI Curriculum Leadership in 2012.

Teena returned back to her homeland of Tsuut’ina in 2016. She began working as a teacher and soon became the Vice Principal at Chiila Elementary. In the fall of 2017 she accepted the position of Tsuut’ina Curriculum Developer for Education. Today Teena works closely with Tsuut’ina Elders, Tsuut’ina Gunaha Institute, and educators to develop Seasonal Cultural Teachings for Grades K4- Grade 12. She is currently developing Tsuu’tina curriculum and implementing Tsuut’ina language and culture teachings within the current Alberta curriculum in all subject areas.

Land Based Learning is central to First Nations ways of knowing and being. When we create relationships to the land, we have a responsibility to live in reciprocity by protecting and caring for the land and all that lives on it. Seeing the land as a relation is an important First Nations worldview. Join Saipoyi Community School teachers and students and Elders for Teaching and Learning in exploring what Land-Based Learning could look like in schools, what it is and resources to support this learning through the Buffalo Harvest.

As a result of participating in this session, participants will have the opportunity to hear first hand the actual Buffalo Harvest and see the the rituals and rites of the Buffalo Harvest in a slide show. They will see the students engaged, enthralled and involved alongside the elders throughout the Buffalo Harvest.

Oki nitaniko Issoiipiiksaaki. Sandra Singer is currently the Associate Principal for Saipoyi Community School on the Blood Reserve, situated in the heart of Southern Alberta. She is married to Barney Day Chief and together they have 6 children and 8 grandchildren. She has been with Kainai Board of Education since 1988. She started as an Educational Assistant, Social Counselor and went back to university to attain her BA/BED and have taught various grades. She was a Learning Support Teacher for 2 years and now the Associate Principal for the last 2 years and currently working on her Masters.

She was the Motokiks (Sacred Buffalo Women’s Society) Leader for 6 years. The Buffalo Harvest held significant meaning for her for her spiritual growth as an active elder for the Motokiks. She was raised with our traditional ways and continue to live the life of a Kainakii.

Janelle Dawn Shade is the Kainai High School Principal, Kainai Board of Education School District on the Blood Indian Reserve. Her journey in Education began in 1996. After her High School graduation, she applied to the University of Lethbridge and secured her degree in Education. Four years later, she secured her
Masters in Education at the U of L. She is a former owner and keeper of the “Medicine Horse Pipe Bundle”. She lives on the Blood Indian Reserve and is blessed that she has maintained my Language and Culture. Her journey in education has been eventful, taught at Red Crow Community College, Saipoyi Elementary School and at present Kainai High School. She had the opportunity to partake in their Buffalo Harvest in October, 2024. Their staff along with their students, are engaged, enthralled and involved alongside with the Elders.

This session explores the transformative concept of Wahkohtowin – the interconnectedness of all relationships – as a foundation for meaningful change in educational spaces. Through the cultural lens of ribbon skirts and ribbon shirts, we examine their role as symbols of resilience, identity, and the reclamation of Indigenous ways of knowing, being, and doing. Living Wahkohtowin: Ribbons of Reconciliation to Threads of Connection delves deeply into the systemic issues of colonial legacies, policies of assimilation, and the importance of fostering authentic connections within schools and communities.
Central to this work is collaboration with Elders, Knowledge Keepers, and community members who help to guide all aspects of the session. Their wisdom and lived experiences are woven throughout, providing participants with cultural protocols, teachings, and actionable strategies to authentically integrate Indigenous knowledge into their practice. These valued partnerships ensure the work remains rooted in respect, reciprocity, and relational accountability.
Aligned with the theme of the Indigenous Education Gathering, this session mobilizes Indigenous knowledge as central to fostering reconciliation, celebrating cultural pride, and promoting inclusivity.

Participants will engage in discussions and activities that emphasize moving beyond surface-level representations to address deeper systemic challenges and build lasting relationships grounded in Wahkohtowin.

As a result of participating in this session, participants will have the opportunity to reflect deeply on their personal and professional connections to Wahkohtowin, fostering greater awareness of their roles in reconciliation and addressing systemic barriers. Through immersive and reflective activities, participants will anchor their understanding of Wahkohtowin in practical and transformative ways. They will leave equipped not only with strategies to incorporate Indigenous teachings into their practice but also with the self-awareness needed to challenge systemic issues and create educational spaces that center Indigenous identities and nurture meaningful, relationship-centered approaches to learning.

Billie-Jo Grant, Crystal Clark, Melissa McCarthy & Fayth Armson represent the Indigenous Education Team at Wild Rose School Division. Guided by the principles of Wâhkôhtowin, this work emphasizes the importance of relationships, kinship, and interconnectedness. Integral to the team are Elders Glen Waskewitch and Linda Prentice, whose wisdom, guidance, and lived experiences deeply enrich our collective journey.

Rooted in relationships and guided by the teachings of those who walk alongside us, the team weaves traditional knowledge with contemporary practices, drawing from diverse experiences and shared commitments to Indigenous education. This work is strengthened through meaningful connections with community stakeholders and dedicated educators, recognizing that the path we walk is shaped by those who came before us and prepared with care for future generations.

With a passion for uplifting others, the team strives to create transformative spaces that honour the past, respond to the present, and inspire the growth of generations ahead. Centering the voices of students, families, and communities, they work together to weave ribbons of reconciliation into threads of connection—fostering cultural pride, resilience, and inclusive learning environments grounded in the interconnected relationships that support the success and well-being of all students.

Nîhiyaw kiskinohamâkîwinihk nâkacîwîn (Excellence in Indigenous Education) embodies the work KTCEA’s Learning Services & Academic Success team does to ensure that Nehyiywan knowledge, values and wisdom is infused in the many programs that support our learning community and students. Participants will discover how elders, community stewardship, and leadership provides a groundwork that is based on Indigenous practices and Cree language to promote relationship to the land and each other. This presentation provides ideas and examples of the work we have accomplished that ensures excellence in Indigenous Education that promotes student success and the building of staff capacity.

As a result of participating in this session, participants will have the opportunity to discover how Elders, community stewardship, and leadership provides a groundwork that is based on Indigenous practices and Cree language, with ideas and examples of the work KTCEA’s Learning Services & Academic Success has accomplished to promote student success and build staff capacity.

Gwena Cunningham is a proud Cree woman and is a member of the Sucker Creek First Nation in Treaty 8. Her educational background includes a Masters Degree in Educational Studies (2022) and a Bachelor of Education from the University of Alberta (2001). Gwena began working with Kee Tas Kee Now Tribal Council Education Authority as the Career Counselling Specialist in September of 2015 and since 2023 has taken on the roles of Acting Director for Student Services and most recently the Associate Superintendent of Learning Services & Academic Success. Previously, she has been a classroom teacher and has taught every level from Kindergarten to Grade 12 where she spent time as a Career and Guidance Counsellor. She is passionate about the work she does that is student centered and community aware, where building positive relationships with colleagues, staff and students are the key to success

Wendy Calahasen is a member of the Woodland Cree First Nation, who has been an educator for over 30 years. Her work comes from a passion for educating and making a difference in the lives of our children. Professional experiences as an educational assistant, early childhood instructor, elementary generalist teacher, and early learning specialist have led to her current role as the Curriculum Design Manager for KTCEA. Wendy holds an Early Childhood Education Diploma, BEd. in Elementary Education as well as MEd in Leadership.

The goal throughout her career has been guided by the desire to provide students with opportunities that allow for growth and success, recognizing students are the key and the reason we do what we do as educators. Underlying this is the importance of relationships as a way to understand students and meet their individual needs. Wendy lives in a small hamlet in Northern Alberta, and has two children and one grandchild. Outside of work Wendy focuses on family, exploring the land and pursuing other interests like new activities and adventures.

Lindy Fors, MEd, MACP brings a passion for student success and wellbeing to her role as Inclusive Education Manager at KTCEA. She provides oversight and management of clinical services and initiatives, using her experiences teaching, counseling, and developing programming for neurodivergent students to promote community centered frameworks. Her work is grounded in respect and cultural humility approaches which facilitate strong working alliances, where trust and accountability result in stronger learner outcomes. Lindy hails from Calgary and has worked and lived in Northern Alberta for the past 20 years.

The primary focus of the Reconciliation through Education program is to build a grade 11 social studies curriculum the provides students with an honest account of the history and legacy of the colonization of Indigenous Peoples in Canada. The program uses the framework of the 7 Sacred Grandfather teachings to create an engaging and experiential curriculum that not only values an Indigenous worldview, but challenges students to develop critical thinking skills that will contribute to a more equitable and inclusive present and future for all Canadians.

Each module in the Reconciliation through Education program is rooted in one of the 7 Sacred teachings, with the selected teaching shaping the module’s theme and content. For example, a module guided by the teaching of Wisdom explores pre-contact Indigenous worldviews, governance structures, economy and trade. Students engage through storytelling, critical reflections, and experiential exercises that bring the teaching and content to life, culminating in practical steps for living out the principles of Wisdom into their daily lives. Assessments are conducted using an Indigenous framework, and a portion of the student’s final grade in the program will be based on a self-reflection evaluating how well they embodied the 7 Sacred Teachings throughout the program. The content development of is led by an Indigenous Educators Circle of Advisors, and an Elders Advisory Circle. We have have worked with a group of Elders, Indigenous educators, community leaders, and administrators. The project team meets with the Advisors approximately 4-6 times/month for ideation, co-creation and validation.

As a result of participating in this session, participants will have the opportunity to deepen their understanding of reconciliation in education, explore practical strategies for implementing the Education for Reconciliation project in their schools and districts, and develop leadership approaches that foster meaningful relationships with Indigenous communities.

Lauren Remple has over 16 years of experience in Indigenous engagement and equity, diversity and inclusion, workplace learning, and human resources, predominantly within the post-secondary, telecommunications and energy sectors. Lauren is Cree and of mixed- European ancestry and is a proud citizen of Alexander First Nation in Treaty 6 territory.

Lauren uses a values-centric and intersectional approach to program development and project management and is guided by the ethical principles of reciprocity, responsibility, relevance and respect. Lauren holds a Master of Arts in Global Leadership from Royal Roads University, where her work focused on the reciprocal benefits of Indigenous youth using experiential-learning opportunities to build solidarity and to further the adoption and implementation of the United Nations Declaration on the Rights of Indigenous People

Chris Primeau is the CEO of Impact Society. With over a decade of experience in leading nonprofit organizations, he brings a wealth of knowledge and passion to his role as CEO of Impact Society. He is deeply committed to empowering individuals and communities through our Heroes programs and research regarding resilience, mental health and well-being. His background in strategic planning, fundraising, and leadership along with his strong commitment to their mission makes him dedicated to driving their organization’s success and impact for years to come.

Cheyla Meeres, Inuvialuit-Cree, and Goota Desmarais, Isikisimu, met while Goota was presenting at J Percy Page High School about 8 years ago. There was an instant connection. Cheyla had never visited her home community of Inuvuk and was very interested in learning about her culture. Goota was happy to share her knowledge and asked if Cheyla would be interested in supporting her with community events. Cheyla agreed and that is when the relationship started to blossom. Goota has continued to mentor Cheyla over many years and is excited for Cheyla to share her knowledge in this session. Cheyla will lead the session and Goota will join virtually simply as a support.

Cheyla will share her own traditions and teachings that connect to the spirit of what is known to the Neheowak (Cree People) as Wahkotamowin. Dressed in a traditional baby carrier, called an amauti, Cheyla will share her culture through storytelling and with authentic Inuit artifacts. She will include items such as the Qulliq (the Inuit stove), skins of different animals and Inuit art. She will come to the presentation with a traditional feast and invite the delegates to try traditional bubble gum, arctic char and more. Her interactive and hands-on teaching style will make the learning a fun experience.

Note: Raw food is brought to the presentation to display how the Inuit eat.

Cheyla Meeres is an Inuvialuit-Cree woman from Edmonton, Alberta. Cheyla has worked with Inuit Connections at various Indigenous events around Edmonton since 2020. From her Elder’s teachings, Cheyla is able to reconnect and describe what it’s like to live in the Arctic and share stories from home with the local communities. Cheyla has great love and respect for her Indigenous culture and feels honored to share the teachings and traditions with others.

Goota Desmarais was born in Kinngait  (Cape Dorset) Nunavut. Her early childhood was spent in a modern Inuit settlement during the winters and in a traditional camp during the summers. She is now an urban Inuk, living in Sherwood Park Alberta for the past 30 years yet stays connected to her Inuit culture through frequent visits to her home community. Goota began sharing her Inuit culture in classroom settings 25 years ago and continues to do so with great enthusiasm.

We work with Knowledge Keepers, Elders, Community Educators, to incorporate their teachings within our Curriculums and within our Workshops and we’ve been successful in our interventions with data also collected and summarized from surveys.

As a result of participating in this session, participants will have the opportunity to hear about best practices in including Indigenous concepts and ways of learning within any classroom throughout the year. We will also offer activities for all ages, including examples of on the land learning for K-12.

Teresa Edwards is a member of the Listuguj Mi’gmaq First Nation in Quebec. Her traditional name is Young Fire Woman, a name that she strives to fulfill through her work as an International Human Rights Lawyer. Teresa is a mother to three amazing souls – Ashley, Dakota, and Derek, and the grandmother (Giju) to Alivia and Avery, and Dalila Sage who all inspire her to work towards bringing equity to Indigenous Peoples by improving socio-economic conditions and their overall well-being. For over 30 years, she has been a strong advocate for Indigenous Peoples by championing changes in programs, policy, education and legislation from within government and while working with National Indigenous Organizations such as the Assembly of First Nations, Native Women’s Association of Canada, and from within her legal practice.

Teresa has been the Executive Director and In-House Legal Counsel for the Legacy of Hope Foundation (LHF) for 8 years. The LHF is a national Indigenous-led charitable organization founded in 2000 with the mission of educating Canadians about Indigenous history and the intergenerational impacts from Residential and Day School and the Child Welfare System, and other colonial acts of oppression to build empathy and understanding, promote respectful and equitable relationships between Indigenous Peoples and Canadians to eliminate racism and provide suggestions on how to be an ally that will foster Reconciliation.

‘Kinship Relations for Student Success’ is synonymous with the relational concept of Weaving Wicihtiowin for Learning, Wicihitowin loosely translating to the collective process involved in coming together and sharing. ANFCA’s Weaving Wicihitowin for Learning supports urban and rural Indigenous Kindergarten-Grade 12 with academic supports through healthy relationships, social, emotional, and cultural connection, while promoting school collaboration with Friendship Centres.

Participants will learn how programs like ANFCA’s Weaving Wicihitowin for Learning foster genuine relationships between schools and grassroots organizations. These collaborations aim to address barriers to learning, facilitate access to services and programs, and promote cultural connections, ultimately leading to improved educational outcomes and thriving school communities. This presentation will discuss the challenges that Indigenous K-12 students face in Alberta and explore effective ways to support them throughout their educational journey.

Weaving Wicihitowin for Learning has supported over 8,000 K-12 students in Alberta, creating or enhancing over 130 school and school board relationships in its first year. Through the spirit of Wicihitowin and Wahkotamowin, Friendship Centres have engaged Elders/Knowledge Keepers in over 350 activities for students.

As a result of participating in this session, participants will have the opportunity to explore how community-based non-profits can support Indigenous students in their educational journey by addressing barriers and promoting cultural connection. Discover how programs like Weaving Wicihitowin For Learning support authentic relationships between schools and organizations, like Alberta Friendship Centres to advance overall student outcomes across the four quadrants of the Medicine Wheel: mental, emotional, physical, and spiritual.

As the Provincial Education Lead at ANFCA, Madison Properzi has supported initiatives focused on urban Indigenous education, youth prevention of human trafficking and sexual exploitation, and the creation of ANFCA’s Urban Indigenous Education Framework.

For decades Kim Barker-Kay has been focused on building educational equity for students. Addressing racism and other forms of oppression are critical parts of this work. After many, many years working with and learning from Indigenous colleagues, Elders, and Knowledge Keepers, Kim will share some recent “aha” moments and experiences that led her to the anti-racism work of Layla F. Saad and her 28 day challenge through the book Me and White Supremacy: Combat Racism, Change the World, and Become a Good Ancestor.

As a result of participating in this session, participants will have the opportunity to dig deeper into their own anti-racism path.

Kim Barker-Kay is currently a consultant with the Northwest Regional Learning Consortium. Previously, Kim was a teacher, principal, and researcher in north western Alberta. Her work and research evolved into a focus on building educational equity. She spent many years involved in diversity leadership training which is now merging with an anti-racism focus. Additionally, Kim had a unique experience as the protegé of a Cree Elder for ten years. As a principal, Kim was able to put what she learned into practice with favourable results in student achievement. She learned first hand the complexities involved in building educational equity which led her to her current path with infusing Indigenous ways of knowing and being into new curriculum, as well as doing a deeper exploration into decolonization and anti-racism work. Kim continues to live in the High Prairie area. Her great passions include her family and the outdoors.

This project started with the idea to introduce traditional meals in the hot lunch program at High Prairie School Division. We utilized our Indigenous Education Coach for pre-teachings prior to bringing in a butcher to teach students how to process the bison.

We will be discussing the process we had to go through to make this vision a reality. The session relates to the theme by connecting students to our relative the bison, who offered itself to creator to take care of the two legged’s.

The impact this practice has had is the preparation, processing, and consumption of the bison by over 800 students within four of our schools. This is the first harvest of many to come with the goal of eventually serving wild big game in our program. We aim to connect students to the land and our four legged relatives throughout this process. We will discuss challenges and barriers to realize this goal and our next steps in the growth of our project. We also will be discussing follow up teachings such as cooking sessions with an Indigenous chef and tanning the hide to not waste.

As a result of participating in this session, participants will have the opportunity to learn from our experience how to start connecting students with our four legged relatives and offering relevant traditional foods which are healthier for all students.

Brennan McDonald has been with High Prairie School Division for 21 years and is the Coordinator of Special Projects. His supervision of the Hot Lunch Program and coordination with Jamie and Troy helped lead to the the first successful implementation of the harvesting of our friend the Bison. The team would like to expand the commitment to the program and offer it to all students in High Prairie School Division.

Jamie Chalifoux is Cree/Metis from Grouard who worked in schools in different capacities for 15 years, most recently as an Indigenous Education Coach and now Indigenous Education Lead. Main role is to oversee Indigenous knowledge infused into curriculum within their 12 schools in High Prairie School Division. They connect Elders and Knowledge Keepers with teachers and assist with embedding teachings into areas of learning.

The Edmonton Catholic School District has dramatically improved graduation rates for First Nations, Métis, and Inuit (FNMI) students at St. Joseph High School through the implementation of a groundbreaking FNMI High School Graduation Coach Program. In its first year, the program saw the graduation rate for FNMI students more than double, with completion rates increasing from 14% to 60% by its fourth year.

This unique Graduation Coach model provides comprehensive, individualized support for First Nations, Inuit and Métis students at risk of not finishing high school. It includes mentoring, academic support, transition planning, career development, and cultural programming. By addressing both academic and cultural needs, the program has delivered remarkable improvements in student performance, retention, and graduation outcomes.

Working alongside Elders, Knowledge Keepers, and/or Community:
The FNMI High School Graduation Coach Program actively involves Elders and Knowledge Keepers in the academic and cultural support of students. These community leaders provide invaluable guidance, share traditional knowledge, and support cultural programming that reinforces the identity and heritage of FNMI students. By incorporating their wisdom and teachings into the curriculum, the program fosters a deep connection to culture while empowering students to excel academically. Additionally, the program builds strong relationships with community organizations to ensure students have the support and resources they need to succeed both inside and outside the classroom.

Connection to the Theme and Related Topics:
This session is closely connected to the theme of “Supporting Indigenous Student Success” by showcasing an innovative model that not only improves academic outcomes but also emphasizes the importance of cultural relevance in education. By highlighting the holistic approach of the Graduation Coach Program, this session aligns with broader conversations around culturally responsive teaching, community involvement, and bridging gaps in educational achievement for FNMI students. It underscores how education can be a tool for empowerment when it integrates both academic and cultural dimensions.

The Difference Your Work is Making (Evidence of Impact):
The impact of the FNMI High School Graduation Coach Program is clear in the dramatic increase in graduation rates at St. Joseph High School. In just four years, the graduation rate for FNMI students surged from a mere 14% to 60%. This significant improvement reflects the program’s success in keeping students engaged and supported throughout their educational journey. The increase in retention and graduation rates demonstrates how providing individualized support, coupled with cultural programming and mentorship, has created a pathway for success for FNMI students who might otherwise have faced barriers to completing their education. This evidence highlights the program’s effectiveness in breaking down those barriers and improving educational outcomes.

As a result of participating in this session, participants will have the opportunity to:

• explore effective strategies for supporting First Nations, Inuit, and Métis students.
• learn about the impact of individualized coaching and mentorship programs.
• gain insights into culturally relevant practices that can enhance student retention and graduation rates.

From Whitefish Lake Band in Treaty Six Territory, Pamela Sparklingeyes is a dedicated educator with a deep passion for empowering Indigenous students through culturally responsive education. Pamela has spent over 25 years fostering educational environments that honour and integrate Indigenous ways of knowing, being and doing. As the manager of Edmonton Catholic School’s Indigenous Learning Services, Pamela leads a dynamic team implementing school and system-wide policies and practices for Indigenous Education.

Ê Mâmahoh Ôpikîyahk (We Are Growing Together) engages participants in understanding the benefits of Indigenous Mentorship of students in Alberta and, will share frameworks and strategies to implement Indigenous Mentorship at their schools/organizations.

It will inform the delivery of successful Indigenous Mentoring in schools, organizations, and agencies working with Indigenous youth.

Participants will be resourced, educated, empowered, and connected while learning about intergenerational sharing and the implementation of ceremony in Indigenous Mentorship. We will also focus on the 4 Rs: Respect, Relevance, Reciprocity, and Responsibility–Using them as principles to frame our approach to understanding mentoring for Indigenous youth.

We produced a summit this past fall, hosting 120 Indigenous youth, Elders, leaders & educators (from schools, organizations, and government ministries), and program workers to gather and inform our collective understanding of Indigenous youth mentorship. Every mentored youth, in community, has a significantly greater chance of succeeding in school and life!

As a result of participating in this session, participants will have the opportunity to learn and share about the benefits of Indigenous Mentorship and, leave with strategies and resources to initiate & implement their own mentoring initiatives.

Sarah Chan is a musician, teacher, writer, publisher, small business owner, and social advocate. She is the Engagement & Operations Lead at Alberta Mentoring Partnership. And, is the Founder and Project Lead of Make Your Mark, United Way’s student leadership program. She also continues to run her boutique piano studio, teaching over 30 students a week. Sarah Co-Chaired United Way’s campaign cabinet from 2016-2018. As a social advocate with a deep understanding of Edmonton’s charitable sector, she currently sits as a director on the Telus Community Giving Board of Northern Alberta. In 2015 Sarah was named a Top 40 Under 40 by Edify Magazine. She is the recipient of a philanthropy award in Community Enrichment from the Association of Fundraising Professionals in 2020 and, received another award for her contributions to philanthropy through education, in 2024.

Dr. Teena Starlight comes with an extensive list of experiences such as being a teacher for Kainai Board of Education for 14 years. During her teaching career, she obtained her Master’s Degree in the FNMI Curriculum and Leadership Development Master’s Program from the University of Lethbridge. She has worked for the Tsuut’ina Board of Education as a teacher, vice principal, and curriculum coordinator. Teena is an active participant in the culture and traditions of the Tsuut’ina and Kainai people having taught students and colleagues about Tsuut’ina and Kainai culture and traditions. Teena implements a national IYMP governance and communication structure which supports the maintenance and growth of IYMP across Canada. She is also be responsible for developing and maintaining relationships alongside Indigenous communities and coordinating national, regional and local networks of support for program communities.

In this session, we will emphasize the critical importance of listening to staff voices to enhance wellness within the Kainai Board of Education. Recognizing that staff well-being is foundational for effective teaching and learning, this presentation will focus on understanding and addressing the wellness needs of our staff so we can plan forward their voice to guide our planning.

We will discuss the importance of collaborating with our Leadership which includes: System and school leadership, Elders, Knowledge Keepers, and staff extremely will versed in Blackfoot Language and Culture, as we customized and integrated their voices into the creation of a Staff and Student Wellness Data Collection process.

By involving these key figures in the development and implementation of our data collection they will be foundational in advancing the Wellness Focus at KBE. communication, collaboration, relationships and focus on holistic wellness are key component of Kainaiyssini which is a parallel concept to Cree People’s Wahkotamowin.

Additionally, we will conch the session to themes of community well-being and cultural responsiveness, exploring how the act of listening to staff aligns with broader discussions of creating and ensuring safe, caring, respectful, welcoming and inclusive and supportive educational environments.

As a result of participating in this session, participants will have the opportunity to:

• understand Staff Wellness: explore the definition of wellness and current initiatives.
• emphasize Listening: recognize the importance of actively listening to staff feedback.
• collect and Analyze Data: learn effective strategies for data collection to inform future wellness plans.
• implement Culturally Appropriate Change: identify actionable steps that honour cultural connections and responsiveness.
• foster leadership collaboration and discover how to cultivate a supportive culture through collaborative practices.
• review impact and sustainability and examine the results of our initiatives and strategies for sustainable wellness practices.
• engage in dialogue and participate in an interactive Q&A to share experiences and insights on wellness.

This session aims to engage participants in understanding the significance of listening to staff voices, integrating community wisdom, and evaluating the impact of our efforts on staff wellness in culturally responsive ways. By prioritizing leadership, collaboration, and informed practices, we can create a healthier environment of all members of the Kainai Board of Education community.

Siipiinai (English name Cam Shade), is currently the Superintendent of Schools for the Kainai Board of Education. In addition, Cam served on the CASS Board of Directors as the Treaty 7 First Nations School Authorities representative. Cam is a proud member of the Blood Tribe #148.

In 1988/1989 the Blood Tribe successfully negotiated wit the Federal Government of Canada to administer all aspects of school operations within the Blood Tribe. Essentially, Blood Tribe control of education. Cam was a member of the first graduating class from St. Mary’s High School.

Upon completions of high school, Can attended the University of Lethbridge and received a Bachelor of Science Degree in Biology, chemistry minor, and a Bachelor of Education Degree. Cam completed his graduate work at Gonzaga University, Spokane Washington, and received a Masters Degree in school administration and curriculum.

Cam has been an educator for twenty years. Serving first as a classroom teacher and then transitioning the school administrative roles. Can was the associate principal at Kainai High School and principal at Tatsikiisaapo’p Middle School.

Cam is adamant about ‘Student Success’ and that this principle must permeate throughout Kainai Board of Education schools and classrooms. Cam’s philosophy is that “we must prepare our students to walk successfully in both worlds.” This will be accomplished by embedding Blackfoot Language, culture and spirituality into the curriculum while exceeding rigorous academic standards.

Amber Hester is an independent consultant and the Co-founder and CEO of Blu Lantern Inc., as well at the founder of her won company, Clover Collaboration Ltd. With over 25 years of experience in education, she has served in various roles including teacher, principal, coordinator, and assistant superintendent in both Alberta and Saskatchewan.

Amber held the position of Assistant Superintendent of Inclusive Learning Services, where the ensured a team approach to supporting the diverse needs of learners. She understands the complexities facing classrooms, as well as the importance of staff voice, collaboration, and a collective approach in meeting the need of all students.

Throughout her career, she has collaborated with district leaders to develop foundations statements, provide leadership coaching, and foster team building. Her dedication to wellness, inclusion, and diversity drives her focus on strategic and system planning, data analysis, and data-informed practices.

Amber has worked and served as a consultant for Public Schools and First Nation School Authorities. Most recently Amber has had a strong focus on wellness. She has been working with school systems facilitation the collection of wellness data from staff, students, and parents. In this capacity, she empowers system and school leaders to create and lead collaborative teams that analyze data and develop comprehensive workplace wellness plans that not just attend to students wellness but also staff wellness.

Amber truly believes that wellness is a shared responsibility. She emphasizes the importance of building leadership capacity at all velars and across all departments waiting a school organization to cultivate positive and supportive learning environment cultures.

This session will outline the holistic structures and supports in place in Wolf Creek Public Schools that are building success for our indigenous students. Working alongside our Elders, Knowledge Keepers, and community we continue to grow together, moving forward in a good way. Topics included in our presentation will include – learning about our Elder program, our Cree language supports, our Success Coach program, our teacher cohort program, and our Wisdom and Guidance committee.

As a result of participating in this session, participants will have the opportunity to come together in community to connect with the Wolf Creek Public Schools story and consider possible impacts on practice in your context. Holistic supports, interconnectedness of kinship relations, and LQS/SLQS competencies will frame our learning.

Erin Tisdale is a mom, bonus mom, grandma, and the Director of Education Services, Indigenous Education and Reconciliation for Wolf Creek Public Schools. She is humbled to work and lead on Treaty six territory and honours the voices of and relationships with the Elders, Knowledge Keepers, and Indigenous Community that continue to walk alongside her.

Josephine Small is from Neyaskweyahk (Nay-yahs-kway-yahk) the Ermineskin Cree Nation in Maskwacis. Josephine is the 4th oldest of 12 children born to James and Kathleen Small. She had 1 daughter and has 2 surviving sons. She has eight master’s, not degree’s, her masters are her grandchildren and great grandchildren. Josephine’s first language is Cree which she speaks and writes fluently. Most of her academic teaching career has been focused on teaching Cree. She feels blessed to have grown up in an era where Cree was the only language spoken in the homes and in the community. Currently, Josephine is employed off reserve at Wolf Creek Public Schools in Ponoka, as the Indigenous Education and Reconciliation Learning Support Coach. She is proud to be teaching Cree language and culture in a public school system as she feels children off reserve need to have access to their roots as well. They need to see themselves represented in the schools and in the curriculum. She feels that WCPS is totally committed to fulfilling TRC’s Section 62.1 Call to Action and they are leaders among other school districts in that facet. Josephine feels that her traditional upbringing, active participation in ceremony and culture, being a day school survivor, and just being a strong, resilient, Cree woman, all contribute to her being able to walk and work in both worlds with confidence.

A critical feature of Bachelor of Education programs is the experiential component, often referred to as a practicum, where students are able to put their theoretical knowledge into practice in K-12 classrooms and begin to envision themselves as classroom educators. For students in the Aboriginal Teacher Education Program (ATEP), the practicums also offer an exceptional opportunity to bring their cultural wisdoms, perspectives, and practices into traditionally colonial education contexts. Indigenous students rely on the collegial support of their mentor teachers and administrators to support them in uplifting their own knowledge in the classroom, advancing all FNMI facets of each Teacher Quality Standard and particularly attending to TQS #5. Field experience is a formative time for many preservice teachers, shaping their perception of the teaching field and affirming or challenging their ability to see themselves working in a school setting. It is therefore essential that school personnel remain committed to supporting Indigenous preservice teachers learn how to navigate not only the standard curriculum, but in bringing their full selves and rich knowledge as Indigenous educator into any classroom.

This presentation will discuss some of the successes, challenges, and opportunities of practicum experiences for Indigenous preservice teachers in their practicum placements. We will discuss specific cases of students who have found creative ways of bringing their Indigenous knowledges into the classroom, including students from different Indigenous communities who have worked on reserve and in rural and urban settings. We will highlight particular examples of successful school environments where the administrators and teachers uplifted ATEP student wisdom and held space for them to craft beautiful learning experiences for the youth they taught. We will also discuss ATEP’s approach to supporting Indigenous students in their practicum placement to navigate the complexities of meeting established teaching competencies while prioritizing Indigenous knowledges, pedagogies, and perspectives.

As a result of participating in this session, participants will have the opportunity to:

• critically consider how Indigenous preservice teachers are welcomed into school settings, including holding space to uplift Indigenous knowledges in the classroom.
• hear from certified teachers, Indigenous students, and postsecondary leadership about the successes and challenges of Indigenous students through their transition from being a student to beginning their teaching careers.

Dr. Evelyn Steinhauer (she/her) is Associate Dean, Indigenous Education and a Professor in the Department of Educational Policy (Faculty of Education) at the University of Alberta, specializing in Indigenous Peoples Education. Dr. Steinhauer is also the Director of the Aboriginal Teacher Education Program (ATEP) in the Faculty of Education. Evelyn is actively engaged in many community-based research initiatives and sits on various committees on and off campus.

Danielle Steele (she/her) is the kiskinohtahiwew (Practicum Coordinator) for the Aboriginal Teacher Education Program (ATEP). Danielle is a citizen of the Metis Nation of Ontario, teacher, and leader in Indigenous education whose heartwork supports endless Indigenous student success. Danielle works closely with school leadership to ensure mutual learning and benefit for the preservice teachers, their mentor teachers, and school ecosystems as a whole.

Medicine Hat Public School Division has 604 First Nations, Metis & Inuit students out of 6871 students. All of our 604 students reside in the city of Medicine Hat. MHPSD has First Nations, Metis and Inuit students and families from different areas of Canada.
The importance of Wahkotamowin for Student Success has been developed through the First Nations, Metis & Inuit Education Program and what it has to offer for the students and families.

The First Nations, Metis & Inuit Education Program employs a FNMI Education Coordinator, Darrell Willier and two FNMI Student & Family Support Workers ,Shirley Boomer & Courtney Lagasse. Darrell, Shirley and Courtney can deliver 42 class presentations that are applicable to the education curriculum. To encourage people to “think outside the box’ and to “Learn from the Circle”…

As we reflect on our ancestor’s way of life, there is an awareness of the gaps in our knowledge and traditions. Our program has developed 42 class presentations to help bridge the gap, of which 27 are land based . Join us in relearning the power of land-based education delivered by our First Nations, Metis and Inuit Education team. Together, we will deepen the understanding of our ancestor’s way of life and connection to the land. Our roots enhance our appreciation for Mother Earth, we will explore how land itself serves as a vital source of connection to First Nation, Metis and Inuit communities such as Seasonal Changes, Plants, Animal Behaviors and Creativity. Come ready to learn and grow as we collectively honor the roots of our histories.
The land is a powerful teacher when we share knowledge from the roots of our ancestors allowing us to connect with the land in a meaningful way. It is important to Honor First Nation, Metis and Inuit knowledge systems and inspire deeper connection to the land.

We will briefly mention the class presentations list and highlight 6 class presentations. We will also mention the importance of connecting with our students through individual or group sessions as well as maintaining a relationship with their families. Two impactful events that are very important is our annual May event: Keskihkemowin and the gifting of a beaded cord and beaded tassel to our high school graduates from Crescent Heights and Medicine Hat High School.

As a result of participating in this session, participants will have the opportunity to gain insight on how to enhance their F.N.M.I. Education Program.

Darrell Willier is a member of Sucker Creek Cree Nation, Alberta. He grew up not fully knowing his culture or language due to his parents being Residential School survivors. Upon graduation from University, he has worked in the school system for over 34 years. This led Darrell to learning more about his culture and history through multiple class presentations.

Courtney Lagasse is Metis and her roots originate from the Red River Settlement. Courtney graduated from the Child & Youth Care Counselling Program at Medicine Hat College. During her studies, took the opportunity to learn from staff at the Miywasin Friendship Centre. Her practicum at the centre was an important journey to self identify with Metis heritage. Courtney is in her third year with the school division and sees the importance of the team’s work.

Shirley Boomer is a member of Mistawasis Cree Nation, Saskatchewan. As a 60s Scoop child, she was adopted and raised in Uranium City, Saskatchewan. Upon moving to Vancouver, Shirley started connecting with the West coast First Nations community. This encouraged Shirley to earn her G.E.D. and then her First Nations Family and Community Counselling Diploma through Vancouver Native Education College. She now has over 27 years of experience in the school system.

The Walking Alongside You(th) or WAYs program is a grant-funded project under the University of Calgary’s “One Child, Every Child” research grant awarded by the Canada First Research Excellence Fund in March 2023. The WAYs program sees high school students engaged in ongoing cycles of research, where their input is used for collaborative planning and programming that is specific to each school context. The schools where the research is conducted serve primarily Indigenous populations. The specific First Nation’s and Métis leaderships determine the questions the researchers ask, and how the information will be used. Past research has shown that the youth want to learn their languages and cultural teachings specific to their Nations and the neighbouring Nations. The youth have strong ideas about what they want to do in life after high school and what courses or training they need to get them there. Opportunities in rural and remote communities are different than in major centres. Sometimes we must think creatively to provide experiences for youth that would not otherwise be available. These can be cultural, academic, recreational, wellness, social, work experience, or other possibilities. As students see more of their requests being acted upon, they offer additional suggestions and new asks of our team. Sometimes ideas that have not been addressed yet are repeated, which indicates that the youth are still hoping for those changes to be made. Because it is a research partnership, all parties—inclusive of the First Nation’s and Métis leaders, school division leadership, and the research team—are responsible for making the prioritized suggestions and goals a reality for the benefit of the youth. This session will offer participants a chance to learn about current opportunities to partner in research that is specific to their context and the Indigenous communities they serve.

As a result of participating in this session, participants will have the opportunity to learn about potential research partnership opportunities to gather and respond to the voices of Indigenous youth, where research funding is already in place.

Jennifer Markides, PhD, is a member of the Métis Nation of Alberta, Tier II Canada Research Chair in Indigenous Youth Well-Being and Education, and an Associate Professor in the Werklund School of Education and the Faculty of Social Work at the University of Calgary. Her research focuses on the holistic wellbeing of youth and Indigenous education.

Angie Tucker is a member of the Manitoba Métis Federation and a Research Associate for Indigenous Youth Wellbeing and Education at the Werklund School of Education. Angie is also a Ph.D. Candidate (ABD) in the Faculty of Native Studies at the University of Alberta. As a BA and MA in social anthropology, her work continues to critique the role of power found in discourse and the effects that this has on Canadian society. As a Métis Studies scholar, her areas of specialization include presenting and publishing on topics such as land, identity, representation, gender and sexuality, traditional adoption practices, community-based research practices, and the importance of visiting, memory and storytelling.

Erin Walls is a Project Oversight Coordinator for Indigenous Education Projects at the Werklund School of Education, University of Calgary.  Her contributions to initiatives, partnerships and team organization enable the advancement of research on the holistic wellbeing of youth and Indigenous education.

Steve Whitaker – bio to follow.