This session is now full.

Dr. Dwayne Donald was born and raised in Edmonton and is a descent of the Papaschase Cree. His Blackfoot name is Aipioomahkaa (Long Distance Runner). He currently teaches at the University of Alberta. He is committed to research that attends to place and story as these are remembered and enacted by the Plains Cree and Blackfoot peoples today.

In this session, participants will explore the history of the Indigenous peoples in the Edmonton area through a walking tour of the river valley led by Dr. Dwayne Donald. The walk will provide a context for understanding the relationality that Indigenous peoples have with land, water, animals, plants and peoples as having value, spirit and connection to ourselves and one another.

PLEASE NOTE:  Participants should dress for the walk with suitable clothing and footwear. You will meet Dwayne in the parking lot in front of Huskie House. (See map). 

As a result of attending this session, you will have the opportunity to explore the history of the Indigenous peoples in the Edmonton area. By walking together through the river valley and sharing some stories, Dwayne hopes to spark a place-based ethical imagination regarding the interrelatedness of the past, present, and future.

Due to unforeseen circumstances, this session has been cancelled. 

David will walk participants through how Inuit drumming was done in the past to modern day drumming. As a part of this, he will also share a short video of Elders preparing a drum dance in the past. During this learning experience, participants will look at drum components and tune a drum for the workshop. David will demonstrate how to start drumming for a beginner followed by participants having an opportunity to practice drumming in the small group. David will share a recorded personal pihiiq (song) that was composed over 80 years ago. Solo drum dances by participants to conclude the workshop.

Biography:

David Serkoak was in born at Hicks Lake, near Ennadai Lake, NU southwest of Arviat, Nunavut. David has worked in many levels in education as a teacher primary/secondary schools and vice-principal, principal, Instructor at Nunavut Arctic College, and as a curator at the British Museum of Mankind in England.

David helped to develop Inuktitut teaching materials at all levels local, regional and territorial both in NWT and Nunavut.

During his free time he spends his time making Inuit drums for many Arctic communities for the youth. In 2008, David retired from teaching but is still very busy giving workshops on Inuit Social History to Civil Servants and several Universities in the Ottawa area.

He and his wife Lesley have three grown daughters, Amanda, Meeka and Karla. David spends many hours with his six grandchildren, Briana, Makayla, Kyle, Laura, Ryan and Emma. In the summer of 2017, he was invited to drum dance at North Pole via Murmansk, Russia.

This session is now full.

Education gathering evaluations have expressed a need to create opportunities for greater understanding of the significance and protocols for Women’s Pipe Ceremony.  Join Saddle Lake Cree Nation Elder Alsena White as she shares her knowledge around the teaching and protocols of The Pipe Ceremony for Women.  All participants are requested to wear a skirt.

Biography:

Alsena White is an Elder from the Saddle Lake Cree Nation.

Join Blackfoot Elders who will invite you to hear their experiences of love, challenges, resilience and transmission of knowledge within their own families and communities.

Join Cree Elders who will invite you to hear their experiences of love, challenges, resilience and transmission of knowledge within their own families and communities.

Join Dene Elders who will invite you to hear their experiences of love, challenges, resilience and transmission of knowledge within their own families and communities.

Due to unforeseen circumstances, this session has been cancelled. 

David Serkoak will guide you through the story of how the small group of Ahiarmiut Inuit survived the five disastrous forced relocations in the 1950s. In 1998 David started the paper in trail in search of justice for his people. In January, 2019 the Canadian Government made a formal apology to Ahiarmiut relocatees in Arviat.

Biography:

David Serkoak was in born at Hicks Lake, near Ennadai Lake, NU southwest of Arviat, Nunavut. David has worked in many levels in education as a teacher primary/secondary schools and vice-principal, principal, Instructor at Nunavut Arctic College, and as a curator at the British Museum of Mankind in England.

David helped to develop Inuktitut teaching materials at all levels local, regional and territorial both in NWT and Nunavut.

During his free time he spends his time making Inuit drums for many Arctic communities for the youth. In 2008, David retired from teaching but is still very busy giving workshops on Inuit Social History to Civil Servants and several Universities in the Ottawa area.

He and his wife Lesley have three grown daughters, Amanda, Meeka and Karla. David spends many hours with his six grandchildren, Briana, Makayla, Kyle, Laura, Ryan and Emma. In the summer of 2017, he was invited to drum dance at North Pole via Murmansk, Russia.

Join Métis Elders who will invite you to hear their experiences of love, learning, challenges, resilience and transmission of knowledge within their own families and communities.

This session will begin with some personal Truth about Racism delivered in way that fosters relationship, reciprocal trust, and invites the listeners into the Relationship in a uniquely non-threatening way. Although this session aligns with the first SLQS of Building Effective Relationships, the organics of it will also cover the 3 SLQS concepts related to Learning and Leadership.

Establishing an understanding of Cultural Humility and the need to embrace it as foundational to healthy relationships, is key to facilitating leading in learning, and visionary leadership. (Decolonize European Patriarchal Leadership models)

Sessional slides and points will work together to build intuitive collaborative relationships by defining what “Truthing our way forward” might look like in both the Indigenous and non-Indigenous perspectives, and offer some perspective on Racism, Decolonization, and Unlearning.

Our work has been helping Educators and Students of all ages grow in understanding Indigenous People through impactful Sessions and discussions that foster Empathy and commitment to growth in Reconciliation.

One example is our partnership over the last two years with Superintendent, Rhae-Ann Holoien and the BTPS District for their National Indigenous Peoples Day and National Truth and Reconciliation Day activities. These BTPS events facilitated the first time our Mother Helen John, an 84 yr old Residential School survivor, spoke of her childhood and her time in the Residential School. Since then, we’ve heard many expressions of gratitude and compliments for Mom, and witnessed many “spin off” discussions, activities, and relationships established.

Outcomes:

• demonstrate healthy relationship through Trust and Transparency
• establish or affirm Relationship as a key to Learning at all levels and Visionary leadership
• offer perspective to Decolonize Leadership models that still exist
• usher audience to understanding the powerful reverence and respect that is foundational to who our Indigenous people are.
• share key intimate perspectives and challenges to Decolonizing our perspectives

Biography:

Kevin John is a passionate advocate of Indigenous people and carries a powerful gift of fostering growth in Reconciliation in the hearts and minds of people on both sides of the Treaty. Kevin is a Plains Cree Treaty member of Onion Lake Saskatchewan, and lives near Vermilion with his wife of 34 years, Alesa, and their family of 6 children ages 9, 11, 15, 20, 23, and 27. Kevin is the founder of Asokanihkewak-TheyBuildBridges, along with his sister Debbie Semeniuk. TheyBuildBridges is a Truth and Reconciliation group dedicated to ushering people of all ages into a healthy understanding of the need for Reconciliation.

As the youngest of 8 siblings raised off Reserve in rural Alberta communities, Kevin has witnessed and experienced many obstacles to the inclusion, equity, and success of Indigenous people and his family, over multiple generations that have had a spectrum of effects on their Spiritual, Physical, Mental, and Emotional well-being. This along with 18 years of offering Indigenous Cultural presentations in Schools has paved a clear path along Kevin’s Reconciliation journey.

Kevin’s work has included partnerships with Lakeland College, the City of Lloydminster, the Town of Vermilion, Buffalo Trail Public Schools, East Central Catholic Schools, and Edmonton Public Schools, among many others. Kevin has also consulted on and assisted with the first annual Pow Wow ever hosted by a non-Indigenous School at Westglen Elementary in Edmonton. Westglen School Annual Pow Wow was founded by Kevin’s sister Debbie Semeniuk, with the support of her former leadership, Principal Cory Mc Taggart.

In our workshop, Teresa will provide an overview of Indigenous history, specifically of the Residential and Day School System, the Sixties Scoop, and other colonial acts of oppression. Teresa will also discuss the impacts of this oppression on Indigenous Peoples today and provide an overview of our exhibitions and LHF generally. Danielle will provide suggestions on how to be an ally and how to address racism and discrimination and what you can do to support Reconciliation in Canada.

The LHF works to encourage people to address racism and discrimination so as to contribute to the equality, dignity, and just relationships among all. We will continue to work with teachers, school boards, universities, policing agencies, governments, officials, banks, unions, private businesses, and citizens to help meet these goals.

Biographies:

Teresa Edwards is a member of the Listuguj Mi’gmaq First Nation in Quebec. Her ceremonial 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, 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, 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 own legal practice.

Teresa has been the Executive Director and In-House Legal Counsel for the Legacy of Hope Foundation (LHF) for 6 years. The LHF is a national Indigenous-led charitable organization founded in 2000 with the goal of educating and raising awareness about the history and existing intergenerational impacts of the Residential and Day School System, Sixties Scoop, and other colonial acts of oppression on Indigenous Peoples in order to address racism and injustice and foster equity and Reconciliation.

The film Understanding and Finding Our Way – Decolonizing Canadian Education was unavailable for viewing since April 7, 2022 for one year to respect the cultural protocols of the family of the late Davis Swindler-Horse. Davis contributed Cree translations and narrated the Cree language in the film. In Cree culture, the grieving period is one of the most sacred times for both those who have left us and for those who are left behind. It is tradition to set aside physical memories of loved ones for one year until the first memorial feast.

As a professional organization, we respect the values and beliefs of all. We remain ever so grateful for the contributions the late Davis blessed us with in narrating Cree in the film. His family is very thankful for this demonstration of respect. Now that the year of mourning has passed, we thank Davis and his family for the teachings and we will continue to honour Davis and his memory through sharing the film and accompanying resources.

All Canadians are responsible for reconciliation. Educators have a unique opportunity to contribute by advocating for change to eliminate inequity and racism. Understanding and Finding Our Way – Decolonizing Canadian Education is a powerful film that exposes education inequities within public education in Canada. It challenges viewers to help decolonize education, so that all students can succeed.

The film was produced by Dr. Verna St. Denis, an internationally renowned scholar in anti-racist education. It was directed by award-winning filmmaker Alison Duke following appropriate protocols and under the guidance of Elder Mary Lee.

This session will preview the film and take participants through the discussion guides that have been developed.

Biographies:

Angie Caron is a Michif woman from Saskatoon and a proud descendent of the historic Métis community of Round Prairie. She is currently Senior Administrative Staff at the Saskatchewan Teachers’ Federation. Prior to this role, she has taught in the SUNTEP program at the University of Saskatchewan and worked in a variety of leadership and teaching roles in Saskatoon Public Schools. Angie has represented the Métis Nation-Saskatchewan at the provincial level where she engaged with all Saskatchewan directors of education to help create the Education Sector Strategic Plan for the province.  Angie has co-written a children’s book with her dad entitled, Manny’s Memories and co-authored 27 Métis specific emergent books with Wilfred Burton for the Taanishi Books series.  She is very grateful to the Michif/Métis Elders and community members who continue to share their knowledge with her and support her in her work.

Ian Krips worked for Saskatoon Public Schools for 16 years teaching secondary Music, English and Creative Writing.  Ian was Associate Director of the Saskatchewan Professional Development Unit from 2006-2012 and has facilitated professional development opportunities throughout Saskatchewan and internationally.

In 2013, Ian joined the Senior Administrative Staff of the Saskatchewan Teachers’ Federation and worked in the areas of labour relations, governance and initiatives in support of teacher professionalism and professional growth.

In 2019, Ian was appointed Associate Executive Director, Educational Leadership, and provides strategic oversight to Federation work relating to governance, teacher professionalism, professional growth, codes of conduct and ethics, new teacher supports, principalship supports, social justice programming, educational accountability and trends in education affecting teacher professionalism and practice.

This session is designed for system leaders who are interested in hearing how some Alberta School Boards have entered into Métis Education Services Agreements in order to boost Métis education in their districts. Become aware of how Rupertsland Institute is supporting educators and students by aligning the professional practice standards in Alberta with authentic innovative courses, resources and one-on-one supports such as MAPS, Métis Access to Post-Secondary for divisions.

Some school divisions have entered to Métis Education Service Agreements with Rupertsland Centre for Teaching and Learning and are engaged in a relationship of reciprocity and reconciliation. School Leaders are establishing a community of learning with these agreements and are building authentic opportunities to engage in Métis Education.

Biographies:

Lisa Cruickshank is a proud member of the Métis Nation of Alberta. Lisa has worked in the K-12 system for over 20 years in various capacities such as: Elementary Educator, Indigenous Education Consultant, Provincial Curriculum Development, and is now currently the Director for Métis Education and Lifelong learning at Rupertsland Institute. Lisa is passionate and committed to advancing Métis education across the country and building capacity with Métis educators and within the education system. Guided by the values of reciprocity and relationality, Lisa 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, Post-Sec Transitions, Michif Language Revitalization, as well as, building capacity for Métis education within educational systems across the country. Lisa envisions a future where system leaders intentionally make space for Métis Education, so everyone can become part of this change making narrative, for the benefit of all.

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 passionate and committed to advancing Métis education as a Metis Education and Learning Initiatives Consultant with Rupertsland Center for Teaching and Learning.

During their keynote, Douglas and Stobo will have discussed lessons learned from the history of neighbouring schools in the town of Rossburn and the Waywayseecappo First Nation. They will draw on material in their acclaimed book, Valley of the Birdtail: An Indian Reserve, a White Town, and the Road to Reconciliation, which describes how two communities become separate and unequal, and what it means for the rest of us. In this breakout session, Sanderson and Sniderman will moderate a participant-led discussion centered on responses to the keynote, and the themes of Indigenous-settler relations and reconciliation.

Biographies:

Douglas Sanderson (Amo Binashii) is the Prichard Wilson Chair in Law and Public Policy at the University of Toronto Faculty of Law and has served as a senior policy advisor to Ontario’s attorney general and minister of Indigenous affairs. He is Swampy Cree, Beaver clan, of the Opaskwayak Cree Nation.

Andrew Stobo Sniderman is a writer, lawyer, and Rhodes Scholar from Montreal. He has written for the New York Times, the Globe and Mail, and Maclean’s. He has also argued before the Supreme Court of Canada, served as the human rights policy advisor to the Canadian minister of foreign affairs, and worked for a judge of South Africa’s Constitutional Court.

Please note that this is a 2-hour session.

This session will share how the Calgary Board of Education is engaging in “Truth and ReconciliACTION in a Good Way” to support improved achievement, equity, and well-being for students who self-identify as Indigenous, and create opportunities for all students, staff, and school communities to engage in practices that facilitate learning and reconciliation. Participants will be inspired to consider possibilities for their own context through stories shared to document impact on students, families, community, staff, and the system as a whole.

Session participants will learn how the CBE is “truthing forward” to acknowledge and support the implementation of the Truth and Reconciliation Commission (TRC) Calls to Actions focused on building our collective capacity to engage in reconciliatory, decolonizing, and anti-racist praxis to ensure:

• Students who self-identify as Indigenous are supported to experience improved achievement and well-being; and
• Indigenous Education for all students and staff.

Biographies:

Andrea Holowka is a Superintendent of School Improvement with the Calgary Board of Education. In her role, she oversees learning, student supports, and operations for schools in North Calgary. Andrea has served as a superintendent for the last nine years in large metro school jurisdictions. Her previous experiences include teaching, administration, and system leader roles. Andrea is active in leadership and cross-sector collaborations throughout Calgary and Alberta in areas focused on student learning and well-being. Andrea is in her final year of a Doctorate of Education program, with a dissertation focus on mental health intervention services across large school authorities.

Lori Pritchard is a Métis educator and leader with ancestral roots across the Métis Nation Homeland including the Red River Settlement in Manitoba, and the Batoche/Fish Creek & Battleford areas in Saskatchewan. Currently the Education Director for Indigenous Education with the Calgary Board of Education, Lori works alongside members of the Indigenous Education Team to provide leadership and support across the CBE to realize our commitments to Indigenous student achievement and well-being, and Indigenous Education for all students, staff and families. Lori has been a teacher and leader of Indigenous Education for more than twenty-five years. She has been a principal at two schools in the CBE, and a principal at the Whitecap Dakota First Nations School in Saskatchewan (Charles Red Hawk Elementary School). She has also provided additional system leadership in Indigenous Education during her tenure with the CBE, including the Indigenous community engagement for the design of the Niitsitapi Learning Centre. Lori is an active member of Calgary’s urban Indigenous community, serving as a Board member, sitting on numerous committees, and volunteering at events throughout the Treaty 7 area.

Michelle Ranger’s homeland is St. Laurent, Manitoba. She is a member of the Métis Nation of Alberta and is currently the System Principal of Indigenous Education at the Calgary Board of Education. Michelle has been described as an innovative, relational and compassionate leader who has devoted her career to Indigenous Education in urban settings. Michelle was the first principal of Niitsitapi Learning Centre, an early-years Indigenous holistic and communal learning centre. Over her 20-year career Michelle has supported Indigenous student success and well-being through her roles as teacher and leader through innovative and wise practices. In 2020, Michelle was recognized with an Indspire Guiding the Journey Award for Innovative Practice.

Please note that this is a 2-hour session.

As we envision a dream of connection to culture via language, rich and engaging relationships, and the decolonization of education, this session explores the Grande Yellowhead Public School Division (GYPSD) journey of truth from heart to head. Throughout this session, participants will engage in learning basic Northern Michif, and explore one school’s way of deepening relationships with Indigenous students to build a sense of true belonging, and GYPSD’s path to decolonizing curriculum. We will also share evidence that our work is making a difference in the lives of students, teachers, and leaders.

Participants will leave with an understanding of:

• the importance of language and culture;
• an example of how to create opportunities to hold space to foster honest relationships with students and staff; and
• one pathway for teachers to decolonize education through curriculum.

Biographies:

Sandra Davenport is a proud Métis woman originally from the historic community of Ile-a-la Crosse, Saskatchewan. Being fluent in the Northern Michif language, Sandra shares her knowledge of the language and culture proudly and willingly and she is a mother of 3 and a proud mâmâ of 6 grandchildren. She is also a certificated teacher with a Bachelor of Education degree. With 30 years of teaching experience in various capacities, Sandra has been and continues to be a strong advocate for the promotion of Indigenous language learning for all ages. Sandra currently resides in Edson, AB where she instructs Northern Michif classes, initially through video-conferencing (a pioneer of language instruction via VC) and within the past several years using Google Meets. Students in grades 1 – 8 in GYPSD participate in the program. She also teaches Social Studies 7 at École Pine Grove Middle School and facilitates a program called “Hear Our Voices”. This program allows Sandra to work directly with Indigenous students to help create a holistic learning environment with targeted strategies students can implement. She is excited to work directly with the Indigenous student population where they can build together a sustainable and impactful support system. Sandra has overcome many multi-generational impacts of the Residential School system (being a Day School attendee and her mother, a survivor of Residential School). Sandra’s penchant for language learning derives from the negative experiences Sandra’s mother had at Residential School, where speaking Northern Michif and being Indigenous was shameful.

Jennifer Albrecht is a veteran teacher in the role of Learning Services Consultant with GYPSD; 2023 marks year 29 with the Division. Jennifer is keenly interested in engaging youth and young adults on sustainable action projects, mentoring beginning teachers, and working with school leaders to decolonize education on the “Head to Heart” journey. Jennifer is a champion for the rural education experience and strives to create relationships and learning environments that cultivate a sense of belonging; “I believe that a true sense of belonging is possible when school communities are inclusive, welcoming, safe spaces where students, staff, and community members see themselves represented, accepted, and celebrated”.

Carra Aschenmeier has been in the education world since 1994 and is the Assistant Superintendent of Learning Services with GYPSD. She loves to discuss philosophy and the impacts of Indigenous Ways of Knowing related to curriculum, students, and staff. Her personal journey from “Head to Heart” continues to be at the forefront of her work with every individual. “At the heart of great leadership, is a curious mind, heart, and spirit” ~ Chip Conley

The Treaty 6,7, and 8 Education Alliance  (TEA) was created for system leaders from band operated schools. Schools that are operating on reserve are federally funded and each First Nation operating a school on their own territory have full authority to manage all areas of operation. The Alliance mandate is to serve and support band operated schools directors of education , CEO’s and superintendents. The opportunity to gather, network and share best practice is the main focus of the group. The TEA group works as an advisory body under the Indigenous Knowledge & Wisdom Centre (IKWC) organization providing best practice to the IKWC board of directors and chiefs roundtable on education. The session will provide system leaders and educators from the provincial authorities information on the work the group has undertaken and highlight key projects that will be helpful for Gathering participants. The group has completed work on Education Service Agreements (ESA), learning loss and other areas that have impacted education from a First Nations perspective. The session will also highlight the work IKWC has undertaken over the years in the areas of education, The IKWC organization can provide support to our partners from Alberta education. This information session will enhance attendees “supporting the application of foundational knowledge about First Nations , Metis and Inuit education for all students”.

The session will support the theme for this years gathering. The TEA group and IKWC information session will provide participants foundation knowledge on FNMI matters. The information that will be shared is coming from a First Nations perspective and provide information on how First Nations led organizations share best practice on educational matters.

Biographies:

Chester Auger – Chief Executive Officer, Bigstone Education Authority
“ I am a member of the Bigstone Cree Nation and have been in the education field for the past 20 years. I have been teacher, administrator and FNMI consultant and now Director of education for my First Nation. I enjoy and have a passion for improving education outcomes for First Nation Children. I enjoy the outdoors and any type of sport especially golf. I also have a passion for enhancing and reviving our Sakaw Cree language.”

Bill Shade – Superintendent Stoney Education Authority
“My name is Makoyapi. My english name is Bill Shade I am the superintendent for the Stoney Education Authority(SEA). I am originally from the Kainai First Nation. I have been with SEA since 2007. I am married to Melanie Shade and together have a blended family with 5 children and 12 grandchildren with one more expected in May. I am very passionate about First Nations Education and helping our students succeed.”

Jody Kootenay – Director of Education, Alexander First Nation
“As a part of the TEA group, I am the Treaty 6 representative and am the Director of Education for Alexander First Nation. I am a mother of 3 with one grandson and married to Clayton Kootenay. I have worked in my home Nation for over 15 years and in education for over 25 years. I am currently enrolled in my PhD in education. The partnerships and friendships with other Nations and organizations have brought so much more to our students and to each of us.”

What does reconciliation look like to us – a small rural community that is primarily non-Indigenous? We have asked ourselves the question, “What does it mean when we say that we are all Treaty people”, and these guiding questions have led us on a very unique and fulfilling school experience.

We have learned that the TRC believes reconciliation is about establishing and maintaining mutually respectful relationships between Indigenous and non-Indigenous people in this country, and for this to happen, there must be awareness of the past, acknowledgment of the harm that has been done, atonement for the causes and action to change behaviour. And so, our class has set about arming ourselves with the knowledge of the past. We have been learning the history of colonization and how it has deeply impacted all Indigenous peoples across Canada.

With this as a motivator, we, the future generation, are the ones to foster reconciliation. We know that we have a powerful role to play in paving the path of the future. We are the keepers of social memory and we are the nurturers of a relationship built on respect. We take very seriously the idea that we can be a voice to those who cannot yet speak. We consider ourselves a bridge from the younger generation to those who have grown up with a biased and tainted understanding of the historical injustices, the intergenerational trauma and the colonial eradication of First Nations culture and traditions. This session will outline the path we started many years and are still continuing on today, in the hopes that other school communities will take our journey as inspiration that it is possible once you start asking questions, seeking support and taking risks.

We will share from all levels including administration and teacher, to Elders and students, the journey that we embarked on to ensure that all our students were receiving an authentic and organic learning experience that acted as a motivator to our students to continue to ask questions and seek more learning opportunities.

Biographies:

Darren Grosky – Principal of Irma School
Jenny Thomson – Teacher of Irma School
Students – started learning in Grade 7 and 8 and currently in grade 11 and 12

“I do love teaching. I’ve always wanted to be a teacher. Always. The students are the reason that I am where I am. They make my day. They always have and they always will…They are the reason that I am there.” – Focus Group Participant

“I want to honour my parents and ensure that I am doing the best for them. I want to help create a school system where my nephews can be openly proud to be Métis, where my brothers and sisters are not scared to self-identify their children for fear of discrimination.” – Focus Group Participant

The Alberta Teachers’ Association, in coordination with Dr. Dwayne Donald, conducted an evaluation of the experience of Indigenous teachers and school leaders within Alberta’s public education system. Throughout this session, the key findings and opportunities for growth and improvement from the ATA 2022 research report, Honouring the Voices of Indigenous Teachers and School Leaders in Alberta School Communities, will be shared.

Biographies:

Melissa Purcell is Tthebatthı Dënésułıné (Smith’s Landing First Nation), Treaty 8 – Irish. She is a proud mother of one son and two daughters, and the oldest of her three sisters. Melissa is deeply committed to supporting Indigenous education and advancing truth and reconciliation. Melissa has experience teaching in Alberta band, charter and public schools. At the division level with Edmonton Public Schools she held the positions of teacher consultant, program coordinator and supervisor of First Nations, Métis and Inuit education. Melissa is an Executive Staff Officer, Indigenous Education, with the Alberta Teachers’ Association and continues to lead Indigenous Education and Walking Together: Education for Reconciliation for teachers and school leaders across the province. She is currently pursing graduate studies at the University of Calgary in educational research and hopes to begin her PhD journey soon.

Dr. Dwayne Donald is a descendent of the amiskwaciwiyiniwak (Beaver Hills people) and works as a professor in the Faculty of Education at the University of Alberta. His work focuses on ways in which Indigenous wisdom traditions can expand and enhance understandings of curriculum and pedagogy.

“Coming Together” means that our focus is on learning through First Nations, Métis and Inuit teachings and developing relationships through this process. During this session, the team from Medicine Hat Public Schools will share their journey towards Truth and Reconciliation by highlighting some of the jurisdictional initiatives and efforts they are currently undertaking.

This will include insightful learning through the eyes of First Nations, Metis & Inuit perspectives.

Biographies:

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 25 years of experience in the school system.

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 first year with the school division and sees the importance of the team’s work.

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 30 years. This led Darrell to learning more about his culture and history through multiple class presentations.

Decolonizing Education: Truthing Our Way Forward through the Indigenous Sports Heroes Education experience learn about the experiences of Indigenous Sports Heroes be guided through the digital sports hero experience engage in Indigenous ways of knowing, being an doing entry point activities that model aspects of decolonized pedagogy.

This session will guide participants through the Indigenous Sports Heroes Education Experience which is an online resource rich in sharing truths through imagery, video, artifacts and learning experiences that align with Indigenous pedagogies. Indigenous Sports Heroes truths of past and present are featured in this resource alongside learning about the role sports played in uplifting and motivating resilience and wellness in the lives of the featured Indigenous sports heroes. Entry point activities that activate learning of Indigenous ways of knowing, being and doing are interwoven into lesson plan activities that coincide with the Indigenous Sports heroes lives and accomplishments. This resource can be used across the curriculum and as a Professional Development resource that coincides with LQS and SLQS 1 and 5 while modeling aspects of decolonized education. The activities promote and support methods to establish and foster relationships, the building of foundational knowledge, and the uplifting and showcasing of flourishing Indigenous Peoples.

An excerpt from the foreword of this digital experience: “Canada’s Sports Hall of Fame has a very important role to play in advancing Peace and Reconciliation and one of the ways is to tell the National story about Indigenous athletes in history.” Chief Wilton Littlechild

“The Indigenous Sport Heroes Education Experience is an engaging online resource that foreground the rich and storied connections between Indigenous Peoples and the world of sport. With its multi-media content and practical, curriculum-linked applications for educators, this is a valuable website for teaching and learning. We have included Indigenous Heroes on the syllabus for the Indigenous Education course taken by all of our pre-service teachers. — Dr. Aubrey Hanson, Werklund School of Education”

“I am VERY impressed by the Indigenous Sports Heroes Education Experience and the Educator Toolkit. As a Social Studies teacher I am constantly looking for resources that celebrate Indigenous People’s accomplishments in Canada. So many of my students are passionate about sports and I felt this was a great way to discuss diversity, inclusion, equity, Indigenous achievements and history in a unique way. My students were not only engaged but learned so much from this experience. The toolkit is so well designed for every subject area with lots of resources. I will be recommending it to my fellow educators.” Teacher from Ontario – Grades 4-6

Biography:

Crystal Lee Clark nêhiyawak/Dene Métis, originally from Fort McMurray Alberta. She currently resides in Treaty 6 territory in Rocky Mountain House and is working with WildRose School Divisions new Indigenous Education Department. She  continues to do Indigenous Education consulting and visual art. She has collaborated with the ATA’s Walking Together team of Indigenous Educators, is a member of the National Film Boards Educators Network, has worked closely with CASS to develop the Guide to Relationships and Learning with the Indigenous Peoples of Alberta, is a recipient of a Prime Minister’s Award for teaching achievement, Esquao Award for Education from the Institute for Advancement of Indigenous Women, and a Peace Hills Trust Art winner. She holds a Masters in Educational Technology, Education Degree and Bachelor of Fine Arts. She uses her experiences of navigation through the education system, intergenerational and first hand trauma to role model resilience and strategies to flourish.

Janice Smith is the Vice-President and COO of Canada’s Sports Hall of Fame and played an integral role in the creation of the Indigenous Sport Heroes Education Experience (digital book).  She has her BSc. and MSc. From the University of Alberta and has been working in the sport museum world for the past 39 years on a provincial, national and international level.  The highlight of being part of the creation of this valuable educational resource was working directly with the Indigenous Hall of Famers and their families to learn the truths they wanted shared about their stories.

Languages traditionally spoken in the Métis Nation are deeply connected to Métis people’s community, culture, and nationhood. This session supports the application of Métis Education for all learners, while offering a decolonizing lens on the importance of bringing Indigenous languages into the classroom. Learn about the Rupertsland Michif Revitalization Project and explore the newly launched culture and language resources available for educators and students. Bringing Michif into the classroom with locally developed, authentic resources, fosters a sense of pride in relation to identity, belonging and most importantly, success for Métis students.

As an endangered Indigenous Language it is essential that schools make space for the opportunity to revitalize Michif. Bringing awareness of the Michif language and providing the opportunity to see, hear and learn Michif is a key step in decolonizing classrooms and schools, as these were the places and spaces the language was originally and intentionally lost. Bringing Indigenous languages into schools is part of the reconciliation journey.

Biographies:

Kimberley Fraser-Airhart is a Métis woman from amiskwaciywâskahikan (Edmonton, AB). Kimberley’s educational work invites everyone to grow in living out relationality, truth-telling, and celebration of Indigenous languages and cultures. Guided by stories and wisdom from her Métis community, she is committed to working alongside leaders in Indigenous education to create community-guided, research-informed, educational experiences. Kimberley is a Métis woman from amiskwaciy-wâskahikan (Edmonton, AB). She joined the Education Team at Rupertsland Institute (RLI) in 2018 to work on Métis Foundational Knowledge Themes, and is currently serving the Métis Nation with RLI as the Métis Education Manager while completing her Masters of Education. Kimberley’s educational work invites everyone to grow in living out relationality, truth-telling, and celebration of Indigenous languages and cultures. Guided by stories and wisdom from her Métis community, she is committed to working alongside leaders in Indigenous education to create community-guided, research-informed, educational experiences.

Lisa Cruickshank: Guided by the values of reciprocity and relationality, Lisa 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.

To move forward in the best possible way, sometimes it’s important to move backward. We are all a part of this land. We are related to it. There is a vital connection to Mother Earth in each one of us that we must acknowledge. In doing so, we connect ourselves to our Ancestors; to all of our relations. Never has this been more important than in these times we live in now. This is an opportunity for all to reconnect. Land Based Learning provides a catalyst for these connections. Join land based educator Byron Johnson and Cree instructor Vance Quinn as they share their experiences on the land throughout their lifetime and career at Ashmont School. Focus will be on the development and growth of a land based outdoor education program in a primarily Indigenous school. Suggestions, ideas, and problem solving strategies will be provided on starting your own land based program with an infusion of Indigenous content.

Stepping towards decolonization of education and getting back to traditional ways.

Biographies:

Byron Johnson and Vance Quinn are both long time teachers working at Ashmont School. They share a passion for Land Based Education through the traditional ways of First Nations, Métis and Inuit people.

Decolonizing Education – Incorporating Land-based teachings and Ceremony in and out of the classroom. Through land-based teachings students are able to connect with the water, land, air, animals, each other, in a different atmosphere than the classroom. They learn about sacred teachings from Knowledge Keepers and Elders. That have meaningful impacts among participants. Teachers gain insight about the community, students gain insight about culture. Community gains insight about curriculum all encompassing support and growth across the board. I have had the pleasure of witnessing this in action in my own Community. In 2022 Fishing Laking Métis Settlement hosted three cultural camps throughout the seasons and reached out to Northern Lights Public Schools employees from Cold Lake High School to share their knowledge. In return we had an Elder present at the camp and share knowledge to participants about Indigenous ways of knowing, as well as Knowledge Keepers demonstrate survival skills on the land. The exchange between sessions helped participants stay safe while connecting with the land. Connections were made to the Medicine Wheel , protocols were offered, and participants left the camp full of knowledge. Surveys were given out prior and post to the event, and the impact from participants reflected the need for more land-based teachings and connections to community. Through partnerships our youth have been able to create a YouTube music video with Nwe Jinan with collaborations in the community. Our program numbers have increased 60%. Over all students are interested, they ask when is the next cultural event, supports are in place for the schools from the community as members are eager to share the knowledge to the next generation.

Biography:

Meaghean Lehr is a Metis woman residing in Treaty 6 Territory of Fishing Lake Metis Settlement. Grew up in the FLMS community with many opportunities to see the world through an Indigenous lens. Meaghean is a hobby farmer, a stepmom, a wife, a grief and trauma certified counselor, and a positive energetic being. Currently enrolled in the second year at the University of Alberta in the Aboriginal Teacher Education program. Aspiring to be an Indigenous teacher and bring insight into Indigenous ways of knowing into future classroom settings. The main focus is working alongside Community Mentors and Elders to teach about resiliency and advocate traditional knowledge back into our youth and community using an Indigenous framework of wellness. Working with the community as the school liaison in partnership with NLPS and Northlands.

Curriculum is at the heart of everything we do within our model of Universal Indigenous Education from Kindergarten to Grade 12. In this session you will learn how High Prairie School Division has created authentic cultural experiences for staff and students, woven into every aspect of our students’ educational experiences. From grade and subject area classroom resources, to Elder and Knowledge Keeper created Land Based Experiences connected to curriculum, to our localized, monthly professional development for all staff. All that we do is created in collaboration with our local community to ensure that the voice of our communities is heard and honoured.

We are very excited to share with you a divisional success story, the Joussard School Tipi Project, that ties all of this together. In paraphrasing the Knowledge Keeper who supported this project, “My mother attended residential school in this very community and now here I am sharing stories and educating staff and students, this is a full circle moment, and I know my mother would be so happy.”

SLQS: Ensuring First Nations, Métis and Inuit Education for All Students Elder and Knowledge Keeper created Land Based Education engages students and staff in a relocation of the classroom, not a field trip.

LQS: Supporting the Application of Foundational Knowledge about First Nations, Métis and Inuit Education for All Students Staff capacity is developed through shared curriculum resources as well as monthly professional development sessions and their application in the classroom through curriculum.

The Gathering theme: Decolonizing Education: Truthing Our Way Forward Scheduled Elder and Knowledge Keeper planning sessions guide the year plans for Land Based Learning, which is the foundation upon which the learning for students is based.

Biographies:

Ann and Allen Koski are both Knowledge Keepers that come to us from Sucker Creek First Nation. They have been married for 35 years, they have 3 children and 15 grandchildren. Ann and Allen have been actively involved in the High Prairie School Divisions classrooms, the are passionate land based educators that are committed to bringing the teachings to the next generations.

Jamie Chalifoux is a Cree Metis raised in Grouard Alberta. Jamie is a husband and father of two. Jamie is passionate about reclaiming his culture, and enjoys being able to share the teachings that have been shared with me. His goal is to be a part of the preservation of cultural teachings and inspires the next generation to learn more about their culture and spirituality.

Kienan Wilson is the Principal at Joussard School, which is a short walk from the shores of the beautiful Lesser Slave Lake. I feel incredibly fortunate to live on Treaty 8 territory and have the opportunity to learn from our local Elders and Knowledge Keepers. At Joussard School we seek to align authentic cultural activities for both our staff and students that still meet curricular outcomes and bring us closer to our respective communities. Outside of my role as Principal, I am a father of three little ones and enjoy spending time in nature.

Julia Sander is a proud Nehiyaw woman of Sucker Creek First Nation, 5th generation descendant of chief Moostoos who signed treaty 8. I became an educator in 2018, and currently teach in the beautiful Hamlet of Joussard where I continue to build up my foundational knowledge of not only my own culture and ways of life, but of other First Nations, Metis and Inuit ways of life as well. Infusing Indigenous ways of life into the school and school community is my passion, and allows for me to connect on a deeper level with the students and school stakeholders I interact with. Learning first hand from Elders, Knowledge keepers, and Storytellers is the best way to pass on the traditional ways of my people and is most impactful on the lives of the younger generation. Education and Indigenous knowledge infusion is important for all generations so that we can continue to pass on the ways of life of the ones that are still with us today, and those that have gone before.

Stoney Education Authority’s goal is to develop a strong foundation of resource materials for the Stoney Nakoda community. By capturing language, stories and history, the Stoney language resource initiative will support the community (including students) to embrace their language, thus enhancing their learning, sense of self and identity.

This session will discuss the process and the journey of the Stoney Nakoda language resource initiative which includes creating Level 1 & 2 textbooks, picture books, online and print dictionaries, pre/post assessments, media player and vocabulary builder. Stoney Nakoda Elders and language speakers were instrumental in the process of this resource initiative.

Biography:

Cherith Mark currently resides in her home community of Mînî Thnî, Morley AB – Treaty 7 Territory. She is a language champion for her community and is often called upon for assistance in coordinating with elders for translations with language projects. In addition, she also advocates for the use of the language in schools through her work with Stoney Education Authority, serving as lead coordinator for SEA in the Stoney Language Resource Initiative Project.

Through the implementation of First Nations Teachings, we develop stronger relationships with players and as a team. During the basketball season, I introduce the “Circle of Courage/ Kipmatsowin “kip-mat-sow-in” (this is your life) to the team and show the value of this as a sound guide for your life. The second teaching was about the importance of the drumming circle and how it brings people together. I then had the girls dribble the ball to make it sound like “one” and how it resembles the sound of a drum beat. The third teaching was “The Seven Sacred Teachings” and what it means to our people. This then becomes a reflective exercise when the girls write a few paragraphs applying the Teachings to them as individuals and us as a team. The fourth teaching is about the “Talking Circle”, this is to heard using your voice in a respectful manner and to learn how to listen. The fifth teaching is a game called “Stick and Bone”. This simple game teaches patience and hand & eye coordination.

Realizing the potential of First Nations teachings in basketball and beyond.

Biography:

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 30 years. This led Darrell to learning more about his culture and history through multiple class presentations.

This session will feature examples and activities relating to curriculum, initiatives, and resources that Crystal has  looked to and been involved in building to support decolonization, the quality standards, Calls to Action and professional practice. Building and Fostering Effective Relationships, Ensuring First Nations, Métis and Inuit Education for All Students and Supporting the Application of Foundational Knowledge about First Nations, Métis and Inuit will be addressed through the sharing of various resources, activities and examples that leaders can model and initiate within their practice. SLQS, LQS 1 and 5 compliment each other which will also be reflected in this session.

Biographies:

Crystal Lee Clark nêhiyawak/Dene Métis, originally from Fort McMurray Alberta. She currently resides in Treaty 6 territory in Rocky Mountain House and is working with WildRose School Divisions new Indigenous Education Department. She  continues to do Indigenous Education consulting and visual art. She has collaborated with the ATA’s Walking Together team of Indigenous Educators, is a member of the National Film Boards Educators Network, has worked closely with CASS to develop the Guide to Relationships and Learning with the Indigenous Peoples of Alberta, is a recipient of a Prime Minister’s Award for teaching achievement, Esquao Award for Education from the Institute for Advancement of Indigenous Women, and a Peace Hills Trust Art winner. She holds a Masters in Educational Technology, Education Degree and Bachelor of Fine Arts. She uses her experiences of navigation through the education system, intergenerational and first hand trauma to role model resilience and strategies to flourish.

At our school site we started with one small action. Five years ago ASAA wanted to honor June 21’s Indigenous Peoples Day with a Teddy Bear’s picnic using Spirit Bear’s story as our talking point to our students. It has grown through several small actions to a celebration day in 2022 that involved the many Elders from our Cold Lake First Nations, the Acting Commander of Canadian Forces Base Cold Lake, our Superintendent, the Base daycare, our families and our school community.

Our momentum is building as our military community members, parents and our staff are asking us to do more on this journey. Our school team is planning to do a month of Reconciliation in June, we are working towards planning more cultural activities and teachings. Our hope is to have our dreams take flight where everyone knows the Truth and how we work towards Reconciliation.

Biographies:

Lynda Minoose is a very active and respected member of Cold Lake First Nations where she is a Knowledge Keeper and language instructor. Lynda attended school in the Cold Lake area at Le Goff School and St. Dominic’s school. She would go on to further her education as a young mother by attending Alberta College, Grant MacEwan, Morningstar Indian Teacher Education Program at Blue Quills and then the University of Alberta graduating with her Bachelor of Education. Lynda went on to complete her Community Linguist Certificate program at U of A and then her Masters in Indigenous Languages at Blue Quills. Lynda is a wife, mother and grandmother. She has been a teacher and an administrator. She has spearheaded research into her communities language, culture, history and worldview. Lynda has published numerous beginner readers and a dictionary. She has coordinated translations with Elders and is still working as a sessional instructor at Blue Quills.

Shauna Muskego is the current 4/5/6 French Immersion teacher at Art Smith Aviation Academy. Shauna has been immersed into the First Nations culture for the past 13 years through her husband, Charles Muskego, who is a Cold Lake First Nations Band member. Throughout this time, Shauna has taken different courses to further her knowledge in the Indigenous culture and has worked to connect the Cold Lake First Nations community to our school culture at Art Smith Aviation Academy. Shauna attended Concordia University in Edmonton and received a Bachelor of Arts in Psychology and a Bachelor of Education in Elementary Education. While attending Concordia, Shauna was an active member of the Concordia Thunder Women’s Soccer team who were National Champions in 2009. Aside from teaching, Shauna enjoys spending time with her two children, Eli(9) and Maci(7), and her dog, Rigsby. Shauna enjoys being active and spending her summer at Kinosoo Beach in Cold Lake, AB.

Madison Strong is in her third year teaching, currently employed at Art Smith Aviation Academy at CFB Cold Lake in Grade 2. Madison completed her Education degree through the University of Alberta in the Aboriginal Teaching Education Program, here Madison learned ways to weave Indigenous ways of knowing into her teaching practice. Previous to her teaching degree Madison attended Nova Scotia College of Art and Design University majoring in Interdisciplinary Design. While completing her degree she worked for the city of Halifax providing art programing for youth who recently relocated to Canada from Syria as refugees as well as with other marginalized populations.

Andrea Farrell is a Settler on Treaty Six traditional territory. Andrea is the current principal at Art Smith Aviation Academy, a Kindergarten to grade 8 dual stream French and English school located on CFB Cold Lake. Andrea has been an employee of Northern Lights Public School Division since 1999 where she has been a teacher, an inclusive education coordinator, as well as a behavioral specialist before becoming an administrator. Andrea graduated from the University of Saskatchewan, twice, she has a Bachelor of Education degree as well as a Post Degree Certificate in Special Education. She has a Master’s Degree in Educational Studies from the University of Alberta. Andrea is very grateful to Setsune Lynda for her willingness to share and instruct our Art Smith team in our collective journey towards Reconciliation.