This Learning to Be pillar webpage provides tools and supports that ask you to reflect on the things you do that define who you are as an educator in your educational community. Use the features on this webpage to assess and build your capacity in Learning to Be.

Open the tabs below to self-assess capacity in the goals of this pillar.

Use the word cloud to reflect on your understandings of key concepts.

Identify and access resources in the photo tile gallery.

Scroll down this webpage to find the Strategic Pathways carousel, focused on strategies and actions that support implementation, and the Professional Learning and Growth slider, focused on evidence of professional growth that supports competencies in the Alberta Teaching Quality Standard and School Leader Standards.

To Learn to Be, you know First Nations, Métis, and Inuit community members in your region and in the province.

Click the Resource Collection icon to to go to gallery resources that support the acquisition and enhancement of your awareness, knowledge base, and understandings.

To Learn to Be, you are skilled at creating profound relationships with First Nations, Métis, and Inuit communities in your region.

Click the Resource Collection icon to to go to gallery resources that support the development of your skills and competencies.

Success in Learning to Be means that you consider and evaluate your ability to be an engaged thinker and ethical citizen with an entrepreneurial spirit in your understanding and inclusion of First Nations, Métis, and Inuit perspectives and content.

The knowledge and skills you develop support competencies in the Alberta Teaching Quality Standard.

Click the TQS icon to reflect on competencies that build success in Learning to Be.

Click the Learning to Be icon to explore these competencies in more depth.

How do you role model being an engaged thinker and ethical citizen with an entrepreneurial spirit in the context of bringing First Nations, Métis, and Inuit perspectives and content into educational programming? This gallery of resources supports the goal, inquiry focus, knowledge, and skills of the Learning to Be pillar. 

Sort the resources by clicking on each resource category below.

Mouse over and click on the icon or touch the photo tile to select those resources that best support your professional learning needs as well as those of your students and community. 

tile background image

A Guide to Support Implementation: Essential Conditions

tile background image

Ministerial Order on Student Learning 001/2013

tile background image

Alberta Education Business Plans

tile background image

Teaching Quality Standard 2019

tile background image

Leadership Quality Standard and Superintendent Leadership Quality Standard 2019

tile background image

National Centre for Truth and Reconciliation Website & Calls to Action

tile background image

Stories

tile background image

United Nations Declaration on the Rights of Indigenous Peoples

tile background image

Moving Forward: Implementing FNMI Collaborative Frameworks

tile background image

Honouring Stories

tile background image

Creating Communities of Practice

tile background image

Alberta First Nations, Métis and Inuit Education

tile background image

Alberta Regional Professional Development Consortia (ARPDC)

tile background image

College of Alberta School Superintendents (CASS)

tile background image

Alberta Teachers’ Association (ATA)

tile background image

Alberta School Boards Association (ASBA)

tile background image

Alberta School Councils Association (ASCA)

tile background image

Empowering the Spirit

tile background image

Building Educational Equity from the Inside Out

tile background image

Infusing Indigenous Knowledge into Curriculum

Wolf Creek School Division No. 72 created an Elder Program to build common understandings from a cultural perspective, constructed a strategic plan focused on the four pillars, and developed a website connected to the Moodle site to provide teachers with access to resources.

Wolf Creek schools continue to seek insights from students, focusing on physical, intellectual, emotional, and spiritual questions. What is school belonging? What do you wish teachers would understand? What is holding you back? They found that students have great ideas about how to meaningfully engage them in learning through culture and that parents are instrumental for gaining insights and creating a bridge between school, families, and communities.

"" Spring Gathering 2016

High Prairie School Division No. 48 has focused on building connections and collaboration through the arts and fostered pride, confidence, and belonging for First Nations, Métis, and Inuit students. They integrate First Nations, Métis, and Inuit perspectives through an Aboriginal Culture Club.

Students, for the first time in their lives, are claiming to be First Nations or Métis and want to identify as individual First Nations, Metis, or Inuit – respecting their identity as individuals. First Nations, Métis, and Inuit drop out rates and down and attendance is up, along with increased awareness of educators and students.

"" Spring Gathering 2016

Strategic Pathways

Use the arrows to scroll through the slides below. Select strategic pathways and actions that move you toward successful implementation of the goal of the Learning to Be pillar. As you select these strategic pathways, consider their impact on student learning.

Participate in First Nations, Métis, and Inuit advisory meetings to build relationships and share information.

Meet with First Nations, Métis, and Inuit Lead Teachers and District Coordinators to build relationships and share information.

Connect with support agencies that address the physical, emotional, mental, and spiritual needs of students.

Establish relationships with First Nations, Métis, and Inuit community members.

Participate in personal professional learning to stay informed of promising and accepted best practices.

Create processes to effectively communicate with educational community members.

Create products and resources to effectively communicate with educational community members.

Develop strategies to contribute to building educator capacity in First Nations, Métis, and Inuit education.

Collaborate with Alberta Education initiatives and programs.

Make a personal decision and take initiative to engage in professional learning.

Understand the work of Indigenous education as an ethical imperative.

Recognize self as learner.

Reflect deeply and consider the impact of new understandings on your role as an educator.

Consider ways you can influence policy explicitly and implicitly.

Connect with your community.

Openly share resources.

Advocate for the work.

Professional Learning and Growth

Learning to Be asks educators to engage First Nations, Métis, and Inuit community members, build relationships, and modify and adapt programming to demonstrate an understanding and awareness of First Nations, Métis, and Inuit perspectives in educational programming.

Learning to Be involves five competencies. Click on each competency circle below to identify attributes, skills, and understandings that build capacity in this pillar.

Identify competencies that are areas of strength for you. These are areas in which you can provide mentorship for other educators.

Identify competencies on which you want to focus in your professional learning. How can you demonstrate these competencies as you plan your professional learning?

Think critically
Use technology
Problem solve
Communicate
Adapt to change

Think Critically

When you think critically, do you identify multiple viewpoints and articulate the evidence and reasoning that supports other perspectives?

 

 

Click here and use the arrows to scroll through examples of pathways for action and success that build this competency.

Use Technology

When you use technology, do you use multiple strategies to acquire information from several electronic sources and use the acquired electronic information effectively?

 

 

Click here and use the arrows to scroll through examples of pathways for action and success that build this competency.

Problem solve

When you problem solve, do you accurately and thoroughly describe relevant problems and opportunities as you explore and share creative solutions?

 

 

Click here and use the arrows to scroll through examples of pathways for action and success that build this competency.

Communicate

When you communicate, do you actively promote effective interpersonal interaction and express ideas and opinions in a way that is sensitive to the feelings and knowledge base of others?

 

 

Click here and use the arrows to scroll through examples of pathways for action and success that build this competency.

Adapt to Change

When you adapt to change, do you interpret information gathered in insightful ways and employ creative and unique ways of synthesizing the information? Do you adapt to any situations and engage openly with diverse cultures and languages?

 

 

Click here and use the arrows to scroll through examples of pathways for action and success that build this competency.

↑