This Learning to Relate pillar webpage provides tools and supports that foster a sense of belonging by creating spaces and places that acknowledge and honour First Nations, Inuit, and Métis people. Use the features on this webpage to assess and build your capacity in Learning to Relate.

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 Relate, you know how to collaborate with regional First Nations, Métis, and Inuit communities in developing their educational programs and designing their educational spaces.

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

To Learn to Relate, you are skilled at creating educational programs and designing educational spaces that reflect your regional First Nations, Métis, and Inuit communities.

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

Success in Learning to Relate means that you access and select resources to create curricular programs that reflect a cultural understanding of First Nations, Métis, and Inuit communities, 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 Relate.

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

How can First Nations, Métis, and Inuit students see themselves represented in their educational communities? This gallery of resources supports the goal, inquiry focus, knowledge, and skills of the Learning to Relate pillar. 

Sort the resources by clicking on each resource category below.

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

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Walking Together Digital Resource

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ARPDC Website Learning Opportunities

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Empowering the Spirit

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KAIROS Blanket Exercise Professional Learning Guide

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Moving Forward: Implementing FNMI Collaborative Frameworks

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Vitality

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Community Action Poverty Simulation Professional Learning Guide

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Building Educational Equity from the Inside Out

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Infusing Indigenous Knowledge into Curriculum

Edmonton Public School Board creates space in classrooms and professional learning environments where tough questions can be asked and thinking can be outside of the box. Teachable moments are found in acknowledging, engaging, and sharing First Nations, Métis, and Inuit territory, peoples, and culture.

They focus on “changing the conversation” through orientation for all staff, including teachers, administrators, and custodians. Foundational pieces include strategic goals, and the First Nations, Métis, and Inuit Education Guiding Document. They emphasize the importance of reflecting on what has been accomplished and what is yet to do.

"" Spring Gathering 2016

Holy Spirit Roman Catholic Separate Regional Division No. 4 recognizes that walking and learning together is critical. They organized family nights to celebrate successes and emphasize the importance of family in student success.

Working with an Elder has helped educators and students integrate knowledge, tradition, and culture into learning. They have also emphasized engaged and authentic learning for educators through field trips and focused awareness of First Nations, Métis, and Inuit culture. They are changing long-held beliefs and opening educators' eyes to the impacts of residential schools. All students have benefited from these learnings.

"" 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 Relate pillar. As you select these strategic pathways, consider their impact on student learning.

Create professional learning strategies that inherently bring educational community members together.

Provide opportunities for collaboration between educational community members.

Use technology to assist in developing processes and products to build community.

Develop a presence and connection between First Nations, Métis, and Inuit communities.

Access and select resources that represent First Nations, Métis, and Inuit perspectives and content.

Model promising and established best practices for teaching First Nations, Métis, and Inuit perspectives and content.

Create curricular connections for educators on First Nations, Métis, and Inuit perspectives and content areas.

Create resources to share success stories and wise practices from educational communities.

Share success stories from educational communities, including but not limited to, print, media, and online resources.

Collaborate with preservice teaching programs.

Consider the regional perspective within the provincial context.

Reach out to the community for wisdom and guidance.

Understand protocols.

Seek Indigenous staff with ties to the community.

Be mindful of the student voice.

Participate in land-based learning with regional community members.

Understand that systemic change is not going to happen in isolation and advocate for community engagement.

Professional Learning and Growth

Learning to Relate asks educators to access and select resources to create educational programs that reflect a cultural understanding of First Nations, Métis, and Inuit communities, perspectives, and content.

Learning to Relate involves two 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?

Represent ideas and cultural programming
Collaborate

Represent Ideas and Cultural Programming

When you represent ideas and cultural programming, do you perform a comprehensive assessment of resources before implementing them in curricular planning? Do you review resources and consult First Nations, Métis, and Inuit communities in the process of selecting resources?

 

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

Collaborate

When you collaborate, do you demonstrate a strong determination in the pursuit of a deeper understanding of First Nations, Métis, and Inuit perspectives and content through collaboration? Do you use a number of strategies to engage in consulting educational stakeholders?

 

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

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