First Nations, Métis, and Inuit Professional Learning
First Nations, Métis, and Inuit Professional Learning involves a collective endeavour to navigate what success and support looks like when finding ways to include First Nations, Métis, and Inuit perspectives and content in all aspects of educational programming.
This Leading the Process webpage provides tools and templates that reflect that collective journey and guide you through a professional learning process.
This process supports the goals of Learning to Be, Learning to Know, Learning to Do, and Learning to Relate and culminates in the design and implementation of a professional learning plan.
Use the features on this webpage to build capacity in six steps that can be implemented in a professional learning process.
Currently, success in First Nations, Métis, and Inuit education is fundamentally measured by high school graduation rates for self-identified Indigenous students. A focus on the achievement gap reflects the notion that the problem lies with self-identified First Nations, Métis, and Inuit students, when the underlying issue is educator capacity to create a relational space to bring Indigenous perspectives and content to all aspects of educational programming. The deficit lies within the realm of educator and system capacity, not with an identified demographic of students.
The research and design of the First Nations, Métis, and Inuit Professional Learning Project has been informed by Dr. Allan Luke’s extensive research in Indigenous education. The most significant impact of his work has been the influence on ensuring the project follows a strength-based approach as opposed to deficit-model thinking in relation to Indigenous education.
Through the reporting and planning process tools and templates provided for this project, participants are contributing to a qualitative narrative approach to identifying success and achievement in professional growth. This has been a fundamental feature of the project, intended to create alignment between the goals of professional learning and the means educators have to report achievement and share wise practices with one another.
Using an inquiry-based design for the First Nations, Métis, and Inuit Professional Learning Project has allowed regional perspectives to be heard within a provincial context. The guiding inquiry questions that focus each of the project pillar’s goals also encourage participants to engage in critical thinking about their professional learning.
First Nations, Métis, and Inuit Professional Learning Process
Development of leadership through mentorship roles
Research-based implementation approaches and self-assessment processes
The selection of resources that support implementation
Teacher professional growth and time for professional learning activities
Engagement of community members
Supports for the Six Professional Learning Process Steps
for a Learning Guide that will guide you through the use of this website.
to find a Guiding Document to support the First Nations, Métis, and Inuit Professional Learning process.
to find videos that introduce the six steps and provide educator reflections on process and impact.
to find tools to build your own resource binder, including a poster, covers, folders, and tabs.
Use the arrows or click on each circle in the slider below to identify the focus of, and resources for, each step of the professional learning process. This circle slider also identifies Google Docs specific to each of the six steps that guide the development of a professional learning plan.
The process has been designed so it can serve an individual educator, cohort, school community, or used to plan professional learning for an entire school authority.
Step One: Focus on Vision and Goals
Learn about the goals, principles, and processes of the First Nations, Métis, and Inuit Professional Learning process.
Use the Planning Tool and Reporting Tool to establish a vision and identify your goals.
Start to develop a professional learning plan, using the PD Planning Tool template provided for the Professional Learning Plan.
Step Two: Focus on Success
Explore the competencies associated with the goal for each pillar, as well as interrelated attributes, skills, and understandings that support each goal.
Use the PD Planning Tool template for the Indicators of Success Tool as your project resource for this step.
Step Three: Focus on Current Professional Learning Activities
Create an inventory of relevant professional learning activities in which you have participated and their impact on student learning.
Use the PD Planning Tool template for the Indicators of Success Tool to assess how your current professional learning activities support the goal for each pillar.
Use the PD Planning Tool template for the Self-Assessment Tool to situate yourself on a continuum of learning.
Step Four: Focus on Leadership and Mentorship
Identify areas in which you can provide mentorship, resources, and expertise to support other educators.
Summarize your areas of strength using the the PD Planning Tool template for the Self-Assessment Tool: Summary of Areas of Strength. Consult this summary to identify sources of mentorship and leadership opportunities.
Step Five: Focus on Building Capacity
Assess your competency with the goals of the four pillars. Use this self-assessment to identify key focus areas in which you will build capacity for professional learning and growth. These areas can support competencies in the Teaching Quality Standard or Leadership Quality Standard.
Use the PD Planning Tool template for the Self-Assessment Tool: Summary of Areas of Focus to identify your key focus areas and goals.
Step Six: Focus on Planning
Focus on the development of your Professional Learning Plan.
Use the Professional Learning Plan and Learning Roadmap PD Planning Tools to identify strategic pathways and actions for implementation.
Consult the resources and supports on each of the four pillar webpages. Use the resource gallery on the Learning to Do webpage to find curriculum-specific resources.
Sort the resources in this gallery by clicking on each step or category below. Mouse over and click on the icon or touch the photo tile to select resources.