These resources provide additional perspectives and strategies that support professional learning around First Nation, Métis and Inuit education.
This is a blog post where the author provides a rationale for the Calgary Board of Education’s decision to acknowledge the host First Nation Peoples and their traditional territory at the outset of any meeting.
This resource includes session presentations from a provincial learning opportunity focused on development of a collaborative framework intended to support FNMI student success.
This Edmonton Public Schools website provides an annotated list of resources to support development and understanding of Cree language and culture.
The First Nations, Métis and Inuit Family Guide is intended to provide general information about the First Nations, Métis,and Inuit programs and resources available to support and enhance a student’s learning journey in Edmonton Public Schools. This resource is created for parents.
This comprehensive, foundational Guiding Document is intended to provide strategic direction and guidance for stakeholders: district staff; parents and guardians; Elders; Knowledge Keepers; Cultural Advisors; community agencies and organizations, who work together to support the following goal: First Nations, Métis and Inuit students will succeed within a supportive and inclusive learning environment that is respectful and responsive of individual narratives where learning ultimately supports the well-being of self, family and community to become engaged thinkers and ethical citizens with entrepreneurial in an interconnected world.
This guide supports First Nations, Métis and Inuit students and their families navigate the post-secondary system. The guide outlines high school completion requirements and upgrading opportunities within Edmonton Public Schools, employment and training resources, and how to access funding for post-secondary studies. This resource supports students and their families as they transition to post-secondary opportunities.
This resource provides information about the FNMI High School Graduation Coach Program at St. Joseph High School in North Central Edmonton. Find an Indspire evaluation of this program here. This evaluation report documents the program’s core components, processes, and goals as well as data to demonstrate the success of this program.
The Collaborative Framework serves as a guide to strengthen collaborative processes between school authorities, parents, communities and other stakeholders, as they work together to improve the educational outcomes of First Nations, Métis and Inuit students.
The Cree Language Resource Project (CLRP) dictionary will have the ability to translate words from English to Cree in Syllabics and Roman Orthography (Cree written in English) with explanation of how it fits in a sentence. The translated word will be associated with a picture, sound and a video clip. The goal of the project is to promote the learning and preservation of the Cree language. The online dictionary will have the ability to accommodate different regional Cree dialects.
Successful Practices in FNMI Education: Collaborative Frameworks Building Relationships Companion Resource
This online resource serves as a guide to strengthen collaborative processes between school authorities, parents, communities and other stakeholders, as they work together to improve the educational outcomes of First Nations, Métis and Inuit students. Areas addressed are: Understanding the historical, social, economic and political implications of: treaties and agreements with First Nations; agreements with Métis; the legacy of residential schools; and the impacts of intergenerational trauma on learner development. The Collaborative Frameworks is made up of five themes: collaborative partnerships; adaptive organizational practices; culturally responsive educational practices; capacity building; and school communities.
This workshop facilitator guide provides content and process for working with parents and family members to support student success within a school and/or district setting.