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Supports for Students

Supports for Students Indigenous Education (K-12)

Indigenous Education (K-12)

Oki, Da​​​​nit'ada, Umba-watich, Tawnshi, Tansi, Bonjour, Hello

We believe in creating welcoming, caring, respectful and safe schools. Supporting and enhancing the achievement of students who self-identify as Indigenous in alignment with the CBE's Education Plan.

Drawing guidance from the Elder Advisory Council, CBE’s Education Plan and additional Guiding Documents, we use many sources of knowledge to inform our work and create resources that are used in CBE schools to offer holistic approaches to learning. These holistic teachings foster a supportive classroom environment for students who self-identify as Indigenous as well as all CBE students. 

The Indigenous Education Holistic Lifelong Learning Framework

​The CBE is guided by its Indigenous Education Holistic Lifelong Learning Framework.​ This framework was created by the CBE Indigenous Education Team in collaboration with the CBE Elder Advisory Council and is inclusive of student and community voices.

CBE is looking back to walk forward ‘in a good way’ with the creation and implementation of the Indigenous Education Holistic Lifelong Learning Framework. The framework expands on the Indig​enous Education Holistic Lifelong Learning Visual​ (shown below) that was inspired by the UNESCO Four Pillars of Education, the work of the Canadian Council on Learning (CCL) and knowledge shared by Indigenous Elders and Knowledge Keepers.  


Indigenous Education Team

The CBE Indigenous Education Team supports the CBE community in improving the success of First Nations, Métis and Inuit learners while respecting the goals of schooling and increasing knowledge, understanding and appreciation of Indigenous cultures.

All Alberta students, including Indigenous students, require support and learning opportunities to develop the knowledge, skills and attitudes needed for full participation in an enriched society and sustainable economy.

The CBE Indigenous Education Team strives to support and enhance the educational experiences and achievement of all students. This is done by strategically and intentionally supporting professional learning for staff, creating within all the knowledge and expertise to weave authentic threads to traditional knowledge into their program and develop a holistic understanding of Indigenous worldviews, histories, and current realities.

By building the capacity of our staff and modelling cultural protocols, traditions and Indigenous ways of knowing, we can successfully support the weaving of culture and curriculum together to enhance the learning for all students.

Our work with students and their families…

  • begins by supporting the professional learning of our staff and building their capacity to develop strategies, resources, programs and initiatives that honour our students rsquo; stories and perspectives, while supporting their personal growth, high school completion, and career pathways to post-secondary studies or the world of work
  • involves supporting all students to meet their personalized learning needs through holistic and culturally responsive educational strategies. This could involve connections to Elders, Strategists, Specialists, Diversity and Learning Support Advisors and other resource personnel for classroom visits and programs
  • involves connecting and referring students and their families to cultural and educational opportunities beyond the school, within the community
  • includes building the capacity of parents, staff and students to help develop strong connections and communication with the school community
  • provides students, families and staff access to Indigenous pedagogical knowledge and holistic mediation when needed that is authentic and culturally appropriate. This could include connections to Elders

Acknowledgement of the Land

Elders have taught us it'​s important to acknowledge the land where we gather and the first peoples who traditionally lived here. It shows respect for people, their contributions and their ways of knowing, which are reflected through the stories and songs that have lived on this land for thousands of years. We make an acknowledgment to further demonstrate our commitment to work together as a community in laying the foundation for reconciliation through education.

The Board of Trustees starts every public Board meeting with a verbal acknowledgement of the land and its first people. CBE schools and service units acknowledge the land where we gather, at minimum, at the beginning and end of each school year and during significant celebrations, such as a graduation. Through intentional work around the Acknowledgement of the land, staff and students have been engaging in critical reflection and creating personal connections to this important work.

School Communities

Collaborative Partnerships

Self-Declaration

The CBE supports self-identified First Nations, Métis and Inuit students who have self-identified their status through the Alberta Education Aboriginal Learner Data Collection Initiative. First Nations, Métis and Inuit students can self-declare their Indigenous ancestry upon registration into the CBE on the student registration form. This identification will carry forward each year until such time as parents request it to be removed. For information on Self-Declaration: https://archive.education.alberta.ca/teachers/fnmi/aldci/faq.aspx

How to Get Support

To discuss how your student's needs are being met or to find out what options are available for your First Nations, Métis or Inuit learner, please contact your child rsquo;s school, or email the Indigenous Education general inbox at IndigenousEducation@cbe.ab.ca, or Michelle Ranger(System Principal) at mmranger@cbe.ab.ca .​​​​​​​

 Contact Us

​Michelle Ranger | System Principal, School Improvement

e | mmranger@cbe.ab.ca

 ​

 Indigenous Education Community Newsletters

 
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