How are we working together?
In October 2022, the Ministries of Education and Child Care (ECC) and Post-Secondary Education and Future Skills (PSFS), the First Nations Education Steering Committee (FNESC) and the Indigenous Adult and Higher Learning Association (IAHLA) formed a working group to co-develop strategies to support the training, recruitment and retention of First Nations teachers. A sub-working group will develop a plan supporting First Nations led community-based teacher education.
ECC is also consulting with Métis Nation BC as part of the development of a broader K-12 workforce plan, to identify priorities and actions specific to Métis teacher recruitment and retention. Conversations with Métis Nation BC are ongoing to finalize priorities and an approach for Métis teachers. PSFS is also initiating discussions with Métis Nation BC to identify priorities and actions specific to Métis teacher training.
Are there challenges?
No challenges identified.
Highlights
The working group has developed a plan to guide the work and monitor progress. One of the key initiatives completed under the workplan consisted of a research and engagement project with school districts to better understand their human resources practices and efforts to attract, recruit, and retain First Nations teachers, and to hear directly from First Nations teachers about their experiences.
Post-Secondary Education and Future Skills also formed a sub-working group, in collaboration with Education and Child Care, the First Nations Education Steering Committee, and the Indigenous Adult and Higher Learning Association, which developed and launched a call for proposals for community-based teacher education programs from First Nations working in partnership with public post-secondary institutions, school districts, other First Nations, and First Nations-mandated institutes.
Previous years’ progress
Highlights
The Ministry of Education and Child Care (ECC), Ministry of Post Secondary Education and Future Skills (PSFS), First Nations Education Steering Committee (FNESC) and Indigenous Adult and Higher Learning Association (IAHLA) have formed a working group that is co-developing initiatives to support the training, recruitment and retention of First Nations teachers. This includes engaging with public school districts to better understand their human resources practices to attract, recruit and retain First Nations teachers and hearing directly from First Nations teachers about their experiences.
A research and engagement project on First Nations teachers recruitment and retention included a survey to all 60 public school districts on their use of special programs under B.C.’s Office of the Human Rights Commissioner; conduct interviews and focus groups in 10 to 15 school districts with 1) HR representatives to gain insights on local practices to attract, recruit, and retain First Nations Teachers, and 2) First Nations teachers to hear directly from them about their experiences working in the K-12 public education system.
How are we working together?
A working group with FNESC/IAHLA, ECC and PSFS has been established to identify priorities and co-develop strategies for First Nations teacher training, recruitment and retention. The working group meets monthly.
ECC is engaging with MNBC, as part of the development of a broader K-12 workforce strategy, to identify priorities and actions specific to Métis teacher recruitment and retention.
ECC, PSFS, and FNESC are also engaging with existing teacher education programs, the Association of B.C. Deans of Education and First Nations communities to develop and implement a plan to support community-based teacher education programs.
A sub-working group has been convened for the collaborative development and implementation of a plan that supports community-based Teacher Education Program (TEP), including identification of First Nations communities with student cohorts, partner public post-secondary institutions and TEP delivery model.
Are there challenges?
An agreement on a meeting schedule, an established working group with roles and responsibilities, and a work plan have been developed to mitigate capacity challenges.
A sub-working group is being established to develop an implementation plan to support community-based teacher education programs to address Indigenous learner attrition.