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.