How are we working together?
Following a distinctions-based approach, the Ministry of Education and Child Care (ECC) and the Ministry of Post-Secondary Education and Future Skills (PSFS) are working with the First Nations Education Steering Committee (FNESC) and the Indigenous Adult and Higher Learning Association (IAHLA) on First Nations-focused teacher recruitment and retention initiatives. ECC and PSFS are also working with Métis Nation British Columbia (MNBC) on Métis-focused teacher recruitment and retention initiatives.
ECC and PSFS are part of a working group with FNESC and IAHLA to develop and implement initiatives to increase and support First Nation teachers. The working group meets regularly to advance a workplan outlining actions to increase the representation of First Nations in the K-12 system, including:
- Opportunities for First Nations-led, community-based teacher education programs.
- Research into district recruitment and retention practices specific to First Nations teachers.
- Reducing barriers to teacher certification and re-certification.
ECC and PSFS are working with MNBC to co-develop Métis-led initiatives to increase and support Métis teachers in public schools. Workplans have been finalized with MNBC to outline the work that MNBC will undertake with financial support from the Province, including supports for Métis learners pursuing teacher education and targeted professional learning for Métis teachers.
Are there challenges?
FNESC has raised concerns to ECC and PSFS regarding current funding levels being insufficient to achieve the outcome described in the Declaration Act Action Plan.
In addition, First Nations and public post-secondary institutions have identified that the funding available through the First Nations Community-Based Teacher Education Call for Proposals and the student financial supports, while helpful, is not enough to cover actual costs. Community-based delivery is more costly than campus-based delivery of teacher education programs due to the need to transport resources, including instructors and learning materials, to rural and remote locations. Living costs for students pursuing teacher education are challenging to afford as it is difficult to maintain full-time employment while enrolled in programming and/or practicum positions.
Highlights
In September 2025, Stz’uminus First Nation hosted a community event to celebrate the launch of their Bachelor of Education in Indigenous Language Revitalization in Hul’q’umi’num. Stz’uminus was one of three successful applicants from a 2024/2025 call for proposals, launched by PSFS, to support First Nations to deliver teacher education programs in their communities in partnership with public post-secondary institutions. PSFS launched a second call for proposals in September 2025 that will support additional teacher education programs delivered in First Nations communities. Graduates from these programs are expected as early as 2028.
Additional work underway to support recruitment and retention of First Nation teachers includes:
- A new scholarship, administered through the Chief Joe Mathias BC Aboriginal Scholarship Fund, to support First Nation learners completing a teacher education program.
- An expression of interest for school districts to work in partnership with local First Nations to develop dual credit programs for First Nation high school students aspiring to become teachers.
- A provincial teacher mentorship program that provides supports and services specifically for First Nation teachers.
Work is also underway to support the recruitment and retention of Métis teachers. In late 2025 and early 2026, MNBC launched a community of practice and mentorship program for Métis teachers to provide opportunities for professional development and connection. Additionally, 39 Métis students received $2,500 bursaries to support with completing a teacher education program. MNBC is also preparing to launch testimonial videos to highlight Métis teachers throughout the province.
Previous years’ progress
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.
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 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.