Gakino’amaage: Teach for Canada

“Investing in Strong and Sustainable Educational Communities in Remote First Nations through Principal Recruitment and Retention”

2021 – 2024

Gakino’amaage’s Administrator Program supports First Nations to improve effectiveness and increase retention of principals, resulting in stable school environments for thousands of students. Studies show that strong leadership is crucial for both school and student success, and ineffective leadership is a leading cause of teacher attrition in northern schools. This project strengthened and stabilized school leadership through targeted recruitment and retention initiatives, fostering supportive school environments for more than 6,000 K-12 students across 32 First Nations. Over this time, 20 principals were recruited to support First Nations communities.

The Administrator Preparation program has been continuously refined to address the specific challenges of leading schools in remote First Nations. Each year, the program provides intensive pre-school year training, covering data-driven leadership, school-wide well-being, and strategies for addressing local challenges. The program also establishes a peer network that supports administrators throughout the school year. In 2023–24, 25 administrators participated in this program and expressed a 100% satisfaction rate. In addition, 34 administrators participated in year-round professional support programming with 91% finding this experience beneficial.

To share one example of the work that is happening in communities, Gakino’amaage shared the story of Assistant Director of Education Kristin Ward and her team in Lac Seul First Nation, who are spearheading a transformative initiative to integrate Land-based education into their curriculum. Under Kristin’s leadership, Gakino’amaage educators from Frenchman’s Head’s Obishikokaang Elementary School, Waninitawingaang Memorial School in Kejick Bay, and Morris Thomas Memorial Christian School in Whitefish Bay are revolutionizing outdoor education for students throughout their communities.

Kristin has been an engaged and active member of Gakino’amaage’s Administrator Network, enriching our collective significantly through her contributions. Her efforts exemplify how mobilizing best practices across our network can foster locally-led, culturally grounded education systems that empower communities. By sharing her knowledge, insights, and successes, Kristin has become a driving force in our collaborative learning network, demonstrating the value of peer-to-peer learning in advancing innovative approaches like land-based education.

Her work is a powerful example of how Gakino’amaage’s administrators collaborate to implement education that reflects local values and traditions, ultimately supporting the long-term goal of community-driven educational leadership.

A few key insights from this work as shared by Gakino’amaage

1. Adaptability and Community-Centered Program Design: We have learned that it is essential to stay flexible and responsive to the evolving needs of First Nations partners. By incorporating feedback through bi-annual advisory council meetings, surveys, and exit interviews, we’ve been able to continuously refine our program to remain community-centred and responsive. This approach ensures that our offerings are not only scalable but also remain deeply aligned with the values, culture, and specific priorities of each community. The ability to pivot and adjust our program design based on local needs has been essential in maintaining strong, sustainable partnerships.
2. Flexibility in Service Offerings: Recognizing that each First Nation has its own distinct cultural, linguistic, and educational priorities, we developed alternative partnership models to offer more tailored support. This flexibility was especially crucial as we navigated challenges like the ongoing teacher shortage. By being adaptable and customizing our services based on community-specific needs, we were able to maintain robust leadership programming even in the face of external pressures. This approach respects local autonomy and enhances the sustainability and relevance of our work, which will continue to be a core principle moving forward.
3. Prioritizing Mental Health and Well-Being: The pandemic brought into focus the often-overlooked mental health needs of school administrators. The increased demands placed on them during this time underscored the importance of embedding well-being resources into our leadership programs. Supporting administrators holistically—beyond just professional development—has become a top priority. Moving forward, we will integrate more mental health support, recognizing that the health and stability of school leaders are crucial for maintaining effective and nurturing school environments. This will be a key focus to ensure the overall success and well-being of both staff and students.
4. Building Local Leadership Capacity: Over time, we shifted our focus from recruiting external administrators to developing local leadership within the communities we serve. This approach, driven by both necessity as well as by the expressed needs of First Nations partners, has proven highly effective in strengthening retention and school stability. By empowering local educators, many of whom are Gakino’amaage alumni, to step into leadership roles, we ensure that schools are led by individuals who not only understand but embody the community’s values. Building leadership capacity from within will continue to be a central element of our long-term strategy to create sustainable, community-driven education systems.
5. Collaborative Learning Networks for Administrators: Another significant learning has been the power of peer support networks for school leaders. In creating spaces for administrators to connect and share their challenges, successes, and strategies, we have seen tremendous value in collaborative learning environments. These networks not only provide professional development but also foster a sense of community, reducing the isolation that many leaders in remote areas experience. Feedback shows that this peer-to-peer model has become one of the most appreciated aspects of our program and will remain a vital part of our approach, enhancing leadership effectiveness and supporting whole-school stability.

Advice for others

We’ve learned that lasting change is built on respect, deep listening, and a steadfast commitment to community leadership. Below are some guiding principles for partnering with First Nations or developing programs to advance locally-led initiatives:

 

1. Build Relationships Rooted in Trust: Trust is at the heart of any successful partnership. To build it, invest time and energy in understanding the community’s history, culture, and aspirations. Trust can’t be rushed—it’s earned through consistent and respectful engagement. Your presence and commitment to the community must be visible, not just in words but in actions. Strong relationships, built on transparency, respect, and reliable support, form the foundation upon which all meaningful work is built.
2. Two Ears, One Mouth: One of the most valuable lessons we’ve learned through our work is the importance of listening twice as much as we speak. The adage “two ears, one mouth” reminds us that listening should always outweigh talking. At all stages of a project, it’s essential to listen deeply to First Nations priorities, experiences, and goals before moving forward. Listening is an active commitment that builds understanding and trust and ensures that initiatives reflect community-led values. The co-creation of initiatives fosters collective impact and respects Indigenous sovereignty.
3. Think Local: Investing in local capacity means respecting the knowledge, skills, and leadership within the community. Your role as an external organization is to invest in local leaders, educators, and administrators, providing the resources and support to amplify their strengths. It’s critical to be responsive to the unique cultural and educational priorities of each community. This means designing programs that honour local traditions and practices while also addressing the specific needs expressed by the community. When you focus on local responsiveness, your contributions are more sustainable because they reflect the values and vision of the people you’re working with.
4. Honour the Knowledge of Your Network: One of the most powerful ways to build capacity is by honouring the wisdom and expertise that already exists within the community and among your peers. Creating spaces for leaders, educators, and administrators to share their experiences and insights fosters a sense of collective strength. Peer mentorship and knowledge exchange allow ideas to flow freely, benefiting everyone involved. Community wisdom should be at the forefront of any initiative—acknowledging and leveraging this knowledge ensures that programs are truly effective and culturally grounded.
5. Think Ahead to Seven Generations: The concept of thinking ahead to seven generations is vital when working in partnership with First Nations. It reminds us of the high level of responsibility and accountability that is required in this collective work. Every decision, and every initiative, must consider the impact it will have, not just today but well into the future. This requires patience, a deep commitment to shared responsibility, and a focus on sustainability so that the benefits of your efforts can be felt long after the program has concluded.

About Gakino’amaage

Gakino’amaage partners with remote First Nations to recruit, prepare, and support committed educators to ensure that all students have access to high-quality education in their community.

https://teachforcanada.ca/