Indigenous Learning – Nanaimo Ladysmith Public Schools

There are 2,544 Indigenous students in Nanaimo Ladysmith Public Schools – Indigenous students are First Nation, Métis and Inuit

The support from Indigenous Learning is intended to enhance the experience of our Indigenous students. This support is intended to be in class, in school support that can benefit not only our Indigenous students, but all students.

Elementary School Indigenous Staff

There is one or more Indigenous Education staff member in every school providing:

Academic support – in class and individualized support as needed
Cultural support – provides targeted cultural learning opportunities to the school community
Social emotional support – provides strategies and referrals or refers as necessary
Provide advocacy for Indigenous students and their needs
Connect with families, communities and schools to strengthen the home-school team

Secondary School Indigenous Staff

There are Indigenous Education teams at every secondary school that include: one Indigenous Support Teacher and one or more Indigenous Cultural Student Support Workers providing the same academic, cultural, social emotional, advocacy and connections as the elementary staff. In addition, they also provide:

Communicate information to students, parents, and Indigenous communities regarding graduation requirements and course selection
Assist students with transitioning to post-secondary, career and other opportunities beyond graduation
Support in the delivery of courses with significant Indigenous content (some examples are BC First Peoples 12; Contemporary Indigenous Studies 12; Literacy Studies 10, New Media 10, Spoken Language 10, Writing 10, Literacy Studies + New Media 11, Literacy Studies + Spoken Language 11, Literacy Studies + Writing 11 as well as a variety and English First Peoples)

Acknowledging Traditional Territory Explanation
Acknowledging Traditional Territory Protocol
Traditional Territory – Schools

What is Collective Ownership?

An overarching goal of the Department of Indigenous Education is to take steps to shift the organizational culture at NLPS to one of Collective Ownership of Indigenous Education. Collective ownership can be defined simply as every person in the system embracing and taking responsibility for the success of our Indigenous students. This is a simple statement, but a very complex task.

A Collective Ownership of Indigenous Education will bring us closer to the success and equity so deserving of Indigenous people. We need Indigenous Education to transcend the boundaries of departments, of job descriptions, of formal roles and responsibilities. We need to question our beliefs, attitudes, assumptions, comfort levels around all things Indigenous. Therefore shifting our thinking away from “Indigenous Education for Indigenous students” to “what’s good for Indigenous students is good for all students”.

Collective Ownership is:

Humility
Approaching Indigenous Education with an inquiry mindset
Creating belonging
Being a role model/ leader for Indigenous Education
Believing the growth and healthy development of our Indigenous communities is the responsibility of everyone.