1. Promoting Educational Success of
Aboriginal Learners:
Views of Educational Leaders in
Two Canadian Provinces
By: Jane P. Preston1, Tim R. Claypool2, Jill A.
Martin1, William Rowluck2, & Brenda Green3
(1University of Prince Edward Island, 2University of
Saskatchewan, 3Saskatoon Public School Division)

2. 
 Introduction to Canada
 Purpose of Research
 Literature Review
 Methodology & Research Design
 Thematic Findings
 Discussion
Overview of Presentation

4. 
To describe the leadership perceptions and
practices of principals who promote positive
school experiences for Aboriginal students
Purpose of Research

5.  Infuse Aboriginal language and culture (Kanu, 2011; Paul-
Gould, 2012; Preston, 2008, 2014; Sock, 2012)
 Decolonize curriculum (Battiste, 2013)
 Promoting learning where student is an active
learner (Aikenhead & Mitchell, 2011; Archibald, 1995)
 Transition programs for high school and
postsecondary situations (Bruce & Marlin, 2012; Canadian School
Boards Association, 2011)
 Elder presence in schools (Canadian School Boards
Association, 2011)
Literature Review:
Supporting Education for Aboriginal Students

6.  Interaction with the land, promotion of language and culture,
promotion of family, and community service (Leon, 2012)
 Rooted in collective values and co-determined outcomes
aimed at social equality and social change (Benham & Murakami,
2013; Gutiérrez, 2012; Leon, 2012; Ottmann, 2005)
 Attending to the community’s needs, above individual needs
(Julien, Wright, & Zinni, 2010)
 Making decision via consensus (Bennet & Rowley, 2004)
 Incorporating spirituality into one’s beliefs and actions (Felicity,
1999)
 Relevancy, responsibility, respect, and reciprocity (Gardner, 2012;
Pidgeon, 2012)
Literature Review: Aboriginal Leadership

7. 
Methodology & Research Design
• Qualitative Study: Researcher emphasize the
ontological belief that reality is the co-creation of
interactions between people.
• Multi-Case Design: Used to acquire a better
understanding of the perceptions and practices of
principals in the contexts of Saskatchewan and
Prince Edward Island.

8. 
Pseudonym Location Gender #
Interviews
Approx # Ab St.
Enrol in Sc
Holds-Ropes Sask M 1 10-30%
Strong-Wrestler Sask M 1 10-30%
Their-Soil Sask M 1 10-30%
Two-Paths Sask M 2 80-98%
With-People Sask F 1 80-98%
Alan PEI M 2 5-10%
Becky PEI F 2 5-10%
Isabel PEI F 2 5-10%
Jenny PEI F 2 5-10%
Participant Description

9.  Students can and will learn
 “All kids can learn . . . They learn differently. They
learn at different speeds. They learn in different ways,
but all can learn” (Becky).
 Their-Soil stated, “It comes down to us being
responsive to the learner, relative to who they are as a
person but also relative to who they are as a learner.”
FINDINGS Philosophy of Education

10.  High Expectations for Aboriginal Students
 “They [Aboriginal students] can achieve just like
everyone else.”(Isabel).
 “Number one, first and foremost when it comes to
educating children is we have to have high
expectations and high expectations academically and
behaviourally” (Their-Soil).
FINDINGS Philosophy of Education

11.  Physical Safety
 “The number one thing is to make school a safe place.
Make the children know that, when they walk through
the door, they are safe whether it is in the classroom,
hallways, bathroom, or wherever they are in the
school. That means there are anti-bullying campaigns,
lots of supervision, and providing a quality
curriculum all the time” (Jenny)
FINDINGS Physical and Psychological Wellness

12.  Sense of Belonging
 “When students develop that sense of identity, that
sense of belonging, they’re going to be much more
engaged in the school generally, and much more
committed to being here” (Two-Paths).
 “When I see a kid from [name of First Nation
community], one of the first things I do is introduce
him to the soccer coach and track coach, because
soccer and track are huge [in that community]”
(Holds-Ropes).
FINDINGS Physical and Psychological Wellness

13.  With Students
 “I know every kid’s name in this school” (Many-
Ropes).
 “We have almost every teacher in this school doing
extracurricular, and that’s how you build
relationships.” (Holds-Ropes).
FINDINGS Relationships, Relationships, Relationships

14.  With Parents
 “I make time to meet with parents. I just texted some
parents to arrange a time for them to come. Parents
are always surprised that I get to see them in 10 to 15
minutes or even in the same day” (Holds-Ropes).
 “Parents are quite happy if you ask them to come in
and do beadwork with the kids. We have more
success in doing that than say, having them come out
for a meeting” (With-People).
FINDINGS Relationships, Relationships, Relationships

15.  With Aboriginal Communities
 “If you asked any of our Aboriginal students how they
feel about the school, they would have a positive
outlook on it, because of my relationship with their
community is strong” (Alan)
 “Me showing up once a month [for an education
meeting], going to a Christmas concert or a language
festival, or being called out to help in an interview
process at the band office…” directly and indirectly
shows the Aboriginal student that the principal cares.
(Their-Soil)
FINDINGS Relationships, Relationships, Relationships

16.  Indigenized teaching
 “If you want to talk about Aboriginal pedagogies and
ways of knowing, … it’s about working together and
collaborating, observing, communicating with each
other, supporting each other. That’s sort of the context
in which curriculum is tackled, and, when you do that,
it kind of opens the door for power sharing in the
classroom … When you do that, you’re sharing the
power of learning with your students, and they
become more authors of their learning. It becomes
more relevant, because they can take an outcome and
they can connect it with who they are in their world
and where they want to take it” (Two-Paths).
FINDINGS School Curriculum

17. 
 Many perceptions and practices directly aligned with an
Aboriginal worldview
 relevant, hands-on, and experiential student learning.
 involvement in apprenticeship or mentorship programs.
 the concept of interconnectedness and relationships
between educators, students, parents, and community
members.
 the concept reciprocity when learning from First Nations
communities, in turn, these leaders could use and give their
knowledge to better meet the needs of Aboriginal students
in their school
Discussion

18. 
 Principals whose leadership style embodies relationships,
reciprocity, responsibility, and relevancy (trait valued via
Aboriginal leadership) are individuals who work toward
improving the educational experience for all students,
regardless of ethnicity.
Concluding Remark

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