This study examined principals' perspectives on supporting Aboriginal student success through 14 interviews with principals in Saskatchewan and Prince Edward Island. The principals emphasized building relationships through involvement in extracurricular activities, collaborating with parents and communities, and knowing each student. They also stressed the importance of creating a safe environment where students feel they belong, implementing a culturally relevant curriculum, and having high expectations for Aboriginal student achievement. The principals' philosophies aligned with Aboriginal leadership values like relationships, reciprocity, and experiential learning.

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This qualitative multi-case study encapsulates 14 semi-structured
individual interviews conducted with 5 Saskatchewan principals
and 4 Prince Edward Island principals. From the perspective of
principals, seminal aspects of Aboriginal student success were: the
principals’ philosophy education, their emphasis on student safety
and belonging, their drive to promote relationships, and their
drive to promote relevant of curricular content. An implication is
that effective leadership exposed via an Aboriginal worldview has
great merit for fostering educational success for all learners,
regardless of ethnicity.
Philosophy of Education
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)
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 [name
of community]” (Holds-Ropes)
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
poser of learning with your student, 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)
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• Infuse Aboriginal language and culture (Kanu, 2011; Paul-Gould, 2012;
Preston, 2008, 2014; Sock, 2012)
• Decolonize curriculum (Battiste, 2013)
• Promote learning where student is an active learner (Aikenhead &
Mitchell, 2011; Archibald, 1995)
• Have transition programs for high school and postsecondary
situations (Bruce & Marlin, 2012; Canadian School Boards Association, 2011)
• Have Elder presence in schools (Canadian School Boards Association, 2011)
Promoting Positive Outcomes for Indigenous Students:
Principals’ Philosophies, Practices, and Successes
Tim Claypool¹, Jane P. Preston², William Rowluck¹, Jill A. Martin², and Brenda Green³
¹University of Saskatchewan, ² University of Prince Edward Island, ³Saskatoon Public School Division
Purpose of Research
• To describe the leadership perceptions and practices of
principals who promote positive school experiences for
Aboriginal students.
Literature Review: Aboriginal Leadership
Abstract
Methodology & Research Design
Pseudonym Location Gender
#
Interviews
Approx. # Ab.
Stud’ts in School
Holds-Ropes SASK Male 1 10-30%
Strong-Wrestler
SASK Male
1
10-30%
Their-Soil
SASK Male
1
10-30%
Two-Paths
SASK Male
2
80-98%
With-People
SASK
Female 1
80-98%
Alan PEI
Male
2 5-10%
Becky
PEI Female
2
5-10%
Isabel
PEI Female
2
5-10%
Jenny
PEI Female
2
5-10%
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.”
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 behaviorally” (Their-Soil)
• 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 & actions (Felicity, 1999)
• Relevancy, responsibility, respect, and reciprocity (Gardner, 2012;
Pidgeon, 2012)
• Qualitative Study: Researcher emphasizes 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.
Participant Description
Findings
Physical & Psychological Wellness
Relationships, Relationships, Relationships
With Students
 “I know every kid’s name in the school” (Many
Ropes)
 “We have almost every teacher in this school
doing extracurricular, and that’s how you build
relationships” (Holds-Ropes)
With Parents
 “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)
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 of a
language festival, or being called out to help in an
interview process at the band office …” directly
and indirectly show the Aboriginal student that
the principal care. (Their-Soil)
School Curriculum
Discussion
Conclusion
 Many perceptions and practices directly aligned with
an Aboriginal worldview:
o Relevant, hands-on, and experiential student learning
o Involvement in apprenticeship or mentorship
programs
o The concept of interconnectedness and relationships
between educators, students, parents, & community
members
o The concept of 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.
 Principals whose leadership style embodies
relationships, reciprocity, responsibility, and relevancy
(traits valued via Aboriginal leadership) are individuals
who work toward improving the educational experience
for all students regardless of ethnicity.
References