In the bright, airy classroom at Nipissing University’s Schulich School of Education, Shayla Toohey adjusts her medicine pouch necklace before addressing her cohort of future teachers. The Anishinaabe educator’s voice carries a gentle authority as she shares traditional knowledge about the natural world.
“Teaching through an Indigenous lens isn’t just about content—it’s about relationship,” Toohey explains to the attentive group. “We need teachers who understand our communities because they come from our communities.“
This scene exemplifies a growing movement across Canada: the intentional training and placement of Indigenous educators in classrooms serving First Nations, Métis, and Inuit students. After decades of systemic barriers, new pathways are emerging to address the critical shortage of Indigenous teachers nationwide.
The federal government recently announced a $35.4 million investment to expand Indigenous teacher education programs over the next three years. Indigenous Services Minister Patty Hajdu called the initiative “a necessary step toward reconciliation through education” during the funding announcement in Thunder Bay last month.
The numbers tell a compelling story. While Indigenous students make up nearly 8 percent of Canada’s school-age population according to Statistics Canada, Indigenous teachers represent fewer than 3 percent of educators in the system. This disconnect creates what education researchers call a “representation gap” that can impact student outcomes.
Dr. Rebecca Jamieson, President of Six Nations Polytechnic in Ontario, has advocated for culturally responsive education for over three decades. “When Indigenous children see themselves reflected in their teachers, it transforms their educational experience,” she said in a recent interview. “This isn’t just about numbers—it’s about creating spaces where Indigenous knowledge systems are valued alongside Western approaches.”
The expansion targets five regions with established Indigenous teacher education programs: Nunavut Arctic College, University of Saskatchewan, University of Manitoba, Nipissing University, and University of British Columbia. Each institution will receive funding to double their cohort sizes and enhance community-based delivery options.
In Iqaluit, Leena Evic has witnessed the transformative impact of Nunavut’s Teacher Education Program firsthand. The program, which delivers courses in Inuktitut, has trained more than 200 Inuit teachers since its inception.
“When I started teaching 30 years ago, nearly all teachers in Nunavut came from southern Canada,” Evic recalls. “Today, my grandchildren have Inuit teachers who speak their language and understand their cultural context. That changes everything about how they experience school.“
The federal investment arrives at a critical moment. A 2022 report from the Canadian Teachers’ Federation revealed that rural and remote Indigenous communities face teacher shortages of up to 40 percent in some regions. High turnover rates among non-Indigenous teachers in these communities disrupt educational continuity.
Manitoba’s Community-Based Aboriginal Teacher Education Program (CATEP) offers one solution. The program allows participants to remain in their home communities while completing their education degrees through a blend of distance learning and summer intensives.
Crystal Cook, a recent CATEP graduate now teaching in Norway House Cree Nation, says the program made her career possible. “As a single mother, I couldn’t uproot my family to move to Winnipeg for four years,” she explains. “CATEP meant I could study while staying connected to my community and teaching my children our ways.”
Critics note that while the funding boost is welcome, deeper systemic barriers persist. The Assembly of First Nations education portfolio holder Chief Lance Haymond points to the broader context.
“Teacher training is one piece of a larger puzzle,” Haymond said following the announcement. “We still face inadequate school infrastructure, outdated curricula that marginalize Indigenous perspectives, and funding inequities between provincial and First Nations schools.”
The new investment builds on momentum created by the Truth and Reconciliation Commission’s Calls to Action, particularly calls 62 and 63, which address Indigenous education content and teacher training. Universities have responded by incorporating Indigenous knowledge and teaching methods into their education programs.
At the University of British Columbia, the Indigenous Teacher Education Program (NITEP) celebrates its 49th year with a proven track record. Program Director Dr. Marcia Point says their approach balances Western educational methods with Indigenous pedagogies.
“Our graduates succeed because they can navigate multiple knowledge systems,” Point explains. “They bring cultural understanding along with strong academic foundations in literacy, numeracy, and contemporary teaching strategies.“
The expanded programs will incorporate land-based learning components, integration of Elders as knowledge keepers, and trauma-informed approaches that recognize the intergenerational impacts of residential schools.
Back at Nipissing University, Toohey leads her student teachers outdoors for a lesson on traditional plant medicines. The group stops at a small patch of sweetgrass near the campus lake.
“When you teach about plants, you’re not just teaching biology,” she tells them. “You’re teaching values—reciprocity, sustainability, and connection to place. These are foundations for all good learning.”
For students like Tyler Commanda, a member of Serpent River First Nation in his second year of the program, Toohey’s mentorship represents the future he envisions for education.
“I had one Indigenous teacher growing up, and it changed my life,” Commanda says, carefully harvesting sweetgrass under Toohey’s guidance. “I want to be that teacher for the next generation.”
As Canada works toward reconciliation, these expanding teacher education programs represent more than professional training. They embody a shift toward education systems that honor Indigenous ways of knowing alongside Western academic traditions—creating classrooms where all students can see themselves reflected in those who guide their learning journey.
