The classroom at Amiskwaciy Academy buzzes with conversation as elder Mary Cardinal-Collins shares traditional knowledge with a group of 25 Indigenous teacher candidates. These future educators represent a growing movement to transform Canada’s education system from within – bringing Indigenous perspectives, languages and teaching methods to schools across the country.
This gathering marks the third year of the University of Alberta’s expanded Indigenous Teacher Education Program (ITEP), which has tripled its enrollment since 2022 and extended its reach beyond Edmonton to five rural and remote communities.
“We’re not just adding Indigenous content to the curriculum. We’re changing how teaching happens,” explains Dr. Rebecca Cardinal, program director and member of the Saddle Lake Cree Nation. “Our graduates understand both Western educational approaches and Indigenous ways of knowing. That’s powerful medicine for all students.”
The program’s expansion comes amid Statistics Canada data showing Indigenous youth represent the fastest-growing demographic in Canadian schools, with a 42.5% increase since 2006. Yet Indigenous teachers make up less than 3% of the teaching workforce nationwide.
This representation gap has real consequences. According to the Canadian Teachers’ Federation, schools with Indigenous teachers show higher Indigenous student graduation rates – 67% compared to 44% in schools without Indigenous staff representation.
Teresa Wildcat, a second-year ITEP student from Ermineskin Cree Nation, says the program has transformed her own relationship with education. “School wasn’t always a place where I felt I belonged. Now I’m preparing to create classrooms where Indigenous children see themselves reflected in their learning every day.”
The program’s community-based model allows candidates to study in their home communities while maintaining cultural connections. Satellite campuses operate in partnership with Treaty 6, 7, and 8 First Nations, with curriculum developed in consultation with community elders and knowledge keepers.
“We’ve learned that successful Indigenous education must be rooted in community,” notes Alberta Education Minister Christina Gray. “This program responds directly to the Truth and Reconciliation Commission’s Calls to Action on education.”
The TRC’s 63rd Call to Action specifically urges post-secondary institutions to develop Indigenous teacher education programs. The federal government has committed $39.8 million over four years to support such initiatives across Canada, with the U of A program receiving $7.2 million in combined federal and provincial funding.
The investment addresses critical teacher shortages in Indigenous communities. Northern Alberta’s Northland School Division, serving 24 predominantly Indigenous communities, reports filling 85% of teaching vacancies this year – up from just 63% in 2023 – largely through ITEP graduates.
“Our students deserve teachers who understand their lived experiences,” says Division Superintendent Nancy Spencer-Poitras. “These new educators bring cultural competency alongside academic credentials.”
The program’s curriculum balances standard teacher certification requirements with Indigenous pedagogical approaches. Students learn to incorporate land-based education, oral traditions, and community wisdom into their teaching practice.
Third-year student Jason Makokis creates lesson plans that connect mathematics to traditional Cree star knowledge. “I’m showing students that our ancestors were scientists and mathematicians. These aren’t separate worlds.”
ITEP’s success has attracted attention from other provinces facing similar teacher representation gaps. The University of Saskatchewan and University of Manitoba have sent delegations to study the Alberta model, while British Columbia’s education ministry has announced plans for a similar initiative launching in 2026.
“What makes this program different is that Indigenous communities maintain decision-making power,” explains Dr. Marie Wilson, former TRC commissioner, who visited the program last month. “It’s decolonization in action – not just changing what we teach, but transforming who teaches and how.”
The program’s impact extends beyond Indigenous communities. Graduates are increasingly hired by public school boards in urban centers, bringing Indigenous perspectives to diverse classrooms.
Edmonton Public Schools reports that 38 ITEP graduates have joined their teaching staff since 2022, helping the district implement its Indigenous education framework. Superintendent Darrel Robertson notes that all students benefit from Indigenous teaching approaches that emphasize relationship, respect for the natural world, and community responsibility.
“These aren’t just Indigenous values – they’re human values that create stronger learning environments for everyone,” Robertson says.
As the program continues to grow, challenges remain. Housing shortages in remote communities, technological barriers to distance learning, and the ongoing impacts of intergenerational trauma require ongoing attention and resources.
Yet for students like Teresa Wildcat, the program represents a turning point. “My grandmother wasn’t allowed to speak her language at school,” she reflects. “Next year, I’ll be teaching that same language to a new generation. That’s reconciliation becoming real.”
Applications for the 2026 cohort have already exceeded available spots by 300%, suggesting the program’s influence will continue to expand. As Dr. Cardinal puts it: “We’re not just training teachers. We’re healing educational systems that have long marginalized Indigenous knowledge. And we’re just getting started.”
