As part of the Indigenous Teacher Education (ITE) Initiative, the Rideau Hall Foundation (RHF) has commissioned research led by Indigenous scholars and organizations to strengthen the evidence base around systemic barriers and opportunities to recruitment, training, and retention of Indigenous teachers in K-12 education.
This research supports new and existing teacher education programs by:
- Equipping Indigenous Teacher Education Programs (ITEPs) and related partnerships with evidence to advocate for sustainable funding.
- Supporting accountability around reconciliation commitments in Indigenous teacher education.
- Amplifying the importance of First Nations, Inuit, and Métis teachers, and the value they bring to their students and communities.
The research was guided and informed by Indigenous Peoples, ensuring that findings reflect Indigenous perspectives, worldviews, and priorities.
Research Reports
University of Alberta – Aboriginal Teacher Education Program (ATEP) – Elder Calvin Cardinal, Dr. Evelyn Steinhauer, Dr. Randolph Wimmer, Kelly Ryan, Danielle Gardiner Milln
This study explored how the Aboriginal Teacher Education Program (ATEP) supports Indigenous students through online, community-rooted delivery. It found that kinship-based support, cultural safety, and flexible cohort design help students succeed, while technological barriers remain a challenge. The report recommends strengthening Indigenous-led online education through localized content, community partnerships, and improved digital infrastructure.
Indspire – D’antimo, S., Ayson, G., & Dehghansai, N.
Institutional and Systemic Barriers in Indigenous Teacher Education
Drawing on surveys and interviews with 184 Indigenous students, this research highlights persistent barriers such as cultural disconnection, financial insecurity, racism, and limited Indigenous content in teacher education. Indspire’s Strengthening Indigenous Teacher Education (SITE) framework calls for systemic transformation—expanding Indigenous representation, increasing culturally grounded supports, and creating accessible pathways into teaching.
University of Winnipeg & University of Manitoba – Dr. Laura Forsythe & Dr. Lucy Delgado
This study gathered insights from 41 Métis educators across four provinces, revealing gaps in recruitment, retention, and institutional support. While some programs provide strong pathways, most systems lack Métis-specific data, programming, or mentorship. The report urges schools and post-secondary institutions to move beyond broad inclusion and take nation-specific action by embedding Métis knowledge, supports, and partnerships in education.
With the support of the Rideau Hall Foundation, the IIC designed and implemented a community outreach and engagement strategy to review the current teacher education program model and identify ITE accreditation pathways that are needed. The two pathways identified were: working within the existing teacher education program model to make some refinements to remove barriers; developing a standalone national Indigenous-led teacher Education model independently from mainstream universities and regulators.
Below are reports from the regional and national engagements, with recommendations on important systems changes that are needed.
Webinars
The Path Forward: The Role of Teacher Education in Language Revitalization
Indigenous languages are vital to thriving Indigenous cultures. This inspiring webinar will explore the powerful role both Indigenous teacher education programs and language immersion play in language revitalization.
Attendees will hear from Indigenous educators and leaders on how these innovative programs are working together to strengthen communities and revitalize Indigenous languages for generations to come.
Aluki Kotierk member of the Rideau Hall Foundation’s National Advisory Committee on Indigenous Teacher Education
Dr. Ronald Ignace Indigenous Languages Commissioner and a member of the Secwépemc Nation
Kaviq Kaluraq Chair of the Nunavut Teacher Education Program at Nunavut Arctic College
Russ Fayant faculty member with the Saskatchewan Urban Native Teacher Education Program at the Gabriel Dumont Institute
The Path Forward: Indigenous-led Innovations in Education
The panel highlighted excellence and innovation within the Indigenous teacher education field and emphasized the importance of increasing the number of First Nations, Inuit, and Métis teachers in Canada.
Panelists shared their perspectives on what it means to be Indigenous-led and discussed why it is essential for Indigenous programs to be developed by and for Indigenous people.
Panelists: Melanie Bennett, Executive Director at Yukon First Nation Education Directorate, Dr. Sherri Chisan, President at University nuxełhot’įne thaaɁehots’į nistameyimâkanak Blue Quills, Dr. Ramona Neckoway, Vice-President Indigenous Initiatives and Reconciliation at University College of the North
The panel was moderated by Denise Baxter, Vice-Provost of Indigenous Initiatives at Lakehead University & Member of the RHF’s National Advisory Committee on Indigenous Teacher Education.