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What Are The Competency 6 Areas Of Strength Of Métis And Inuit Education

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Competency 5
Applying Foundational Knowledge about First Nations, Métis and Inuit
A teacher develops and applies foundational knowledge about First Nations, Métis and Inuit for the benefit of all students.

a) understanding the historical, social, economic, and political implications of:
a. treaties and agreements with First Nations;
b. legislation and agreements negotiated with Métis; and
c. residential schools and their legacy;
b) supporting student achievement by engaging in collaborative, whole school approaches to capacity building in First Nations, Métis and Inuit education;
c) using the programs of study to provide opportunities for all students to develop a knowledge and understanding of, and respect for, the histories, cultures, …show more content…

To create a healthy and safe school community I believe that the teachers and in general, the administration play the key role by practicing and knowing the policies and establishing these to promote specific values. Collaboration, strong relationships and understanding between all staff members through practices such as PD days or staff meetings allows for congruency and harmony within the school and will reflect on the students accordingly. Potential Area for Growth:

My potential area of growth regarding TQS 6 is in maintaining awareness of, and responding in accordance with, requirements authorized under the School Act and other relevant legislation. Most importantly, the “maintaining awareness” piece. Truthfully, it is daunting to realize and keep up with all the responsibilities that a teacher must be aware of and must do. On top of teaching and essentially taking care of your students every day, the legal aspects of this career and having to maintain and be aware of new ones (especially during the pandemic) is overwhelming but necessary. Following and maintaining these requirements and responsibilities is part of what makes a teaching career so noble but also very intimidating and

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