Reconcile

Reconcile

Work with Indigenous peoples in the spirit of reconciliation to provide quality education.

Incorporate reconciliation into all aspects of the Lakehead Public Schools guided by the Indigenous Education Framework and the four principles of relationality, relevancy, respect, and responsibility.
Increase the knowledge of both staff and students around Indigenous history and perspectives and recognize and honour Indigenous cultures and histories in all facets of Lakehead Public Schools.
Empower every student to become autonomous, reflective and collaborative learners prepared to live and contribute in a changing world, equipped with the knowledge and skills needed to participate more fully in the unique civic and cultural realities of their communities.

Embody the principle that Indigenous education is for all peoples.

Provide culturally competent pedagogy.
Provide a safe, nurturing environment to facilitate successful outcomes for Indigenous students.
Educate every student to work effectively and meaningfully with Indigenous ways of knowing.

Incorporate Indigenous communities and leadership in all aspects of Lakehead Public Schools.

Utilize and lead with educational practices centred on Indigenous perspectives, intellectual traditions, and ways of knowing while developing in every student an understanding and respect for the histories, cultures, values and knowledges of Indigenous peoples.
Include and empower Indigenous students as leaders and advocates who contribute to the collective identity of all learning communities.
Support, instruct and facilitate learning, where possible, in Indigenous languages.

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Fall Harvest

Hammarskjold students and staff, including many from KZ Lodge and the Four Directions program, spent an unforgettable day at Old Fort William Historical Park in September for the Fall Harvest! Students learned to light fires with chaga, steel, and flint, defeathered a goose, and explored the art of moose hide processing while trying out tools made from various moose parts. They also delved into the beauty of porcupine quilling and natural dyeing, harvested wild rice while understanding its deep connection to life, and sharpened their hunting skills through Indigenous games. Additionally, they heard from water protectors about the importance of caring for our world and water systems. Thank you to Tanya Moses and the Fall Harvest team for an incredible day of hands-on learning and connection!

Sharing Stories

In February, more than 200 Grade 6 students had a memorable experience as they took part in a special session with Will Morin, an Anishinaabe storyteller, educator, and artist. Will shared many teachings that he carries about the stars, deepening students’ understanding of Anishinaabe worldview and connection to the natural world.

This session was a part of the Grade 6 Book Club, where students spent the last six weeks exploring the novel The Barren Grounds by David A. Robertson. Throughout the book, they engaged with themes of resilience, land, belonging, identity, and connection. A heartfelt chi-miigwech to Will Morin for generously sharing his knowledge with both students and staff.

Orange Shirt Day

As always, thank you to our students and staff across Lakehead Public Schools who commemorated the National Day for Truth and Reconciliation and Orange Shirt Day in September. We encourage everyone to take a moment to honour, reflect on and acknowledge the children who never returned home and the survivors, families and communities who continue to experience the impact of residential schools.

Celebrating National Indigenous History Month

Thank you to local author Tyna Legault Taylor for visiting our schools both in-person and virtually during National Indigenous History Month in June to share her new book Dad, Is It Time to Gather Mint? Students have been learning all about living off the land and the seasons. Here she is at a recent visit to Woodcrest Public School where students also had a chance to see traditional plants up close.

Sweet Success

In March, students at Algonquin Avenue Public School held their Maple Sugar Festival. Students gave a Thanksgivign address to the maple trees, sang songs to honour it and learned teachings of the Sugaring Moon. Trees were tapped while students gathered around the fire to see sap boiling before sitting down to a pancake breakfast later in the week with their own maple syrup. Learn more: https://www.cbc.ca/player/play/video/9.6697915

Memorandum of Understanding

On March 17, 2025, the Matawa First Nation Education Authority (MFNEA) and Lakehead District School Board (LDSB) signed a Memorandum of Understanding (MOU) in Eabametoong First Nation, launching a collaborative effort to enhance educational opportunities for First Nation students. Witnessing the MOU signing were Eabametoong First Nation Education Authority Officials Nancy Waswa and Elizabeth Atlookan. From Eabametoong First Nation Chief and Council included Councillors John Louie Oskingeegish and Michael Slipperjack.

Included in the MOU are several principles such as a focus on culturally supportive education, a commitment to reconciliation, cultural integration and empowerment (which will include the development of curriculum modules to embed First Nation history, culture, perspectives, and language, while fostering parental empowerment and increasing First Nation staff and elder participation in LDSB schools.) The MOU identifies priority areas for collaboration with target areas that include student support services (safety, mental health, career planning), special education support, culturally integrated curriculum, professional development, communication, human resources, and parental participation to address the holistic needs of MFNEA students.

A MFNEA-LDSB Collaboration Steering Committee has been formed to oversee the implementation, of the MOU with meetings planned at least three times annually to review progress, address challenges, and plan next steps, with senior executives from both organizations involved. The date of the inaugural Steering Committee meeting is to be determined.

On the landmark MOU, Nancy Waswa of the MFNEA said, “Through our Memorandum of Understanding with the Lakehead District School Board, we are forging a powerful partnership rooted in mutual respect and shared vision. This collaboration strengthens our ability to provide culturally responsive education and holistic support, ensuring our students thrive academically, socially, and spiritually while staying connected to their First Nations culture.”

Sherri-Lynne Pharand, Director of Education for the LDSB said, “As part of Lakehead Public Schools’ Indigenous Education Framework, it is our commitment to create meaningful relationships with Indigenous communities. This MOU is a great partnership and I look forward to the great work that the Collaboration Steering Committee will accomplish in the years to come.”

Legacy School

In October, Westmount Public School came together to talk about the Gord Downie Chanie Wenjack Fund and what it means to be a Legacy School. As a Legacy School, Westmount engages, empowers and connects students and staff to further reconciliation through awareness, education and action.

Remembering Indigenous Veterans

In honour of Indigenous Veterans Day in November, our staff got together to learn more about our Indigenous veterans, hear their stories and about the challenges and treatment they faced and bead poppies.

Anishinaabemowin Revitalization Project

The preservation and revitalization of Indigenous Languages is central to the Truth and Reconciliation Calls to Action & United Nations Declaration on the Rights of Indigenous Peoples. During the second year of the Anishinaabemowin Revitalization Project, our work continues to be centered around building teacher capacity and fluency, strengthening NSL and secondary Ojibwe programs to increase student engagement, and family and community engagement. We continue to collect student achievement and engagement data to guide our next steps. Students enrolled in NSL and Ojibwe courses enjoyed opportunities to practice and reinforce their language learning through a number of land-based experiences, including visiting the sugar bush and making wild rice.