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Ensuring Educational Outcomes

‘Following Their Voices’ initiative empowering teachers and students alike

Nov 9, 2023 | 1:55 PM

“Education that promotes accelerated learning for First Nations, Métis and Inuit students where learning is joyful, culture is affirmed and students are given real choice for their future.”

That’s the concept behind ‘Following Their Voices’ (FTV). It’s based on research that was conducted with First Nations, Métis and Inuit students, parents/caregivers, teachers and school administrators about what is needed in order to be successful as an Indigenous student in school. Their insight, along with international research, and guidance from Elders and Knowledge Keepers formed the foundation of the initiative which is currently being implemented within 39 schools across the province this year.

Carlton Comprehensive Public High School was first introduced to FTV in 2017. Teacher Carey Lehner has been an educator for 28 years and has participated in numerous professional development opportunities during her career, but none have been more transformative for her than the Following Their Voices initiative.

“It serves as a constant reminder that I must always be aware of the unique needs and experiences of each student in my classroom,” Lehner said. “It emphasizes the importance of recognizing that not all students have had the same advantages and opportunities in life. I am reminded that each student carries their own personal story, which can significantly influence their receptiveness to learning.”

Lehner works as one of three FTV facilitators at Carlton. She helps to provide support and guidance to teachers in comprehending the initiative. Her fellow teacher Tricia Lucyshyn is also a facilitator and has assisted multiple FTV schools across the province.

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“It has revolutionized education by empowering teachers, administrators and students. FTV teachers have gained valuable insights into the diverse needs and perspectives of their students, fostering a more inclusive and empathetic learning environment,” Lucyshyn said. “By actively listening to student’s voices, teachers have tailored their teaching methods, ensuring personalized support for every learner.”

The program equips the schools with crucial data and feedback, enabling them to make informed decisions and implement targeted strategies to enhance overall student engagement and academic success. As a result, Lucyshyn said FTV has not only transformed classrooms, its also inspired a positive shift in the education system, creating a brighter future for both students and educators.

Wesmor Public High School in Prince Albert was one of five schools in the province to pilot FTV. They experienced success by seeing increased student engagement, credit attainment, and higher graduation rates.

“The impact of FTV has been nothing short of remarkable. Over the past three years, graduations rates in FTV schools have surged, improving at a rate twice that of the provincial average for both Indigenous and non-Indigenous students. The growth is testament to the initiative’s ability to bridge educational gaps and provide tailored support to First Nations, Métis and Inuit learners, ensuring they have the resources and encouragement needed to succeed,” she said.

As long as any educational gaps exist, Carlton Comprehensive Public High School will remain committed to their efforts. All teaching staff actively participate in the initiative and the school is currently in the process of determining the best approach to include non-teaching staff as well. Staff are observed by their peers twice a year to witness teaching practices in action.

Listen below to the experiences of two Following Their Voices students and a teacher:

Melanie Mirasty is another FTV school-based facilitator at Carlton who also teaches half time. She uses her role to encourage students and teachers to work towards what she calls ‘anti-oppressive education.’

“I have always believed in the power of treating everyone with care, as we never know what obstacles are in their life. This role is an extension of that, and to me, it is such important work, and it is work that is making a difference in our community.”

Mirasty said, historically, in many classrooms the learning structure has been hierarchical, but FTV schools are relationship based where you see a shared power between teacher and student.

“The program allows the classroom to be a meeting place. Education is the number one priority, but while we’re learning, we are also encouraging one another, having compassion for one another and rooting our interactions with one another in kindness and mutual respect.”

Click here to learn more about the Following Their Voices initiative.

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*This content was created by paNOW’s commercial content division.