February 22, 2005
Concordia University, Montreal
Recent Research
and Background
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Ensuring Supply, Training and Retention of Quality Teachers
A. Supply and Retention
Teacher Supply
While the existence of a competent, committed and dedicated teaching staff was noted in most of
the case studies, several serious issues were apparent that affected some schools' ability to hire and
retain the qualified and experienced staff they desire. First, many band-operated schools are in
more remote areas and it is difficult to attract teachers to live in different cultural environments
and isolated settlements with limited access. Isolation, both physical and cultural, is a major factor
in the high turnover of teaching staff in some band-operated schools. Second, since band-operated
schools are not governed by district or provincial collective agreements, their teachers may not
have the job security, salary, and employment benefits that these provide, and both the staff and
staffing processes in band-operated schools can be subject to pressure from influential community
members or families. Third, teaching experience in band schools may not be recognized within
provincial school systems. Fourth, as professional educators, teachers expect to work in a climate
which supports their classroom work with specialists and services which may not be available in
band-operated schools5. Fifth, teachers in provincial school districts have access to internally
advertised job opportunities and may transfer to other schools or apply for district level positions.
Opportunities for change and promotion are much more limited in band schools. Finally, school
districts generally provide better internal opportunities for personal professional growth through
a variety of professional development activities. Additional research is needed to quantify the
impact of those factors on the system at large.
There is a serious shortage of certified Aboriginal teachers, especially with expertise in early
childhood development, special education, reading, mathematics and sciences. This shortage is
most acute at the high school level, particularly in science and mathematics specialties. The
employment of certified and highly qualified teachers from their own communities is a source of
considerable pride at Reindeer Lake and Peguis, where 85% and 66% of the teaching staff are
Aboriginal. Five of the 10 teachers at Southeast, 6 of Elijah Smith's teachers and 2 of the five
teachers at Alert Bay are also Aboriginal. As well as bringing a deep understanding of the cultural,
linguistic and environmental environments that shape their students to their own pedagogy, these
teachers are highly valued in their schools for their willingness to share their understanding and
knowledge with colleagues and provide important role models for students and have a positive
impact on community attitudes about the value of education. Considering that the shortage of
qualified Aboriginal teachers is likely to persist, it is heartening to note that non-Aboriginal teachers,
as exemplified by many in this study, have the caring nature, cultural awareness, and professional
expertise to successfully teach Aboriginal students.
The education authorities of the schools in this research are very much aware of the importance
of acquiring and retaining the services of highly qualified and capable teachers, as evidenced by
the careful hiring practices and staffing policies documented in the case studies. When possible,
preference is usually given to qualified band members. In the absence of qualified local people,
principals and others involved in the hiring process look for successful previous experience teaching
Aboriginal children, and mention personal qualities such as having an outgoing personality and a
high energy level as important considerations.
Attracting and retaining qualified and experienced teachers costs money. Although band-operated
schools need not comply with provincial teacher contracts or labour practices, most pay teachers
at provincial rates and encourage membership in teachers' associations. Offering competitive
benefits attracts more applicants and allowing teachers to be members of professional associations
or unions is believed to increase staff retention through a greater sense of security. It is also thought
to reduce the turnover of teachers concerned that experience gained in band-operated schools
would not be applicable in provincial systems.2 However, the cost of paying teachers at provincial
levels has required some bands with smaller enrolments and less funding to subsidize their education
budgets from other sources. One band educational authority expressed concern that recent
increases to the provincial salary grid would necessitate the termination of employment of some
more qualified teachers.
Teacher assistants and other First Nations support workers have the capability to enable teaching
staff to work more effectively with Aboriginal students. Remembering that seven of the twelve FN
support workers in District 58 (Merritt) were working on their teaching degrees, this seems to be
an important way to increase the supply of Aboriginal teachers. Princess Alexandra has been
particularly successful in assisting parents to move from volunteer involvement in the school to
employment that leads towards increased qualifications and credentials, and Peguis makes strategic
use of its teacher assistant positions to encourage entire families to pursue educational goals.
Notes
1 Educational climates are framed by teaching Codes of Ethics which set standards governing relationships between
colleagues, students, parents, supervisors, and the public. Additionally, provincial education Acts specify responsibilities
and rights of boards, administrators, teachers, students and parents.
2 British Columbia's tripartite Memorandum of Understanding recognizes teaching experience gained in band-operated
schools.
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