Instructional Leadership in First Nations Schools

Abstract

This paper combines a synthesis of an Alberta Teachers Association (ATA) sponsoredcase study of five highly-effective elementary schools in Alberta and an examinationof the leadership qualities necessary to create an effective and successful First NationsSchool. The First Nations school reviewed in this article is located on a reservationfighting for its Cree culture and traditions where there is a high level of poverty andgang-related crime. The larger research study that preceded and became the impetusfor our collaborative review of this highly-effective First Nations school was under­taken over a two-year period, where researchers spent time in five highly-effectiveschools asking teachers, principals, and support staff two questions: (A) What makesthis school such a good place for teaching and learning?; and (B) What does the ad­ministration do to help? Data were gathered through interviews, and comprehensivenotes were made, organized, analyzed, and synthesized into case studies for each ofthe five schools. The original study asked and answered three questions: (1) What?(What did we find?}; (2) So what? (What do these findings mean?}; and (3) Nowwhat? (What should we do after we make sense of the findings?}. In this paper wefocus on analyzing and sharing findings about the third question, with specific ref­erence to Ermineskin Elementary School. This school is located in Maskwacis, Al­berta, formerly known as Hobbema, Alberta. Because this practical conceptualframework suggests principal best practices, the paper we offer here is intended tothoughtfully consider what our research findings suggest for the ethical and practicalactions of principals.