Teachers and administrators were deeply immersed in learning during the board's First 
Nation, Metis and Inuit Professional Development Day on October 28th with a carousel of speakers presenting information on culture, history and traditions. Participants listened to speakers from the Kenora Metis Council, Ne-Chee Friendship Center and Anishinaabe Abinooji Child and Family Services. They were also able to see artwork and beading displays and participate in an opening ceremony.
Terry Skead from Wauzhushk Onigum shared information on the cultural significance of the Rat Portage Round House and Arbour as well as traditional Anishinabe culture and practices. Skead said he was happy to answer the questions that the teachers had. "Questions are good because this is where I can clarify what we do. I just pass on what the Elders have taught me. It's good for the teachers to ask questions because the questions that came out were the same ones that the students have asked me."
Participants were particularly moved and inspired by a talk given by Tommy White. White spoke about his personal childhood experiences as a residential school survivor and how his life has been impacted. White also talked about reconciliation and how it's possible through awareness and healing.
Aboriginal Education Coordinator Shelly Tom said the Professional Development day started off with a traditional opening with the drum and a prayer provided by an Elder. "Today's professional development is focused on showing the teachers what the perspectives are from the First Nation communities," she said. "We want the teachers to understand what the children experience in their daily lives, so they are aware and supportive. A lot of our students come from First Nations communities and it's important for our teachers to understand our students so they can support them."
Paul White, Superintendent of Instructional Services said the relationships are very important. "We are very proud here, at the Kenora Catholic District School Board to have the relationships built between First Nation communities and our schools. I think it's important that our teachers have a better understanding of Anishinabe culture and for our students to understand that the Board is making a commitment to all students."
White added that the training is about creating welcoming school communities. "The more our students feel comfortable in the classroom, the more they feel supported and understood, the more they learn and achieve success. These professional development activities are meant to provide a warmer welcome. This includes helping teachers become more aware of sensitive topics such as the legacy of the residential school experience. By interacting more with Elders and community members and hearing the stories and talking, it helps strengthen relationships and understanding.
In addition to professional development opportunities the board also offers staff and students continued learning through annual programs such as the Northern Studies program, Ojibway language, traditional pow wows, seasonal feasts and the Fall Harvest.