Teacher Resources

In Our Own Words: Bringing Authentic First Peoples Content to the K-3 Classroom2012pdf
Authentic First Peoples Resources K-72011pdf
English First Peoples 10 & 11, Teacher Resource Guide2010pdf
Math First Peoples 8 & 9, Teacher Resource Guide2010pdf
English First Peoples 12, Teacher Resource Guide, Teacher Resource Guide2008pdf
Poster First Peoples Principles of Learning2008pdf

Public Schools K-12

Accountability Framework Discussion Paper & Summary (DRAFT)This paper identifies some critical areas within the Framework, that when addressed, will specifically support improved educational outcomes for First Nations students. It sets out a comprehensive evidence-based discussion about Aboriginal students’ educational outcomes in public schools in relation to the Accountability Framework, and supports our shared commitment to TEFA.2014pdf Summary
How Are We Doing? Report (BC Ministry of Education)Each year the BC Ministry of Education publishes a comprehensive report on Aboriginal students in BC public and independent schools, including data on graduation, transitions, literacy, numeracy, safety and other indicators. Provincial and district level details are available online, and First Nations specific data can be requested.Annuallink
Local Education Agreement ToolkitLEAs between First Nations and provincial school boards have existed for over 20 years, and this toolkit assists in creating effective LEAs. An LEA is not only a tuition agreement, it has the potential to also be the foundation of a positive, respectful relationship that targets increased success for First Nations students. Templates and ready to use resources included.2014pdf

First Nations Schools and Governance

FNSA’s Services for First Nations Schools in BCThis publication provides an overview of FNSA services to First Nations schools in BC, including services available under the Tripartite Education Framework Agreement, such as the Professional Growth Process, First Nations Schools Assessment and Certification Project, Capacity Building Coaching, Literacy Coaching, Professional Learning Communities, Curriculum Development Support, First Nations Languages Coaching, DRUMS, Technology and Learning Support, Connected Classrooms, Professional Development Events and School Bulk Purchasing. It also describes Special Education Services including resource people, Speech Language Pathology Services, Education Psychology Services, and Assistive Technology Services2014pdf
Reciprocal Tuition Handbook for Non-Independent First Nations SchoolsThis short handbook explains the process for accessing Reciprocal Tuition and the general requirements for receiving this funding. It explains which schools are eligible for Reciprocal Tuition and how interested schools can apply. It is for non-independent first Nations schools only.2014pdf
Capacity Building Handbook: Leading First Nations Schools in BCThis handbook is part of the FNSA’s efforts to assist communities in developing the capacity of their governing agencies, advancing the efforts of First Nations to take fuller control over their schools, and increase student achievement. The handbook is intended to share information about the breadth of various responsibilities of First Nations school boards, considering these issues within the context of the unique opportunities and challenges that come with governing a First Nations schools. It includes quick tips, roles and responsibilities of board members, defining the school mission and strategic direction, advocating and communicating effectively and other issues.2013pdf
Employment Handbook for First Nations SchoolsThis resource is intended to provide suggestions for defining employment needs, recruiting new employees, and implementing practices that will support the retention of high quality staff. The Handbook includes ideas and suggestions for First Nations schools in BC regarding their personnel policies and practices. The Handbook also includes a general discussion of a variety of topics and issues, as well as sample policies, forms and letters.2013pdf
First Nations Parents Club: A Handbook for ParentsThis handbook has been prepared to provide parents with an overview of their rights in the education system. It also provides a brief description of all of the stakeholders in the education system.2012pdf
Teaching in a First Nations School: An Information Handbook for Teachers New to First Nations SchoolsThis handbook was created by the First Nations Schools Association (FNSA) to assist teachers who are considering or preparing to work in a First Nations school for the first time. It describes the many benefits as well as the unique challenges that teachers may experience while working in a First Nations school. The handbook also highlights tips that have helped other teachers make a successful transition into a First Nations school setting, as well as information to help teachers become familiar with issues related to First Nations education and First Nations schools specifically.2006pdf
Creating the Future – A Planning Handbook for Board Members and Administrators of First Nations’ BoardsCreating the Future introduces a strategic planning process that links directly to the governance role and responsibilities of a board. It includes an overview of how to plan for results, advocate for constituents, and communicate the Board’s plan. 2004pdf
Effective Board Governance: A Handbook for Board Members and Administrators of First Nations’ BoardsThomas, Dr. Larry 2002. This handbook provides an introduction to the governance role and responsibilities for newly elected or newly appointed members of First Nations non-profit boards. The job of the non-profit board and the respective roles and responsibilities of the board and its executive director are clearly differentiated and explained within this resource. Each chapter contains reflective questions all board members should ask as part of their governance role. This approach to governance also has application for on-reserve leadership provided by Chief and council for First Nations communities.2002pdf
First Nations Schools: Challenging and Rewarding Places to TeachIn this study, the FNESC and FNSA aimed to gather information about why teachers are attracted to employment opportunities in First Nations schools, as well as challenges, possible resource and support activities that may be offered.2000pdf
Legal Mechanisms for the Assumption of Jurisdiction and Control Over Education By First Nations – Revised 1998This research paper provides background information related to the legal avenues available to First Nations wanting to exercise control and jurisdiction over education. The basic message of the report is that First Nations have an inherent right to be self-governing and that there are many options available that will allow them to exercise this right.1998 revpdf
Reaching for Success. Considering the Achievements and Effectiveness of First Nations Schools. A Discussion PaperThis discussion paper further explores the issue of “standards” for First Nations education. The paper outlines a framework that is intended to facilitate ongoing discussions of this issue, and includes information and ideas related to school visions, school structure and governance, school/community relationships, curriculum development and availability, teacher education, and evaluation. The paper is a second phase of a long-term effort to address “standards”.1998pdf


Aboriginal Language Program Planning WorkbookThis workbook has been prepared by the First Nations Education Steering Committee as a companion to the Handbook for Aboriginal Language Program Planning in British Columbia, written by Dr. Marianne Ignace. The response to that Handbook was overwhelmingly positive, and many people have requested a workbook that can be used to implement the ideas it contains.1999pdf
Curriculum and Resources for First Nations Language Programs in BC First Nations Schools RESOURCE DIRECTORYWilliams, Lorna 2009. This Resource Directory, prepared by University of Victoria researchers for the First Nations Schools Association, describes academic linguistics articles, online language resources, practical teaching resources and curriculum, adaptable curriculum resources, language revitalization resources, list of journals relevant to teachers of BC First Nations languages, opportunities for further education, funding sources, and related organizations. This document is part of a larger Final Report with recommendations, which is available to First Nations and FNSA schools upon request.2009pdf
Handbook for Aboriginal Language Program Planning in BCIgnace, M. 1998. First Nations languages are in a critical state, and efforts to revitalize and revive them are ongoing. Accomplishing those goals requires careful planning, and this handbook is intended to provide assistance to First Nations communities and organizations which want to design or expand their language programs. The 110-page handbook includes an extensive literature review, as well as suggestions and information related to implementing successful language programs. 1998pdf
Handbook for Preserving Archives of Aboriginal Language Materials – Volume 1Djwa, P. 20042004pdf
Handbook for Recording Aboriginal Languages – Volume 2Djwa, P. 20042004pdf


Aboriginal Health Bridging Tool KitThe purpose of this Toolkit is to support the development and implementation of health related community-based programs between Indigenous Adult & Higher Learning Association (IAHLA) institutes, Aboriginal communities and Public Post-Secondary Institutions (PPSI). In doing so, the toolkit also aims to support the development of health practitioners and strategies and practices that merge and complement Western, mainstream health knowledge with Aboriginal traditional health knowledge2011pdf
Aboriginal Student Transition HandbookThis handbook was created to help answer some of the questions and to prepare Aboriginal learners on concerns and struggles of Indigenous students who are currently enrolled in, or have graduated from a post-secondary institution. This handbook covers a wide variety of topics including: finding suitable childcare in a urban setting; accessing affordable housing; and, meeting people in an unfamiliar city.2010pdf
Aboriginal-Controlled Post-Secondary Institutes in British Columbia: Issues, Costs, and BenefitsIn February 2010, Juniper Consulting undertook a study at the request of the Indigenous Adult and Higher Learning Association (IAHLA) to: investigate overall funding issues that affect Aboriginal-controlled institutes; identify costs of operating Aboriginal-controlled institutes; and, highlight the benefits arising from Aboriginal-controlled institutes. The project also explored Aboriginal-controlled institutes’ importance to First Nations students and communities throughout the province of British Columbia (BC).2010pdf append
Post-Secondary Education Partnership Agreement Tool KitThis Tool Kit provides background information, suggestions, and sample wording for the creation of agreements that reflect equitable and collaborative partnerships between post-secondary institutions, including Aboriginal, public and private institutions, and also including private industry organizations, and also including private industry organizations involved with training.2009pdf
Aboriginal Post-Secondary Education in BC: A Place for Aboriginal InstitutesThis policy background paper highlights issues and recommendations related to the formal recognition of Aboriginal-controlled post-secondary institutes as a critical component of the post-secondary education system of British Columbia2008pdf

Annual Reports

2013-2014 Annual Reportpdf
2012-2013 Annual Reportpdf
2011-2012 Annual Report
2010-2011 Annual Reportpdf
2009-2010 Annual Reportpdf
2008-2009 Annual Reportpdf
2007-2008 Annual Reportpdf
2006-2007 Annual Reportpdf
2005-2006 Annual Reportpdf
2004-2005 Annual Reportpdf
2003-2004 Annual Reportpdf
2002-2003 Annual Reportpdf
2001-2002 Annual Reportpdf
2000-2001 Annual Reportpdf
1999-2000 Annual Reportpdf
1998-1999 Annual Reportpdf
1997-1998 Annual Reportpdf
  • Established in 1992, the First Nations Education Steering Committee is an independent society led by a strong and diverse board of 110 First Nations community representatives.

    FNESC is committed to improving education for all First Nations students in BC.