I think this conversation is one of the most important shifts happening in education today. Indigenous education isn't asking us to abandon assessment—it is asking us to rethink what counts as evidence of learning. When we value transformation alongside information, we begin assessing not just what students know, but how learning is shaping the people they are becoming. For years, we've been asking an important question in education: What do students know? In Indigenous education, that's...

I have recently been working with principals and vice-principals on ways they can support staff in decolonizing their teaching practices. One of the most common questions that comes up is: How do I know if a teacher is actually decolonizing their practice? What should I be looking for? This is such an important question, and there are ways to recognize when educators are genuinely engaging in the work of decolonizing their practice. One of the first things you can notice is the classroom...

What I would like you to think about when teaching about the shared colonial history of this place, is what would it look like to teach this history in a way that builds responsibility instead of guilt?