At Cadotte Lake School, education is more than textbooks and tests. It’s about story, land, voice, and connection. This past month, members of our team had the privilege of traveling to Onion Lake, Saskatchewan — a place rich with history and purpose — to participate in a powerful Treaty-Based Education conference.

The gathering brought together educators from across Treaty territory to deepen our understanding of what it means to teach from a foundation of treaty relationships — relationships rooted in respect, reciprocity, and the spirit of kinship between Indigenous and non-Indigenous peoples.

We didn’t go just to learn — we went to listen. And what we heard was clear: our classrooms can and must reflect the truths, rights, and perspectives of First Nations students.

Why Treaty-Based Education Matters

Treaties are not just historic documents — they are living agreements that continue to shape our communities, our responsibilities, and our shared future. Treaty-based education ensures that First Nations students see themselves, their cultures, and their histories represented meaningfully in the classroom. It also teaches non-Indigenous students the truth about Canada’s past and their role in reconciliation.

Following Their Voices: Six Key Indicators

At the heart of the conference was a reaffirmation of the Following Their Voices framework — a guide that supports First Nations student success through relationship-driven, culturally responsive teaching. These six indicators are helping to shape our efforts at CLS:

🔹 Indicator One: Culture
Believing in and caring for First Nations students and their culture.

🔹 Indicator Two: Expectations
Holding high expectations — that students are self-determining, can participate fully, and can achieve greatness.

🔹 Indicator Three: Environment
Creating secure, well-managed learning spaces where every student feels safe and seen.

🔹 Indicator Four: Interactions
Engaging in responsive teaching that honors student interests, needs, and strengths.

🔹 Indicator Five: Strategies
Using a range of strategies to encourage accelerated growth.

🔹 Indicator Six: Evidence
Drawing from First Nations student outcomes to reflect critically and act strategically.

Bringing the Learning Home

We returned from Onion Lake filled with more than just knowledge — we came back with inspiration. Inspired to continue walking the path of reconciliation, inspired to uplift student voice, and inspired to hold space for both traditional knowledge and academic success.

At CLS, we are committed to the work of treaty education. It is not a unit we teach in November. It is the foundation we build on every day. Through stories, land-based learning, culture, and courage — we are helping all students walk in two worlds with strength, pride, and purpose.