References
- Abrams, L., Varier, D., & Jackson, L. (2016). Unpacking instructional alignment: The influence of teachers’ use of assessment data on instruction. Perspectives in Education, 34(4), 15–28. https://files.eric.ed.gov/fulltext/EJ1130896.pdf
- Alberta Assessment Consortium. (n.d.). Frameworks for communicating about student learning. https://aac.ab.ca/hot-topics/communicating-and-reporting/frameworks-for-communicating-about-student-learning/
- Alberta Education. (2003). Every child learns. Every child succeeds. Report and recommendations, Alberta’s Commission on Learning. https://open.alberta.ca/publications/0778526003#summary
- Alberta Education. (2012). Successful practices in First Nations, Metis and Inuit education: Collaborative frameworks building relationships companion resource. https://education.alberta.ca/media/482147/collaborative-frameworks-building-relationships.pdf
- Alberta Education. (2020). Teaching quality st andard. https://open.alberta.ca/dataset/14d92858-fec0-449b-a9ad-52c05000b4de/resource/afc2aa25-ea83-4d23-a105-d1d45af9ffad/download/edc-teaching-quality-standard-english-2020.pdf
- Anrig, G. (2015). How we know collaboration works. Educational Leadership, 72(5), 30–35.
- Battiste, M. (2002). Indigenous knowledge and pedagogy in First Nations education: A literature review with recommendations. National Working Group on Education and the Minister of Indian Affairs; Indian and Northern Affairs Canada.
- Battiste, M. (2005). Indigenous knowledge: Foundations for First Nations. WINHEC: International Journal of Indigenous Education Scholarship, 1, 1–10. https://journals.uvic.ca/index.php/winhec/article/view/19251
- Battiste, M., & Youngblood Henderson, J. (Sa’ke’j). (2009). Naturalizing indigenous knowledge in Eurocentric education. Canadian Journal of Native Education, 32(1), 5–17.
- Canadian Council on Learning. (2007). Redefining how success is measured in First Nations, Inuit and Metis learning. https://www.afn.ca/uploads/files/education/5._2007_redefining_how_success_is_measured_en.pdf
- Delaney, A. M. (2009). Institutional researchers’ expanding roles: Policy, planning, program evaluation, assessment, and new research methodologies. New Directions for Institutional Research, 143, 29–41. https://doi.org/10.1002/ir.303
- DeLuca, C., Cheng, L., & Volante, L (2019, Spring). Grading across Canada. EdCAN Network, 59(1), 1–10. https://www.edcan.ca/magazine/spring-2019/
- DuFour, R., & Marzano, R. (2011). Leaders of learning: How district, school and classroom leaders improve student achievement. Solution Tree Press.
- Endangered Languages Archive. (2021). Documenting conversations in Tsuut’ina. https://www.elararchive.org/dk0554/
- Frontier, T., & Rickabaugh, J. (2015). Improving schools: What works? Educational Leadership, 72(5), 1–6. https://www.brevardschools.org/cms/lib/FL02201431/Centricity/Domain/1164/Driving%20Change%20Article.pdf
- Fullan, M. (2006). Turnaround leadership. Jossey-Bass.
- Fullan, M. (2007). The new meaning of educational change. Teachers College Press.
- Fullan, M. (2010, Summer). The big ideas behind whole system reform. Education Canada, 50(3), 24–27. https://www.edcan.ca/articles/the-big-ideas-behind-whole-system-reform/
- Furman, G. (2012). Social justice leadership as praxis: Developing capacities through preparation programs. Education Administration Quarterly, 48(2), 191–229. https://doi.org/10.1177/0013161X11427394
- Georgiou, D., Mok, S. Y., Fischer, F., Vermunt, J. D., & Seidel, T. (2020, December). Evidence-based practice in teacher education: The mediating role of self-efficacy, beliefs and practical knowledge. Frontiers in Education, 5, 559192. https://doi.org/10.3389/feduc.2020.559192
- Gergen, K. J. (2009). An invitation to social construction (2nd ed.). Sage.
- Gergen, K. J., & Gergen, M. M. (1991). Toward reflexive methodologies. In F. Steier (Ed.), Research and reflexivity (pp. 76–95). Sage.
- Hargreaves, A., & Shirley, D. (2009). The fourth way: The inspiring future for educational change. Corwin Sage.
- Kaleimamoowahinekapu Galla, C., Kawai’ae’a, K., & Nicholas, S. E. (2014). Carrying the torch forward: Indigenous academics building capacity through an international collaborative model. Journal of Native Education, 37(1), 193–217.
- Kanu, Y. (2002). In their own voices: First Nation students identify some cultural mediators of their learning in the formal school system. Alberta Journal of Educational Research, 48, 98–119.
- Kanu, Y. (2007). Increasing school success among Aboriginal students: Culturally responsive curriculum or macrostructural variables affecting schooling? Studies of Migration, Integration, Equity, and Cultural Survival, 1(1), 1–33.
- Lee, T. S. (2015). The significance of self-determination in socially, culturally, and linguistically responsive (SCLR) education in Indigenous contexts. Journal of American Indian Education, 54(1), 10–32.
- Levin, B., & Fullan, M. (2008). Learning about system renewal. Educational Management Administration and Leadership, 36(2), 289–303. https://doi.org/10.1177/1741143207087778
- Mourshed, M., Chijioke, C., & Barber, M. (2010). How the world’s most improved school systems keep getting better. McKinsey and Company.
- Munroe, E. A., Borden, L. L., Orr, A. M., Toney, D., & Meade, J. (2013). Decolonizing Aboriginal education in the 21st century. McGill Journal of Education, 48(2), 317–337.
- OECD. (2017). Promising practices in supporting success for Indigenous students. OECD Publishing. http://www.oecd.org/education/promising-practices-in-supporting-success-for-indigenous-students-9789264279421-en.htm
- Ottmann, J., & Pritchard, L. (2010). Aboriginal perspectives and the social studies curriculum. First Nation Perspectives, 3(1), 21–46. https://www.mfnerc.org/wp-content/uploads/2012/11/5_OttmanPritchard.pdf
- Pepper, K. (2010). Effective principals skillfully balance leadership styles to facilitate student success: A focus for the reauthorization of ESEA. Planning and Changing, 41(1-2), 42–56.
- Popham, W. J. (2008). Transformative assessment. Association for Supervision and Curriculum Development.
- Redwing Saunders, R., & Hill, S. (2007). Native education and in-classroom coalition building: Factors and models in delivering an equitous authentic education. Canadian Journal of Education, 30(4), 1015–1045.https://doi.org/10.2307/20466677
- Riddell, J. K., Salamanca, A., Pepler, D. J., Cardinal, S., & McIvor, O. (2017). Laying the groundwork: A practicum guide for ethical research with Indigenous communities. The International Indigenous Policy Journal, 8(2), 1–20. https://doi.org/10.18584/iipj.2017.8.2.6
- Rotherham, A., Mikuta, J., & Freeland, J. (2008). Letter to the next president. Journal of Teacher Education, 59(3), 242–251.
- Sanford, K., Hopper, T., Robertson, K., Bell, D., Collyer, V., & Lancaster, L. (2019). Sustainable leadership supporting educational transformation. In Education, 25(2), 3–22. https://doi.org/10.37119/ojs2019.v25i2.433
- Schwandt, T. A. (1998). Constructivist interpretivist approaches to human inquiry. In N. K. Denzin & Y. S. Lincoln (Eds.), The landscape of qualitative research: Theories and issues (pp. 221–259). Sage.
- Seitz, P., & Hill, S. L. (2019). Language, culture and pedagogy: A response to a call for action. In Education, 25(2), 59–72. https://doi.org/10.37119/ojs2019.v25i2.444
- Shepard, L. (2000). The role of assessment in a learning culture. Educational Researcher, 29(7), 4–14. https://doi.org/10.3102/0013189X029007004
- Slater, L. (2004). Collaboration: A framework for student learning. International Electronic Journal for Leadership in Learning, 8(5), 1–19.
- Smith, G. H. (2009). Transforming leadership: A discussion paper [Paper presentation]. Faculty of Education Summer Institute, Leading Change in Education, Simon Fraser University, Burnaby, BC, Canada.
- Statistics Canada. (2016). Census profile, 2016 Census: Tsuu T’ina Nation 145 (Sarcee 145), Indian reserve [Census subdivision], Alberta and Alberta [Province]. https://www12.statcan.gc.ca/census-recensement/2016/dp-pd/prof/details/page.cfm?Lang=E&Geo1=CSD&Code1=4806804&Geo2=PR&Code2=48&SearchText=Tsuu%20T%27ina%20Nation%20145%20[Sarcee%20145]&SearchType=Begins&SearchPR=01&B1=All&GeoLevel=PR&GeoCode=4806804&TABID=1&type=0
- Thomas, M. (2013). Teachers’ beliefs about classroom teaching—Teachers’ knowledge and teaching approaches. Procedia—Social and Behavioural Sciences, 89, 31–39. https://doi.org/10.1016/j.sbspro.2013.08.805
- Toulouse, P. R. (2008). Integrating Aboriginal teaching and values into the classroom. The Literacy Secretariat; Ontario Association of Deans of Education. http://www.edu.gov.on.ca/eng/literacynumeracy/inspire/research/Toulouse.pdf
- Toulouse, P. R. (2016, March). What matters in Indigenous education: Implementing a vision committed to holism, diversity and engagement. Measuring What Matters; People for Education. https://peopleforeducation.ca/wp-content/uploads/2017/07/MWM-What-Matters-in-Indigenous-Education.pdf
- Truth and Reconciliation Commission of Canada. (2015). Truth and Reconciliation Commission of Canada: Calls to action. https://www2.gov.bc.ca/assets/gov/british-columbians-our-governments/indigenous-people/aboriginal-peoples-documents/calls_to_action_english2.pdf
- Tsuut’ina Education. (2021). Student handbook 2021–2022: Chiila Elementary School. https://drive.google.com/file/d/1LVXrD1mTBa830C-cUvgn1W5ZxiLEKdpc/view
- Webber, C., Scott, S., Aitkin, E. N., Lupart, J., & Scott, D. E. (2013). Leading assessment for enhanced student outcomes. School Leadership and Management, 33(3), 240–255. https://doi.org/10.1080/13632434.2013.773885