Services to Members

In these times of fiscal restraint, First Nations schools are expected to provide quality education to First Nations learners, but they often have inadequate resources with which to work. The FNSA will attempt to address this situation, and will work to maximize the work which is done with the financial resources available.

The services the FNSA will strive to provide to FNSA members will include, among others:

Maximizing Resources

• maintaining profiles of education specialists including, but not limited to, evaluators, teachers aids, and master teacher lists;

• gathering existing information such as model contracts, benefit plans, arbitration procedures, testing materials, personnel manuals, student progress reports, teacher and parent handbooks, and evaluation procedures;

• identifying First Nations resources and educational authorities;

• developing training packages as required and developing and implementing learning packages to "train trainers;"

• gathering information regarding common professional development issues/needs, and facilitating related workshops;

• collecting national and provincial studies and papers related to schools administration and First Nations education philosophies; and

• developing a web site for exchanging information, such as "best practices" models;

• seeking and/or developing relevant materials;

• seeking and compiling information about potential funding sources for program development and implementation; and

• developing generic curriculum models for use by First Nations schools;

• reviewing and providing accreditation for locally developed curriculum; and

• assisting with the preparation of locally developed curriculum to ensure accreditation;

• coordinating teams of First Nations schools representatives to evaluate First Nations schools; and

• developing an evaluation model;

• consulting with First Nations schools regarding a funding formula, and lobbying for increased funding;

• developing common issue and position papers, and determining the manner in which issues can be addressed;

• developing awareness and promotional materials regarding the purposes and values of First Nations schools;

• consulting with other governments regarding matters effecting First Nations schools, including processes for local and regional advisory functions;

• disseminating information to First Nations schools through newsletters and annual reports;

• networking with other relevant First Nations organizations to share information, common concerns, and potential strategies; and

• providing updates to political bodies, such as the Union of B.C. Indian Chiefs, the First Nations Summit, and individual First Nations

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