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MODULE 6 EPORTFOLIO

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Building Relationship with Indigenous Partners:

Elder Protocol Policy – Reflection

How accessible is the policy?

  • I found the Elder protocol information somewhat difficult to locate on the SD5 website.
  • While SD5 provides information about Indigenous Education and community partnerships, I could not find a clearly labelled, publicly accessible Elder Protocol Policy.
  • This could make it difficult for teachers to know:
    • Who to contact when inviting an Elder.
    • What protocols to follow before, during, and after a visit.
    • How Elders should be acknowledged and compensated.
    • What teachings can appropriately be shared.
  • SD5 does recognize the important role of Elders, Indigenous Education staff, and the Indigenous Education Council in district planning.

How could it be amended?

I think the protocol information could be made more accessible and practical for teachers. It could include:

  • An explanation of the role of Elders and Knowledge Keepers.
  • Steps for respectfully requesting an Elder.
  • Guidance around welcoming, introducing, and thanking an Elder.
  • Information about honoraria and compensation.
  • Guidance on asking permission before sharing teachings, stories, photos, or recordings.
  • A reminder that protocols differ between Nations and communities.
  • Specific guidance about local Ktunaxa protocols, since SD5 is located within Ktunaxa territory.
  • Clear contact information for the SD5 Indigenous Education Department.

Can I contact the district?

Yes. I could contact SD5 Indigenous Education to ask whether there is a current Elder protocol document available to teachers and where it can be accessed. I could also suggest making the information easier to find through the district website or teacher portal.

I would approach this as a question and suggestion, rather than assuming the district does not already have a process. Indigenous protocols should be developed and guided by Indigenous communities.

Community partnerships

As a future teacher, I could build relationships with:

  • Ktunaxa Nation communities, including ʔaq̓am and Yaq̓it ʔa·knuqⱡiʾit.
  • SD5 Indigenous Education staff and coordinators.
  • Local Elders and Knowledge Keepers.
  • The Indigenous Education Council.
  • Indigenous families and community members.
  • Local Indigenous organizations and cultural centres.
  • Ktunaxa Kinbasket Child and Family Services.
  • Local Métis and urban Indigenous organizations, where appropriate.

Overall Takeaway

My biggest takeaway is that Elder protocol should not be treated as a simple checklist. It is connected to relationships, respect, community, and local knowledge. As a teacher, I should seek guidance rather than assume I know the correct protocol.

This connects to authenticity and Indigenization because meaningfully including Indigenous perspectives requires genuine relationships, rather than simply adding Indigenous activities or inviting an Elder for a one-time classroom visit.