Tatla Lake Elementary/Junior
Staff from Tatla Lake recently engaged in powerful professional learning with David A. Robertson, deepening our understanding of representation as a critical component of reconciliation and instructional practice.
Robertson spoke to the art of visiting — the importance of slowing down, talking to one another, and building community through authentic relationship. Reconciliation begins with conversation that cultivates understanding and respect. By honouring lived experiences and intergenerational stories, we strengthen our collective braid — recognizing that we are stronger when we intentionally weave ourselves together.
A key theme was representation. Students deserve accurate stories about themselves. Negative or incomplete representation can damage self-esteem, while positive and truthful representation empowers students to see themselves as capable, valued, and world-changing. Referencing his novel The Barren Grounds, Robertson reminded us that children need to believe they can save the world.
As educators, we are agents of change. When we know better, we do better. Representation requires intentionality — asking ourselves:
How do our classroom resources reflect our students?
Whose voices are centered?
How do we ensure every story matters?
Empathy leads to intentional action. When students feel seen — “I see you and respect you” — they are more likely to feel valued and empowered.
Tatla Lake staff also participated in hands-on professional development in traditional leather working. During the workshop, educators learned leather sewing techniques to create wallets and bags, traced patterns onto leather, used carving tools to design traditional motifs, and explored practical classroom applications and cost considerations. This experiential learning builds both cultural understanding and instructional capacity, providing meaningful, project-based opportunities that connect students to culture, craftsmanship, and story.
Our staff are committed to fostering change through truthful representation, culturally responsive practice, and relationship-based learning. We are walking together — supporting one another as we move forward in reconciliation and instructional growth.
