Strategies for Teacher Education Programs to Support Indigenous Teacher Employment and Retention in Schools


  • Danielle Tessaro University of Victoria
  • Laura Landertinger Hartwick College
  • Jean-Paul Restoule University of Victoria



This article seeks to contribute to the knowledge base regarding efforts to increase the supply of employed Indigenous teachers. In addition to supporting the learning and well-being of Indigenous students, increasing Indigenous teachers is critical for remote Indigenous communities with chronically understaffed schools. This study was conducted as a scoping review of 50 Teacher Education Programs (TEPs) across Canada, Australia, New Zealand, and the United States that have enacted efforts to increase Indigenous teachers. The study found a range of effective strategies, and this article will depict three strategies that can be enacted by TEPs to support Indigenous teacher graduates as they transition to employment. The strategies are: (1) creating employment opportunities, (2) identifying community needs and collaborating over practicum placements, and (3) providing ongoing support. The article concludes with a call for collaboration, funding, and data collection for the continued evaluation and improvement of strategies to increase Indigenous teachers.

Keywords: teacher retention, teacher support, teacher employment, Indigenous teacher education, job transition, Indigenous teachers, Indigenous education, teacher education programs

Author Biographies

Danielle Tessaro, University of Victoria

Postdoctoral Fellow, Department of Indigenous Education

Laura Landertinger, Hartwick College

Assistant Professor, Department of Sociology

Jean-Paul Restoule, University of Victoria

Associate Professor, Department of Indigenous Education




How to Cite

Tessaro, D., Landertinger, L., & Restoule, J.-P. (2021). Strategies for Teacher Education Programs to Support Indigenous Teacher Employment and Retention in Schools. Canadian Journal of Education/Revue Canadienne De l’éducation, 44(3), 600–623.