IT Operations student Jordan Fontaine stays true to himself and his goals

When Jordan Fontaine started at RRC Polytech two years ago, it was nerve-wracking.

He expected to be the odd one out: a natural introvert returning after nearly nine years away from school, he assumed he would be surrounded by students fresh out of high school.

Instead, when he began the Pathway to Information Technology (IT) program, he found classmates of different ages and skill levels – post-secondary graduates, people returning after time in the workforce, and recent high school graduates – all with stories different from the one he had imagined.

Fontaine is now a Pathway to IT alum, an IG Wealth Empower Your Tomorrow scholarship recipient, the 2025 Pow Wow valedictorian, a future graduate of the IT Operations program, and a mentor who his peers rely on.

When asked where he’s from, Fontaine likes to say “everywhere:” he has Treaty Status from Cross Lake, his last name comes from Pine Falls, he was born in Winnipeg and raised in The Pas.

Growing up, Fontaine was his family’s troubleshooter, setting up speakers and reassembling computers – often for his mother, who was not tech-savvy.

“She was my inspiration – not so much in that she did something and I was following in her footsteps, but she would give me something to figure out, and I really enjoyed doing it. I was self-taught with these projects,” said Fontaine.

Fontaine says the Pathway eased his transition into IT Operations by familiarizing him with the Polytech and helping him build connections with faculty and fellow students.

“There weren’t any major challenges or surprises. When things did happen, they fell into place and resolved quickly because I learned where to go for help,” said Fontaine.

While his polytech experience has been smooth sailing for the most part, Fontaine did a lot of work to get where he is now. Years ago, he was living day-to-day in a tent in downtown Winnipeg. The lowest point in his life hit when his tent burned down and he lost all his belongings.

He chose then to reach out for help. It was the crux of when he decided to begin the road to recovery and a better life for himself.

Fontaine was living at Siloam Mission in a second-stage sober living program when he saw a poster for the Pathways to IT Program at RRC Polytech. He saved a little bit from each social assistance cheque leading up to the Fall start date that year, and when August arrived with half of the tuition saved, he applied and paid the rest with a whole cheque.

“I was struggling that entire month, but the Polytech had resources that kept me on my feet. They provided a laptop for the program, which was very helpful,” said Fontaine.

With his seat secured, Fontaine was optimistic.

“I was determined to not lose this opportunity,” said Fontaine. “I’ve had opportunities slip by because I got in the way of myself. But the thought of getting this finished and going into a diploma program and sticking it out… That kept my spirits high.”

Fontaine stayed on his path in sobriety and academics with the future he wanted to have. That year, he completed the Pathway to IT program and was nominated for the 2025 Pow Wow valedictorian for the perseverance and discipline he demonstrated in the face of adversity and the excellence he achieved in his courses.

He says upon winning the nomination, he doubted himself at first.

“I thought other people would get it. I thought they were getting better marks than me, doing more things than I was – but I realized I was doing a lot, too. I was helping students in my cohort, branching out and being active in the Polytech.”

At the 2025 Pow Wow, Fontaine shared with hundreds of people the vulnerabilities and challenges he had faced and the strides he was proud to have made. He began the school year in a lonely place and finished it in front of a crowd cheering him on.

“You aren’t the sum of your darkest moments. Those hard life lessons we learn can inform the good choices we make tomorrow. You are worthy. If you – or someone you love – is in that dark place, there is always hope,” said Fontaine as he closed his speech.

Through the Empower Your Tomorrow scholarship, Fontaine received payments at key educational milestones and completed two internships with IG Wealth: one month after the Pathway and four months the following summer between terms in IT Operations.

Today, Fontaine is in the third term of IT Operations and on track to graduate with a diploma. After three years of persistence in his education and recovery, he says he’s finally where he needs to be.

Social Innovation and Community Development Student Teddy Lands earns Lieutenant Governor’s Award

Teddy Lands crossed the stage at RRC Polytech’s Spring 2026 Convocation as one of three recipients of the Lieutenant Governor’s Award.

For Lands, though, recognition was never the goal.

When Lands received the call advising they’d been selected for the award, they hadn’t realized how prestigious it was. The award, however, affirmed a dedication to community service that started over thirty years ago.

They began volunteering as a teenager while receiving care at the Manitoba Adolescent Treatment Centre (MATC) in the 1990s. There they participated in youth leadership and fundraising activities while recovering from mental health challenges. After leaving treatment, Lands became a student at Children of the Earth High School with the encouragement of their parents, who were also pursuing their own journeys in sobriety.

“Volunteering gave me a purpose,” said Lands. “In woodworking class, we made toy trains for the Christmas Cheer Board. One year, we did hampers and I recognized those boxes. It’s those little seeds that I recognized from my childhood… Growing up as a poor brown kid in Winnipeg in the ‘80s and ‘90s was tough, but I allowed those seeds to grow and I continued volunteering as an adult.”

They immersed themself in volunteering through the student council while at Children of the Earth. At the same time, though, they found themself struggling again and later were re-admitted to MATC.

Looking back, Lands says part of their struggle stemmed from the cultural shock they felt trying to understand their Indigenous identity in Winnipeg’s landscape during the 90s. Lands returned to volunteering regularly after they were discharged from MATC and they went on to volunteer at the Health Sciences Centre, the Women’s Hospital, Nine Circles Community Health Centre, Siloam Mission, the Manitoba FASD Coalition, Trans Manitoba, and many others.

“Everything came from figuring out who I am because I walk in two worlds,” said Lands. “I walked and lived in the western world for so long, and I wanted to walk in the world I was born into as an Indigenous person. I didn’t want to lose pieces of myself… Volunteering gave me back some of those pieces. It always felt so good to be part of something outside of myself.”

After earning their General Educational Development in 1999, Lands enrolled at RRC Polytech as a young parent in 2002 where they began in the College Preparation for Aboriginal Students program before pursuing studies in social work. However, a series of significant personal responsibilities put their education on hold and after navigating those challenges, Lands continued their post-secondary journey at the University of Manitoba. They graduated with a diploma in Aboriginal Child and Family Services in 2005.

Lands’ returned to RRC Polytech after many years of sobriety and reflection on the next chapter in their life. While helping their daughter explore post-secondary options in 2018, they enrolled in Creative Communications (CreComm) with an interest in public relations. They enjoyed the program, but balancing online studies and health challenges with family responsibilities during the pandemic was difficult.

They pivoted again after spending more time in Indigenous spaces on campus, and they met students from the Social Innovation and Community Development (SICD) program. These conversations introduced Lands to a path that felt like a natural extension of the community work they did for years, so they made the switch.

Today, their studies in SICD have bloomed into a media business venture through Indigenous Social Entrepreneurship. This fall, they plan to register the name of their business with the Companies Office in Manitoba and continue their education in the Community Development stream.

“I’ve got big goals for myself,” said Lands. “I didn’t think I’d make it this far in life, but it’s because of all those little seeds from when I was a kid that led me up to this point.”

As they prepare for the next phase of their education and building their career, Lands remains focused on creating opportunities by offering their time to others. For someone whose journey began with volunteering, curiosity, and a desire to grow, receiving the Lieutenant Governor’s Award feels less like a destination and more like another step forward – less like the fruits of their work and more like another seed to plant.

Kayleen Balfour is entering her second year of Civil Engineering Technology this fall with almost a decade of work experience and two certificates – one in Pathway to Engineering Technology Programs and another in Construction Labour. Upgrading her skills through education really helped put what she learned on the job into perspective for her future career from an engineer’s vantage point. 

Balfour says engineering elevated her understanding of everything around her. Learning about physics, forces, and structural design helped her understand everyday objects and systems in new ways, from gravity pulling down an aircraft during takeoff to the loads weighing on buildings and infrastructure. 

“The physics we learned in Pathways really changed the way I see the world,” said Balfour. “Once you start learning about the forces acting on moving objects, you look at things differently. You see a plane taking off and think about the force needed to overcome gravity, or you look at things and the forces that act on them. When you move into Civil Engineering Technology, your focus shifts to the forces acting on stationary objects and how engineers work with that. It’s interesting to see all of these concepts as you go through the program.” 

The Pathways program provided a strong academic foundation that prepared her for the demands of Civil Engineering Technology. She describes her first year as intense with long hours dedicated to classes, studying, and assignments. The pace was fast, but the knowledge she gained through the Pathway helped her succeed when she entered the progression program full-time. 

“The courses that we took in Pathways to Engineering are basically the first courses that we take in the first-year Civil Engineering, except it’s more fast-paced and more in-depth. You have to learn time management,” said Balfour. 

Before she entered an engineering classroom, Balfour was already building the skills that would ultimately support her academic success. 

After high school, Balfour chose to gain work experience while figuring out her future career path. She worked her way up to a supervisory role at Tim Hortons at 19 and cultivated skills in leadership, multitasking, responsibility, and performing under pressure – each skill became an asset later when balancing demanding coursework and deadlines. She also spent a year in Texas working for USPS before returning to Canada to continue on her career path. 

Her career eventually took her into construction, where she discovered a genuine interest in building and infrastructure. Working on road construction projects, operating equipment, and participating in large-scale developments gave her firsthand experience with the types of projects engineers help design and oversee. 

She later worked on hospital construction projects and gained experiences in carpentry, site operations, project coordination, blueprint interpretation, and construction management. She gradually took on greater responsibilities and developed a deeper understanding of how projects move from concept to completion. 

Balfour says that looking back, these experiences helped her understand the practical side of engineering and gave context to what she would later learn in the classroom. Rather than starting from scratch, she was able to connect academic concepts to real projects she had already worked on. 

With her completion of the Civil Engineering Technology program on the horizon in two years, Balfour is already thinking about what comes next. 

One possibility is continuing her education and pursuing a full Civil Engineering degree through university. Balfour views her interest in structural engineering and further education as an opportunity to expand her knowledge and career opportunities. 

Balfour is also considering an ambitious plan with several former Pathways classmates. Together, they have discussed the possibility of one day starting an Indigenous-led engineering firm that would bring together professionals from a variety of engineering disciplines, including civil, environmental, geotechnical, electrical, and structural engineering. 

For Balfour, the idea is about more than launching a business – it’s about helping get more Indigenous engineers into meaningful jobs and creating opportunities for Indigenous communities to guide and lead infrastructure development on their own terms. 

Kayleen wants other Indigenous students to know that engineering is achievable, even if it feels intimidating at first. 

“Don’t be afraid of the math,” said Balfour. “It takes time.” 

Balfour credits a lot of her success to the support systems available through the Pathways to Engineering program and the Indigenous Support Centre. She highlighted the value of free tutoring and instructors who genuinely want students to succeed. Whether students need help understanding a math concept, writing an assignment, or navigating personal challenges, she believes support is available if they reach out for it. 

“If you don’t ask for help, they don’t know that you need it,” said Balfour. 

The Indigenous Student Support Centre has also been an important part of her experience. She describes it as a safe, welcoming space where students can study, connect with culture, seek guidance, or simply take a moment to recharge between classes. For her, it represents community and a reminder that students do not have to face challenges alone. 

Through determination, hard work, and a willingness to try new perspectives, Balfour has transformed years of hands-on experience into a promising future in engineering. Her journey shows that the path to success is experiential and that with the right support, Indigenous students can thrive in engineering and help shape the future of their communities. 

Learn more about the Pathway to Engineering Technology Programs and apply for the next cohort.

Theoren Moore (left) and Knowledge Keeper Richard Curé (right) working on drum hides.

For Theoren Moore, the path to RRC Polytech wasn’t a straight line. It was shaped by long stretches of open road, hard work in the mining industry, and a piece of advice that tipped the scale on a life-changing decision.

Moore grew up in Thompson and spent a lot of time travelling Canada for work. He was enrolled in Heavy Duty Mechanics and Pathway to Information Technology at the same time, and spent a lot of time mulling over what to focus his pursuit in.

“During one of my last tours in Thompson, I asked a mechanic I was working alongside what I should do. He said, ‘go into banking.’ And that’s what confirmed for me what I wanted to do,” said Moore. He dropped Heavy Duty Mechanics and committed entirely to Pathway to Information Technology, then progressed into Application Development.

Moore said that the Pathway to Information Technology and later Application Development weren’t without their own challenges, particularly when it came to meeting deadlines and staying on track with assignments. He credits his instructor, Josh Derbecker, with supporting him through the Pathway program.

“He was a huge help. He was someone I could relate to, and he just listened when I was going through personal things during the program,” said Moore. Even when attendance or deadlines were difficult to manage, he remained committed to learning the materials and demonstrating his understanding. Now with one more year in Application Development, Moore can see the finish line.

Moore says his experience at RRC Polytech had evolved over time – it wasn’t entirely about the technical skills he’s learned. Through the Pathway to Information Technology, he also connected more deeply with the culture and history he comes from.

The program included workshops and guest speakers that ranged from Knowledge Keepers to industry experts. Moore recalls one workshop where the students worked in groups to research articles on the legacies and impacts of the Residential School system.

“I remember that at the end, when we presented in circle, I just… burst into tears. It was like something inside me cracked open,” said Moore. His own family had been deeply affected by Residential Schools, and learning more about it in a shared space moved him.

Moore found himself reconnecting to parts of his identity he hadn’t fully explored before, like going to Sweat Lodge Ceremonies and sitting with Elders. Since the Pathway to Information Technology was housed at the Exchange District Campus, Moore made the effort to travel to the Notre Dame Campus to access more of the cultural opportunities that nurtured his spirit.

As Moore moves into his final year in Application Development, his goals are both practical and personal. He’s hoping to transition into a 9-to-5 role in tech that offers a stable pace while contributing to Indigenous communities.

Moore secured a position with North End Connect for the summer, a company that aims to provide low-cost Wi-Fi to Winnipeg’s North End. The work involves setting up network infrastructure like satellite dishes and developing alternative digital tools that prioritize original thinking over the convenience of huge tech conglomerates. By the end of the summer, a handful of houses in the North End will be connected to the network.

Even with the academic finish line in sight, the transition into the workforce still comes with some uncertainty for Moore.

“This far in, I’m a little scared to bridge that gap into the community in terms of job availability,” said Moore.

While working towards that finish line, Moore has a part-time job and is making a conscious effort to go beyond his comfort zone by going to events, studying at the centre, and making room for new connections.

For anyone considering a new path in education, career, or personal growth, Moore’s advice is simple, just like that mechanic’s: stay open.

“Be open to possibilities. You never know what’s going to click or change your direction,” he said.

His own journey that started with mining sites all over Canada will continue even after he crosses the stage next year – all it took was one choice to set everything in motion.

To learn more about the Pathway to Information Technology and start on your own journey like Theoren Moore, check out our website and apply for free today.

RRC Polytech’s Emerging Media and Production team is collaborating with Ininew artist and Artist-in-Residence Heather Endall and the Truth and Reconciliation and Community Development department to create Reflections on Racism, an immersive 360º installation that blends Indigenous storytelling, traditional art, animation, and sound. Centered on Michael Hutchinson’s How the Dog Learned to Dance, the project invites viewers to reflect on racism, empathy, and allyship while embodying Universal Design for Learning through accessible in-person, VR, and online formats. Through Endall’s powerful artwork and lived experience, the installation becomes a space for community voices, introspection, and meaningful dialogue on anti-racism at RRC Polytech.

Read the full story to learn how this groundbreaking project is bringing art, technology, and Traditional Knowledge together to inspire change on the Diversity Blog.

Electrical Alum Alfred Thompson returns to teach program he took in Fisher River Cree Nation

Alfred Thompson walked into the classroom this past spring for the first time in 11 years – and this time, rather than a student, he was the instructor.

In 2014, Thompson took the Electrical program at the RRC Polytech campus in Fisher River Cree Nation. His interest in the industry grew from the problem solving and independence he gained while working hands-on and the satisfaction of seeing results firsthand. Today, he’s in Peguis First Nation, teaching 14 students in the same five-month Electrical program being offered in community from April – November 2025 with extra time to incorporate student success strategies, including Elder support and Teachings.

“[Teaching is] pretty good – I’m myself around the students now. That first day, though, I was practicing before, and I was like, ‘oh man, I’m really gonna just go talk like this in front of other people.’ I was so nervous,” said Thompson.

Read the full story on the MarComm blog.

At RRC Polytech, a new chapter in Indigenous language revitalization is underway.

This past spring, after two years of offering Introduction to Anishinaabemowin at no cost to students thanks to the generous support of CWB Financial Group, the Polytech launched its first delivery of Conversational Anishinaabemowin. The second-level course builds on the vocabulary and structure taught in the introductory class and moves learners toward greater fluency and comfort holding small conversations in Anishinaabemowin.

Eighteen students enrolled in the pilot session to transform memorized phrases into deeper understanding and meaningful interactions. Instructor Corey Whitford, who also teaches the introductory class, designed Conversational Anishinaabemowin to push students beyond repetition by immersing them in storytelling, language logic, and grammar patterns that don’t follow English conventions.

“One of the most important things we’re doing here is planting seeds,” says Whitford. “You can’t approach Anishinaabemowin the way you would a colonial language. The structure, the sound, even the philosophy behind it is different. It’s not just about translating words. It’s about learning how to think and speak in a completely different way.”

The course curriculum is grounded in Gidinwewin: Your Language by Roger Roulette, a comprehensive 174-page resource that guides students through sentence building, verb usage, and question formulation. The textbook includes a CD to help with pronunciation – an essential tool for a language where tone and syllable emphasis can change a word’s meaning entirely.

Students also received a supplemental guide created by Whitford called Coyote’s Notes, a quick-reference companion filled with essential phrases from each module.

But learning doesn’t stop at the page. Whitford brought lessons to life through interactive activities, like language-based poker games and Kookum Says – a version of Simon Says where students follow commands in Anishinaabemowin. These activities reinforce vocabulary and make the language fun, practical, and social.

For many students, language learning is about more than communication – it’s a deeply personal journey of reclamation and reconnection. Teddy Lands says that she can see regional differences between learning the Conversational Anishinaabemowin and the language she’s heard at home in Ontario.

“I really appreciated that this course offered more learning rooted in ‘you, us, we,’ those foundational conversation pieces. Even when I’ve asked my parents about certain words, I’ve noticed that the ways things are said in Ontario can be completely different. It reminded me how easily our language can be lost, especially since we don’t have many fluent speakers anymore,” says Lands.

Lands, who has a strong interest in policy, emphasized the importance of having fluent language speakers who can interpret and communicate policies in ways that are meaningful and accessible to Indigenous communities. She believes that incorporating Indigenous languages into formal and institutional spaces represents a meaningful step toward reconciliation. She says she hopes to see more immersive and advanced courses in the future – and perhaps even policy written in Anishinaabemowin someday.

“My mom and I were at a conference once, and one of the speakers said that language and culture aren’t connected. That really frustrated her. So much of our culture – how we speak to children, to elders, how we interact with each other – is rooted in the language. A lot of our cultural norms and practices come from it. Those that practice Midewiwin, for example, are held in such high regard in Anishinaabe culture because they’re Ceremonial Keepers, and their strength in the language comes from how they live the culture.”

For Boogie Mann, the course has been equally transformative.

“Taking the Intro first really helped me get the hang of pronunciation and seeing word patterns,” he says. “With Conversational, I was able to practice every night with the CD. Even just a little bit a day – planting that info in the brain – it really adds up.”

He’s already seeing the benefits ripple outward.

“I set up an online server for a small learning community to create a network of learners. And I’ve started teaching my four-year-old some words. She’s getting pretty good.”

Mann, who grew up hearing bits of the language in Lake Manitoba, says learning with Whitford has been a journey of self-discovery. He says that Whitford’s teaching style encourages deep personal reflection and helps students connect with their identity beyond just learning words. He’s looking forward to the third-level course and hopes it will include more immersive experiences and cultural teachings, which he says is essential to grounding learners in their heritage.

Both students pointed to the broader implications of Indigenous language resurgence: from community to post-secondary education, fluency in Anishinaabemowin strengthens cultural identity and builds resilience.

Lands envisions a future where immersion courses are common, where students can take an entire degree in their language, and where institutions like RRC Polytech have dedicated spaces like language rooms, Indigenous libraries, and cultural hubs where Indigenous languages are front-and-centre for students to explore their identities through language.

To register for Conversational Anishinaabemowin at no cost, visit the Course page. Chi-miigwech to CWB Financial for sponsoring Introduction to Anishinaabemowin and Conversational Anishinaabemowin and making language education accessible to the next generation of learners.

MITAH-koo-ya OYA-shin OAK-ah-pee

Mitakuye Oyasin Okciyape is the name for the large open space you walk into in Manitou a bi Bii daziigae. In Dakota, the name means All My Relations Helping Each Other.

On Friday, June 20, RRC Polytech marked an important moment in its journey of reconciliation and relationship-building. We gathered to honour the first anniversary of Mitakuye Oyasin Okciyape being gifted to the large open space at 319 Elgin Ave. in Manitou a bi Bii daziigae.

This ceremony was more than a celebration – it was a transfer of sacred responsibility. Kunshi Ivy, who had been holding and caring for the name, entrusted it to RRC Polytech by passing it into the care of four selected leaders. Each of them now carries the responsibility to honour the spirit of the name, uphold Dakota Ceremonial Protocols, and ensure the space continues to reflect the values of connection, respect, and shared responsibility.

This is the first time RRC Polytech has received a Dakota name, and it represents an act of trust from the Dakota Nation. Mitakuye Oyasin Okciyape is more than just a name on a door; it’s a prayer. It’s a reminder that we are all connected – to each other, to the land, to the past, and to the future. And now, it’s also a living commitment we carry forward together.

To read more about Mitakuye Oyasin Okciyape, check out the MarComm blog.

In the spring of 2022, Tabitha Harper was working as an assistant case manager at Kinonjeoshtegon’s Jordan’s Principle.

She had always been committed to helping her community, but she felt that she could do more – she just needed the right tools and knowledge.

Years earlier, she had applied to a social work program at a university and was rejected.

“That felt like a sign not to go down that path,” Harper recalled.

After working as an assistant case manager, she turned to Google to find some direction. She searched buzzwords like ‘Indigenous innovation,’ ‘working with people,’ and ‘social work.’

That’s when she discovered the Social Innovation and Community Development (SICD) program at RRC Polytech, and she applied that same spring.

At the time, she was using the last name Traverse, unaware that her legal surname was actually Harper – a discovery that added complexity to her application process. To qualify for the program, she had to complete entrance assessments and take an additional course. Despite the extra hurdles, she was drawn in by the program’s focus on creating change in both urban and rural communities. She could explore both the theory and practical skills she needed to engage in meaningful socioeconomic development.

When she began classes that fall, something clicked.

“One of my instructors asked, ‘What makes you angry?’” she said. “That question has been driving me ever since.”

Harper made the choice between two second-year specializations – Indigenous Social Entrepreneurship or Community Development – to pursue the path that would allow her to create change from the ground up and at leadership levels through Indigenous Social Entrepreneurship.

“I had a lot of anger,” she said. “I saw the disparities Indigenous people face in my family, in my community, and in my own life. I didn’t understand why things were the way they were. I needed to find out.”

In her first year, Harper immersed herself in the history of the land now known as Canada and its relationship with Indigenous peoples. The more she learned, the more clarity – and fury – she gained.

“This has been happening for more than 400 years, and even more intensely in the last 150,” she said. “After the treaties were signed, we were betrayed. I realized I could hold onto this anger and stay in this pit of despair, or I could apply this anger and see how I can help.”

After graduating with a specialization in Indigenous Social Entrepreneurship, Harper joined the Manitoba Museum as the Museum Advisor for Indigenous Relations and Reconciliation.

Over the past year, she has carved out a unique and influential role functioning as a liaison between the museum and Indigenous communities, governments, and the museum’s senior leadership. Her focus is on reconciliation, cultural revitalization, and historical accountability.

“When I started, I was a little intimidated to work in museum spaces,” she said. “But as I settled into the role, I realized museums are often very static, even though they’re committed to education. My role is to help shift that.”

Her first six months were spent conducting environmental scans to learn about the museum industry’s past relationships and practices with Indigenous Peoples.

One of the proudest moments in her role came when the Manitoba Museum issued a formal apology for having housed human remains for decades, and began work on repatriating the remains to their kinship communities. Harper played a key role in shaping the apology, which was shared publicly and now lives on the museum’s website, along with acknowledgments from First Nations, Métis, and Inuit communities.

Today, she’s leading a revolutionary project: the first natural history research initiative conducted in partnership with her home community, Kinonjeoshtegon First Nation, which is located on the west shore on the interlake of Lake Winnipeg. The research focuses on paleontology, geology, botany, and other natural sciences – all through the lens of Indigenous knowledge. Harper is guiding the consultations and engagement efforts with the community to ensure ethical practices and culturally appropriate data use.

“This work is healing. It feels like this is what I was put on this Earth to do,” she said.

She credits SICD with putting her on this path and often encourages others to consider it.

“I share this all the time with people thinking about post-secondary: consider the SICD program. The instructors are so supportive and understanding. This program got me to where I am today – where I’m doing important work, healing the anger I carry while putting it into constructive action.”

Logo created by Adele Sinclair, ECE Workplace. The image was used in a variety of ways, including in instructor-led presentations about the cohort and program, as the icon for the general Teams channel, and on invitations to the celebration evening held in December.

In January 2023, a bold and innovative journey began – one that has the potential to reshape how Early Childhood Education (ECE) Workplace training is delivered in First Nations communities across Manitoba.

The Aboriginal Head Start program, funded by Cree Nation Tribal Health and the First Nations Inuit Health Branch, was designed to provide First Nations students a fully online, workplace-based learning model tailored to their needs. What started with a cohort of 29 students soon evolved into something much more than an academic program – it became a transformative experience rooted in culture, connection, and compassion.

Following the standard ECE Workplace model, students would work at their jobs Monday through Wednesday to accumulate practicum hours, then they attended virtual classes on Thursdays and Fridays. From day one, though, it was clear that this cohort would be anything but standard.

Tanya Redford and Nettie Proulx, with an additional instructor each term, approached teaching with flexibility, empathy, and responsiveness. Although neither is Indigenous, both approached their roles with cultural humility and a commitment to walk alongside students in a spirit of respect and reciprocity. Elders were invited into virtual classrooms, Indigenous Teachings, perspective and ways of knowing were welcomed and embedded into the program, and learning extended beyond the students to include their families and communities.

For many students, their homes functioned as their classrooms – they learned in spaces they shared with children, partners, and relatives. One student even fed and cared for a newborn during class.

Redford noted the emotional challenges students faced: “In a typical classroom, maybe one or two students are going through life-changing events. In this cohort, everyone was going through something, often multiple things that compounded one another. And yet – they showed up. They succeeded.”

Sharon Hart from Fisher River Cree Nation says that what she learned in the program were things that she was already practicing in her career at the Fisher River Daycare Centre. She had cultivated skills in play and supporting children’s sensory and motor development through her career, and the program equipped her with tools to deepen her knowledge in play-based curriculum, guidance, relationships, and current child development research.

Hart says that learning online alongside other Indigenous students from different communities in similar circumstances created an environment in which everyone helped each other.

“We would talk about different situations, what’s going on in our centres, and give each other pointers and advice – we were able to address different things in our centres based on the experiences of other people in the class to see what solutions worked better than others,” said Hart.

Redford and Proulx were always conscious of ways to help students succeed. They recorded classes for those that couldn’t attend live, used feedback tools like surveys and informal discussions to shape curriculum delivery, established drop-in homework sessions in the evenings, and permitted students to resubmit assignments.

While some students were tech-savvy, others had never touched a laptop. At times, frustration with technology nearly led some to leave the program but with peer and instructor support, they adapted and persevered. Growth wasn’t just academic – it was personal, practical, and powerful, and students demonstrated that when they strived for excellence. Even students who earned 96% would resubmit assignments, aiming for 100% not for the grade, but for themselves.

Each term, the instructors hosted in-person gatherings at RRC Polytech’s Notre Dame and Exchange District Campuses. Students, families, and College leaders came together to share food, stories, and community. For those unable to attend, technology like OWL ensured remote participation.

By the program’s conclusion in December 2024, 15 students had completed their training. Twelve are preparing to walk the stage at Convocation in June and were honored in the graduation Pow Wow in May. A final celebration was held at Notre Dame Campus where students and instructors celebrated their achievements alongside College leaders, family members, and even Manitoba’s Minister of Advanced Education and Training, Renée Cable. Students who didn’t complete the program came to celebrate with their peers, underscoring the deep sense of community built throughout the program.

Thanks to the program’s success, a second, expanded cohort launched in 2025. The response was overwhelming with over 60 students from 25 different communities – just over double from the first cohort.

The door remains open for those who left the program early. Students who didn’t finish the first time are welcomed to rejoin in a later term and pick up where they left off. That commitment – to meet students where they are, in the places where the students are needed – is central to this program.

Hart says that since completing the program, she’s been promoted to full-time floor supervisor at the Fisher River Daycare Centre. She’s looking forward to the new centre opening in the community in the fall and she wants to get her Early Childhood Educator Level III.

“My proudest moment was when I got my marks back for an academic paper on child development. It’s been years since I’ve been in school, and I’d never written a paper before – I got tutoring and learned how to do research and cite sources. I aced it,” said Hart.

“If I had to go in person to Winnipeg, I think I would have had a harder time. I actually miss coming to class online now.”

This program is more than a model – it’s a movement toward equitable, culturally responsive education. It’s a demonstration of intergenerational learning and adapts to students’ lives. It recognizes that success looks different for everyone. And it proves that when we prioritize connection and compassion, incredible things happen.

“We have been able to implement a strengths-based approach to our program, and we are very thankful that our department (chairs, associate dean and dean) and the College have supported us in meeting the needs of each individual student. This may have been extending a due date, not taking marks off for a late assignment, or allowing students to submit assignments in ways that best support their way of demonstrating their learning and knowledge,” said Proulx.

About the Early Childhood Education Workplace Program

This program is specifically designed for experienced child care assistants (CCAs) working in licensed childcare programs across Manitoba.

Early Childhood Education Workplace is an accelerated program that provides the specialized training and credentials needed become an early childhood educator (ECE) Level II, enhance employment potential and achieve career goals while working.

Learn more on the Program Explorer.