The Summer Enrichment Program is the first step in the journey for new teachers joining the Gakino’amaage Teacher Cohort. It’s a chance to meet others, learn from Indigenous leaders and experienced northern educators, and begin preparing for life and work in a northern and remote First Nation. For Fiona McKenna and Rachel Iserhoff, both members of the 2025 Cohort, the Program has also been an opportunity to reconnect—both with each other and with their own reasons for becoming teachers.
From Trent to Teaching
Rachel and Fiona take part in a Land-Based Learning session at the 2025 Summer Enrichment Program.
Fiona and Rachel first met while studying education at Trent University. Fiona has family ties to Shoal Lake #39, also known as Iskatewizaagegan #39 Independent First Nation, an Anishinaabe community located on the northwestern shores of Shoal Lake in Ontario. She has lived in both Red Lake and the Greater Toronto Area, and completed her degree through the Indigenous Bachelor of Education program. Rachel, originally from Fort Albany First Nation, was enrolled in the conventional B.Ed. stream during the same period.
Rachel’s first connection to Gakino’amaage came through the Northern Practicum Program, which she joined after an interview with Dr. Nicole Bell at Trent. “On my fourth day, we had a bush day out on a skidoo,” Rachel recalled. “That was awesome.” That early experience helped her decide to apply to Go North full-time with Gakino’amaage. Fiona had first heard of Gakino’amaage after high school but decided to apply later, while finishing teachers’ college. “It was always in the back of my mind,” she said. “The timing felt right this year.”
What the Program Looks Like
The Summer Enrichment Program is a key part of Gakino’amaage’s approach to preparing teachers. In 2025, it includes 15 hours of online learning followed by a week of in-person sessions at Lakehead University in Thunder Bay. The in-person component is led by Indigenous leaders, northern teachers, and education experts, and focuses on three main areas:
Culture – First Nations histories, traditions, languages, and current realities
Community – Local governance, values, and time with Community Partners
Classroom – Land-based learning, trauma-informed strategies, and self-care
Rachel shared that she’s especially excited to learn how to bead at the Summer Enrichment Program. “Fiona’s a big beader, but I haven’t had that experience yet,” she said. “That’s something I’m looking forward to.”
Getting Ready for the Year Ahead
Fiona and Rachel are both preparing to teach in northern First Nations Community Partners this fall. Fiona has accepted a role as a health and gym teacher in Big Grassy River First Nation, and she’s already thinking about how she’ll support students to connect with the land. “A lot of students lost that connection during COVID,” she said. “They don’t have to hunt or fish if they don’t want to—but they can know the plants, recognize the animals, and build that knowledge.”
Fiona is also exploring what land-based learning means for her. With dietary restrictions, she’s chosen to work in a road-access community to better manage food options, but she also hopes to learn more about hunting and harvesting. “I want to get my hunting license—and maybe a moose. That would be great.”
Rachel, who will be teaching in Eabametoong First Nation, says the Summer Enrichment Program has helped her think more about the classroom experience. “Having spent time in the North through the practicum, there are some things I already know—but having the academic background and support from the Program will help me have a deeper understanding.”
She’s also looking forward to building relationships in the community. “When I was teaching in the south, I didn’t feel as close to my students,” Rachel said. “During my practicum, the connection I had with my kindergarten class was totally different. I’m excited to have that again.”
Learning Together
Rachel and Fiona heading to a Summer Enrichment Program session at Lakehead University.
For both teachers, one of the best parts of the Summer Enrichment Program has been meeting others in the cohort. “It’s refreshing to hear about other people’s experiences,” Fiona said. “Some people had never seen a deer before—we saw one on campus, and it was so fun to share that moment.”
The Summer Enrichment Program is about preparation, but it’s also about getting to know each other and feeling more confident for the year ahead. With support from Gakino’amaage staff, education experts, and northern leaders, the 2025 cohort is starting strong—and building a foundation that will support them in and out of the classroom.
About the Summer Enrichment Program
All new Gakino’amaage teachers begin their journey with the Summer Enrichment Program. The 2025 program takes place July 14–18 at Lakehead University following 15 hours of online learning. Sessions are led by Indigenous leaders, northern teachers, and education experts, and focus on building understanding of culture, community, and classroom strategies for the North.
