Through Gakino’amaage’s Northern Practicum Program, teacher candidates complete teaching placements in northern First Nations, gaining meaningful classroom experience while supporting school staffing needs and exploring what teaching in the North can look like. For some, the experience becomes a pathway into long-term teaching roles.
Ainsley, a Bachelor of Education student at Queen’s University, completed her practicum in Pikangikum First Nation—and will be returning to the community this fall as a full-time teacher.
We connected with Ainsley to hear about her time in the Program, and how it helped solidify her decision to teach in the North.
Ainsley ice fishing in Pikangikum First Nation during her Northern Practicum Program placement.
My name is Ainsley, and I’m from a small rural farming community outside of London, Ontario. I completed my undergraduate degree at Queen’s in sociology and English, and I’m now in the Primary/Junior stream of my B.Ed., as part of the Indigenous Teacher Education Program. I’ve known I wanted to be a teacher since I was young, and over time I was drawn to opportunities to support others’ learning—through coaching, tutoring, and working in classrooms.
I first heard about the Northern Practicum Program through my roommate, who shared an article about another Queen’s student who had participated. I already knew I wanted to complete my practicum in a First Nations community, but I wasn’t sure how to make that possible. Once I learned more about the program and the support offered, it felt like a natural fit.
Before arriving in Pikangikum, I expected the experience to be both rewarding and challenging. I knew I would be stepping into a new environment, and I was excited for the opportunity to learn and grow. When I arrived, I was quickly welcomed by my principal, associate teacher, and other staff, which made the transition feel smooth and helped me build confidence early on.
Northern lights over Pikangikum First Nation.
Through this, I learned how central relationship-building is to teaching, and how important it is to be flexible and meet students where they are. It gave me a deeper appreciation for the strength and knowledge within the community, and for the importance of creating a learning environment that reflects students’ identities and experiences.
Over the course of my practicum, I became more adaptable, reflective, and confident in my teaching. More than anything, this experience confirmed my desire to teach in a northern First Nation.
I’ll be returning to Pikangikum this fall to teach full-time, and I’m really looking forward to continuing to learn from the students, staff, and community.
Ainsley and her students snowshoeing out on the land.
Throughout the process, I felt supported by Gakino’amaage. Before my practicum, there was frequent communication, even though my placement was confirmed shortly before I left. During the placement, I knew there were people I could reach out to if needed, which made a big difference.
For anyone considering the Northern Practicum Program, I would absolutely encourage them to apply. It offers a meaningful, firsthand understanding of what teaching in the North can look like, and can open the door to opportunities you might not have considered otherwise.
My experience in Pikangikum has truly shaped the kind of educator I hope to become, and I’m grateful for the support I received from Gakino’amaage throughout this journey.
Educators interested in completing a practicum in a northern First Nation can learn more about Gakino’amaage’s Northern Practicum Program at teachforcanada.ca/npp.
Are you a certified teacher interested in teaching in the North? Apply now.
