The terrain that stretches from Terrace into the Nass Valley is stunning and awe-inspiring. The winding drive into the Nisga’a Nation reveals a rugged beauty that defines this part of British Columbia: snow-capped mountains, rivers that cut through volcanic rock, and dense forested roads leading to the communities of Gitlaxt’aamiks (New Aiyansh), Gitwinksihlkw, Laxgalts’ap (Greenville), and Gingolx.

Though geographically remote, these communities are rich in culture, connection, and resilience. The schools in each of these communities are not only places of learning, they are anchors for their communities. They are places where identity is nurtured, where students see themselves reflected in the language, land, and leadership that surrounds them. In Nisga’a territory, learning is deeply rooted in place, and in the values passed down through generations.

What stood out in every conversation with leaders in the region – Charity Peal, Principal of Nisga’a Elementary; Rosetta Doolan, Principal, Nathan Barton Elementary; Nicole Rue, Vice-Principal, Gitwinsihlkw Elementary; Sibongile Nyathi, Vice-Principal, Nisga’a Elementary; and Beverly Azak, District Vice-Principal, Alvin A. McKay Elementary, along with the staff and students at each of these schools and in the communities – was the emphasis on strength-based learning. Students are not defined by what they lack, but by what they have. Their stories, their relationships to land and culture, their community experiences are among the assets the children bring. It is a model of education that allows young people to form strong identities, grounded in who they are and where they come from.

For the Principals and Vice-Principals in these remote communities, the work can sometimes feel isolating. They are often the only administrators in their building or region, and are also teaching, driving the bus, supervising, and running before and after school events, all while living in the teacherage. These leaders are balancing complex roles while navigating distance from their networks of support. And yet, it is in these very places that leadership capacity can grow in remarkable ways. The breadth of skills required, the creativity demanded by limited resources, and the deep relationships formed with staff, students, and community all contribute to strong, adaptable, courageous, and creative school leaders.

As BCPVPA President, my role is to listen, to learn, and to continue to advocate for you and on your behalf. This visit reinforced that leadership development must be accessible and inclusive — not just for those in urban centres, but for our colleagues in every corner of the province. We have a responsibility to ensure that leaders in remote schools know, feel, and understand that we support their work, that we recognize that the context in which they work can be considerably different, and that the complexity of the work is valued and matters tremendously.

To the educators in Nisga’a: thank you for welcoming me so warmly, for sharing your stories – along with your oolichan and salmon, cockles, and fruit salad! –  and for demonstrating the strength of leadership rooted in land, culture, and your commitment to children.