In September 2025, Meadowridge School took an important step in its reconciliation journey by welcoming Ms. Charlene Smoke as its first-ever Indigenous Education Coordinator. This position aligns with a strategic priority outlined in the 2023 to 2028 Strategic Plan, which aims to develop programs that support the inclusion of all Meadowridge learners.
With over a decade of experience in education, Ms. Smoke brings both professional expertise and personal insight to a role that will help integrate Indigenous ways of knowing throughout the school community. As she embarks on this new journey, Ms. Smoke shared her thoughts about her experiences, her aspirations, and what this role means for our community.
Tell us a bit about your family, and where you are from.
That’s an interesting question. I’m of mixed Indigenous ancestry (Anishinaabe, Mohawk, and Cree-Métis) and a proud member of the Alderville First Nation. Like many families after the Residential School era, mine moved to urban areas where different Nations and cultures came together. That blend of histories and traditions continues to shape who I am and how I walk through the world today.
Tell us a bit about your educational journey.
Growing up, life was unstable. By the tenth grade, I had already attended five elementary schools, four high schools, and was living on my own. It was hard, but it also made me more adventurous and adaptable. At 15, I quit school to pursue a modelling career and moved to New York. It wasn’t until I was 21 that I decided to go back as a mature student. I enrolled at Langara College in what was then called the Aboriginal Studies Program. It was there that I discovered and developed a deeper interest in my ancestry, which I pursued further in my undergraduate and graduate studies at the University of British Columbia.
What brought you back to school?
I was aware of intergenerational cycles and the difficulties my family has had with school—I wanted to break that. Oddly enough, I learned even more about that and how it affected my family by being back in a classroom. So much of what I had witnessed growing up started to make sense to me on a factual level. I could see and understand the conditions that led to my family and friends being in survival mode. This transformed my thinking, and I couldn’t get enough.
So, you continued to a Masters.
After Langara, I earned a Bachelor of Arts in Indigenous Studies from UBC while raising my son. I later worked with the First Nations Education Steering Committee (FNESC), where I saw the need for more Indigenous educators in classrooms. That experience led me to complete my teaching degree at Simon Fraser University and a master's in educational leadership.
What brought you to Meadowridge School?
I was actually approached by an acquaintance who worked at the school, who asked if I would speak at the school’s first Indigenous Peoples Day Assembly. This was during the pandemic, so I visited the school and ultimately recorded a video to share on that day. I remember being impressed by the campus and people here, so when a position opened, I applied. It was the best decision I made.
What did you notice in your first few years?
I noticed right away that the school’s focus on inquiry aligns closely with Indigenous ways of learning. There are many shared values, especially around character development, the learner profile, and the commitment to service. The idea that it takes a community to raise a child truly resonates with me and is reflected here at the school. I was also eager to make stronger connections to outdoor learning, and this environment has given me a meaningful space to do that.
When you first arrived, tell us about how you infused Indigenous Learning into your class lessons.
I saw natural connections right away, so it felt meaningful to introduce complementary topics like the Seven Grandfather Teachings and the Medicine Wheel Teachings. The Medicine Wheel soon became a central focus in my class, and other elementary grades began exploring it shortly after. From there, more teachers reached out to collaborate and find ways to build their own curricular connections.
How did your involvement and leadership evolve over time from “the side of your desk” to a more formal position?
Well, I started co-leading the Indigenous Education Task Force in my first year, working alongside Mr. Avio Diniz, who continues to be my mentor to this day. At the start, there was just a small number of teachers, but our interest and prominence grew over time. We were able to move it from a task force to a committee and got more people involved. From there, the assemblies started to grow. We introduced a territory acknowledgement, began building relationships with local First Nations, and enhanced classroom learning—especially in the elementary—through various initiatives. Over time, the thing I did out of passion became more and more like a part-time job. I was thrilled when the position of Indigenous Education Coordinator was announced—and even more when I earned the position.
Now that you’ve officially started in the position, what are your long term focuses? What does your day-to-day look like for now?
This position is still quite new, so my first goal has been to develop a concrete Action Plan for Indigenous Education that connects directly to our school’s strategic plan — particularly the pillar of Belonging. At the same time, I’ve been working alongside colleagues across the Continuum to build capacity and confidence in embedding Indigenous perspectives. One of the most meaningful projects so far has been working with our Grade 6 students to create personal Territory Acknowledgements that reflect their own identities and connections to place. Beyond the classroom, I’m continuing to strengthen relationships with the Katzie, Kwantlen, and Stó:lō First Nations.
Day to day, you’ll often find me collaborating with teachers and grade-level teams, helping them design learning experiences that weave Indigenous knowledge and worldviews into the curriculum. Each conversation and classroom visit creates new opportunities, and the work continues to grow organically in positive ways.
In B.C. education, Professional Standard 9 reminds us of our responsibility to respect and value the histories, cultures, and perspectives of First Nations, Inuit, and Métis peoples — and to actively contribute to truth, reconciliation, and healing through our teaching. This means fostering deeper understanding by integrating Indigenous worldviews, connecting learning to the land, and embracing place-based education.