The Surrey School District contends it would like to enhance all staff’s knowledge and skills through training in Indigenous Peoples’ ways of knowing, being, and understandings. As an Indigenous Teacher/Graduation Advocate, I have experienced the systemic settler colonialist perspectives of teachers, administrators and supervisors within the Surrey School District in both direct and subtle ways. These are found in the daily minutiae of school life and in the lessons and curriculum across disciplines. It is vital, as a School District, we acknowledge these systemic and prejudicial attitudes and actions, foster awareness of them, and take concrete steps to transform the ways in which our education system operates, and how this in term, continues to deeply impact Indigenous students and families and effect the relationship between Indigenous Peoples and Canadian Settler Society. Speaking with many Indigenous Elders, families, and students, professional development for administrators and educators is an important way to strengthen connections with Indigenous communities, integrate authentic ways of Indigenous cultures within curriculum, and contribute to the growth of all educational professionals, students, and families in the Surrey School District.