TDSB & Me is a staff storytelling series that celebrates the people who help our schools and workplaces thrive. Each profile recognizes the everyday leadership, creativity, and care that shapes our system and supports student success.
Tasha Smith
Vice-Principal
Kapapamahchakwew - Wandering Spirit School
Tasha Smith first noticed the absence of Indigenous voices in school leadership as a student. Growing up European and Anishinaabe, and as a member of Wiikwemikoong Unceded Territory, she rarely saw leaders who shared her background or lived experience. While completing her Master of Education, she worked alongside Dr. Susan Dion, a Lenape and Potawatomi scholar. “Dr. Dion opened my eyes to the possibilities in education for an Indigenous person,” Tasha says. That experience, combined with seeing other Indigenous women grow into leadership roles, guided her to Kapapamahchakwew - Wandering Spirit School, where she began as a teacher and now serves as Vice-Principal.
A typical day includes greeting students and staff, visiting classrooms, and supporting teachers and students throughout the building. Tasha often moves between her office and different parts of the school to stay connected to the school community. “What I enjoy most is the opportunity to connect with students in a different way,” she explains. Her role allows her to support students beyond the classroom and gain a broader perspective on how the school works together to help every student succeed.
One of her most meaningful experiences came through the Girls Hand Drumming Group, Dbik Giizis Kwewag (or Moon Sisters). Students practice twice a week and share songs each Friday at Big Circle, with opportunities to perform at ceremonies and conferences. “It has been powerful to witness them find their voices and step into their strength as singers and leaders,” she reflects. Tasha continues to attend practices and support performances, maintaining a strong connection to the group even as a Vice-Principal.
Working in Indigenous-focused education has shaped Tasha’s approach to leadership. Students’ social, emotional, spiritual, and cultural well-being are considered alongside academic growth. Through land-based learning, language instruction, and cultural practices such as smudging, drum feasts, and the Seven Sacred Teachings, students develop a sense of identity and confidence.
Her advice for educators is clear: engage in professional learning, listen to Indigenous voices, and highlight Indigenous strengths and resilience. Each day, Tasha works to ensure students feel grounded in culture and prepared for the future.
