Chris Trott & Sam Cronin

Chris Trott and Sam Cronin are grade 6 French immersion teachers at DA Morrison M.S. in Toronto. They teach using an anti-oppressive philosophy, where all learners’ identities are represented, valued and celebrated. A key component of this philosophy is their belief that, as settler descendants on Turtle Island, it is a professional and moral responsibility to embed Indigenous ways of knowing into teaching. Guided by values of equity, respect and reciprocity, they approach environmental education through this lens, honouring Indigenous knowledge systems, while fostering inclusion, reconciliation and shared responsibility for the land.

Their personal teaching philosophy is also reflected in their use of outdoor learning spaces such as the Sheldon Centre for Outdoor Education, Evergreen Brick Works, and their local community, where students connect with the land firsthand, recognize its bounty, and develop a sense of stewardship. By embedding Indigenous perspectives and embracing outdoor learning spaces, they hope to guide students toward becoming thoughtful, informed stewards of the Earth and advocates for justice.

For this amazing work, Chris and Sam have been named runners-up for the 2025 Edward Burtynsky Award for Teaching Excellence in Environmental Education.

Branch 1: Inquiry & Engagement/Lighting the Fire

Chris and Sam ignite curiosity about learning and the natural world by centring thoughtful questions of power and equity. They encourage students to examine systems of oppression and their impacts on both the environment and society, while exploring methods for achieving greater harmony in the future. An example of this is a class investigation into government structures, where students learned how decisions about climate change, treaty rights and social program funding are made. 

Student voice and choice are central in Chris and Sam’s teaching. Students learn how to design inquiry questions that reflect their own interests and concerns, helping them move from passive receivers of information to active researchers and advocates. They have observed that when classroom learning connects to real-world issues, students see the direct impact of their voices and ideas. For instance, students chose to write letters to politicians advocating for the creation of microforests and other local environmental initiatives they felt passionately about. Through inquiry-based teaching, Chris and Sam inspire students to engage with authentic questions, explore the environment critically and participate in meaningful civic action. This approach nurtures their ability to think deeply about the natural world and their role in shaping a more just and sustainable future.

Branch 2: Experiential Learning/Sending Out Roots

Chris and Sam understand that hands-on, hearts-on experiences create powerful connections to place and foster a deeper sense of responsibility to the land. They seek out opportunities to bring students outdoors, exploring ecosystems at the Sheldon Centre for Outdoor Education, hiking and investigating natural patterns at Evergreen Brickworks, and engaging in community walks that build awareness of the local environment. It is in these outdoor lessons, that they believe students are their best selves. 

Their lessons extend beyond outdoor exploration, to other meaningful, land-based activities that nurture curiosity and connection. Through gardening, students observe the cycles of growth and learn to care for nature firsthand. Making bannock offers ways to engage with Indigenous food traditions, while time spent in the digital Starlab invites students to explore constellations and the interconnectedness of space and nature, linking environmental learning to wonder and perspective. 

Together, these experiences encourage students to learn with their hands, minds and hearts. They begin to see themselves as part of a living network, where their choices matter and their relationships with land, water and community are deeply intertwined. Chris and Sam observed that through these different outdoor learning experiences, students have become more focused and regulated, and their mental health has improved, which they attribute to the reflection, play and connection these lessons provide.  

Branch 4: Moving Towards Sustainability/Breathing with the World

In their teaching, Chris and Sam seek to create opportunities for students to develop sustainable attitudes by encouraging deep reflection on their relationships with the land and the responsibilities that come with them. Central to this work is fostering a sense of reciprocity, helping students recognize that they are not separate from nature but part of a living system grounded in mutual care. 

Inspired by Christi Belcourt’s message Water is Life and the advocacy of Autumn Peltier, Chris and Sam guide their students in exploring the importance of water stewardship and Indigenous leadership in environmental protection. Using Be a Good Ancestor by Gabrielle and Leona Prince as a foundation, they led a class inquiry into stewardship, with a particular focus on water. Through discussion and reflection, students considered the responsibility we hold to future generations and how our actions today shape the world they will inherit. 

To deepen students’ sustainable attitudes, Chris and Sam guided them in exploring their own symbiotic relationships with the land through poetry, prompting them to reflect on their personal connection to nature. This creative process helped students move from understanding to action, developing a personal sense of responsibility, rather than just learning about sustainability.

Chris and Sam integrate environmental education with emotional and creative expressions, planting seeds for lifelong ecological awareness. Their goal is to empower students not only to act sustainably, but to do so from a place of respect, gratitude and connection with the world around them. 

Integrating Indigenous Perspectives

Chris and Sam possess an ongoing commitment to meaningfully integrating Indigenous perspectives into their teaching, rooted in relationships, reflection and action. They engage with 

Indigenous caregivers and collaborate with community organizations, such as Toronto Council Fire, to ensure learning is grounded in authentic voices and experiences. They have also consulted local Indigenous Knowledge keepers to learn about sacred medicines and smudging, to better understand and honour Indigenous protocols and perspectives. 

On their class trips to Sheldon Conservation Area, Indigenous education is central to their programming. Sam and Chris honour Indigenous ways of knowing the land through experiences with sacred medicines, fire building and traditional practices like hunting. They also engage with Elders and Knowledge Keepers, who share teachings through storytelling, powwow dance and land-based learning. 

Attending Indigenous-led events is also integral to Chris and Sam’s efforts to integrate Indigenous perspectives into their teaching. With their class, they attended Toronto’s Indigenous Legacy gathering and visited the Spirit Garden Project. They also attended National Indigenous People’s Day celebrations at Toronto’s harbourfront, where students experienced the power of cultural expression through powwow dance and teachings. 

The integration of Indigenous perspectives extends into their language program. The works of Indigenous authors, such as David Robertson, are regularly included, and they explore Indigenous languages, like Swampy Cree. The addition of Indigenous authors and languages helps students connect to Indigenous worldviews and appreciate the deep connections between language, culture and the land.

Chris and Sam approach this work with humility, and recognize that they are always learning. They view Indigenous Knowledge as vital and a living part of the curriculum, not just an add-on. They aim to nurture a sense of shared responsibility, environmental stewardship and cultural awareness in their students.

By Andreas Gross, Natural Curiosity Program Assistant