Dean MacInnis

Dean MacInnis brings more than three decades of experience in public education rooted in Yellowknife Education District No. 1 (YK1). His education career spans Northern Canada, where he served four among YK1’s eight schools. Currently serving as school principal at Ecole Sir John Franklin High School (Grades 9-12), MacInnis also sits on the Northwest Territories School Administrators Council and holds a national leadership role as president of the Canadian Association of Principals. His work centers on supporting educators across local, territorial and national levels.

In this interview with Education Insider Canada, Dean MacInnis emphasizes the importance of creating safe, caring and inclusive school environments. He discusses how inclusion of student and staff voice, thoughtful use of digital tools and strong community relationships form the foundation of effective school leadership.

An Education Career Spanning the Expanse of Northern Canada

My professional journey of 34 years has been entirely within Yellowknife Education District No. 1. Over those years, I’ve worked in four of the district’s eight schools, teaching and leading across the full spectrum from junior kindergarten (JK) to Grade 12. I began as a home room teacher, primarily teaching Grades 6-8, along with physical education. Over time, I moved into administration, first as a vice principal and then as a principal at both middle school and JK–8 settings. Since 2011, I have been in the high school environment as an administrator.

Looking back, I’ve come to recognize that administration is where I do my best work. This is why alongside my school-based work, I have been deeply involved in leadership organizations. I’ve worked with the Northwest Territories School Administrators Council since 2017, focusing on advocacy, professional support and building connections across remote and often isolated communities. At the national level, I’ve been involved with the Canadian Association of Principals since 2019, joining the board and executive in 2020 before stepping into the presidency in July 2025.

"Creating a safe and caring environment for children is crucial. Students cannot learn if they don’t feel secure, supported and valued."

Stepping into national leadership has deepened both my sense of responsibility and purpose, allowing me to support and advocate for administrators across the country.

Creating Safe and Supportive School Environments

My leadership approach begins with one priority: creating a safe and caring environment for children. Students cannot learn if they don’t feel secure, supported and valued. That responsibility ultimately rests with the principal, but there is no universal blueprint for achieving it.

You have to know your community, your staff and your students deeply. It means understanding people’s stories, challenges and strengths. When students feel known and cared for, they want to come to school. When staff feel supported and trusted, they want to be in front of students doing their best work.

Along the way, leadership opportunities matter for both staff and students. I believe strongly in creating spaces where they can step up, take risks and grow. Schools need systems that support everyone, including guidance counselors, program support teachers and community agencies that help meet student needs. Inclusion is central to this work. Every student, regardless of academic strength, stretches, or background, needs to feel they belong and have a role within the school community.

Voice is another critical element. Staff should have opportunities to contribute their perspectives. Students also want to be heard, even if they are not rewriting the rules. Parents, too, benefit from being included in meaningful ways. When people feel ownership, they invest more fully in the life of the school.

Fostering Inclusive Cultures and Community Engagement

Schools in Northern Canada are deeply diverse. In our high school, approximately 30 to 35 percent of students identify as Indigenous, representing multiple Indigenous groups. The rest of the student population reflects families from across Canada and around the world, many of whom have come for work.

Creating inclusive environment means honoring that diversity. Cultural experiences, community involvement and welcoming new Canadians into the school help build connection and belonging. This is especially important given the historical relationship between Indigenous communities and the education system in Canada. The Truth and Reconciliation recommendations make clear that education must evolve to be more respectful, supportive and responsive.

When students feel included and connected, it directly affects attendance, engagement and their sense of success. Inclusion is essential to long-term well-being and achievement.

Fostering Digital Learning, Navigating Mental Health, Inspiring Students

Digital learning is now part of everyday education. These tools can be powerful, particularly in supporting inclusion and helping students to access curriculum. At the same time, education remains a people-centered profession. Our responsibility is to help students understand how to use digital tools thoughtfully, recognizing both their potential and their limitations.

Mental health support is another priority. At our school, student-led initiatives such as the Rainbow or Sunshine Club provide spaces for open conversations about well-being. These groups, supported by staff, meet regularly and help share insights with the broader student body. We evaluate all programs and extracurricular activities annually, asking whether they are reaching students and serving their intended purpose.

Whether through arts showcases, math clubs like Club Euclid, or other departmental initiatives, we aim to create multiple pathways for students to feel connected, inspired and valued.

The Future of Education is Skills over Subjects

Education will continue shifting toward skill-based learning and assessment. Digital learning will remain important, but so will face-to-face interaction, discussion, debate and presentation. Increasingly, the focus is not on what students know or learn from the courses, but on the skills they develop

Critical thinking, problem-solving, collaboration, communication, time management and decision-making are becoming core must-have skills. Post-secondary institutions and employers alike are looking for well-rounded individuals who can adapt and apply their skills across contexts. This shift has accelerated in the wake of COVID, as schools worked to re-engage students and rebuild learning experiences disrupted by online learning, evacuations and community challenges.

The Road Ahead for Emerging and Established School Leaders

For aspiring leaders in education, my advice is simple. If someone sees leadership potential in you, consider taking the risk. Stepping beyond the classroom to lead initiatives can be the beginning of meaningful growth.

For current leaders, collaboration is essential as leadership is a two-way relationship. Strong communication requires both speaking clearly and listening deeply with patience and empathy, especially when supporting staff and families.

Equally important is personal well-being. School leadership is demanding, but success depends on balance. Find time for family, personal interests and activities that restore energy. Sustainable, inspiring leadership depends on caring for yourself as well as others.