About me
Noella Eagle serves as the Superintendent of FHQ Education, bringing more than 40 years of experience in First Nations education and a lifelong commitment to advancing language, culture, and culturally grounded learning. Throughout her career, she has served in a wide range of educational roles, beginning as an Education Assistant and advancing to School Administrator, Principal, Education Director, and Superintendent.
A proud advocate for Dakota language and culture for more than 30 years, Noella believes that First Nations languages, cultures, traditions, and ways of knowing are essential to the education and well-being of First Nations children. Her leadership is grounded in the understanding that language and culture strengthen identity, belonging, confidence, and connection to family, community, and Nation.
Noella has led four First Nation schools as Principal and has twice served as Education Director for her home community of Canupawakpa Dakota Nation. These experiences have strengthened her belief that classroom teachers have an important role in creating learning environments where First Nations identity is honoured, reflected, and celebrated every day.
As Superintendent of FHQ Education, Noella is committed to supporting teachers in meaningfully incorporating First Nations languages and cultures into classroom practice. She encourages educators to work alongside Elders, Knowledge Keepers, language speakers, families, and communities so that students experience their culture not as an addition to the curriculum, but as a foundation for learning.
Noella believes that every classroom can be a place where language is heard, culture is lived, identity is strengthened, and children know that who they are and where they come from matter. Through culturally responsive teaching and strong relationships with community, educators can help ensure that First Nations students see themselves, their languages, their histories, and their ways of knowing reflected in their education.
Her vision is to build the capacity and confidence of classroom teachers to become partners in language and cultural revitalization while supporting student achievement, educational excellence, and the continued strength of First Nations communities for generations to come.
