Photo credit: Kelsie Kilawna
Each year, UBC Okanagan faculties award a student with the University of BC Medal for the Head of Graduating Class. This award is presented to the top student based on their academic performance throughout their program. In the Bachelor of Education (BEd) program, this award is provided to the student who excels academically and embodies the qualities of a scholar-practitioner.
The Okanagan School of Education is pleased to announce that this year’s recipient is tum Alicia Marchand.
“I was completely taken by surprise. I was in shock at first—but I feel truly grateful and honoured,” says tum. “I never set out with the intention of receiving recognition. I just came to school every day focused on helping my community and, while I was in university, supporting my peers whenever I could. Receiving this award reminds me that simply showing up with heart and purpose can have a bigger impact than we realize. It means a lot to know that the work I do for my community, and the support I offered to others, made a difference.”
***
As a mother, wife, and proud member of the Okanagan Indian Band, tum’s journey into teaching has always been guided by heart, family, and community. “My husband and I are raising three wonderful boys who keep us busy and grounded,” she shares. “I’m a homebody who finds joy in spending time with my family, but I also value being out on the tmʼxʷúlaʔxʷ.”
She began her career in education as Certified Education Assistant (CEA) at Nk̓maplqs Iʔ Snm̓am̓ay̓aʔtn Iʔ K̓l Sqilxʷtət, the cultural immersion school on the Okanagan Indian Band reserve.
“During my time there, I saw firsthand the need for more Indigenous teachers in our schools—educators who understand and reflect the identities and experiences of our students,” she says.
That realization sparked her decision to return to school. While continuing to work at the immersion school, tum completed her undergraduate degree at UBC Okanagan. However, when it came time to step into the Bachelor of Education program full-time, she admits it was a tough transition.
“Leaving that role was one of the hardest decisions I’ve made,” she says. “The students, staff, and school community meant so much to me. Thankfully, my co-workers were incredibly supportive, and my children still attend the school, which helped me stay connected.”
During her time at the School, tum presented at a literacy conference for her peers, where she shared a project that emerged from her thoughtful class work.
“I remember creating my project while sitting in my chair at home, having conversations with my family as I coloured and wrote. Everything about that process just flowed—it didn’t feel forced. There was good medicine in that project.”
When her professors encouraged her to share the project with her class, she followed that instinct—even though it was nerve-wracking.
“It felt meaningful to speak from a place of personal connection and lived experience,” she reflects. “Later, I was asked to contribute to the article about the conference. I didn’t realize at the time just how far it would go or how visible it would become. I just showed up, stayed grounded, and did what I was asked to do in a good and meaningful way. The whole experience reminded me how powerful our stories and perspectives can be—especially when shared with honesty and heart.”
Not all lessons happened in the classroom. Reflecting on her experiences, one of tum’s most memorable moments from her time in the program happened, unexpectedly, during a PE warm-up.
“I did a few light movements. Then we were told to skip across the gym floor, and on my third skip, I ruptured my Achilles … on a Friday!”
Rather than undergo surgery, Alicia chose to let it heal naturally, guided by ancestral knowledge. “I remember thinking, How did my ancestors heal? So I chose to let it heal naturally.”
By Monday, she was back in class with a peg leg. Despite the inquiry, Alicia completed the remainder of her course and community field experience with Awaken Inquiry & Adventure Okanagan — participating in walks and outdoor activities with an air cast.
“What really carried me through was the kindness of my friends and classmates. They drove me right up to the doors, carried my bags, and were always there to help when I needed it. Limləmt Laurie, Katy and Jaynie for helping me through that experience. As challenging as it was, that experience reminded me of the power of community and showing up with heart—even when things don’t go as planned.”
Today, tum is teaching Grade 4/5 at the same immersion school where her journey began.
“It means so much to be teaching in my own community, supporting our youth, and contributing to the revitalization of our language and culture through education.”
For future teacher candidates, tum encourages them to stay connected to their identity, lean into lived experiences and embrace community.
“Show up with heart and intention. Teaching is more than just delivering lessons—it’s about building relationships, being present, and making space for students to feel seen, heard, and valued. Stay connected to who you are and where you come from. For me, bringing my culture, language, and community into my teaching is what keeps the work meaningful. Don’t be afraid to lean into your identity and share your experiences—students connect with authenticity. Also, know that it’s okay to not have all the answers. Ask questions, be open to learning, and surround yourself with people who support you. Teaching is a journey, not a checklist. You’ll grow alongside your students. And finally—lean on your community. Whether it’s your classmates, colleagues, family, or Elders—you’re never in this alone. Let others walk with you and support you when you need it. These teachings really helped me get me where I am today. Limləmt”
You are an inspiration tum, an amazing person, friend and mother and I am beyond thankful for having met you and grateful to have you in my life ! My journey would not have been the same without you!