This thesis presents a learning-centred model where the goals and measures of success align in the process of teaching and learning. The education system in Alberta requires an alternative to using racial identity as a factor in measuring success. This thesis is a non-traditional creative research design which uses métissage as a research praxis to introduce the Relational Model for Teaching and Learning (RMTL). The RMTL is presented in the form of a professional learning guide to reflect a philosophy for teaching and learning that empowers educators to use a qualitative narrative approach to reporting achievement in their professional learning and in the practice of teaching and learning. This thesis represents a practical application and approach to designing and implementing professional learning for educators across multiple contexts and disciplines. As a method for decolonizing education, the RMTL offers an entry point to creating relational spaces for teaching and learning.