Skip Program Navigation
Indian Education Professional Development Grants

Current Section  Awards
Performance
 Office of Elementary and Secondary Education Home
Awards

2014 Indian Professional Development Awards

University of Massachusetts Boston (Massachusetts)
S299B140003

Native American Early Childhood Education Scholars (NAECES) Program The University of Massachusetts Boston proposes to develop an integrated early childhood education cohort program in collaboration with tribes and Head Start facilities serving significant numbers of Native children to increase the number of highly qualified Native early childhood educators serving Native children. The purpose of the project is to address the need for more high quality, Native early childhood educators and early intervention specialists through our research-based Early Education and Care Inclusive Settings Bachelor's degree program. This grant will support the recruitment, education, and induction of 10 undergraduate Native American students to earn their bachelor's degree with a concentration in Infant/Toddler Care, Early Intervention (EI), or Preschool education. Students will be able to complete classes on-campus or in an online program. The proposal addresses Absolute Priority 2.

Number of participants: 10
Contact:: Jeffrey Smith
100 Morrissey Boulevard
Boston, MA 02125-3393

EMail: Jeffrey.Smith@umb.edu

Portland University - (Oregon)
S299B140025

This proposal would further extend PSU's services for the professional development of American Indian/Alaska Native (AI/AN) teachers. AI/AN students currently comprise 1.8% of K-12 Oregon public school enrollment, but only 0.6% of the teachers are AI/AN. This same inequity of representation exists in PPS. Through this grant, the AIUTP, which was initiated in 2010, will prepare 15 additional AI/AN teachers by 2017. This will have a significant impact on moving toward parity in the percentage of Native teachers in the Portland metropolitan area and across Oregon. Among its primary goals, the AIUTP will: (1) prepare 15 highly qualified AI/AN teachers to meet the demonstrated shortage of culturally responsive teachers in Oregon urban/reservation schools serving AI/AN students; (2) provide a quality indigenized teacher preparation program that supports the unique needs of Native teachers throughout their coursework and first year of teaching; (3) collaborate with partners within and external to PSU to sustain and build the capacity of the program to provide high quality educational service s to tribes and Native communities; (4) monitor and collect data on participant outcomes for ongoing formative evaluation of the program. The AIUTP resides within PSU's Graduate School of Education (GSE), which prepares more teachers than any other institution in Oregon. The AIUTP offers a rigorous graduate program integrating clinical experience with an evidence based academic program to prepare Native students to become highly qualified teachers who use culturally responsive instructional approaches that honor the traditions and knowledge of their students while supporting their competency in meeting rigorous preparation standards. This project proposed by consortium partners-the GSE and the Confederated Tribes of Grand Ronde, Siletz, Umatilla, and Warm Springs-meets Absolute Priorities One and Two and Competitive Preference Priority One.

Contact: Kevin Marsman
PO Box 751 (RSP)
Portland, OR 97207
EMail: Kevin Marsman@pdx.edu

Research Foundation SUNY Potsdam - (New York)
S299B140007

SUNY Potsdam proposes to train Native American pre-service teachers in a program developed through best-practices and data-based decision-making to address their needs. This project proposes a collaboration among SUNY Potsdam School of Education, the St. Regis Mohawk Tribe at Akwesasne, and local school districts with a significant number of native students, all entities located within 30 miles of each other in 'upstate' New York. Need in New York is signaled by the fact that the state has the 6th largest population of Native Americans in the United States, but no tribal colleges and few reservation schools. To step into this gap, this project has two inherently related objectives: in the short-term, to train a cohort of Native American teachers for success in local schools, and in the long-term, to attract and train future cohorts through the development of an education curriculum which features Native American pedagogy as part of a culturally-responsive professional approach to teaching. The project's activities include 1) collaboration between the tribe and SUNY Potsdam to recruit, select, and support a project educator and student participants, to design an innovative course hosted and taught solely by Mohawk educators, and also to bring Native American issues into the regular curriculum through the faculty advocate; 2) collaboration with the local schools with high percentages of Native American students to host participant field experience and practice teaching; 3) development of a network of support for new Native American educators both through the in-service program focused on mentoring and through cohort attendance at the Native American Educators of New York annual conference.

Number of Participants:
Contact: Sheila Marshall
44 Pierrepont Ave
St. Lawrence, NY 13676
EMail: marshasm@potsdam.edu

Arizona Board of Regents ASU - (Arizona)
S299B140010

The Apache Teacher Corps Project represents a partnership between Arizona State University, the San Carlos Apache Tribe and the San Carlos Unified School District in San Carlos, Arizona. The purpose of this project is to recruit, prepare, and retain 15 American Indian participants as teachers in local education agencies that enroll 5 percent or more American Indian students in the San Carlos Apache Nation. The goals of the Project are the following: (1) Increase the enrollment, persistence, and completion of American Indian teacher candidates. (2) Train effective and reflective teachers who make instructional decisions based on student needs, local and state data, and research-based best practices, and (3) Train (and graduate) teacher candidates who are employed in a local education agency that enrolls 5 percent or more American Indian students, who complete the service requirement on schedule, and who are efficacious first year teachers.

Number of Participants: 15
Contact: Tamara Deuser
PO Box 876011
Tempe, AZ 85287
EMail: asu.awards@asu.edu

Southeastern OK State University

The Native American Excellence in Education Early Childhood Teacher Project is a consortium between the Choctaw Nation of Oklahoma, the Chickasaw Nation, and Southeastern Oklahoma State University (SOSU) to increase the number and quality of certified Native American teachers in Early Childhood and Special Education. The state of Oklahoma trails only California in number of American Indian/Alaska Native residents with 273,230 identified as Native American. SOSU has a student population that is 29% Native American and has a long history of providing highly qualified educators across the region. This project is designed to provide comprehensive and financial support to 12 qualified future Native American educators who are specifically seeking certification as Early Childhood or Special Education teachers. Research has shown that Native American teachers impact Native American students’ success and persistence. Native American teachers also provide connectivity to the community and aremore likely to be aware of Native American learning styles and utilize this in the classroom.

Data-based decisions will be at the heart of the project and will include monthly grade and attendance reports for each participant. Based on the gathered data, adjustments in services such as tutoring and mentoring will be made in coordination with the participant, staff, and faculty. Additionally, the consortium between SOSU, the Choctaw Nation of Oklahoma, and the Chickasaw Nation with collaborative agreements from local school districts, this project is designed to enhance the educational experience of future Native American teachers, support their transition into local school districts.

Number of Participants: 12
Contact: Gladys Skinner
1405 N. 4th Ave. PMB 4140
Durant, OK 74701
EMail: gskinner@se.edu


2013 Indian Professional Development Awards

Northern Arizona University - (Arizona)
S299B130032

Project AISL will improve the quality and diversity of services offered to American Indians and Alaskan Natives (AIAN) graduate students by graduating them on time, preparing them as highly qualified Indian principals who will succeed in a high-stakes accountability environment with a strong background in instructional leadership, assessment literacy knowledge and culturally responsive school leadership skills. AISL is a multi-layered project aligned to needs, gaps, and objectives and based on current scientific research and effective practices. (Absolute Priority 3): The project will provide: Financial Support; Masters in EDL; Mentoring and Coaching assistance; and induction services. The mentors will provide in-class observation, mentoring, and coaching to increase a successful beginning as a first year principal. Analysis of evaluation data will be extensive and ongoing to ensure a constant flow of feedback to facilitate program improvement. Evaluator will monitor all layers of the project design to examine the effectiveness of the program as it evolves. AISL goals, objectives and Government Performance and Results Act (GPRA) will serve as the primary indicators used to assess progress; additional indicators will assess specific services and activities to determine the impact of each element. Project Outcomes will include: Successful completion of project by pre-service administrators who maintain eligibility and receive financial support each year; Attendance and completion of EDL courses; Monthly advising sessions and maintenance of minimum grade point average; Mentoring and coaching; Application of instructional leadership, assessment literacy and culturally responsive school leadership skills; and Attaining highly qualified status. Evaluation monitoring and course correction (if needed) will identify effective AISL strategies worthy of replication in other programs working in similar areas targeted for preparing highly qualified Indian administrators. Prioritization will help the NAU/Tribal and Navajo Technical College partnership at it seeks to expand AISL programs into other tribal communities in Arizona and the southwest.

Number of Participants: 25
Contact: Mr. Joe Martin
1298 S. Knoles Drive
Coconino, AZ 86011
Phone: 928-523-9331

Aaniiih Nakoda College - (Montana)
S299B130021

Aaniiih Nakoda College in consortium with Montana State University-Billings will provide an American Indian teacher training program to train and graduate 20 American Indian pre-service teachers who will earn their bachelor's degrees in Education and state teaching licensure. Key design features and project activities include effective cultural competencies, student cohort groups, a combination of on-site and at-distance course offerings, comprehensive student support services, relevant field practicum experiences, and integrated job placement and induction services. Graduates will teach the students living on and around the Fort Belknap reservation.

Number of Participants: 20
Contact: Ms. Carmen Taylor
1 Blackfeet Street
P.O. Box 159
Blaine, MT 59526
Phone: 406-353-2607

Fort Peck Community College - (Montana)
S299B130018

Number of Participants: 20
The goal of this project is to address the critical shortage of highly qualified American Indian teachers in schools serving the Fort Peck Indian Reservation. The achievement of this goal requires the project partners to collaborate to provide a teacher training program that will 1) recruit, train, and graduate 25 American Indian pre-service teachers who will earn their bachelor’s degrees and state licensure; 2) placement of 100% of program participants in teaching positions at local educational agencies (LEAs) upon graduation; and 3) provide induction services to all program graduates during their first year of teaching. The placement of these graduates will all be in schools with high American Indian student enrollment. Primary project design features and activities include: effective recruitment strategies, research-based academic programs that include an emphasis on American Indian cultural competencies, student cohort model, a combination of distance learning modalities and on-site courses, comprehensive student support services, relevant field practicum experiences, and integrated job placement and induction services. The Project will facilitate the success of every participant and provide them with the training experiences needed to meet the unique educational needs of American Indian children living on or near the Fort Peck Indian Reservation.

The Project goals, objectives, activities, and outcomes are designed to meet the requirements of the Indian Education Professional Development Program’s Absolute Priority One as it will collect, analyze, and use high-quality and timely data including data on program participant outcomes that improve overall student outcomes relating to enrollment, persistence, and completion as well as leading to career success through the utilization of its Jenzabar Integrated software and the data reports for AIMS/AKIS. The Project specifically addresses “Pre-Service” teacher training for American Indians which meets the Program’s Absolute Priority Two.

Contact: Wayne Two Bulls
605 Indian Avenue
Roosevelt, MT 59526
Phone: 406-768-6300

Turtle Mountain Community College - (North Dakota)
S299B130026

Turtle Mountain Community College (TMCC) will conduct the Geekiinoo' amaagewatt (Ojibwa for teacher) project. This project will provide for 17 American Indian individuals to obtain a Bachelor's degree in Elementary Education. The project will support the participants in developing the skills and behaviors expected of highly qualified teachers through strong reading and writing instruction, a balanced curriculum which meets North Dakota state standards, academic advisement each semester, Praxis test preparation, attendance support and mentoring by the faculty and currently employed school teachers. Newly hired teachers will receive one induction year of support through mentoring by a classroom teacher and the TMCC faculty.

Number of Participants: 17
Contact: Larretta Hall
Box 340
Belcourte, ND 58316
Phone: 701-477-7986

Oglala Lakota College - (South Dakota)
S299B130005

Oglala Lakota College in partnership with Little Wound School, Kyle, SD, Cheyenne-Eagle Butte Schools, Eagle Butte, SD, and Rapid City Schools, Rapid City, SD, proposes Waonspekiya Waste (Wah own spay' kee yah Wash day') which means "good teachers" in Lakota to prepare 15 Indian individuals to complete a Bachelors degree in Education and achieve teacher licensure. The new graduate teachers will teach on the Pine Ridge or Cheyenne River Reservations or in Rapid City Public Schools - all in South Dakota.

Number of Participants: 15
Contact: Thomas Raymond
490 Piya Wiconi Road
Kyle, SD 57752
Phone: 605-455-6012

Oglala Lakota College - (South Dakota)
S299B130028

Oglala Lakota College (OLC) in partnership with Little Wound School, Kyle, SD, Cheyenne-Eagle Butte Schools, Eagle Butte, SD, and Rapid City Schools, Rapid City, South Dakota will implement a project to assist 14 Indian individuals to complete a Masters Degree in Lakota Leadership Management/Education Administration and achieve state principal endorsement. Graduates will be administrators on the Pine Ridge or Cheyenne River Reservations or in Rapid City Public Schools all in SD. The project will closely monitor its progress with participant satisfaction surveys, student evaluation of courses, partner school administrator surveys, and minutes of staff meetings to support student development.

Number of Participants: 14
Contact: Dawn Frank
490 Piya Wiconi Road
Kyle, SD 5772
Phone: 605-455-6007

Sinte Gleska University State - (South Dakota) S299B130033

The Sinte Gleska University (SGU) Indian Professional Development Project will provide support and training for 20 Native American participants to complete either a Bachelor's degree in Education at SGU and meet the qualifications for state certification as a teacher in the state of South Dakota, or receive a Masters degree in Educational Administration and state endorsement as a principal, a reading specialist, or in special education. The teachers and administrators will receive one year of induction services while completing their first year of work as a teacher and or administrator. The program promises to improve the educational outlook for Native American students in K-12 schools located on or near South Dakota's nine reservations.

Number of Participants: 20
Contact: Debra Bordeaux
P.O. Box 105
Mission, SD 57555
Phone: 605-856-8217


2012 Indian Professional Development Awards

Arizona State University (Arizona)
S299B120009

The Gila River Early Educators Attaining Teaching Excellence (GREATE) Project is a partnership between Arizona State University and the Gila River Head Start and Child Care programs to prepare American Indian para professionals students for a Bachelor of Arts program, with an Early Childhood concentration. The GREATE project will focus on: integrated early years curriculum planning, child development, family involvement, language and literature and language and culture issues; successful transition from Head Start to K-3 tribal and public schools with culturally focused teaching pedagogy and practices.

Number of participants: 16
Contact: Dr. Bryan Brayboy
Arizona State University
P.O. Box 874902 Tempe, AZ 85287-4902
Phone: 480-965-5327

California State University – Chico (California)
S299B120038

California State University at Chico and the Chico Research Foundation in consortioum with four tribes and the Four Winds of Indian Education will implement a teacher and administrator training project. The project will provide a variety of preparation programs so that AI/AN individuals may pursue an elementary or secondary teaching degree and include bilingual and or special education training for certification or licensure. Additionally the project will provide for AI/AN graduate studies to pursue an educational leadership and supervision program that will prepare them to meet state licensure to serve as a principal.

Number of participants: 20
Contact: Michelle Cepello
California State University
Tehama Hall, Room 411
Chico, CA 95929
Phone: 530-898-6281

Little Big Horn Tribal College (Montana)
S299B120031

The I Lead Project is a consortium between Little Big Horn College and Montana State University to recruit, educate, certify, install and induct American Indian teachers into school administrator positions. The project is designed to provide a rigorous program integrating the Educational Leadership Consortium Council standards-based instruction with authentic activities focused on improving public schools. I Lead will provide a variety of high quality delivery methods to integrate experiences of university faculty, tribal elders, tribal college faculty, and school leadership practitioners in schools with significant proportions of American Indian students. I Lead plans to establish networks of support in all phases of students’ development to ensure success and graduation with a Masters Degree in Education Supervision and Leadership.

Number of participants: 40
Contact: Federica Left Hand
P.O. Box 370
Crow Agency, MT 59022
Phone: 406-638-3100

Salish Kootenai College (Montana)
S299B120036

Salish Kootenai College in consortium with the University of Montana will implement a project to increase the number of Indian elementary and special education teachers in Montana’s public, private and tribal schools that serve significant numbers of Indian students. The project will provide educational, financial, and technological resources for participants to complete a Bachelor’s Degree in Special Education and/or obtain a Montana Special Education Endorsement. This project will employ a data-based model for informing all participants and stakeholders regarding recruitment, class enrollment, persistence, and program completion. The project will offer intensive, personalized, strength-based induction activities for all graduates.

Number of participants: 30
Contact: Dr. Luana Ross
P.O. Box 70
Pablo, MT. 59855-0070
406-275-4752

Stone Child College (Montana)
S299B 120011

This project is a consortium between Stone Child College and Montana State University – Northern, to support American Indian students toward earning a Bachelors or Masters Degree in Education. Each institution will provide a faculty member to serve as liaison for communication and collaboration with students and the project goals and objectives. Monthly meetings for each participant will be scheduled throughout the school year for to provide individual mentoring. In addition, graduates as first year teachers will receive mentoring support, professional development seminars and cohort meetings to support their success as a first year teacher.

Number of participants: 18
Contact: Drummer Kadene
8294 Upper Box Elder Road
Box Elder, MT. 59521
Phone: 406-395-4875

University of Oregon (Oregon)
S299B120024

The University of Oregon in consortium with nine federally recognized tribes will implement a teacher training project “Sapsik’wala: An Indigenous Community Project”. Participants will enroll in a seamless teacher preparation project that focuses on teacher development within an indigenous community of practice while earning a Master’s Degree in Education and Oregon teacher licensure. The framework for the project utilizes an Indigenous Consortium, an Indigenous Cohort, and an Indigenous Community Practice.

Number of participants: 14
Contact: Alison Ball
5219 University of Oregon
Eugene, OR 97403
Phone: 541-346-1485

United Tribes Technical College (South Dakota)
S299B120027

The United Tribes Technical College (UTTC) in consortium with Sinte Gleska University will implement the Collaboration for Educator Development and Retention project or Project CEDAR to serve American Indian students enrolled in a Bachelor Degree program in Elementary and Special Education. Project CEDAR objectives include: pre-service teacher summer enrichment activities in science, technology, engineering, mathematics and the humanities. A project CEDAR highlight will include a summer seminar provided by staff from the National Museum of the American Indian. Project CEDAR has developed a network of support for pre-service teachers to promote degree completion and induction services to ensure certification and placement.

Number of participants: 25
Contact: Lisa Azure
3315 University Drive
Bismark, ND 58504
Phone: 701-255-3285

Lac Courte Orielles Ojibwe Tribe (Wisconsin)
S299B120020

The Future Indian Teachers (FIT) project is a consortium between the Lac Courte Oreilles Band of Ojibwe (LCO), the LCO Ojibwe Community College (LCOOCC) and the University of Wisconsin to train and certify teachers with Bachelor’s Degrees in Elementary Education. The teachers will serve Ojibwe youth attending tribal and public schools on or near the LCO reservation. Consortium partners will analyze and use data through the Equity Scorecard Process, academic and non-academic records, and dual culture support systems to drive decision-making. An additional goal is to support five participants to receive advanced training in Ojibwe oral fluency and immersion pedagogy so that the Ojibwe Immersion Charter School will increase its capacity to serve three more grade levels.

Number of participants: 15
Contact: Beth Papp
Lac Courte Orielles Ojibwe Community College
13466 Trepania Road
Hayward, WI 54843
Phone: 715-634-4790

The University of Wisconsin – Milwaukee (Wisconsin)
S299B120043

The University of Wisconsin – Milwaukee’s Electa Quinney Institute for American Indian Education is conducting a project to meet shortages of American Indian early education teachers in pre-K – grade 3. The project is a consortium that includes the Institute, Milwaukee Indian School and three tribal entities: Ho Chunk, Oneida, and Stockbridge-Munsee Mohican. The project is designed to link students together in order to develop supportive bonds and aid retention. Mentors will be drawn from academic faculty and student support services to create a new American Indian Teacher Network. Weekly seminars and other activities will further enhance retention. Upon placement in schools with high American Indian populations, the project will further serve participants during their induction year as a new teacher.

Number of participants: 20
Contact: Dr. David Beaulieu
Electa Quinney Institute for American Indian Education
P.O. Box 413
Milwaukee, WI 53201-0413
Phone: 414-229-5540

Wind River Tribal College (Wyoming)
S299B120039

The Wind River Tribal College in consortium with the University of Wisconsin-Oshkosh and the Red Stone Group will implement the Instruct and Teach project. This project will enable 15 American Indians from the Wind River Reservation to obtain a Bachelor’s degree in Education as well as dual teacher certification in both Wisconsin and Wyoming. Through distance and on campus learning participants will be supported to engage in rigorous coursework. All graduates will be provided first year teacher induction services.

Number of participants: 15
Contact: Marlin Spoonhunter
P.O. Box 1190
Fort Washakie, WY 82514
Phone: 307-335-8243


2011 Indian Professional Development Awards

University of Alaska Southeast (Alaska)
S299B110002

The University of Alaska Southeast Village Teacher (VT) project is a project to train a cohort of Alaska Native participants to graduate with a Bachelor’s Degree in Education or a Master’s Degree in Educational Administration. Graduates will serve as teachers and or administrators in tribal communities in Alaska. The training will be provided at the University of Alaska Southeast located in Juneau, AK, or by distance education.
Number of participants: 25
First year funding $395,177
Contact: Deborah Lo
Phone: 907-796-6551

The Hopi Tribe (Arizona)
S299B110049

This project addresses the chronic shortage of certified Hopi Elementary School Educators with a Bilingual Endorsement for the six elementary schools on the Hopi reservation. The project will provide a three-year innovative, coherent, and sustained teacher education coursework, a concentration area in Hopi history, language and culture, and a four-year induction program to prepare 15 exemplary Hopi elementary school educators with a Bilingual Endorsement. Founded upon a strong partnership between the Hopi Tribe and Northern Arizona University (NAU), this program will be housed at the Hopi Department of Education, and the Hopi Department of Education will serve as the fiscal agent. The project will be guided by an Advisory Committee comprised of Hopi teachers and administrators, Hopi university students, representatives from the Hopi Cultural Preservation Office, Cultural Resources Advisory Task Team, and the NAU university faculty and administrators. Culturally-responsive, research-based, multi-disciplinary, curriculum and pedagogy will be implemented by NAU faculty members in the College of Education and the Hopi Institute.
Number of participants: 15
First year funding at $380,833
Contact: Dr.Noreen Sakiestewa
Phone: 928-734-3501

Montana State University - Bozeman (Montana)

The Montana State University – Bozeman Early Childhood Education Distance Partnership (ECEDP) project will assist and train tribal early childhood educators on six Montana reservations to meet national Head Start requirements and obtain a Bachelors Degree in Early Childhood Education from Montana State University. Additionally the training provided will prepare the participants to meet Montana state early childhood teacher certification requirements. Training will be provided through distance delivered courses and on-site student teaching and internship projects. The ECEDP project will train 25 tribal head start teachers.
Number of participants: 25
First year funding $399,731
Contact: Laura Massey
Phone: 406-994-3300

University of Nebraska (Nebraska)
S299B110041

The project’s primary goal is to certify American Indian students as elementary education and ESL, and special education teachers and to ensure their employment in school districts that serve American Indian students. Program objectives are to: Recruit and train 10 American Indian undergraduate and graduate students to earn teacher certification in elementary education and ESL (provisional); Expand service to recruit and train an additional 8 American Indian practicing teachers, to earn additional certification(s) or masters degrees in high need areas (special education and/or K-12 ESL); Graduate, certify, and place program graduates in school districts serving student populations at least 5% American Indian; and provide induction services for project participants.
Number of participants: 18
First Year Funding: $364,380
Contact: Dr. Nancy Engen-Wedin
Phone: 402-472-3856

University of North Carolina – Pembroke (North Carolina)
S299B110058

This project will support students in: the completion of a bachelor’s degree in education; the acquisition of state teacher licensure; and the successful completion of the first year of teaching by project graduates via induction services. Project participants will be those students who have have been admitted or are eligible for admission into the Teacher Education Program. The project design includes support for tuition, fees, dependent allowance, instructional supplies, textbooks, laptops, stipends for room/board/personal living expenses, PRAXIS I and II examination fees, mentoring services, classroom resource support, and continued professional development.
Number of participants: 30
First Year Funding: $298,393
Contact: Dr. Zoe Locklear
Phone: 910-775-4041


2010 Indian Professional Development Awards

Arizona State College (Arizona)

The Project will prepare, certify, and provide a one-year induction period for 16 American Indian elementary educators currently working in Navajo Nation schools, who are serving as paraprofessionals. The project that is designed to prepare teachers with a specialized knowledge base to meet the academic and cultural needs of American Indian students. The project is also a strategic capacity-building alliance between the Department of Diné Education and Arizona State University’s Center for Indian Education, in cooperation with Navajo Nation schools. The participants will obtain licensure while completing bachelor’s degrees in Indian Education, and will be part of a culturally relevant program that trains teachers to be learners and leaders in education.
Number of participants: 16
Year one funding: $359,668
Project Director: Bryan Brayboy
Phone: 480-965-5327

Fond du Lac Tribal College (Minnesota)

The proposed project is a partnership between Fond du Lac Tribal College and The College of St. Scholastica’s Ojibwe Culture and Language Education Program. Fond du Lac Tribal College will serve as the fiscal agent of the project and the College of St Scholastica will serve as the degree granting institution. The project will serve northeastern Minnesota, a rurally isolated area with five major Indian reservations as well as an urban American Indian population in Duluth. The project will prepare American Indian teachers in elementary education with the goal of increasing American Indian educational success. The new teachers that graduate from the project will be able to implement Best Practices in American Indian Education and support other teachers-both Native and non-Native to enhance American Indian education.
Number of participants: 10
Year one funding: $399,656
Project Director: Amy Bergstrom
Phone: 218-878-7504

Chief Dull Knife College (Montana)

In consortium with Montana State University Billings this project will provide teacher training for twelve Indian students to attain state certification as highly qualified teachers and who will work in schools with Indian student populations. Research-based, retention activities will lead to the graduation of these students. They will be trained not only in traditional philosophy and methodology of mainstream education, but also in best practices research in Indian education. Theory meets classroom reality in a triangulated mentoring partnership comprised of teacher training faculty, and local school districts including a model mentor school. The goal is to infuse authentic Montana tribal culture into teacher training curriculum and therefore ultimately also in the state’s K-12 schools. Goal achievement will promote systems improvement to respond to the achievement gap experienced by Montana’s Indian students.
Number of participants: 18
Year one funding: $341,842
Project Director: Michele Curlee
Phone: 406-477-6215

Salish Kootenai College (Montana)

The project is a partnership between the University of Montana and Salish Kootenai College and supports Native American teachers who are pursuing advanced degrees in Special Education and Educational Leadership. It supports a Graduate Project Director, Educational Technician, and financial support for 25 graduate students – 20 seeking Special Education endorsements and 5 pursuing master’s degrees in administration.
Number of participants: 25
Year one funding: $156,498
Project Director: Cindy O’Dell
Phone: 406-275-4753

Sitting Bull College (North Dakota)

This is a proposal submitted by Sitting Bull College, a Tribal College located in Fort Yates, North Dakota. The goal of the Project is to create three significant improvements in the training and teaching ability of new Native American teachers in the field of Lakota Language Teaching and Learning (LLTL): (1) increase the quality of training for new Lakota Language teachers; (2) increase the quantity of highly-qualified Lakota Language teachers; (3) serve as a model for similar programs through the region. The Project’s purpose is to provide an adequate supply of new Native American teachers professionally trained to meet the needs of 12 high-need Leading Education Agency (LEA) schools serving approximately 2,066 Lakota students (about 95% of the total student population) located on the Standing Rock Reservation.
Number of participants: 14
Year one funding: $339,114
Project Director: TBD
Phone: 701-854-8000

Portland State University (0regon)

The American Indian Urban Teacher Program will prepare 18 new, fully licensed teachers and have a significant impact on moving toward parity in the percentage of Native teachers in the Portland metropolitan area and across the state of Oregon. Portland State University is strategically located at the center of a large urban Native population, which has historically served Native students through academic programs and the Native American Student Community Center. The project will: Recruit 18 qualified Native students; Establish an indigenized professional development program; Develop the capacity of faculty, mentors, and others to meet the unique needs of Native students; Place the pre-service teachers in schools serving high numbers of Indian students in K-12 classrooms; Provide multidimensional induction to graduates during their first year of teaching.
Number of participants: 18
Year one funding: $387,199
Project Director: Dr. Cornel Pewewardy
Phone: 503-725-9689

University of South Dakota (South Dakota)

The goal of the Project is to create three significant improvements in the training and teaching ability of new Native American teachers in the field of Lakota Language Teaching and Learning:) increase the quality of training for new Lakota Language teachers; increase the quantity of highly-qualified Lakota Language teachers; serve as a model for similar programs through the region. The Project’s purpose is to provide an adequate supply of new Native American teachers professionally trained to meet the needs of schools located on the 9 Lakota Indian Reservations in South Dakota, which currently serve approximately 18,262 Lakota students (about 95% of the total student population).
Number of participants: 16
Year one funding: $343,399
Project Director: TBD
Phone: 605-677-6497

Wind River Tribal College (Wyoming)

The program will enable 15 Native American students from the Wind River Indian Reservation in Wyoming, to enter a post-secondary program leading to a bachelor’s degree in education within three years, with a follow-up fourth year of induction services. This will be accomplished in consortium with the University of Wyoming, Laramie, WY. The Northern Arapaho Business Council has designated the Wind River Tribal College to be the fiscal agent for the proposed project.
Number of participants: 15
Year one funding: $302,976
Project Director: Marlin Spoonhunter
Phone: 307-335-8243
(September 30, 2010)


2009 Indian Professional Development Awards

Northern Arizona University (Arizona)
S299B090017

This cohort project proposes to increase the number of well-trained Indian educators to serve as principals in schools serving Indian students. A key assumption of this project is that participants will be committed to serving in a reservation-based school upon completion of a master’s degree in education leadership and obtain, a principal’s certificate. The four reservations to be served by this project are Navajo, Hopi, San Carlos, and White Mountain. This project will directly address the lack of qualified Indian principals by grounding them in the real world of reservation schools and classroom through daily exchanges and study. The objective is to credential a cohort of 25 K-12 principal candidates from these four reservation communities. The project will use a combination of a reservation based cohort, culturally responsive curriculum, and an induction and mentorship component in partnership with the four tribal groups and Navajo Technical College. We will utilize faculty knowledgeable about reservation-school leadership issues with courses taught on-site, and over the university’s distance learning facilities.
Number of participants: 25

Arizona State University, West Campus (Arizona)
S299B090031

The College of Teacher Education and Leadership, Arizona State University; the Navajo Nation, with Chinle Unified School District; and the Tohono O’odham Nation, with Indian Oasis-Baboquivari Unified School District, have formed a consortium. This partnership is established to provide recruitment, support, pre-service preparation, and induction of American Indian teachers in the Chinle and Sells communities. Features of the project include advising and academic support to ensure success, district-based immersion style initial teacher certification program in Elementary Education, and induction services during the first year of teaching. Participants are recruited from the communities where they live and will teach. Courses are delivered to them on-site in locations within the school districts, and remotely through interactive videoconferencing facilities. Upon completion of the coursework that leads to a Bachelor’s Degree, participants are authorized for licensure in Arizona.
Number of participants: 40

Arizona State University (Arizona)
S299B090041

The project will prepare two overlapping cohorts of ten Native participants each in the Early Childhood Education teacher certification program. Candidates will complete a specialized bachelor’s degree curriculum focusing on the unique needs of Native children, with a particular emphasis on language development and transition of children from Head Start and tribal pre-schools to K-3. The focus on language acquisition/development issues of Native children will prepare the teachers to engage a range of techniques to reinforce tribal languages and cultural patterns of communication while employing specific strategies to children’s acquisition of Standard English use, which is needed for academic achievement. The professional development curriculum and program format are based upon research linking high quality early childhood experiences provided by highly qualified teachers to greater child academic development.
Number of participants: 20

College of St.Scholastica (Minnesota)
S299B090022

The College of St. Scholastica grant will recruit, retain, and graduate 12 licensed American Indian teachers in Ojibwe Language and Culture Education. This will help address the shortage of licensed Minnesota teachers who have expertise working with American Indian youth. The project activities include: classes focusing on American Indian and multicultural education; a teacher education program infused with American Indian/LEP Best Practices; teaching resources supporting the integration of American Indian culture, history, and language into the K-12 curriculum; and field placements and student-teaching in schools with high native enrollments. The Program seeks to maintain and increase its retention rate through offering extensive support to promote student success, including: the Family Education Model, financial support, tutoring, mentoring, and networking.
Number of participants: 12

Fort Belknap College (Montana)
S299B09B0046

The overall goal of this project is to address the critical shortage of qualified American Indian teachers in schools serving the Fort Belknap and Fort Peck Indian reservations. To achieve this goal, project partners will collaborate to provide an American Indian teacher training program that will: recruit, train and graduate 30 American Indian pre-service teachers who will earn their bachelor’s degrees and state teaching licensure; place 100 percent of program graduates in teaching positions at local educational agencies with significant populations of Indian students; and provide induction services to all program graduates during their first year of teaching in local schools with large numbers of Indian students. Number of participants: 30

Salish Kootenai College (Montana)
S299B090050

Salish Kootenai College and the University of Montana are partnering to increase the professional development opportunities for Native Americans. The overarching goal of this partnership project is to graduate and refer for Montana certification 20 Native Americans for a Special Education Endorsement and 5 Native Americans for a Principal Administration Endorsement. The partnership project addresses three major concerns in Indian education: the shortage of qualified Native American teachers particularly in schools that serve significant numbers of Indian students; the relationship between the lack of Indian teachers and the low academic achievement and high dropout rates of K-12 Native American students as compared to their non-Indian peers; and the need for culturally responsive curriculum and research-based instructional and assessment practices. The project will offer financial and technological support, a local campus advisor, and a combination of face to face and technologically delivered courses. Number of participants: 25

Nebraska Indian Community College (Nebraska)
S299B090044

The project will provide resources and professional development to 10 Native American pre-service students to complete BA degrees in the Early Childhood Unified BA Degree. The University of Nebraska at Kearney will work with Nebraska Indian Community College to create an infrastructure for the BA degree to be taught on each of the three NICC campuses. In the program, students will receive professional development and supports to: learn the skills needed to be effective teachers of young children with diverse needs; strategies to infuse Native American language, culture, and teaching strategies into Western curriculum programs to effectively teach Native American students; and become certified to teach grades K-3 in elementary schools or children 0-5 in early childhood programs that predominantly serve Native Americans. The program will also ensure graduates are employed in these settings and that they receive sufficient support services in their fist year of employment to ensure high teaching skill levels and encourage retention.
Number of participants: 10

Southeastern Oklahoma State University (Oklahoma)
S299B090003

This project is a consortium between The Choctaw Nation of Oklahoma and Southeastern Oklahoma State University to increase the number and quality of certified Native American teachers in southeastern Oklahoma. The project is designed to provide comprehensive and financial support to twelve qualified future Native American educators. Research has shown that Native American teachers impact Native American student success, persistence, provide connectivity to the community and are more likely to be aware of Native American learning styles and utilize this in the classroom. Through the consortium between Southeastern Oklahoma State University and the Choctaw Nation of Oklahoma with collaborative agreements from local school districts, this project is designed to enhance the educational experience of future Native American teachers, support their transition into local school districts, and improve the educational experiences of every student they will be teaching.
Number of participants: 12

University of Oregon (Oregon)
S299B090033

The University of Oregon College of Education and the nine federally recognized tribes of Oregon have formed a consortium. The project will use a comprehensive approach for the recruitment, support, pre-service preparation, and induction mentorship of American Indian teachers serving American Indian communities. Project participants will enroll in a seamless teacher preparation project that focuses on teacher development within an indigenous community of practice while earning a master’s degree in education and Oregon teacher licensure. This project integrates research-based practices drawing on teacher effectiveness and teacher development findings, employing a multicultural education framework and the emerging research related to communities of practice and lesson study. Together this body of research provides an empirical foundation for designing the project services.
Number of participants: 12

Lakota College (South Dakota)
S299B090019

The goals are to increase the pool of Native American principals with full state licensure and fill positions in schools, with Native American students on or near reservations in North and South Dakota. The project will develop a sustainable, quality educational administrator Masters program. The project will prepare principals to administer schools with Indian Students by maintaining accreditation in 2 states, and increasing distance learning.
Number of participants: 21

Sinte Gleska University (South Dakota)
S299B090037

The program will provide support and training for 20 Native American individuals: five will complete a master's degree in education administration at Sinte Gleska and receive state certification as a principal in the state of South Dakota; 15 will complete a bachelor’s degree in education and receive state certification as a teacher in the state of South Dakota. It will also provide one year of induction services while the new teachers and administrators are completing their first year of work. The programs will recruit participants from four public school districts, and from four schools located on the Rosebud, Lower Brule, Crow Creek, and Yankton Sioux Reservations. The project leads to a degree and certification that guides students through a culturally relevant, academically vigorous and personally sustaining program that will increase the number of Native American teachers and administrators in Native American-serving schools in South Dakota.
Number of participants: 20
(July 6, 2009)



 
Print this page Printable view Bookmark  and Share
Last Modified: 10/22/2014