Indian Education Professional Development Grants
2017 Indian Professional Development Awards
Claremont Graduate University (CA) $377,259
Claremont Graduate University (CGU) will advance the goals of the Claremont Native American Initiative (CNAI) Project: to prepare 12 outstanding teachers of Native American descent to work in K-12 schools serving a substantial number of Native American students. CNAI Fellows will earn their California teaching credential and Master of Arts Degree in Education; receive Induction Mentorship while in their first year of (post-credential) employment; and develop a “next steps for success” plan. CGU’s curriculum will prepare Participants in subject matter competency, developing the social/emotional competencies of their students, differentiating instruction to meet the various levels of students in their classrooms, and working with English Language Learners and students with diverse backgrounds. The training, mentoring, and post-program support will be designed to help CGU achieve its goals to 1) establish and support a team of people committed to the educational attainment, career options, and overall well-being of Native Americans; 2) provide schools serving Native American students with highly qualified teachers of Native American descent; 3) enable Native Americans to not incur substantial student loans/debt while in a full-time teacher preparation program; and 4) contribute to what is known about the preparation of Native American teachers.
Haskell Indian Nations University (KS) $266,225
The goal of the Haskell Indian Nations University’s Connect – Nurture – Vitalize project is to increase the number of qualified American Indian and Alaska Native teachers (AI/AN) who serve in tribal communities while building Haskell’s capacity to recruit, induct and provide training in proven strategies for teaching AI/AN elementary and college students so they may achieve academically. Haskell’s nationally accredited School of Education will connect with, recruit and train 10, 15, and 20 project participants in Years 1, 2, and 3 respectively, to achieve full acceptance into and completion of the Elementary Teacher Education Program (ETEP) that will lead to teacher licensure and placement in elementary schools with high Indian populations. The project will ensure job placement and induction services to graduates during their first year of teaching. Haskell will work to vitalize educational service to AI/AN students by providing training to participants and educators in cultural competency and effective teaching strategies that are proven to help AI/AN students achieve academically. In addition, the program will also provide instructional strategies to other institutions of higher learning to enhance the academic success of AI/AN college students.
Pala Band of Mission Indians (CA) $318,850
The Pala Tribe of Mission Indians proposes the Tew’naanwenesh Chimiqi Che’ Mixeni or “Grow Our Own.” This project meets the Absolute Priorities 1 & 2 by creating cohorts of 12 American Indian educators as teachers and administrators over a four year period. The project evidences written support from the regional tribal school of intent to hire successful program participants. The project, while led by the Pala Tribe, is collaboration between the tribe, the local school district, and the California Indian Culture and Sovereignty Center and College of Education at California State University San Marcos. The project’s primary location is California State University-San Marcos for the delivery of classes. The location for the summer institutes is on both the reservation and the campus. Additionally, the Southern California Tribal Chairman’s Association will provide assist with recruitment and placement.
Board of Regents of the University of Wisconsin System, University of Wisconsin, Milwaukee (WI) $361,198
The Elect Quinney Institute (EQI) Teacher and Administrative Leadership Project is a partnership between the University of Wisconsin Milwaukee’s School of Education and the EQI, Indian Community School (ICS) and the Stockbridge Munsee Mohican Tribal Community. This project is aimed to increase the number of qualified American Indian individuals that have chosen careers to become Teachers and Administrative Leadership positions in schools throughout the State of Wisconsin. EQI will provide a supportive learning environment for students enrolled at UWM that fosters student success and contributes to excellence in teacher certification and administrative leadership for schools with high populations of American Indian children. The partnership will work collaboratively to recruit and enroll a total of 20 qualified American Indians to receive training to become teachers or administrators in educational institutions throughout the State of Wisconsin and to develop a combined mentoring program titled Research and Mentoring Meetings for students in both programs in order to strengthen their understanding of instruction and management. Every month students will work one-on-one with faculty from the Departments of Curriculum and Instruction and Administrative Leadership. Throughout the program, EQI staff will work with each student to document milestones of progress in their program and all of the experiences will be articulated in their portfolio and resume. A mentoring program will guide each student through networking, interviewing and placement.
2016 Indian Professional Development Awards
Salish Kootenai College (SKC) (MT) $384,167
S299B160008 (PDF, 13M)
Proposes to recruit, enroll, educate, certify, and assist in the employment of 30 Native American teacher candidates (Participants) in elementary or early childhood P-3 education through the project titled Support with Engaging Education: Teacher Growth for Reservation and Small Schools: A Collaborative Model for Indian Teacher Education (SWEETGRASS). The SKC staff will recruit 30 Native American Participants and engage them in culturally relevant teacher education experiences designed for effective teaching on reservations and small schools. Working in partnership with Stone Child College and Little Big Horn College, SKC will support Participants residing on the Rocky Boy Reservation, the Crow Reservation, and the Flathead Reservation. In addition to providing job seeking and preparation skills and support, the SWEETGRASS Project will support Participant placement efforts by leveraging SKC Career Services and the support of local reservation schools and local education agencies, including Polson School District, Arlee School District No. 8, Ronan School District No. 30, Charlo School District 7J, and Two Eagle River School.
Sitting Bull College (ND) $290,837
S299B160016 (PDF, 9M)
Sitting Bull College on the Standing Rock Sioux Reservation in North and South Dakota, will provide training and support for 10 Native American college students who are pursuing a Bachelor’s degree and certification in early childhood, elementary, or secondary science education. Based on needs that Sitting Bull College has identified through continuing contact with the 10 school systems on the reservation, the project will take these 10 junior and senior students through graduation and teacher certification in three years. In the fourth and final year, the College will assist them in placement in their first teaching positions and provide induction services during that first year. Students will be selected for the project based on their selection in the teacher training program with priority given to seniors. The ultimate result of the project will be 10 more certified Indian teachers on the reservation which will substantially reduce the high turnover rate that is brought about by rural isolation and the need for teachers to commute. A full-time Project Director will manage the project and grant-funded student stipends will allow students to devote their full attention to learning.
University of North Carolina, Pembroke’s (NC) $351,876
S299B160011 (PDF, 17M)
Pre-service teacher training project, the First Americans’ Teacher Education (FATE) Program will support American Indian (AI) university students to: (1) attain a bachelor’s degree in education or a Master of Arts in Teaching (MAT) degree; (2) acquire NC teacher licensure; and (3) complete the first year of teaching successfully with the provision of induction support. The Lumbee Tribe of North Carolina (LTNC), Public Schools of Robeson County (PSRC), Hoke County Schools and Scotland County Schools will partner in training and securing placement for project Participants to address the shortage of American Indian (AI) teachers in public school districts that have a significant AI student population. The 12 FATE Program participants will be enrolled in January 2017 and 12 additional students will be enrolled each year for a total enrollment of 36 students. The project will offer participant support for tuition, school and test fees, dependent allowance, instructional supplies/textbooks, stipends for room, board, and personal living expenses, and mentoring services. As part of the induction services, LTNC will collaborate with the College to provide cultural enrichment activities, mentoring sessions and professional development activities to program participants.
The project is designed to counter the challenges faced by Robeson County, which is located in southeastern North Carolina. The region continues to suffer the highest poverty rate in the state at 33.1% (2014) due to a decline in the agricultural economy and the loss of textile and tobacco industries. More than 39% of the area population is Native American (U.S. Census Bureau). The consistently high unemployment and poverty rates pose significant barriers to individuals pursuing postsecondary education.
University of Mary (ND) $367,702
S299B160002 (PDF, 13M)
The University of Maryland will provide support for Native Americans who are pursuing a Bachelor’s degree in Teacher Education (Early Childhood, Elementary Education, and Secondary Science); or a Master of Education degree in Elementary Administration, Secondary Administration, or Special Education Strategist with the goal of obtaining employment as teachers or administrators in schools with a high percentage of Native American students. This collaborative project will involve the University of Mary as lead agency and provider of graduate level studies, and Turtle Mountain Community College as provider of Bachelor’s level courses.
With partnership support from the Turtle Mountain Band of Chippewa Indians, the project will support three cohorts in undergraduate K-12 teacher education at Turtle Mountain Community College, and the University of Mary will support graduate candidates for Elementary Administration, Secondary Administration, and Special Education. This consortium-based project includes strategic partnerships with key entities in the training, placement, and success of teachers and administrators. Consortium partner Turtle Mountain Community Schools represents the major employer for teacher and administrator graduates. In addition to the support provided by consortium partner Turtle Mountain Community Schools in placing teacher and administrator graduates, participants will benefit from job placement services that are available on both college campuses.
Stone Child College (MT) $380,200
S299B160009 (PDF, 11M)
Stone Child College will implement a program in which a minimum of 18 students per year will receive support toward completion of a Bachelor’s or Master’s degree program in Education. During the same project period, Stone Child College will work collaboratively with the Salish Kootenai College (SKC) and Montana State University-Northern (MSU-N) to 1) select participants, 2) convene instructor-to-instructor collaboration bimonthly, 3) conduct outreach and support to participants (Stone Child College will provide mentoring support to each participant with at least two meetings per student occurring monthly throughout the school year). During the same project period, Stone Child College will support an induction program including mentoring, professional development, and cohort meetings. The College has also received active support from nearby Box Elder Schools and Rocky Boy Schools to support the placement of participants who successfully complete the program.
Oglala Lakota College (SD) $385,945
S299B160017 (PDF, 16M)
Oglala Lakota College, is an Indian Institution of Higher Education based on the Pine Ridge Indian Reservation with Instructional Centers on the Cheyenne River Indian Reservation and in Rapid City, SD, proposes to recruit, train and place 18 Indian student participants as part of proposed Waonspekiya Waste (Wah own spay’ kee yah Wash day’) 2020, which means “good teachers” in Lakota. Oglala Lakota College (OLC) will work in partnership with a number of local education agencies and Bureau of Indian Education-funded schools to prepare teacher candidates to teach in schools with Indian students. The grant award will support OLC’s efforts to do the following: refine course outcomes, assessment-based standards and best practice; offer a mix of course delivery methods that include field-based experiences; and utilize the OLC Education Department Assessment System to monitor participant progress and competency attainment to make data driven decisions. As a consortium grantee, OLC will work with Rapid City and Cheyenne-Eagle Butte School Districts and Bureau of Indian Education (BIE)-funded (Wounded Knee, American Horse, Crazy Horse, Little Wound, Pine Ridge, and Porcupine) schools to assure that the participant graduates meet their needs, and to facilitate recruitment and placement of participants who successfully complete the training program with full South Dakota State teacher licensure.
Northern Arizona University’s (AZ) $374,197
S299B160024 (PDF, 19M)
Northern Arizona University's College of Education—in consortium with the Diné, Hopi, White Mountain and San Carlos tribes and Navajo Technical University—will implement the American Indian School Leadership (AISL) project to annually serve 24 pre-service administrators enrolled in a Master’s degree program in Educational Leadership to qualify for a principal’s licensure. Project AISL is planned for 48 months and designed to improve the quality and diversity of services offered to American Indian and Alaskan Native graduate students by graduating them on time and preparing them as advanced instructional leaders who will succeed in a high-stakes accountability environment with a strong background in instructional leadership, assessment literacy and cultural school leadership skills. The objectives include: 1) Provide financial support for part-time pre-service administrators as a means of reducing personal costs borne by pursuing postsecondary education and acquiring learning tools needed to ensure college success; 2) Deliver a Master’s Degree in Education Leadership that provides support for degree completion and a principal licensure and is informed by active contributions from tribal partners and Navajo Technical University; 3) Provide mentoring support for pre-service principals engaged in instructional leadership, assessment literacy and cultural responsive school leadership training; and 4) Provide graduates with induction support to ensure certification and job placement success.
California State University, Chico (CA) $335,247
S299B160013 (PDF, 11M)
California State University will recruit, prepare and support 20 American Indians/Alaskan Native (AI/AN) individuals pursuing teaching careers in education as part of a consortium-led project, the Northeastern California Preparation and Retention of Indian Educators (NorCAL PRIE II or PRIE II). California State University, Chico’s (CSU, Chico) Center for Bilingual/Multicultural Studies (CBMS) within the School of Education (SOE) will serve as the lead entity of a consortium that includes the following tribal partners: Mooretown Rancheria of Maidu Indians, Tyme Maidu Tribe-Berry Creek Rancheria, Enterprise Rancheria Estom Yumeka Maidu Tribe, Meechoopda Indian Tribe of Chico Rancheria and Four Winds of Indian Education, Inc. to plan, recruit, and train qualified Indian individuals for NorCAL PRIE II participation.. CSU, Chico is the sole public higher education institution preparing educators within a 38,000 square mile high-poverty rural region. NorCAL PRIE II will provide a substantive response to the challenges of preparing teachers to serve American Indian/Alaska Native (AI/AN) students in a vast rural region experiencing chronic shortages of American Indian educational personnel. The project offers multiple teacher preparation pathways to meet the diverse needs of AI/AN students. Within these pathways, eligible and qualified Indian candidates pursuing teacher certification will be supported from pre-baccalaureate coursework through professional preparation and induction leading to graduation and State teacher certification. PRIE II objectives include: 1) Increase the number of highly qualified AI/AN teachers in rural regions of Northeastern California; 2) Prepare 20 highly effective rural American Indian/Alaskan Native teachers to meet the diverse needs of children and youth; 3) Develop a support network/induction services to ensure candidates’ persistence and success in the preparation program as well as in the profession; and 4) Collect, analyze, and use high-quality data that focus on improving postsecondary student outcomes relating to enrollment, persistence, and completion; and leading to career success.
University of Idaho (ID) $356,737
S299B160015 (PDF, 18M)
The University of Idaho seeks to implement a four year Professional Development Program, the Indigenous Knowledge for Effective Education Program (IKEEP), in consortium with the following tribes: Nez Perce, Coeur d’Alene, Kootenai, Shoshone-Bannock, and Shoshone-Paiute in Idaho; Yakama, Kalispel, Colville, Spokane in Washington; and Umatilla in Oregon. Support and training will be provided to 12 Native American IKEEP Participants to complete a pre-service education program with specialization in culturally and linguistically responsive pedagogy that will qualify them to meet the requirements for full state certification or licensure as a teacher in a K-12 school setting. The program will target Native American students from reservations of the aforementioned tribes who have completed their general requirements with the two-year IHE and/or are eligible to enroll in degree-required coursework at the University of Idaho. The IKEEP Participants will be eligible for State certification or licensure in time to participate in induction services within the four-year grant period.
The following activities would be implemented to ensure IKEEP Participants complete their four-year degree teacher education program: 1) adequate student support services, mentoring and academic advising to assure bachelor’s degree completion, 2) access to culturally responsive research material on teaching and learning with an emphasis on Indigenous pedagogies, 3) professional development activities and workshops to expand skills and abilities of participants, and 4) one-year induction services after graduation that will assist participants in finding teaching placement in a school with a significant Indian student population. Induction services will also include in-service professional development activities/workshops and specialized teacher mentorship. IKEEP will offer critical capacity building opportunities to strengthen the current educational initiatives for improving Native school achievement led by the Nez Perce and Coeur d’Alene tribes and their State Tribal Education Partnership Projects (STEP).
University of Oregon (OR) $374,554
S299B160020 (PDF, 62M)
College of Education (COE) and the nine federally recognized tribes of Oregon‒The Burns Paiute Tribe; The Confederated Tribes of Coos, Lower Umpqua, and Siuslaw Indian; The Coquille Indian Tribe; The Cow Creek Band of Umpqua Indians; The Confederated Tribes of the Grand Ronde; The Klamath Tribes; The Confederated Tribes of the Siletz Indians of Oregon; The Confederated Tribes of the Umatilla Indian Reservation; and the Confederated Tribes of the Warm Springs Reservation‒have formed a consortium for the formation of The Sapsik’wałá (Teacher) Education Project: An Indigenous Professional Teacher Preparation Program Proposal. This is a comprehensive project for the recruitment, support, pre-service preparation, and induction mentorship of AI/AN teachers serving AI/AN communities. The long term purpose of the project is to prepare AI/AN teachers whose knowledge, skills, and cultural responsiveness will bring about long-term, educational improvements in the school experiences of AI/AN youth in both rural and urban settings. The project will accomplish this through general teacher education curriculum and its project-specific Indigenous Consortium, Cohort, and Community of Practice approach to teacher preparation.
Short-term expected project outcomes include the recruitment, licensure, and graduation of a total of 14 AI/AN teachers over the term of the grant. Additionally, the project will assist these students in finding placements in schools that serve at least 5% AI/AN students and provide one year of induction services that will increase the likelihood of retention of these teachers in the profession.
Student teacher placements will be made in BIE or Title VII schools across the region when possible within the constraints of student family obligations. The project will provide job placement support through the identification of pay-back eligible schools in the region and securing written commitment from these schools to consider program participants for available positions.
American Indian Resource Center (OK) $371,756
S299B160012 (PDF, 12M)
The American Indian Resource Center, in consortium with Northeastern State University; Cherokee Nation Education Department and Bureau of Indian Education funded School-Sequoyah; Kenwood Schools; and Rocky Mountain Schools propose to increase the percentage of American Indian/Alaska Native (AI/AN) licensed/certified teachers in public schools serving a high population of AI/AN students in documented shortage areas including Math, Science, Elementary Education, Early Childhood Development, Special Education, and Social Studies. BIE schools are included in this purpose. Participants will receive field experience, as well as induction services, in schools with significant Indian populations. The project will support training for 15 teacher candidates and the program emphasis will target educational strategies for Indian students in rural Oklahoma.
In partnership, AIRC and NSU will prepare participants to meet state requirements for teacher licensure/certification, and earn a bachelor’s degree within a three year period; and/or (2) provide teacher certification training in a current or new specialized assignment to currently certified teachers who already have at least a bachelor’s degree and are seeking new certification in areas where a documented teacher shortage exists; and (3) provides all pre-service program graduates with one year of induction services provided by NSU while they are working in schools with significant Indian student populations. In addition NSU career placement will work with the NETSTAR taking their special need to be placed in school systems that have a high population of AI/AN students. AIRC staff will assist in identifying employment opportunities for the participants.
Montana State University (MT) $388,697
S299B160004 (PDF, 18M)
The Montana State University, in consortium with Little Big Horn Tribal College (LBHC), will recruit, educate, certify, install and induct 25 American Indian (AI) educators into school leadership positions with the knowledge, skills and abilities necessary to facilitate school improvement and student achievement in schools on or near the Indian reservations in four states: Montana, Wyoming, South Dakota and North Dakota. All completers of the project will complete a graduate level M.Ed. in educational leadership from MSU. The project is a direct response to the fact that AI administrators in Montana, Wyoming, South Dakota, and North Dakota are not representative of the AI population in these states. There are 104 schools in Montana alone that have populations of 25% or more AI students. To place at least one AI administrator in each of these schools, 82 AI administrators would need to be recruited, trained and placed in schools serving AI students.
In the recruiting phase, MSU and LBHC will collaborate and use their networks to publicize the program. During the instructional phase, the instructional teams - state level Indian Education experts, tribal members and local school officials and faculty members at LBHC and MSU - will collaborate to link instruction with authentic school improvement activities. The instructional phase will include a cohort-building orientation; both distance learning and face-to-face course meetings, cultural leadership workshops hosted in part by LBHC, and field experiences in public schools serving AI students. The cultural leadership and field experience activities are synchronized to course content, establishing a clear connection between theory and practice. AI experienced school leaders educated at the post-masters level will mentor each participant on a semi-monthly basis throughout the program. In the placement phase, the network of mentors, instructors and advisory board members will assist successful placement of candidates by providing leads to administrative openings and by promoting the candidates to the appropriate selection officials. Superintendents of several LEAs have committed to considering and potentially hiring project completers.
Regents of the University of New Mexico (NM) $344,325
S299B160010 (PDF, 13M)
The Regents of the University of New Mexico will carry out the the American Indian Professional Educators’ Collaborative (AIPEC), a four-year project focused on increasing the number of American Indian teachers and administrators in New Mexico. This initiative proposes a comprehensive and collaborative support network of services between the Teacher Education and Educational Leadership Program (TEELP) and the American Indian Language Policy Research and Teacher Training Center. Both the Department of TEELP and the AILPRTTC are based within the University of New Mexico’s College of Education (UNM COE). The project encompasses a comprehensive new approach to partnering with Local Education Agencies (LEAs) and Tribes to engage in a partner relationship that will provide induction support services and job placement opportunities for teachers and administrators completing their degrees in the UNM COE. AIPEC will recruit a total of 12 participants to receive financial support for training, completing their degrees, achieving State licensure, and benefit from placement services.
Washington State University (WA) $92,588
S299B160022 (PDF, 23M)
The College of Education, in consortium with the Nez Perce tribe and the Nez Perce Tribal Education Department, will implement Ti’tooqan Cuukweneewit: Native Teaching and Learning Community Project, a culturally responsive project providing support and training for 10 Native participants who will earn their Bachelor’s degrees in Education at WSU and meet the qualifications for state certification as teachers in the State of Washington, with reciprocity in the State of Idaho; or receive a WSU Principal Certification while simultaneously working towards completion of the Masters of Education (M.Ed.) program through WSU’s Educational Leadership program. Graduates of the program will serve as teachers and or administrators in tribal communities in the region. The mission of this project pedagogically involves the integration of a culturally responsive education utilizing the recent Washington state mandated Since Time Immemorial tribal sovereignty curriculum and training in the teaching and learning of Native professionals.
This project will address the critical shortage and need for the recruitment, retention, graduation, and job placement of Native professionals, principally in the Nez Perce tribe and area MOU tribal nations. With recent landmark state legislation that mandates the integration of Washington State's Since Time Immemorial tribal sovereignty curriculum in "common schools," it has also similarly mandated this integration for all state teacher preparation programs. This mandate, which requires school districts to partner with tribal nations to develop culturally responsive curriculum that reflects local tribal history, governance, and culture, also requires WSU to further develop the current teacher professional workforce in collaboration with area tribal nations. Project outcomes will include successful completion of the project by pre-service teachers and school administrators that maintain eligibility and receive financial support each year.
University of Nebraska-Lincoln (NE) $322,405
S299B160027 (PDF, 25M)
The University will implement the Indigenous Roots Teacher Education Program (IRTE) to improve the teaching and learning of American Indian students in Nebraska through a strong partnership between the University of Nebraska-Lincoln (UNL), Little Priest Tribal College (LPTC), and the Nebraska Department of Education (NDE), and working in collaboration with four school districts: the Umonhon Nation School, Santee Community School, Walthill Public School, and Winnebago Public School (target school districts). The program’s primary purpose is to recruit, train, graduate and certify up to 22 American Indian students as elementary, English Language Learning (ELL), and special education teachers to ensure their employment in school districts that serve American Indian students. IRTE success will be judged by the program’s ability to satisfy two measurable outcomes: 1) a minimum of 80% of participants graduate with a B.S. in education from UNL (and/or qualify for Nebraska teaching certificates) or with additional certification in ESL and/or Special Education; and 2) a minimum of 80% of graduates are successfully placed in educational settings/schools serving American Indian students.
IRTE will address barriers currently limiting the number of American Indian students pursuing degrees in higher education by bringing the program to the students who live and work in the target communities. IRTE will support Nebraska’s reservation schools by helping to renew native language, placing American Indian role models in K-12 classrooms, and integrating local culture and history into school curriculum.
Elmira College’s (NY) $228,537
S299B160007 (PDF, 14M)
Empowering Relationships Project: Creating Highly Qualified Indigenous Teachers (ERP) will prepare Indigenous teacher education students to become highly qualified Indigenous teachers who will then support and promote the academic success of their students and contribute to nation-building efforts of their nations. The projected outcome of this project is to recruit, train, graduate and support successful State teacher certification of five (5) transfer students to begin the project at the beginning of their junior year.
The ERP consists of two major components, described in research, that underpin the strategies of this project. The first component is the responsibilities and relationships students have with their families and communities. The second component included to promote success rates for this project is that of nation building, deliberate work that places sovereignty and self-determination of the Indigenous community at the center and begins with action to restore or sustain pride in Indigenous traditions, languages and knowledge (Brayboy, et. al., 2012). With consideration of these two components as the foundation of the project, the major strategies to promote success include: two community project-based courses; student teaching practicum sites in or near the participants’ home communities; and one travel course that will take the participants across various Indigenous nations where they will experience Indigenous education in practice in places such as immersion schools, and other schools that focus on Indigenous knowledge for their youth. These strategies all work to promote success and increase the marketability of the participants. The Elmira College ERP has partnered with Seneca Nation of Indians in Western New York and Jamestown Community College in Jamestown, NY, and is supported by Salamanca City School District and the Gowanda Central School District.
Portland State University (OR) $370,937
S299B160018 (PDF, 19M)
Portland State University, Oregon’s largest and most diverse public university, has long served the needs of Tribal reservation and urban communities. This project is proposed by the Portland State University Graduate School of Education (PSU) in consortium with the Confederated Tribes of the Umatilla Indian Reservation and the Confederated Tribes of Siletz Indians. The goals of the AITP are to: (1) prepare 15 highly qualified American Indian/Alaska Native (AI/AN) teachers to meet the demonstrated shortage of culturally responsive teachers in Oregon urban/reservation schools serving AI/AN students; and (2) provide a quality Indigenized teacher preparation program that supports the unique needs of Native teachers throughout their coursework and first year of teaching.
This proposal would further extend Portland State University’s (PSU’s) services by offering a program of professional development for the recruitment, retention and support of AI/AN teachers who can better reflect Oregon’s student population. AI/AN students currently comprise 1.8% of K-12 Oregon public school enrollment, but only 0.6% of the teachers are AI/AN. Through this grant, the American Indian Teacher Preparation program will prepare 15 additional AI/AN certified teachers by 2019. Among PSU’s findings is that almost one-third of Oregon Tribally Educated students attend underperforming Title I priority or focus schools targeted for mandatory intervention by State and Federal rules while only 6% of all Oregon students are enrolled in priority schools. Given this context, it is critically important that our Tribal students in public schools are able to learn from teachers who are role models and who have participated in a specialized teacher preparation program that offers instruction in culturally responsive teaching and practices, including culture-based education curriculum.
University of Arizona (AZ) $305,289
S299B160006 (PDF, 20M)
The University of Arizona will develop and implement a pre-service Elementary Education program for project participants focused on Indigenous education. The University of Arizona (UA) will partner with the Tohono O’odham Baboquivari Indian Oasis School District, Gila River Community Schools (Casa Blanca, Blackwater, Gila Crossing), Sacaton Public School District, Pascua Yaqui Tribal Education Department, Tohono O’odham Community College, and Tucson Unified School District in this unique effort. The purposes of the project include building capacity within Tribal communities, developing social justice educators, and grounding existing Elementary Education curriculum and pedagogy with an Indigenous focus. The project will build on the UA Elementary Education program that will ensure the scholars’ compliance with UA and State requirements in a timely manner.
Unique to the UA program is the site-based format for teaching courses. Participants will form their own cohort and take classes in one of the partner schools. Important to the project is the availability of the American Indian Language Development Institute (AILDI). Internationally recognized and based at the UA, AILDI strengthens efforts to revitalize and promote the use of Indigenous languages across generations through outreach, transformative teaching, purposeful research, and collaborative partnerships. UA project scholars will attend AILDI to begin grounding their own integration of Indigenous language and cultures into the teaching experiences of NA students. Project partners will assist with Participant recruitment and retention. Nine schools within the partner districts will serve as practicum sites. A mentoring group has been developed to support the students, modify the curriculum, and identify community resources. UA faculty will lead project efforts to create new, Indigenous resources for undergraduates.
Blackfeet Community College (MT) $330,609
The Blackfeet Community College will partner with the University of Montana-Western (UMW) and the University of Montana (UM) to attract Indian students to the field of education, deliver hybrid course (online and face-to-face), and enhance the preparation of educators and effective teaching of American Indian elementary students through culturally adapted curriculum. By uniting the faculty of these Montana institutions of higher education, a consortium can work effectively to recruit, train, and mentor students in the collaboration to Build Tribal Community Teacher Capacity (TCTC) program. The TCTC Project will recruit and train 40 American Indian higher education students: 20 teachers in Early Childhood Education defined as Prekindergarten through Grade 3 (PK-3) and 20 teachers in Elementary Education defined as Kindergarten through Grade 8 (K-8). Many of the 40 teacher candidates have already been recruited for the TCTC program and have completed Associates of Science degrees in Education from BCC. Montana higher education consortium participants include BCC, an accredited tribal college located on the Blackfeet Indian Reservation in Browning; UMW, an undergraduate university based in Dillon; and public research university, UM, based in Missoula. Additional consortium members come from two Local Educational Agencies (LEAs), both of which are located on the Blackfeet reservation and educate the vast majority of Blackfeet children: Browning Public School (BPS) District #9 and Heart Butte Public School (HBPS) District #1. With student data from BPS and HBPS indicating a strong need for academic enrichment, it reinforces the need to better train and prepare educators to effectively impact academic achievement in the schools’ largely Indian populations.
Fond du Lac Tribal College (MN) $356,797
S299B160003 (PDF, 12M)
Fond du Lac Tribal College, in collaboration with Winona State University, will implement this project to prepare 10 newly licensed American Indian (AI) teachers in elementary education with a major in Elementary Education, and an Anishinaabe emphasis throughout the curriculum, with the goal of increasing AI educational success. The 10 new teachers that graduate from the proposed project will be able to implement Best Practices in AI education and support other teachers, both Native and non-Native, to enhance AI education. The project will support participants through: paying project participants a stipend and providing financial support for books, computers, tuition, and fees. Together the partner entities will provide program management, oversight and student academic and social advising also known as holistic advising. Classes will be offered at the Fond du Lac Tribal College (FDLTC) site for the purpose of transitioning the student to the four year college life. Project staff and key personnel will work in collaboration at both sites to provide academic assistance, instructional support and the needed resources to ensure the project participants’ success. Students will utilize both campuses to increase their options of successful college life. With the support of the Fond du Lac Ojibwe school, students will become involved in the community activities for a much needed experience. This allows students to have a pre-service experience at a tribal school as well as the opportunity to apply for positions in the future, while completing their year of induction.
2014 Indian Professional Development Awards
University of Massachusetts Boston (Massachusetts)
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
Portland University - (Oregon)
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)
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
Arizona Board of Regents ASU - (Arizona)
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
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
2013 Indian Professional Development Awards
Northern Arizona University - (Arizona)
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
Aaniiih Nakoda College - (Montana)
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
Fort Peck Community College - (Montana)
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
Turtle Mountain Community College - (North Dakota)
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
Belcourte, ND 58316
Oglala Lakota College - (South Dakota)
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
Oglala Lakota College - (South Dakota)
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
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