American Indian Resource Center, Inc. (OK) ($398,321)S299B210005
The American Indian Professional Education Consortium (AIPEC) will use grant funds to provide financial support and training for 15 pre-service teachers at the undergraduate level with all training leading to degrees and licensure/certification. The purpose of this program is to increase the number of qualified Indian individuals in professions that serve Indians, and to provide training to qualified Indian individuals to become teachers. Expected outcomes include increasing the percentage of American Indian licensed teachers in public schools serving a high proportion of American Indian students in documented subject shortage areas for the state of Oklahoma, to provide special training for teachers for addressing the culture-specific educational needs of learners in Indian school communities; and to train educators who, upon completion of the program, are committed to providing service in Indian community schools. AIPEC partners and consortium members include: Northeastern State University, Tahlequah Oklahoma; Bureau of Indian Education school operated by the Cherokee Nation Education Services Department (Sequoyah Schools); and Salina School District, Salina, Oklahoma. AIRC and its partner, the NSU College of Education, will recruit from their database of AI/AN students successfully completing their first or second year of college at NSU. Other recruitment methods include: efforts to recruit individuals of both traditional and non-traditional ages and social media advertising. NSU in collaboration with AIRC will provide the induction services, with specific faculty providing mentoring/induction processes. The AIPEC Induction Plan details methods of contact and mentoring strategies, along with site meeting specifics. All participants will receive training that includes cultural activities, professional development workshops, seminars, and training on the Data Collection System (DCS). Participants will complete internships in schools with a high proportion of American Indian students, which will guarantee that trainees are ready to meet the payback obligation.
American Indian Resource Center, Inc. (OK) ($399,985)S299B210006
The American Indian Resource Center (AIRC), Inc. is a non-profit Indian organization, incorporated under Oklahoma statutes since 1983. AIRC is Indian owned with a board of directors, comprised of 100 percent American Indian members. The AIRC’s program will provide financial support and training for 25 students working towards a M.Ed. in School Administration degree at the graduate level with all training leading to degrees and licensure/certification. The purpose of this program is to increase the number of qualified Indian individuals in professions that serve American Indian and Alaska Native students (AI/AN), and to provide training to qualified AI/AN individuals to become education administrators. The AIRC will work in partnership with the following consortium member and partners: Northeastern State University, Tahlequah Oklahoma; Cave Springs School
District, Bunch, Oklahoma; Hulbert School District, Hulbert, Oklahoma; and Tahlequah Public School District, Tahlequah, Oklahoma. Expected outcomes include increasing the percentage of American Indian licensed/certified administrators in public schools serving a high proportion of American Indian students for the state of Oklahoma, to provide special training for education administrators for addressing the culture-specific educational needs of learners in Indian school communities; and to train administrators who, upon completion of the program, are committed to providing service in Indian community schools. AIRC and its partner, the NSU College of Education, will recruit from their database of AI/AN students that have successfully completed bachelor’s in Education degrees and/or that would be good candidates for the M.S. School Administration program. Other recruitment methods include: efforts to recruit individuals of both traditional and non-traditional ages and social media advertising. NSU in collaboration with AIRC will provide the induction services, with specific faculty providing mentoring/induction processes. The IDEAL Induction Plan incorporates both a group based professional development component and an individual mentoring component. This plan details methods of contact and mentoring strategies, along with site meeting specifics. All participants will receive training that includes training in the history of Indian Education policies, historical trauma and healing, researched based teaching approaches, and culturally responsive leadership skills.
Arizona Board of Regents on behalf of Arizona State University (AZ) ($399,785)S299B210018
The Preparing Early Childhood Educators for Arizona’s Indian Communities (PEAIC, pronounced “peak”) Project will prepare 20 teachers to serve Indian students in central Arizona. The Mary Lou Fulton Teachers College has entered into consortium agreements with the federally-recognized Gila River Indian Community and the Salt River Pima-Maricopa Indian Community. School and Community partners include: two PreK-12 local education agencies, four Bureau of Indian Education schools, the Arizona Department of Education Office of Indian Education and Educator Recruitment and Retention Unit, the Arizona Association for the Education of Young Children (an affiliate of the National Association for the Education of Young Children, NAEYC), and an advisory board of nationally recognized experts in indigenous issues in PreK-12 and higher education, as well as Tribal elders. The project will recruit participants from the existing pools of paraprofessional employees working at the partner schools and draw upon lists of individuals who previously expressed interest in obtaining Tribal scholarships for obtaining a bachelor’s degree in education but could not enroll due to personal circumstances. The degree program in this project is delivered entirely online and therefore provides flexibility to accommodate personal circumstances to the greatest degree possible. Induction services will be delivered both remotely and in person at the partner schools or at an Indian Community central location. Services will focus on reflection, feedback, coaching, and mentoring and will prioritize cultural responsiveness and socio-contextual factors influencing the participants’ teaching experiences. Payback service support will include ongoing career coaching services from Mary Lou Fulton Teachers College, which are provided above and beyond the induction support, to ensure that graduates are able to secure and maintain employment with partner schools, or other schools serving high proportions of Indian students, throughout their required two-year payback period.
Arizona Board of Regents for and on behalf of Northern Arizona University (AZ) ($385,437)S299B210030
Northern Arizona University’s College of Education in consortium with four tribes (Diné, Hopi, White Mountain and San Carlos) and Navajo Technical University, will implement the American Indian School Leadership(AISL) project to annually serve 20 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 60 months and is designed to improve the quality and diversity of services offered to American Indians and Alaskan Natives 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, turnaround leadership and culturally responsive school leadership skills. The goals include: 1. Provide financial support for part-time, pre- service administrators; 2. Deliver a master’s degree in Education Leadership that provides support for degree completion and a principal licensure; 3. Provide mentoring support for pre-service principals engaged in instructional leadership, turnaround leadership and culturally responsive school leadership training; and, 4. Provide graduates with a 24-month induction support to ensure certification and job placement success. The project will support focused instruction to pre-service principals with a particular emphasis on preparing them to become strong instructional leaders skilled in turnaround and culturally responsive leadership skills. The AISL Advisory Council and the four tribal partners and Navajo Technical University will work with NAU faculty to provide support. Mentors at each school site of students’ employment will increase student advisory capacity (academic and professional development) to provide early detection of barriers which impact student completion and success rates in administrator training programs. An internal evaluator will monitor all layers of the project design (Financial, Master’s Program, Mentoring, Job Placement and Induction) to examine the effectiveness of the program as it evolves. A mixed-methods research procedure will be used to assess specific services and activities to determine the impact of each element.
Arizona Board of Regents, University of Arizona (AZ) ($399,620)S299B210004
The University of Arizona’s (UA) Indigenous Teacher Education Program (ITEP) will recruit a cohort of 15 Native American (NA) teacher candidates in the University of Arizona’s (UA) Elementary Education (EE) program. The overarching goal of this project is to increase the number of NA teachers serving NA students and schools and to integrate Indigenous languages and culture through stories, philosophies, and principles. The UA will partner with the Navajo Nation and Tohono O’odham Departments of Education and 5 schools serving NA students: the Baboquivari Unified School District (Tohono O’odham), Second Mesa Day School (Hopi), Sacaton Public School District (Gila River), San Carlos Unified School District (Apache), and Tuba City Unified School District in this unique effort. Specific objectives and outcomes that will be met are: 1) To indigenize existing, pedagogy, curriculum, mentoring, and community partnerships, 2) To prepare 15 qualified NA project participants to graduate and obtain certification, 3) To facilitate employment and provide professional support and mentoring during induction services, 4) To infuse NA language instruction and practices into the preparation of participants, and 5) To build strong partnerships with Tribes, LEAs, and IHEs for sustainability of ITEP. This project seeks to infuse Indigenous knowledges, values, languages, histories, and cultures into the curriculum. In addition, this project will work to strengthen participants’ understandings, skills, and confidence through Land-based pedagogy for NA students. To reach our goal of increasing the number of NA teachers, the ITEP project staff will conduct a strategic recruitment process that will include resources from the UA, project Partners, community colleges, and the schools. Potential participants will be recruited from the Partner schools (elementary schools and tribal colleges). ITEP will provide mentoring and induction services to increase retention, graduation, certification, and employment rates. The induction program will include (a) contact with an assigned mentor; (b) UA mentorship; (c) focus group sessions; (d) workshops by language and culture consultants; and (e) participation in induction services offered by their school/district. ITEP staff will work closely with participants during the induction period (in-person, video/phone conference, group sessions) to provide professional support to sustain employment in a school and to assist in ensuring participants update and submit required information to fulfill their service payback obligations. The UA and partners are dedicated to using this project to advocate for change within Tribal communities. Ultimately, the outcomes of this project to indigenize teacher preparation and infuse Indigenous languages into the content and pedagogy will impact Indigenous communities, teacher education programs, teachers, and NA students.
Blackfeet Community College (MT) ($399,550)S299B210008
The Blackfeet Community College Program, Pommotsiiysinni, Blackfeet Teachers (PBT) will partner with LEAs on the Reservation and the Universities of Montana Western to recruit, train, employ, and provide induction for Indigenous teacher candidates. PBT combines the resources and priorities of BCC, the University Montana- Western, Browning Public Schools, Heart Butte Public School, Cut Bank Public Schools and the Blackfeet Tribe. PBT will prepare 32 preservice educators for Montana Certification in one or more of the following: 1) elementary education (K8) through a 2 +2 program, with an associate degree earned from BCC leading to bachelor’s degree earned from UMW all delivered at BCC; 2) special education endorsement (P12) delivered at BCC by UMW; 3) Secondary education (K12 or 512) delivered online by UMW; 4) Library Media endorsement delivered online by UMW, and 5) Blackfeet language and culture minor delivered by BCC. This Project embraces the BCC Mission in educating Blackfeet People by preserving tradition and culture through higher education. PBT will work with course instructors recruited from the public schools to design, collaborate, develop, for deliver courses. Staff will advise, and mentor candidates, who tend to be nontraditional students. An in-person instruction delivery model will be supported by extensive practice in the field and aligned with the public-school curricula. Many non-traditional candidates joining PBT will be employed in the public schools as paraprofessionals and substitute teachers. Others will apprentice in the schools in order to fulfill the field requirements. These candidates will bring real life experience from teaching to their own learning, thereby increasing the relevancy of their education. PBT will hire experts in Indigenization of mainstream education, Blackfeet culture and pedagogy, professional writing, and curriculum planning to strengthen the curricula pedagogy and teacher success. Thus, PBT will do more than prepare teachers to address the teacher shortage, it will alter the potential of children by filling classrooms with Indigenous educators who are steeped in both Blackfeet knowledge and Western best practices and who can and will make a difference for youth and for the Blackfeet Nation.
Blue Lake Rancheria (CA) ($342,656)S299B210032
The Blue Lake Rancheria Tribe will implement the “Grow Your Own Administration” (GYOA) project. The participating counties include Del Norte, Humboldt, Mendocino and Siskiyou. These four counties are home to nearly 20 percent of California’s 111 Federally Recognized Tribes including California’s three largest Tribes: the Yurok Tribe, Hoopa Valley Tribe and Karuk Tribe. The 4,674 American Indian students in the four GYOA counties are greater in number than the total Native student population of 23 states. GYOA is a consortium with other area Tribes, Native Serving Organizations, Humboldt State University, and four County Offices of Education.
The GYOA project will partner with the Humboldt State University Educational Leadership Department to ensure that eight candidates per year meet the requirements for the Preliminary Administrative Services Credential. GYOA will partner with Humboldt County Office of Education and retired school administrators to ensure that the new administrators get the support they need during the two years of induction. After earning their Preliminary Administrative Services Credential and being hired as administrators GYOA participants will participate in two years of induction support (60 hours per year for 120 total hours). Forty hours a year of required induction will be provide through the Association of California School Administrators (ACSA) and locally organized by each County Office of Education. GYOA’s team of Native American administrators will serve as mentors to participants as part of 20 additional hours per year provided through the grant. This additional support will focus on the needs of American Indian students and families and draw upon the successful experience of our mentors. At the end of the induction program participants will have completed the process to convert their Preliminary California Administrative Credential to a Clear California Administrative Credential.
The GYOA plan for recruiting and selecting candidates will include building upon the collaborative relationships built with the human resource departments of school districts, COEs, and Tribes. Each candidate will complete a short application and participate in an interview to ensure they are truly interested and are likely to successfully complete the program. Indian Tribes involved in project include: Yurok Tribe, Karuk Tribe, Tolowa Dee-ni’ Nation, Hoopa Valley Tribe.
Board of Regents, University of Nebraska, University of Nebraska-Lincoln (NE) ($98,209)S299B210034
The Indigenous Roots School Leaders Program (IRSL) will improve the teaching and learning of American Indian students in Nebraska through a strong partnership among the University of Nebraska-Lincoln (UNL), Little Priest Tribal College (LPTC), and the Nebraska Department of Education (NDE), working in collaboration with K-12 school districts in Northeast Nebraska. The program’s primary purpose is to certify at least six American Indian graduate students as P-12 school administrators and to ensure their employment in school districts that serve American Indian students. The IRSL program will leverage existing collaborations with the targeted school districts that serve American Indian students in Northeast Nebraska, which include the Umon hon Nation School, Santee Community School, Niobrara Public Schools, and Winnebago Public School. The school districts will assist in identifying potential students for the program, inform personnel of openings, and support graduates whom they hire. IRSL is re-energizing Nebraska’s reservation schools by helping to renew native languages, placing American Indian role models in P-12 classrooms and as school administrators, and integrating local culture and history into school curriculum. – IRSL is unique because it addresses barriers that currently limit the number of American Indian students pursuing degrees in higher education by bringing the program to the students – where they live and work in target communities. It is crucial to the state and nation that the opportunities offered through the program continue to be made available to experienced and talented students who might otherwise not be able to participate. IRSL success will be evaluated by the program’s ability to satisfy two measurable outcomes: 1) a minimum of 83% of participants graduate from the educational administration program at UNL (and/or qualify for Nebraska educational administration certificates) and 2) a minimum of 83% of graduates are successfully placed in educational settings/schools serving American Indian students.
Board of Regents of UW System for UW-Milwaukee (WI) ($300,068)S299B210025
Leaders from the Good Land: Electa Quinney Indian Education Development is the teacher training project title proposed by the University of Wisconsin, Milwaukee. With the support and partnership of the University of Wisconsin- Milwaukee’s School of Education (SoE), the Indian Community School (ICS), Milwaukee Public Schools (MPS), and partners directing education programs at the tribal level, the Electa Quinney Institute (EQI) hopes to continue increasing the number of American Indian individuals who are able to maintain their identity and become leaders as Teachers and Administrators in schools throughout the State of Wisconsin. UWM will provide culturally centered, emotional, and financial support to eight (8) individuals training to become teachers. The four outcomes for our program include: 1) Recruit traditional-age and non-traditional-age American Indian students; 2) Provide culturally informed support as these students continue through their program; 3) Ensure that students graduate and pass qualifying exams necessary for certification; 4) Support students in finding qualifying jobs within twelve months of completion of the program; 5) Provide two years of induction services to participants after graduation while they are working.
Board of Regents of UW System for UW-Milwaukee (WI) ($98,746)S299B210026
Leaders from the Good Land: Electa Quinney Indian Education Administrative Development Project proposes to support the survival of American Indian children and indigenous culture in schools by increasing the number of licensed American Indian Administrators who are prepared to excel according to the standards of the Wisconsin Department of Public Instruction and the principles of indigenous education which center on the transmission of knowledge while attending to the holistic well-being, resilience, and respect of students. UWM proposes to provide culturally centered, emotional, and financial support to three (3) individuals training to become administrators. The four proposed outcomes for the program include: 1) Recruit traditional-age and non-traditional-age American Indian students; 2) Provide culturally informed support as these students continue through their program; 3) Ensure that students graduate and pass qualifying exams necessary for certification; 4) Support students in finding qualifying jobs within twelve months of completion of the program; 5) Provide two years of induction services to participants after graduation while they are working.
Choctaw Nation of Oklahoma (OK) ($293,452)S299B210003
The Choctaw Nation of Oklahoma (CNO) covers 10.5 counties and 10,922 square miles of Native American reservation land in rural southeastern Oklahoma. Not only does Oklahoma face financial challenges when it comes to education, but a teacher shortage has plagued rural Oklahoma classrooms for years. CNO’s Teach 2 Reach program will work to recruit, guide, and place incoming teachers into Oklahoma schools with a high Native American population. Teach 2 Reach will work with six institutions of higher education that have been predominantly responsible for graduating most of the state’s teachers: East Central University, Northeastern State University, Oklahoma State University, Southeastern Oklahoma State University, University of Central Oklahoma, and University of Oklahoma. All Teach 2 Reach participants will receive one-on-one career guidance to monitor progression in their teacher education program to be sure applicants are able to complete degree requirements in a timely manner. These services will include career-based counseling, financial evaluating and assisting in overcoming barriers to education, review of degree plans, academic support, referral services to supportive services, resume writing, job interview preparation, and job search assistance. Participants will also be provided career guidance to develop a professional teacher portfolio that can be used when searching for a job. Teach 2 Reach will recruit traditional and non-traditional students who are within one year of acceptance and/or accepted into a teacher education program at one of our six partner universities. Teach 2 Reach will ensure each participant has the appropriate tools and experience to launch a teaching career that will be rewarding for participants, ensure a support system is in place before and during induction, and guarantee better qualified staff for students in Oklahoma. From program acceptance until completion of two years of induction services, participants will engage in high quality, industry-leading professional development activities. Teach 2 Reach participants will be paired with mentor-teachers to assist in creating a network of professionals who could provide support and outreach during the all-important formative years of a new teacher’s placement. Additionally, Teach 2 Reach will work with the Oklahoma State Department of Education in providing participant activities to those that complete the program that can be incorporated into their daily curriculums. These partnerships will facilitate networking opportunities between district, tribal, and state professionals to increase interest and engagement and leverage external partners in the community and region that can support student achievement and/or career and technical education opportunities. One of the program’s primary goals is to assist the state in reducing the number of emergency certificates by turning out certified teachers in critical-to-fill positions.
Claremont Graduate University (CA) ($318,218)S299B210028
Claremont Graduate University (CGU) recognizes the critical importance of highly effective Indian teachers working in K-12 schools serving Indian students, and how rarely this happens in this region. CGU therefore shall implement the Claremont Indian Education Project (CIEP), capitalizing on our successful Claremont Native American Initiative, funded in 2017. CIEP will recruit ten new Fellows in two cohorts and steward them into careers of teaching and leadership in Elementary, English, Math, Science, Social Studies, World Language or Special Education, committed to social justice and educational excellence for Indian students.
The two CIEP Cohorts will start CGU’s 36-unit teacher credential and MA in Education program in, respectively, 2022 (YR1) and 2023 (YR2). CGU’s program for teachers spans four semesters, three of which include deep clinical practicums. CIEP Fellows will do year-long clinical residencies at the Anahuacalmecac School, a charter school in Los Angeles dedicated to academic excellence and appreciation of Native wisdom, the cultural and intellectual heritage of indigenous peoples. After Fellows gain their credentials, CIEP will help them secure jobs in Indian- serving schools, with two years of continuing Induction support. In addition to the PI/PD and CGU faculty advisor, a dedicated CIEP Mentor will usher each Fellow through the entire CIEP experience, including recruitment, admission, counseling on the payback obligation, coaching/support during the credential program, brokering post-credential employment, and Induction mentorship. Additionally, the CIEP Mentor will facilitate a two-semester seminar that is specifically designed for CIEP Fellows to understand how to meet the breadth of Indian students’ needs. Potential service payback placements include schools that serve a high proportion of Indian students in Southern California, Arizona, New Mexico, Oregon, and Washington, and will work with partners from the following Tribes: Sicangu Lakota, Kumeyaay, San Manuel Band of Mission Indians, Navajo, Putawatomi, Hualapai, Lummi and Oglala Lakota Sioux.
Fort Peck Community College (MT) ($395,097)S299B210016
The purpose of the Fort Peck Community College (FPCC) Indian Education Professional Development (IEPDP) Project is to alleviate the acute shortages of American Indian teachers within Local Education Agencies (LEAs) that serve a high proportion of American Indian students. Based on the labor market study conducted, it is estimated that there is a need for 138 American Indian teachers on the Fort Peck Indian Reservation (FPIR). In addition, the local school districts have been averaging a need of at least 32 teachers over the last 5 years. This project proposes the attainable goal of successfully training and placing thirteen (13) teachers, which makes an improvement in addressing the total the total need on the Reservation.
FPCC proposes to recruit 15 participants in the project. Students will be pursuing either 1) B.S. Ed. degree in education from our partner institution, Montana State-University Northern (MSU-N) and achieving State Certification or 2) an AAS Degree in Native Language Instruction (NLI) from FPCC and achieving Class 7 Language Certification. FPCC has a goal of graduating at least 13 of the participants within 3 years and placing 100% of the graduates in local schools and providing two years of induction services to those participants. The proposed project would take place across seven (7) sites: 1) FPCC Poplar Campus; 2) FPCC Wolf Point Campus; 3) MSU-N in Havre; 4) Frazer Public Schools; 5) Wolf Point Public Schools; 6) Poplar Public Schools; and, 7) Brockton Public Schools. FPCC would recruit students with the best opportunity for success in the program, including students who are already attending FPCC or MSU-N and pursuing a degree leading to certification. The project will provide 2 years of induction services to graduates placed in local schools, including mentor teachers and induction seminars. FPCC will assist students in completing payback by placing graduates in eligible LEAs and providing support to students to minimize drop outs. This will facilitate work pay back and minimize cash payback requirements. The project would involve the Assiniboine (Nakoda) and Sioux (Dakota) Tribes of the FPIR in Montana.
Little Big Horn College (MT) ($396,309)S299B210024
The Little Big Horn College project, Akbaawaachimmihche Crow Teachers Program (ACT), will partner with LEAs on the Reservation and with the University of Montana Western to recruit, train, employ, and provide induction for 40 Indigenous teacher candidates. ACT combines the resources and priorities of Blackfeet Community College, the University Montana-Western, Hardin Public Schools, Lodges Grass Public School and the Crow Tribe. ACT will prepare 40 preservice educators for Montana Certification in: 1) elementary education (K8) through a 2+2 program, with an associate degree earned from LBHC and a bachelor’s degree earned from UMW; 2) special education endorsement (P12) delivered by UMW; 3) Secondary education (K12 orK5) delivered online by UMW; 4) Pre- Kindergarten through third grade (PreK3) endorsement delivered online by UM, and 5) Crow language and culture minor delivered by LBHC. The whole of this Project will enhance the LBHC Mission in educating Crow People by preserving tradition and culture through holistic education. Staff will advise, and mentor candidates, who tend to be nontraditional students. Indigenous whenever possible, will serve as course instructors, mentors, coaches and supervisors. Many candidates joining ACT will be employed in the public schools as paraprofessionals and substitute teachers. Others will apprentice in the schools in order to fulfill the field requirements. These candidates will bring real life experience from hands-on teaching to their own learning, thereby increasing the relevancy of their education. ACT will hire experts in Indigenization of mainstream education, Crow culture and pedagogy, professional writing, and curriculum planning to strengthen the curricula pedagogy and teacher success.
Oglala Lakota College (SD) ($400,000)S299B210020
Oglala Lakota College (OLC) is a Tribal College based on the Pine Ridge Indian Reservation with Instructional Centers on the Cheyenne River Indian Reservation and in Rapid City, SD. In partnership with a number of Local Education Agencies and BIE-funded schools with a large number of Indian students OLC’s project, The Itancan Waste 26 (Ee tahn’ chahn Wash dtay’) IW26 (Good Leaders), will recruit, select and assist 10 Native Americans to achieve Masters of Lakota Leadership and Management: Education Administration degrees and Principal Endorsements in the state of SD. The project will serve the Pine Ridge Indian Reservation which has 22 schools; the Rapid City School District which has 8 schools with significant numbers of Indian students; and, the Cheyenne River Indian Reservation schools which has 7 schools with significant numbers of Indian students. OLC will recruit in Fall 2021 and Spring 2022, advertising through local media, meetings with schools and staff, and talking to current OLC teachers and school staff about pursuing a Masters in Lakota Leadership and Management: Education Administration. OLC will make application packets available online and hold application support seminars at a minimum of 4 sites. Project costs for recruitment will be mainly staff time and travel since we electronic media will be the primary strategy. Once participants complete the program, OLC will facilitate, pay for release time for consultation meetings, access to research materials, technology mentors, and host one-day meetings each semester with all school supervisors to share information. OLC will assure that incoming Participants are aware of the payback requirements and will develop a plan with them for completing the service payback. Staff will meet with schools during the project to facilitate the Participants getting positions that fulfill the service payback requirement. We will make sure our induction services assist the Participant to perform well and retain positions once they obtain them. The Oglala Sioux Tribe and Cheyenne River Sioux Tribes are directly involved but there are students who are tribal members of over 40 Tribes. To address potential accommodations due to COVID-19, OLC has installed 27 state of the art Zoom rooms at our 11 college centers and whether in person or online they are prepared to provide an effective learning environment for Participants.
Oglala Lakota College (SD) ($342,639)S299B210019
Oglala Lakota College’s (OLC) second FY 2021 project will focus on teacher training and is called Waonspekiya Waste 21-26 (Wah ohn’ spay kee ya Wash dtay’) Good Teachers. OLC is a Tribal college based on the Pine Ridge Indian Reservation with Instructional Centers on the Cheyenne River Indian Reservation and in Rapid City, SD. OLC, in partnership with a number of local educational Agencies and BIE-funded schools with a large number of Indian students will recruit, select and assist 12 Native Americans to achieve undergraduate teaching degrees in Pk-grade 3 early childhood, K-8 elementary education, 5-12 secondary science, K-12 Lakota studies and K12 special education in the state of SD and provide induction services. OLC will recruit in Fall 2021 and Spring 2022, advertising through local media, meeting with schools and staff, and talking to current OLC education majors about project participation. Award funds will support project staff time, Praxis support, and some travel, for recruitment purposes. Induction will include mentoring by the OLC Program/Field Coordinator, pay for release time for consultation meetings, access to research materials through professional memberships, STEAM mentors, one-day meetings each semester with all school supervisors to share information, one-day Participant seminars during induction, presentations by Lakota elders, funds to offer Special Topics seminars focusing on overcoming trauma and fostering cultural resiliency as well as other areas identified by participants, funds to attend one special training to further professional growth, and funds to purchase induction materials. OLC will assure that incoming Participants are aware of the payback requirements and will develop a plan with them for completing the service payback. WW26 staff will meet with schools during the project to facilitate the Participants getting positions that fulfill the service payback requirement. The Oglala Sioux Tribe and Cheyenne River Sioux Tribes are directly involved but there are students who are tribal members of over 40 Tribes.
Portland State University (OR) ($317,625)S299B210010
Portland State University (PSU), Oregon’s most diverse public university, resides in downtown Portland—once a gathering place and major trading center for Tribal communities living along the shores of the Columbia and Willamette Rivers. The Portland urban area is home to over 38,000 American Indian/Alaska Native (AI/AN) people including members of Oregon’s terminated tribes who were forced to leave their reservation lands in the 1950s (Curry-Steven et al., 2011). PSU is at the center of this historically large Native population and continues to serve the needs of Tribal reservation and urban communities. Currently, K-12 Oregon public school enrollment includes 1.87% AI/AN students; however, only 0.6% of the teachers are AI/AN (Oregon Chief Education Office, 2016). The number of AI/AN administrators in the State is even smaller—only 9 across the State. Given this context, it is imperative to increase the number of AI/AN administrators to lead schools that serve a high proportion of AI/AN students and who model culturally responsive teaching and culture-based practices to meet the needs of AI/AN students. This proposal seeks to offer Initial Administrator License training through the Educational Leadership Program in the College of Education (COE). We will build upon findings from the American Indian Teacher Program (AITP), an OIE-funded professional development project which prepared and inducted AI/AN participants (n = 35) for the teaching profession. The project goals are to (a) prepare 10 AI/AN administrators to respond to a critical shortage of AI/AN educational leaders in Oregon schools serving AI/AN students; (b) provide an Indigenized culturally sustaining professional development program to support AI/AN participants’ unique needs including two years of induction; and (c) collaborate with all partners to sustain the program and build capacity. The project will recruit and select 10 AI/AN participants for admission to IAL. Importantly, IAL is a State-approved administrator licensure program that offers hybrid/online formats for preparing and supporting the next generations of school leaders. The project will recruit from AITP teacher graduates and other Native teachers who teach in Oregon. The AI/AN participants will complete their administrator practicum in the Oregon schools where they currently teach. Upon completion of the program, the project staff, local school districts, and Tribal consortium partners will work in concert to support project graduates in two ways. First, this team will identify and support the placement of graduates into administrative positions in Oregon schools with a high proportion of Indian students. Second, this team will provide individualized mentoring and ongoing support for two years to ensure successful induction of graduates into the administrator profession. To ensure retention of our aspiring administrators and fulfillment of their service commitment, we will meet regularly and provide mentors to determine whether participants’ expertise as credentialed professionals is being utilized. The mentors can make sure that as principals-in-training, project graduates are part of a school’s instructional leadership team and have opportunities for professional development and support throughout their induction and service payback.
Regents of the University of Idaho (ID) ($300,436)S299B210022
Regents of the University of Idaho The University of Idaho (UI) will implement a five-year PD Program in Moscow, Idaho, termed Indigenous Knowledge for Effective Education Program (IKEEP). IKEEP will work in a consortium with Coeur d’Alene and Nez Perce Tribes as well as with the support of the 11 Memorandum of Understanding (MOU) Tribes—Idaho: the Nez Perce, Coeur d’Alene, Kootenai, Shoshone-Bannock, Shoshone-Paiute; Washington: Yakama, Kalispel, Colville, Spokane; and Oregon: Warm Springs and Umatilla. Through this consortia IKEEP will recruit 12 Native American students who have completed their general requirements for an IHE and are eligible to enroll in degree-required coursework at the University of Idaho. Non-traditional applications and applicants who hold a bachelor’s degree in a non-teaching field interested in pursuing a career change to the teaching will be targeted for recruitment. The IKEEP coursework, workshops, and induction experiences will be grounded in tribal sovereignty and high-quality place-based education, ensuring that all IKEEP scholars gain knowledge and skills to support Native American student wellbeing, self-determination and achievement. IKEEP will provide comprehensive support and training to 12 Native American IKEEP Scholars to complete a pre-service teacher education program with concentration in Indigenous culturally and linguistically sustaining and revitalizing pedagogy that will qualify them to bring long-term educational improvements to the K-12 school experience of Native American youth. IKEEP will support scholars to meet the requirements for full state certification or licensure, and job placement in regional schools serving high proportions of Native American students. IKEEP participants will be provided financial support, specialized academic advising, and Indigenous teacher mentorship that will enable them to successfully complete a teacher education program centered on Indigenous culturally and linguistically sustaining and revitalizing education. The following activities will be implemented to ensure participants complete their program and their service payback obligations: 1) Monthly student support services, mentoring, and academic advising to ensure degree completion, 2) Specialized courses and workshops informed by culturally responsive research with an emphasis on Indigenous pedagogies, including summer coursework with the American Indian Language Development Institute (AILDI) 3) Professional development workshops with an emphasis on tribal sovereignty and place-based education, 4) Indigenous Teacher mentorship for career preparation and performance, and 5) Two-year induction services including monthly in- service mentorship meetings and annual Induction Retreats to support effective teaching and the successful fulfillment of the required payback obligations. IKEEP’s primary location for coursework will be the University of Idaho campus, with workshops and retreats held in partnership at Tribal communities and University of Idaho extension centers.
Salish Kootenai College (MT) ($394,284)S299B210017
Salish Kootenai College (SKC) will provide pre-service training for teachers who are uniquely qualified to integrate language and culture in local education agencies. SKC has developed an outstanding reputation in teacher preparation within our State and region. As a result, American Indian and Alaska Native students with an interest in teaching are drawn to our 120-acre campus. At this time, SKC has already identified 27 eligible potential candidates, of whom 12 are considered non-traditional students. This is prior to funding, or any formal outreach for participant applications. A robust recruitment plan will be executed to attract the most eligible candidates, including outreach to other Tribal and community colleges with whom SKC has articulation agreements to provide bachelor’s degrees on top of their associate degrees. Many two-year Tribal Colleges look to Salish Kootenai College to provide bachelor’s degrees after their students earn associate degrees.
Of the entire grant award, 51 percent of the requested funds go directly to student support. $1,000 per month allows many to pay rent, care for children, and cover minimal living expenses which is the only way most SKC students are able to stay in college. Additional funds provide for books and fees, again, directly impacted students as the high cost of texts for many is prohibitive. Another 25 percent goes directly to student supports through the efforts of the Assistant who coordinates the project and the critical role of the Induction Mentor(s). The remaining 25 percent covers project oversight. Students mostly prefer to return to their home communities or reservations, where their employment will have the greatest impact. These are also the communities and schools who met the requirements for payback obligations. In addition, continual contact and support is provided by a dedicated program coordinator (Assistant) whose job it is to reach out to students on a regular basis assuring they understand payback responsibilities, are able to monitor the OIE PDP Data Collection Account, and are aware of the payback obligation accrued. In addition, the Induction Mentors in tandem with induction support services, work to support students in successful employment, seeking to help them solve problems encountered during their payback years, and supporting their ongoing professional growth. Teachers who grow professionally during these critical years have high levels of job and life satisfaction and are more likely to stay in the field.
Sitting Bull College (ND) ($373,715)S299B210014
Sitting Bull College will implement the Indigenous Educator Preparation Program (IEPP), in partnership with local educational agencies (LEAs) including Solen/Cannonball, Selfridge, Fort Yates, Standing Rock Grant and in South Dakota; McLaughlin, McIntosh, Little Eagle, Rock Creek, Wakpala, Mobridge-Pollock and Timber Lake. Sitting Bull College will implement its plan to provide training at the bachelor’s degree level in five documented teacher shortage areas in North and South Dakota and provide for two years of induction services. All students who participate in the project will be placed in schools with high proportion of Native American students on or near the Standing Rock Reservation.
Sitting Bull College’s outreach coordinator will focus on recruiting graduating students as well as paraprofessionals who want to return to school. Statistics from SBC self-studies indicate that the average age of students that attended in the spring 2021 semester was 31 years old. The majority of funds in the IEPP project will be used to support students in completion of a bachelor’s degree in early childhood, elementary, secondary science education and an endorsement in special education or Lakota language, through training costs. Program participants will be provided training from local experts in Lakota language and cultural integration into the classroom, training from local administrators and teachers in curriculum, instruction, technology and policy. Funds will also be used to provide a project director time to monitor the project and ensure the coursework taught by faculty will prepare participants to work with and effectively teach Native American students and also that induction services provided are of high quality and fidelity. Participants will be guided by a project director in the fulfilling the requirements of the project to work in a LEA with a high proportion of Native American students. The project director will assist participants in searching for teaching positions and guidance in interviews. Once selected for a position, the project director will assist participants in completing the data collection needed to complete the payback requirements.
St. Cloud State University (MN) ($363,599)S299B210023
St. Cloud State University (St. Cloud) proposes a project in partnership with the Lower Sioux Indian Community (Indian Tribe) for a cohort of 10-12 Indigenous candidates to complete SCSU’s Early Childhood Education Teacher Certification program during the award period. This program prepares teachers for full professional licensure (Birth – Grade 3) with Minnesota’s educator licensing authority. The project would support the participants after program completion while they are completing their work-related payback in schools in local educational agencies (LEAs) that serve a high proportion of Indian students. To that end, St. Cloud has secured support for the project from three local educational agencies (LEAs) that serve a high proportion of Native students, who will consider the cohort graduates for employment. A primary goal is to recruit 10-12 cohort participants to be financially supported as they complete their teacher preparation program in the 2-3 years of the award period. The cohort model will also support the intentional development of an indigenous-educator identity through a native-centric linking seminar. With this individualized and culturally sustaining approach, we anticipate that we will retain all cohort members each year. SCSU administers another grant that provides scholarships to Native students in education programs, thus we would be able to support students who need to step out to return and complete at a later time. We anticipate 3-4 graduates each of the years of the award after year 1 and, with our partner LEAs, anticipate that all cohort members will find qualifying employment within 12 months of completion of their teacher preparation programming.
Stone Child College (MT) ($389,790)S299B210009
Stone Child College (SCC) proposes to increase the number of American Indian students pursuing bachelor’s degrees in education by offering a program to include mentoring, counseling, liaison services, and other necessary support for the completion of advanced education degrees. SCC will implement a program in which a minimum of 16 students per year will receive support to attend Stone Child College in pursuit of a bachelor’s degree in Education, with a minimum of 16 of the participants earning certification as a teacher in Montana by the end of the project period. Stone Child College will provide mentoring support to each participant with at least two (2) meetings per student occurring monthly throughout the school year. SCC will support an induction program including mentoring, professional development, and cohort meetings for a minimum of 16 program participants who have earned certification as a teacher.
SCC will recruit the most qualified American Indians students pursuing a bachelor’s degree in the field of education. Recruitment will include the use of posters and flyers posted on the SCC Campus, in the two local schools, and on the Chief Dull Knife College, Aaniiih Nakoda campuses. We will disseminate through mailings, placement in the SCC Newsletter, Facebook, and other regional newspaper and radio ads. Selecting Indian College students from a qualified pool will ensure that participants are those who are most likely to: 1) complete their Education degree; 2) perform the most effectively as teachers; and 3) remain in the community after graduation (which will improve turnover rates). In addition, we will send letters to students who have graduated from SCC with an associate degree in teaching in the last five years. Upon completion of their degrees, SCC will help the participants find qualified employment. Stone Child College will support an induction program including mentoring, professional development, and cohort meetings for a minimum of 16 program participants who have earned teacher certification.
Turtle Mountain Community College (ND) ($364,628)S299B210013
Turtle Mountain Community College (TMCC)’s project (Training Educators to Advance Culture and Heritage), or TEACH, with support from the Turtle Mountain Band of Chippewa Indians, will (1) provide enhanced pre-service training to 30 Native American individuals that enables them to attain a Bachelor of Science in Education (Elementary Education, Secondary English, or Secondary Science) and certification/licensure as a teacher in North Dakota followed by (2) two years of comprehensive induction services as they teach in local educational agencies (LEAs) serving a high proportion of Native American students. TEACH objectives are as follows: (1) recruit/select 30 participants (15 each in Cohorts I and II), (2) engage and retain 30 participants in quality coursework and learning experiences infused with Native culture/language/heritage, (3) 30 will graduate with a Bachelor of Science degree, secure certification, and seek employment at a partner LEA, and (4) 30 graduates will be employed at partner LEAs and participate in induction while providing services for Native students. TEACH will provide assistance in securing ND teaching credentials, employment placement, induction, and wrap-around support to ensure participants realize completion of service obligations or meet the payback requirements. TEACH will also provide two years of comprehensive induction that reflects research on effective delivery including orientation, mentoring, peer support Talking Circles, and eight Teacher Support Circle Trainings for mentors and inductees (e.g., best practices in Native student services, use of data, differentiated learning, and integration of culture in the classroom).
Tzicatl Community Development Corporation (CA) ($398,457)S299B210031
The Tzicatl Community Development Corporation (Tzicatl), in partnership with Claremont Graduate University (CGU), will implement a project whose purpose is to prepare up to 15 Indian individuals to become language and cultural teachers at schools with a high proportion of Indian students in and around Los Angeles County, California. The project will provide pre-service training in the field of Native American language instruction, enabling individuals to meet the requirements for the California American Indian Language-Culture Credential. Recruitment of non-traditional educators, including tribal elders and other members, will be achieved by dedicating a full-time Language & Culture Keeper to engage tribes, schools, and other American Indian organizations in identifying program participants. These individuals will then be engaged in teaching practice courses at CGU and pre-service training, assisting in classrooms at partner schools. Post-certification, participants will be supported in completing their work-related payback through job placement assistance and induction services, including monthly cohort meetings, quarterly milestone check-ins, peer mentorship, and co-leadership of language/cultural initiatives at their schools. One confirmed school site is Anahuacalmecac International University Preparatory of North America in Los Angeles, dedicated to the academic and cultural needs of Indigenous students. During the grant period, the Language & Culture Keeper will engage up to five qualifying job sites that serve a high percentage of American Indian students. Tzicatl’s existing tribal partners include the Gabrielino-Shoshone Tribe and the Fernandeño Tataviam Band of Mission Indians, among others. During the grant period, the Language & Culture Keeper—a tribal member adept in American Indian language and culture— will engage additional tribes in recruiting participants, developing assessments to screen candidates for the Language-Culture Credential, and recommending mentors for the program.
University of Mary (ND) ($400,000)S299B210001
In consortium partnership with United Tribes Technical College (UTTC), the University of Mary (U Mary) will support Native American graduate students of traditional and non-traditional age as they pursue a master’s degree. in K-12 Administration or Special Education-Strategist, with an outcome of obtaining employment as administrators in schools with a high proportion of American Indian students. U Mary will serve as the lead agency and will provide graduate level programs and two years of induction services for 25 MEd program participants. UTTC will provide program completers from previous BS in Education cohorts for the graduate plan of study. Three key innovations of this proposal include (a) A robust component targeted to address technology-based instructional strategies in response to the pandemic’s impact upon educational opportunity for Native children. K- 12 administrators serve as education coaches for all faculty under their supervision and guidance. Thus, it is imperative that this training be completed by administrators to ensure the best implementation for their K-12 faculty serving AI children under their care. (b) Newly-developed graduate coursework in online, face to face and hybrid/flex learning platforms via the Canvas Learning Management System (LMS) designed to encompass a full year of training through the internship, embedding application of these strategies during the induction phases of the proposal; and (c) Participation in targeted induction programming which serves to support the administrators with a mentor as well as intense “Bootcamp” support in August prior to the first year as a K-12 administrator. U Mary and UTTC will assist and supervise all participants in meeting required service payback obligations to the Office of Indian Education. Graduate students will be recruited at professional development conferences, (ND Indian Education Summit, Tribal College Summit), and via social media. Following training completion, extensive two-year induction services will be offered, including First Year Mentoring programming through the ND Council of Education Leaders, Trauma Sensitive Schools training through ND Department of Public Instruction, professional development opportunities, and conference participation. Critical shortages experienced by tribal schools, and public LEAs present opportunities for employment. Graduate placement services available on both campuses will partner to support participants. Details of the payback obligation requirements will occur during the program orientation. School district partners include: Turtle Mountain Community Schools (BIE); Turtle Mountain BIE Officer; Bismarck Public School District (LEA); Mandan Public School District (LEA), Standing Rock Community School (BIE), Theodore Jamerson Elementary School (BIE).
University of Mary (ND) ($400,000)S299B210002
The University of Mary (U Mary), in consortium with United Tribes Technical College (UTTC), will support Native American undergraduates of traditional and non-traditional age as they pursue a BS in Teacher Education (Elementary Education, K-8) with an outcome of obtaining employment as teachers in schools with a high proportion of American Indian students. U Mary will serve as the lead IHE and will provide undergraduate level programs/professional development, and two years of induction services for 20 undergraduates enrolled with the tribal college consortium member UTTC. Three key innovations of this proposal include (a) A robust component targeted to address technology-based instructional strategies in response to the pandemic’s impact upon educational opportunity for Native children, (b) Newly-developed undergraduate coursework in online, face to face and hybrid/flex learning platforms via the Canvas Learning Management System (LMS) designed offer specialized pedagogical instruction plus embedded application of these strategies during the induction phases of the proposal; and (c) Inclusion of Gregory Cajete’s classical philosophy of Native Science (2016), an Indigenous component weaved into the proposal’s overarching goal to train educators in the connection between Native understandings and Western Science. Both U Mary and UTTC will assist and supervise all participants in meeting required service payback obligations to the Office of Indian Education. Candidates for this project’s undergraduate program will be recruited from a pool of individuals who have completed approximately 60 credits, including introductory teaching courses. Extensive 2-year induction services will be required (85% participation) to all program graduates, including mentoring, Trauma Sensitive Schools training, professional development, “Genius Hour” early career programming/support and Indian Education conference participation. Based on the critical shortage experienced by tribal and public schools across ND, opportunities for employment are strong. Local school district partners include: Turtle Mountain Community Schools (BIE-funded school); Turtle Mountain BIE Officer; Bismarck Public School District (LEA); Mandan Public School District (LEA); Standing Rock Community Grant School (BIE), Theodore Jamerson Elementary School (BIE). Job placement services available on both campuses will be enhanced through strategic partnerships of this consortium. Participants will be informed of the details of OIE payback obligation requirements during their orientation which will occur in August 2021 prior to the beginning of the fall 2021 semester.
University of North Carolina at Pembroke (NC) ($311,201)S299B210027
The University of North Carolina at Pembroke (UNCP) will implement the First Americans’ Teacher Education (FATE) pre-service teacher program to recruit, retain, and serve ten American Indian participants. The FATE program will support ten American Indian (AI) students to: (1) obtain a bachelor’s or master’s degree in education; (2) successfully pass NC licensure exams; and (3) complete the first two years of teaching successfully with the provision of induction support. FATE will address the shortage of AI teachers who are trained in culturally responsiveness in school districts that have a significant AI student population (specifically Hoke, Scotland and Robeson Counties) and will provide on-going professional development and induction services.
Outcomes: Ten FATE program participants will receive training and support and are anticipated to find qualifying jobs within twelve months of completion. The program is designed to eliminate barriers that would prohibit AI students from obtaining a bachelors or master’s degree by providing tuition and fee assistance, dependent care, employment stipends, examination fee support and professional development. The FATE program will recruit potential program participants through the UNCP School of Education and UNCP Graduate Schools news and email outlets. Year 1 of the project will consist of five graduate students and will be enrolled in January 2022 and Year 2 will consist of five undergraduate students will be enrolled in August 2022. Participants who meet all program requirements will be enrolled in the program, given an in-depth payback meeting and will complete undergraduate or graduate degree requirements while receiving personalized professional development through the support of the Program Coordinator and Instructional Coach (IC). Upon degree completion, newly certified teachers will be supported to find employment and will develop a personalized professional development plan with the IC who will conduct weekly visits to newly certified teachers’ classrooms. In this role, the IC will work to ensure teachers successfully pass all required examinations, support integration into the school socially/emotionally and provide instructional feedback for the participants first two years of teaching. Partners include the Lumbee Tribe of North Carolina (LTNC), Public Schools of Robeson County (PSRC), Hoke County Schools and Scotland County Schools. As part of the inductions services a collaboration with the LTNC, the project will support cultural enrichment activities, support sessions and professional development activities to program participants that will begin immediately upon completion of the program.
University of North Dakota (ND) ($400,000)S299B210021
The University of North Dakota’s (UND) Indigenous Teacher Education will be housed within the College of Education and Human Development. This project will be added to the already existing outstanding teacher education program at UND to support preservice teacher candidates in specific ways to address the most significant areas of need to serve American Indian/Native Indian students serving school districts. In speaking with superintendents, principals, and Directors of Education in public/tribal schools and colleges in North and South Dakota, it was evident that there is a substantial gap in qualified Native teachers (teachers with licensures) to teach across divisions and curricula who also have Indigenous language proficiency. These significant gaps in schools are specifically in Early Childhood Education ECE, Elementary, Indigenous language, and culturally-relevant science, technology, engineering, arts and mathematics (STEAM) education. To address these gaps, the Indigenous Teacher Education Program (ITE) at UND will establish a 2+1 Program (B.S. Ed., and master’s degrees) that will carry North Dakota licensure in Early Childhood Education (ECE) or Elementary, and Lakota/Dakota Language with a Master’s in ECE or Elementary. These degrees will embed placed-based Indigenous pedagogies to reflect culturally responsive teaching. The ITE Program will recruit and provide training for 16 participants to become licensed teachers in the elementary classrooms over the three years, inclusive of summer months. Participants for the recruitment will be from Tribal community colleges who currently have Associate degrees in Education or in another area with sufficient transfer credits toward the 2+1 ITE Program. Upon their acceptance into the program, they will start in the Fall of 2021 as a cohort. The Program Coordinator will conduct an orientation and mentor students and will establish a regular meeting period for Praxis prep. Passing Praxis I & II is crucial for qualifying to be a preservice teacher. The ultimate goal is to be an in-service teacher in a classroom with the preferred concentration and Indigenous language proficiency, which will also help keep the payback obligation intact. The project will support an Advisory Board that will meet every two months to evaluate the program’s success and recommend areas for improvement. Regular meetings with a point person (student on a voluntary rotation basis) will represent student voice to an appointed Board member. Additionally, program data will be collected through a Qualtrics survey quarterly. The ITE Advisory Board will be represented by principals, superintendents, Directors of Education (Tribal Colleges), the Director of Teacher Education, UND, professors, Director of TRIO, The American Indian Success Specialist from the American Indian Center, and former students from our Indigenous Language Education program.
University of Oregon (OR) ($399,993)S299B210011
The University of Oregon (UO) College of Education (COE) and the nine federally recognized Tribes of Oregon— The Burns Paiute Tribe, The Confederated Tribes of the Coos, Lower Umpqua, and Siuslaw Indians, The Coquille Indian Tribe, The Cow Creek Band of Umpqua Indians, The Confederated Tribes of Grand Ronde, The Klamath Tribes, The Confederated Tribes of 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 Sapsik’wa/a (Teacher) Education Project: An Indigenous Professional Teacher Preparation Program Proposal. The project will prepare AI/AN teachers whose knowledge, skills, and cultural responsiveness will bring about long-term, educational improvements in the school experiences of American Indian and Alaska Native (AI/AN) students. The AI/AN faculty-led project supports Tribal self-determination by training highly qualified AI/AN teachers who serve AI/AN students and communities. By utilizing a Cohort model within the master’s program, as well as an Indigenous cohort-within-a-cohort model, the program provides AI/AN preservice teachers the opportunity to meet weekly to develop collegial relationships based on the teaching profession, as well as shared cultural values and interests. Finally, this program features an Indigenous Community of Practice, an approach which draws from research demonstrating that professionals perform best when they participate in communities of practice. Short-term project outcomes include the recruitment, licensure, and graduation of 21 AI/AN teachers over the term of the grant, all of whom take part in a year-long seminar to increase the capacity for culturally sustaining and revitalizing teaching in AI/AN communities. Additionally, the project will work with consortium members to assist all 21 students in finding placements in schools that serve a high proportion of AI/AN students and provide two years of induction services that will increase the likelihood of retention of these teachers in the profession, while continuing to support the professional development of new teachers in culturally sustaining and revitalizing instructional strategies.
Aaniiih Nakoda Teacher Preparation Project (MT) ($372,605)S299B180009 (PDF, 13MB)
The Aaniiih Nakoda College (ANC) is a tribally controlled community college (TCU) located on the Fort Belknap Indian Reservation in north central Montana. In consortium with Montana State University-Northern (MSUN), ANC will work to address the critical shortage of qualified American Indian teachers in schools serving the Fort Belknap Indian Reservation. Project partners will collaborate to achieve the following five objectives: (1) recruit and select 15 American Indian individuals to participate in the program; (2) train and support them in accredited education degree programs leading to a Bachelor of Science Education (B.S.Ed.) degree; (3) graduate participants with B.S.Ed. degrees and state teaching licensures; (4) place them in qualifying teaching positions; and (5) deliver induction services during their first two years of teaching in LEAs serving a high proportion of Indian students. The two primary project sites will be the campuses of ANC and MSUN.
Participants will perform field practicum experiences and some induction activities at LEAs located in the Fort Belknap Agency region. Key project design features include effective recruitment strategies, including those targeting participants of non-traditional student age; research-based academic programs that include additional cultural competencies, a combination of on-site and at-distance course offerings; relevant field practicum experiences in LEAs serving a high proportion of Indian students; induction services that include mentoring, professional development, job-embedded science, technology, engineering, math (STEM) or computer science subject activities and periodic performance assessments; and continuous payback obligation education and monitoring efforts. The Indian tribes involved in this project include the Aaniinen (White Clay People or Gros Ventre) and Nakoda (Assiniboine) nations of the Fort Belknap Indian Community (FBIC).
Blackfeet Community College (MT) ($320,366)S299B180011 (PDF, 18MB)
The Blackfeet Community College Indian Education Professional Development Program Indian Centered Education Project (ICEP) will partner with all LEAs on the reservation and the University of Montana-Western to recruit, train, employ, and provide induction for Indigenous teacher candidates. The ICEP will strengthen educational opportunities for children, youth and the Blackfeet Nation by training participants to integrate the best practices of western teacher pedagogy with ancient Blackfeet knowledge and pedagogy. The project will recruit 35 candidates and deliver preservice training to them in order to graduate with full state certification either in elementary education (K-8), post baccalaureate secondary education (K12 & 5-12) and special education (P12). The ICEP staff will advise, mentor and counsel candidates, who tend to be nontraditional students. In addition, the ICEP staff will meet with partnering school administrators to arrange placements, supervision, promote employment and manage induction of candidates. The delivery model will be face-to-face instruction, supported by extensive practice in the field and aligned with the public school curricula.
Board of Regents of UW System for UW-Milwaukee (WI) ($307,471)S299B180045 (PDF, 9MB)
The Electa Quinney Institute (EQI) Teacher Training and Administrative Leadership ñ STEM Focus program is a partnership among the University of Wisconsin – Milwaukeeís School of Education (SoE), the Indian Community School (ICS), and Milwaukee Public Schools (MPS). The project is designed to increase the number of qualified American Indian individuals that have chosen careers to become teachers and administrators in Wisconsin school districts and BIE schools that serve high proportions of Indian students by training up to 10 American Indian students enrolled at UWM to become teachers or administrators.†† The four goals of the TTAL ñ STEM Focus program are to: 1) recruit traditional and non-traditional students 2) support participant retention 3) graduate all participants 4) assist all participants with finding qualifying jobs within twelve months of completion of the program and 5) provide two years of induction services during the award period to participants after graduation, certification or licensure.
The EQI team will recruit and train teachers who have degrees in the STEM fields. The Project Director will network and build partnerships with faculty in all professional schools at UWM to improve and build a pipeline of American Indian students to consider the fields of science, technology, engineering, and math or computer science.
Choctaw Nation of Oklahoma (OK) ($330,981)S299B180038 (PDF, 640KB)
Choctaw Nationís Teach 2 Reach (T2R) program will prioritize pre-service to teachers by providing opportunities to a minimum of 51 Native American teacher candidates to achieve their degrees and certifications and transition into the classroom. This will achieve the goal of increasing the number of qualified Native American Educators in Oklahoma. Program activities will consist of matching participants with veteran teachers as mentors, assigning career counselors for program guidance, providing at least two annual professional development opportunities, and a culminating professional development opportunity available to all participants, mentors, and LEA and university partners. T2R will incorporate cultural components into each aspect of programming with opportunities to attend periodic classes/workshops on Choctaw history and culture. T2R will recruit students who have been accepted into the teaching program at one of the six partner universities: East Central University (ECU), Northeastern State University (NSU), Oklahoma State University (OSU), Southeastern Oklahoma State University (SOSU), University of Central Oklahoma (UCO), and University of Oklahoma (OU). Recruiting from students who have been accepted into the education program ensures the participant has already completed at least two years of higher education toward a teaching degree. CNCD will give preference for STEM-related degree pursuits. With CNCD current student participants pursuing an education degree, T2R will have a direct source to many potential candidates. All participants found to meet the eligibility guidelines will participate in a one-on-one meeting with CNCD staff to discuss program expectations, funding resources, payback responsibilities, and guidelines prior to receiving grant-based assistance. The participant will then sign the Choctaw Nation approved payback agreement explaining work-related and cash payback criteria after completion of teacher education degree plan. T2R will ensure each participant has the appropriate tools and experiences to launch a teaching career that will be rewarding for participants, ensure a support system is in place before and during induction, and guarantee better qualified staff for students in Oklahoma.
College of Menominee Nation (WI) ($342,075)S299B180005 (PDF, 15MB)
The College of Menominee Nation (CMN) in partnership with the schools on the Menominee (Keshena and Neopit, WI) and Oneida (Hobart, WI) Reservations proposes Aspiring Native Educators: Espāēhkawak akekoh Mamāceqtawak Kāēhkenohamowekowak (Is pay key wuk ah key ko Mama chet taw wuk Kaeh kay no ha mo we ko wuk) which means ìThey rise up, those Indian Teachersî in Menominee. The goal of CMN’s Espāēhkawak akekoh Mamāceqtawak Kāēhkenohamowekowak: Aspiring Native Educators project is to provide professional development opportunities and financial support for new and current preservice students to complete their Bachelor of Science degree in elementary education and apply for WI licensure. CMN will work to provide highly qualified, licensed teachers to fill positions in surrounding school districts on and near the Menominee and Oneida reservations by 2023.
The project objectives include: (1) recruit and select a cohort of 14 student participants; (2) provide a culturally responsive, quality teacher education bachelor program that prepares preservice students to teach in their neighborhood schools; (3) provide monthly professional development for teacher education students and graduates on STEM Project-Based learning activities; (4) provide PRAXIS (Core and Praxis II), Wisconsin Foundations of Reading Test and Wisconsinís Teacher Performance Assessment examination and assessment and academic support to ensure 20 pre-service teacher education students achieve the required qualifying scores in order to be eligible to apply for state licensure; (5) graduate 14 teacher education students with Bachelor of Science degree in education who obtain state licensure; and (6) place graduates in their neighborhood schools with a high percentage of American Indian students and provide two years of induction services (mentoring, continued training, and workshops).
Fort Peck Community College (MT) ($395,673)S299B180050 (PDF, 1MB)
The purpose of the Fort Peck Community College (FPCC) Indian Education Professional Development Project (IEPDP) is to alleviate the acute shortages of American Indian teachers within LEAs that serve a high proportion of American Indian students. This project goal is to successfully train and place 14 teachers.† Project participants will pursue either 1) an AAS degree in Native Language Instruction (NLI) from FPCC and achieving Class 7 Language Certification and B.S.Ed. degree; or 2) a B.S.Ed. degree from the partner institution, Montana State University-Northern (MSU-N) and state certification. FPCCís goal is to graduate at least 14 participants within three years and place them in local schools, allowing them to take full advantage of induction services. There will be seven (7) sites: 1) FPCC Poplar Campus; 2) FPCC Wolf Point Campus; 3) MSU-N in Havre; 4) Frazer Public Schools; 5) Wolf Point Public Schools; 6) Poplar Public Schools; and, 7) Brockton Public Schools. FPCC will recruit students who are already attending FPCC or MSU-N and pursuing a degree leading to full State certification. The project will provide two years of induction services to graduates placed in local schools, including mentor teachers and induction seminars. FPCC will assist students in completing payback by placing graduates in eligible LEAs and providing support to students to facilitate service payback completion and minimize cash payback requirements.† The project involves the Assiniboine (Nakoda) and Sioux (Dakota) Tribes of the FPIR in Montana.
Oglala Lakota College (SD) ($326,320)S299B180037 (PDF, 19MB)
Oglala Lakota College (OLC) is an Indian IHE based on the Pine Ridge Indian Reservation with Instructional Centers on the Cheyenne River Indian Reservation and in Rapid City, SD. In partnership with local school districts and BIE-funded schools with high proportions of Indian students, OLC will recruit, select and assist 12 Native Americans to achieve undergraduate teaching degrees and Special Education endorsements in the State and have special skills for teaching STEM subjects. The project will serve the Pine Ridge Indian Reservation (a 2015 Promise Zone) which has 22 schools, the Rapid City School District which has 8 schools with significant numbers of Indian students and the Cheyenne River Indian Reservation schools which has seven schools with significant numbers of Indian students.
OLC will recruit in fall 2018 and spring 2019 and will advertise through local media, meet with schools and staff, and talk to current OLC education majors about pursuing a special education endorsement. OLC induction strategies will include mentoring by the program/field coordinator, pay for release time for consultation meetings, access to research materials through professional memberships, professional literature and research resources, technology mentors, and sessions with relevant experts including presentations by Lakota elders. OLC staff will meet with schools during the project to facilitate qualifying job placements for participant in order to fulfill the service payback requirement. Tribes involved in the project include Oglala Sioux, Cheyenne River Sioux and Rosebud Sioux Tribes.
Oglala Lakota College (SD) ($356,572)S299B180049 (PDF, 18MB)
Oglala Lakota College (OLC), a tribally-chartered IHE based on the Pine Ridge Indian Reservation with Instructional Centers on the Cheyenne River Indian Reservation and in Rapid City, SDóin partnership with multiple LEAs and BIE-funded schools that have a large number of Indian studentsówill recruit, select and assist 10 Native Americans to achieve Masters of Lakota Leadership and Management: Education Administration degrees and Principal Endorsements in the state of SD and have special skills for advancing STEM in their schools. OLC will recruit 10 students in Fall 2018 and Spring 2019, advertising through local media, meeting with schools and staff, and talking to current OLC teachers and school staff about pursuing a Masters in Lakota Leadership and Management: Education Administration. Induction will include mentoring by a program/field coordinator, pay for release time for consultation meetings, access to research materials through memberships professional societies, technology mentors, one-day meetings each semester with all school supervisors to share information, one-day participant seminars during induction, and presentations by Lakota elders.
OLC will assure that incoming participants are aware of the payback requirements and will develop a plan with them for completing the service payback. Project staff will meet with schools during the grant period to facilitate participantsí job placement that fulfill the service payback requirement. Tribes involved includeOglala Sioux and Cheyenne River Sioux.
Salish Kootenai College (MT) ($356,858)
The purpose of Indigenous STEM in Teacher Education (I-STEM) is to increase the number of licensed American Indian secondary math & science, elementary and early childhood PreK-3 teachers. Salish Kootenai College (SKC) proposes to accomplish these goals by providing fiscal, educational, and social support to a minimum of 20 American Indian/Alaska Native (AI/AN) teacher candidates while engaging them in culturally relevant teacher education experiences and enhancing STEM components in all teaching programs specifically designed for effective teaching on reservations and in small schools. I-STEM encompasses and incorporates all cultural understandings, including communication/storytelling, arts, ways of knowing and being, and intergenerational knowledge transfer throughout the education programs. Although the emphasis is on the Sèliš-Qlispé and Ksanka people, SKC invites candidates from tribes across the U.S. and Canada. To accomplish this goal, SKC will partner with the American Indian Graduate Center (AIGC) to recruit pre-service teachers throughout the Northwest. In addition, SKC will recruit currently enrolled students and reach out to area school districts, public, private and tribal education programs so that eligible support staff is aware of the opportunity. Two years of induction services will be provided during the award period to participants after graduation while they are completing their first two years of work as teachers in school districts with significant Indian student populations.
Southeastern Oklahoma State University (OK) ($359,167)S299B180044 (PDF, 24MB)
The Native American Excellence in Education-Teacher Preparation Project (NAEIETPP) is a consortium between Southeastern Oklahoma State University (SOSU), the Choctaw Nation of Oklahoma, and the Chickasaw Nation designed to increase the quantity and quality of certified Native American (NA) teachers in southeastern Oklahoma, home to the Choctaw and Chickasaw territories; 21 counties combined. SOSU is centrally located in between these two Native nations in Durant, Oklahoma, with a NA student population just over 30%. Oklahoma is currently experiencing a severe teacher shortage evidenced by schools relying on emergency certifications to fill vacancies and increasing class sizes due to the scarcity of qualified applicants. The NAEIE Project will recruit 12 applicants and selections will be done by committee consisting of a two-phase interview. Participants will progress through an academically sound educator preparation program to complete a bachelorís degree in education, which enables them to meet requirements for full Oklahoma state certification. In addition to required coursework, participants will be provided with opportunities to enhance the educational experience of prospective NA teachers through supplemental professional development, additional STEM training, and NA history and culture sessions designed to assist new teachers in becoming capable, effective professionals with insight into Native educational barriers. The project seeks to support participantsí transition into employment in local school districts through an induction program designed to support and educate participants on how to become effective teachers and how to improve the quality of their teaching, thereby increasing their likelihood of persisting in the field to fulfill their service payback obligation.
Stone Child College (MT) ($324,381)S299B180052 (PDF, 15MB)
Stone Child College (SCC) is an accredited Tribal College on the Rocky Boy Reservation in Montana, home of the Chippewa Cree. SCC will provide support and training to Indian individuals to complete an education program before the end of the award period that enables the individuals to meet the requirements for full State certification or licensure as a teacher through (a) training that leads to a Bachelorís Degree in Elementary Education; or (b) in consortium with the University of Montana, training in a current or new specialized teaching assignment (special education) that requires a masterís degree and in which a documented teacher shortage exists. The overall goal of the project is to increase the number of Native American certified elementary and special education teachers in Montanaís public, private, and tribal schools, which serve significant numbers of Indian students, particularly the LEAs on or near the Rocky Boy Reservation. To accomplish this goal, project staff will provide educational, financial, and technological resources to a total of 20 participants (15 Elementary Education and 5 Special Education) who are American Indian pre-service candidates to complete a program that will lead to a bachelorís degree in elementary education or a masterís degree in special education, and offer intensive, strength-based induction activities for graduates from the program for a minimum of two years. SCC also will deliver in-depth training in five or more instructional strategies and pedagogical practices in STEM or computer science subjects through a year-long program course/course sequence and through required job-embedded activities during the induction period.
University of Alaska Southeast, (AK) ($363,240)S299B180007 (PDF, 24MB)
A Consortium of the University of Alaska Southeastís Alaska College of Education (AKCOE) and Sealaska Heritage Institute (SHI) will conduct the Indigenous Alaska Scholars project. Participants receive a graduate level Master of Arts in Teaching (M.A.T.) or a Masterís in Educational Leadership. Both the M.A.T. and Education Leadership graduate programs are accelerated, meaning participants enter as a cohort one summer and graduate with their degrees and certificates the next summer. During fall and spring semesters, M.A.T. candidates are placed with host teachers in a school where they complete a year-long internship. Education Leadership participants do a similar year-long mentorship under the guidance of an exemplary principal, again at a school. During these intense practicums participants are instructed via distance delivered courses, workshops and seminars. AKCOE faculty conducts observations, coaching, and assessments regularly on-site. SHI provides activities that fold cultural knowledge and relevance into both programs. Indigenous Alaska Scholars will provide graduate level training to qualified Alaska Natives and American Indians to become certificated teachers and administrators, with a focus on preparing them to work in schools with high numbers of Native students. Expected outcomes include the inclusion of non-traditional participants, such as those drawn from the military and industry; 100% program completion rate for a M.A.T. in Secondary Education or Educational Leadership; 88% job placement within one year and 100% job placement within two years; and provision of two years of induction activities for all participants.
University of Arizona (AZ) ($304,678)
The Indigenous Teacher Education Project (ITEP) will recruit a cohort of 14 Native American (NA) preservice teachers in the University of Arizonaís (UA) Elementary Education (EE) program. The UA will partner with five schools serving NA students: the Gila River Community Schools (Blackwater, Gila Crossing, Casa Blanca), Hopi Tribal Education Department, Navajo Nation Department of DinÈ Education, Sacaton Public School District, and Tohono Oíodham Baboquivari Unified School District in this unique effort. The project objectives include efforts to: 1) train participants in culturally relevant pedagogy, curriculum, mentoring, and community partnerships, 2) prepare 14 qualified NA project participants to graduate and obtain certification, 3) facilitate employment and provide professional support and mentoring during induction services, 4) infuse culturally relevant STEM practices into the preparation of project participants, and 5) build strong partnerships with tribes, LEAs, and IHEs. This project seeks to build on the foundational components of Indigenous teacher education by infusing Indigenous knowledge, values, languages, histories, and cultures into the curriculum. The induction program will include contact with an assigned mentor; UA mentorship; focus group sessions in regional areas of the state; workshops by STEM organizations and consultants; and participation in induction services offered by their school/district. †UA will work closely with participants during the induction period (in-person, video/phone conference, and group sessions) to provide professional support to sustain employment in a school and to assist in ensuring participants update and submit required information for purposes of tracking progress toward successful completion of the service payback obligation.
University of Idaho (ID) ($255,799)S299B180040 (PDF, 26MB)
The University of Idaho (UI), in conjunction with the 10 Memorandum of Understanding (MOU) TribesóIdaho: the Nez Perce, Coeur díAlene, Kootenai, Shoshone-Bannock, Shoshone- Paiute; Washington: Yakama, Kalispel, Colville, Spokane; and Oregon: Umatillaóseeks to implement a five year Professional Development Program in Moscow, Idaho, termed Indigenous Knowledge for Effective Education Program (IKEEP). IKEEP will provide comprehensive support and training to eight Native American IKEEP Scholars to complete a pre-service education program with concentration in Indigenous culturally and linguistically responsive pedagogy that will qualify them to bring long-term educational improvements to the K-12 school experience of Native American youth. In partnership with the 10 MOU Tribes, IKEEP will recruit Native American students who have completed their general requirements for an IHE, and are eligible to enroll in degree-required coursework at the University of Idaho.
Non-traditional applications and applicants who hold a bachelorís degree in a STEM-related field interested in pursuing a career change to teaching will be targeted for recruitment. IKEEP will infuse high-quality Indigenous focused STEM training across IKEEP coursework, workshops and applied field work ensuring that all IKEEP scholars gain knowledge and skills to support Native American student achievement. To ensure student participants complete their program and their service payback obligations IKEEP staff will provide: 1) monthly student support services, mentoring and academic advising to ensure degree completion, 2) specialized courses and workshops informed by culturally responsive research with an emphasis on Indigenous pedagogies, 3) professional development activities and workshops with an emphasis on Indigenous STEM expertise, 4) teacher mentorship partnership for career preparation and performance, and 5) two-year induction services including monthly in-service mentorship meetings and annual induction retreats to support effective teaching and the successful fulfillment of the required payback obligations.
University of Mary (ND) ($398,718)S299B180001 (PDF, 23MB) In consortium with Turtle Mountain Community College (TMCC), Turtle Mountain Community Schools (BIE), and Turtle Mountain Band of Chippewa Indians, the University of Mary (UMary) will provide support for 33 Native American undergraduate and graduate students of traditional and non-traditional age as they pursue a B.S. in Teacher Education (elementary or secondary science) or a M.Ed. in K-12 administration or special education strategist.† UMary will serve as the lead agency and will provide graduate level programs and two years of induction services for 19 M.Ed. program participants. TMCC will provide a B.S. in education program and two years of induction services for 14 B.S. program students. Additionally, a robust STEM education component will enrich the instructional capabilities of teachers from TMCC with newly developed undergraduate coursework and seminars. Both schools will provide assistance in completing service payback obligations. Extensive 2-year induction services will be provided to all program graduates, including mentoring, trauma sensitive schools training and targeted professional development. Based on the critical teacher and administrator shortage in tribal schools, the opportunities for employment are strong. Graduate placement services available on both campuses will be enhanced through strategic partnerships.
University of Massachusetts Boston (MA) ($349,051)S299B180010 (PDF, 19MB)
The University of Massachusetts Boston (UMB) proposes to continue its Native American Early Childhood Education Scholars (NAECES) bachelorís degree cohort program in collaboration with tribes and Head Start facilities serving significant numbers of Native children. The purpose of this project is to address the need for more high quality Native early childhood educators through its research-based Early Education and Care in Inclusive Settings (EECIS) bachelorís degree program and to provide job placement and induction supports for transitioning into the field at LEAs and BIE-funded programs serving a high proportion of Indian children. The NAECES goals are to: 1) recruit 10 Native American students into NAECES program resulting in a Bachelorís degree and ECE state credential; 2) retain 10 Native American students to continue in the NAECES program each year; 3) help 10 Native American students to graduate from the NAECES program with a bachelorís degree and state early childhood education (ECE) credential, and 4) assist all NAECES graduates with finding qualifying jobs within 12 months of completion. Through UMBís Institute for New England Native American Studies (INENAS), the only institute focused on university and tribal collaborations in the Northeast and mid-Atlantic, NAECES has developed relationships with tribes in a number of states throughout the mid-Atlantic region and have identified pathways for recruitment and induction of future students who can enter with an Associate of Arts degree or comparable credits, and can therefore complete the B.A. degree within 3 years. The projectís research-based curriculum includes specialized intensive STEM education training with two full-semester 3-credit required courses, totaling one year of STEM-based instruction.
University of North Carolina at Pembroke (NC) ($274,599)S299B180002 (PDF, 23MB)
The University of North Carolina at Pembroke (UNCP) will implement the First Americansí Educational Leadership (FAEL) pre-service administrator project to recruit, retain and serve 20 participants enrolled in the educational leadership program, and is designed to improve the quality of preparation services and culturally responsive leadership offered to American Indian (AI) graduates. FAEL will support AI students to: (1) attain a Master of School Administration (MSA) degree; or an add-on in school administration (2) acquire principal licensure; and (3) complete two years of administration successfully with ongoing support and professional development through induction support. Payback sessions will be held with eligible participants to discuss in-depth the payback agreement. The Lumbee Tribe of North Carolina (LTNC), Public Schools of Robeson County (PSRC), Hoke County Schools and Scotland County Schools will collaborate with the LTNC to provide cultural enrichment activities, mentoring sessions and professional development activities to program participants that will begin immediately upon completion of the program. The initial group of 10 FAEL Program participants will be enrolled in January 2019 and 10 additional students will be enrolled by January 2020 for a total enrollment of 20 students. The project will support graduation from the MSA Program or completion of the MSA add-on licensure program; completion of state licensure; and improvement of the first two years of administrative experience of newly certified AI administrators through a comprehensive mentoring and induction plan. UNC Pembroke will assist the 20 students with finding qualifying jobs within twelve months of training completion.
University of North Dakota (ND) ($334,868)S299B180042 (PDF, 20MB)
The University of North Dakotaís (UND) College of Education and Human Development will implement the Lakota Education Action Plan (LEAP) which will create a Lakota Language Teaching & Learning (LLTL) program to address the critical need for Native educators among Native-student-serving LEA schools. To achieve this goal, LEAP has three fundamental objectives. The program objectives are to 1) develop a new pre-service certification opportunity through the Lakota Language Teaching and Learning (LLTL) program; 2) expand an already-established intensive professional development education program, the Lakota Summer Institute, and 3) provide financial support, student mentoring, job placement, and induction services to 14 students who will graduate with a bachelorís degree in education and a concentration in Lakota teaching and learning. Participants will receive off-site and on-site mentoring and induction services through monthly web meetings with the project coordinator and an on-site mentor. Professional development induction training will occur at the Lakota Summer Institute where each participant will receive 90 hours of classroom instruction in Lakota language teaching each summer throughout the project period.
University of Oregon (OR) ($352,310)S299B180043 (PDF, 27MB)
The University of Oregon (UO) College of Education (COE) and the nine federally recognized tribes of OregonóThe Burns Paiute Tribe, The Confederated Tribes of the Coos, Lower Umpqua, and Siuslaw Indians, The Coquille Indian Tribe, The Cow Creek Band of Umpqua Indians, The Confederated Tribes of Grand Ronde, The Klamath Tribes, The Confederated Tribes of Siletz Indians of Oregon, The Confederated Tribes of the Umatilla Indian Reservation, and The Confederated Tribes of the Warm Springs Reservationóhave formed a consortium for The Sapsikíwal· (Teacher) Education Project: An Indigenous Professional Teacher Preparation Program Proposal. This is a comprehensive project for the recruitment, support, pre-service preparation, induction mentorship, and payback fulfillment of American Indian/Alaska Native (AI/AN) teachers in schools with a high proportion of AIAN students. The purpose of the project is to work with consortium partners to recruit 15 participants who will attend the teacher preparation program at the UO. This AI/AN faculty-led project supports Tribal self-determination by training highly qualified AI/AN teachers who serve AI/AN students and communities. Short-term project outcomes include the recruitment, licensure, and graduation of 15 AIAN teachers over the term of the grant, all of whom take part in a year-long seminar to increase the capacity for STEM+CS education in AI/communities. Additionally, the project will assist all 15 students in finding placements in schools that serve a high proportion of AI/AN students and provide two years of induction services that will increase the likelihood of retention of these teachers in the profession, while continuing to support the professional development of new teachers in STEM+CS teaching practices and instructional strategies. The project draws from the high quality of its nationally renowned teacher education program as well as its project-specific Indigenous Consortium, Cohort, and Community of Practice approach to AIAN teacher preparation. Through a consortium that includes the University of Oregonís College of Education and each of the nine federally recognized Tribal Nations in Oregon, the Sapsikíwal· Program maintains an Indigenous cultural partnership that collaborates support for recruitment and placement of program participants as well as guidance for continuous program improvement efforts. Student teacher placements will be made in Bureau of Indian Education or Title VI schools across the region.
Waadookodaading Ojibwe Language Institute, Inc. †(WI) ($387,457)S299B180046 (PDF, 23MB)
The primary purpose of The Nandagikenjiganashk Project is to a) increase the number of highly qualified native educators capable of developing the cultural and scientific skills of the future tribal workforce and b) placing them in schools with high Ojibwe student populations. The project will seek to serve a total of 37 participants in teacher and administrator training tracks, across multiple cohorts over the five years of the grant. The project will include primary instructional, mentoring, induction, and placement sites at the Waadookodaading Ojibwe Immersion School and the Lac Courte Oreilles (LCO) Ojibwe School located on the LCO Reservation near Hayward, Wisconsin, and the additional mentoring, induction, and placement sites may include Hayward, Ashland, Bayfield, Lac du Flambeau, Lakeland, and Crandon School Districts located near Hayward, Ashland, Minocqua (two districts), and Crandon, Wisconsin.
Public and tribal schools with high proportions of native students in this region typically hire several native academic and cultural support staff that often have two year degrees in education-related fields or Ojibwe language, but are not licensed teachers. This pool of more than 40 native support staff will be the projectís primary recruitment pool. In addition, each school and each tribe have their own recruitment initiatives which seek candidates interested in working in schools with high proportions of native students. The consortium partner, Northland College, also will recruit qualified students into its educational degree and licensure program.
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 Milwaukeeís 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.
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 ìnext steps for successî plan. CGUís 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 Universityís Connect ñ Nurture ñ Vitalize project is to increase the number of qualified American Indian and Alaska Native teachers (AI/AN) who serve in tribal communities while building Haskellís capacity to recruit, induct and provide training in proven strategies for teaching AI/AN elementary and college students so they may achieve academically. Haskellís 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 Tewínaanwenesh Chimiqi Cheí Mixeni or ìGrow Our Own.î 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 projectís 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 Chairmanís Association will provide assist with recruitment and placement.
American Indian Resource Center (OK) $371,756S299B160012
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 bachelorís 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 bachelorís 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.
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 schoolsí largely Indian populations.
California State University, Chico (CA) $335,247S299B160013
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, Chicoís (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 candidatesí 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.
Elmira Collegeís (NY) $228,537S299B160007
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 participantsí 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.
Fond du Lac Tribal College (MN) $356,797S299B160003
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 participantsí 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.
Montana State University (MT) $388,697S299B160004
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.
Northern Arizona Universityís (AZ) $374,197S299B160024
Northern Arizona University’s College of Educationóin consortium with the DinÈ, Hopi, White Mountain and San Carlos tribes and Navajo Technical Universityówill implement the American Indian School Leadership (AISL) project to annually serve 24 pre-service administrators enrolled in a Masterís degree program in Educational Leadership to qualify for a principalís 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 Masterís 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.
Oglala Lakota College (SD) $385,945S299B160017
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 spayí kee yah Wash dayí) 2020, which means ìgood teachersî 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 OLCís 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.
Portland State University (OR) $370,937S299B160018
Portland State University, Oregonís 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 Universityís (PSUís) services by offering a program of professional development for the recruitment, retention and support of AI/AN teachers who can better reflect Oregonís 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 PSUís 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.
Regents of the University of New Mexico (NM) $344,325S299B160010
The Regents of the University of New Mexico will carry out the the American Indian Professional Educatorsí 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 Mexicoís 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.
Salish Kootenai College (SKC) (MT) $384,167S299B160008
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) $290,837S299B160016
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 Bachelorís 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.
Stone Child College (MT) $380,200S299B160009
Stone Child College will implement a program in which a minimum of 18 students per year will receive support toward completion of a Bachelorís or Masterís 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.
University of Arizona (AZ) $305,289S299B160006
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 Oíodham Baboquivari Indian Oasis School District, Gila River Community Schools (Casa Blanca, Blackwater, Gila Crossing), Sacaton Public School District, Pascua Yaqui Tribal Education Department, Tohono Oíodham 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 scholarsí 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.
University of Idaho (ID) $356,737S299B160015
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 díAlene, 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 bachelorís 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 díAlene tribes and their State Tribal Education Partnership Projects (STEP).
University of North Carolina, Pembrokeís (NC) $351,876S299B160011
Pre-service teacher training project, the First Americansí Teacher Education (FATE) Program will support American Indian (AI) university students to: (1) attain a bachelorís 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) $367,702S299B160002
The University of Maryland will provide support for Native Americans who are pursuing a Bachelorís 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 Bachelorís 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.
University of Nebraska-Lincoln (NE) $322,405S299B160027
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 programís 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 programís 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 Nebraskaís 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.
University of Oregon (OR) $374,554S299B160020
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 Sapsikíwal· (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.
Washington State University (WA) $92,588S299B160022
The College of Education, in consortium with the Nez Perce tribe and the Nez Perce Tribal Education Department, will implement Tiítooqan Cuukweneewit: Native Teaching and Learning Community Project, a culturally responsive project providing support and training for 10 Native participants who will earn their Bachelorís 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 WSUís 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.