May 3, 2013 Indian Education
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May 3, 2013 Indian Education

For All. l. evel I: awareness. Participants learn the . basic overview of:. H. istory . &. . obligations of . IEFA. Seven . Essential Understandings of . IEFA. Montana . Indian people &. . their .

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May 3, 2013 Indian Education




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Presentation on theme: "May 3, 2013 Indian Education"— Presentation transcript:

Slide1

May 3, 2013

Indian Education For All

Slide2

l

evel I: awarenessParticipants learn the

basic overview of:

H

istory

&

obligations of

IEFA

Seven

Essential Understandings of

IEFA

Montana

Indian people &

their

locations

Slide3

Level II: Implementation

Participants learn various infusion models and strategies through workshops or limited professional learning events.

Lesson

planning and unit development are based primarily on the infusion of already created resources.

Slide4

Level III: Sustainability

Professional learning is primarily supported by one or more of the following

:

Instructional

coach or mentoring teacher supports implementation in the

classroom.

Ongoing

training provided through a professional learning community or training-of-trainers

model (Natural Infusion).

Focus

is on

personal development

of units and lessons, as opposed to using already created

resources. Teachers take

ownership of their knowledge

and learning.

Slide5

Seamless Infusion

“A natural conversation on any given day with any given lesson…”

NOT

Stand alone

l

essons

Separate units

Slide6

What DO Teachers Need to be successful?

Context for Understanding

History

Culture

Contemporary Issues

Indian Perspective

Slide7

Context For Understanding

Cultural Proficiency

What is it?

Why is it important?

Slide8

What Are We Doing to Support Teachers?

Slide9

Professional Development

PIR Trainings

Traditional Games

Tipi

Essential Understandings

Sovereignty

Evaluating

Literature

Cultural Proficiency

Trainer

Of Trainers

7 Courses

College credit

Grade Level Infusion

Teacher

Camp

1: Blackfeet, Flathead

2: Rocky Boy’s, Ft. Belknap, Ft. Peck

3: Crow, Northern Cheyenne*

Culturally Based Intervention

Elementary

Middle

High School

Math

Elementary Model Lessons

Middle School

CPM

ELA

Common

Core Supplement

Elementary Model Lessons*

Social Studies

US

History Curriculum

Slide10

Essential Understandings

Objective:

Teachers will be able to talk about each EU as if it were a natural conversation.

Unpack

Cultural Background

Historical Background

Legal Background

What does this information mean to me as a:

Teacher?

Citizen?

Slide11

What did Teachers say About it?

“now have a better understanding of cultural issues”

“plan to implement IEFA in more than just required lessons”

“loved this class, want to learn more”

“more teachers should take it”

“flipbook was wonderful take away”

Slide12

Traditional Games

Objective:

Teachers will

understand the cultural significance of traditional games and be able to authentically implement them (content &

g

rade level)

Cultural Background

Historical Background

Play Time

Where

does this

information fit in the curriculum?

How do I adjust for grade level?

Slide13

What did Teachers say About it?

“this will help me engage my Native American students”

“I can now incorporate games into our PE curriculum”

“great to learn the cultural background”

“these games can be incorporated across the curriculum”

“informative & stimulating”

Slide14

Tipi

Objective:

Teachers will understand the culture and practical applications of tipis, as well as how to raise a 3 pole tipi.

Basic Background

Cultural Background

Care & Maintenance

Practice

How does this information apply to what I teach?

How can I utilize my school’s tipi?

Slide15

What did Teachers say About it?

“plan to raise our schools tipi”

“will use my new knowledge of tipi building in my classroom”

“will make more time for IEFA in my class”

“was nervous at first, but now I know how to raise a tipi”

“this course is an asset to our district”

Slide16

Sovereignty

Objective:

Teachers will understand tribal sovereignty Pre & Post 1492.

Tribal Sovereignty

Doctrine of Discovery

Marshall Trilogy

Western Shoshone (

Dann

)

How does this information help me better understand:

political relationship

my Indian students & their families

Slide17

What did Teachers say About it?

“plan to infuse my new knowledge in the MT curriculum”

“course presented a much needed perspective concerning beliefs about AI & the role they play in our country”

“thought provoking class, I truly enjoyed it”

“it was a building block to my understanding, there needs to be a next one: Tribal Sovereignty II”

Slide18

Trainer of Trainers

Objectives:

Teachers will

G

ain a deep understanding of Indian culture, history, and contemporary issues from an Indian perspective.

E

xamine and explore personal assumptions & misconceptions.

I

nfuse IEFA content across the curriculum within their grade level.

B

e a support person within their school building.

Slide19

What did Teachers say About it?

“thank you so much for allowing me to

be a

part of one of the best professional development opportunities in my

career”

“my students

and I have a different relationship because of my class experience

with you”

“a

learning experience that will permanently change my way of thinking and way of

teaching”

“I

certainly underestimated how much I have learned since my very first class. Sometimes it is hard to see, within ourselves, how much we have learned until someone else points it

out”

Slide20

Teacher Camp

Slide21

What did Teachers say About it?

“I have already embedded this IEFA experience into my lessons”

“I have shared my stories & pictures from this experience”

“I have so much information in my backpack now, I feel more confident teaching IEFA”

“what a spiritual, cultural and emotional journey, fabulous adventure”

“best experience I have ever had”

Slide22

Challenges

Leadership

Competing priorities

How do I support IEFA

?

Teacher Buy In

IEFA is too difficult.

Time

How do I make time for the PD that I need?

Cultural Proficiency

IEFA is not relevant

Slide23

What our Data is showing

Improved Graduation Rate

2010

2011

2012

%

American Indian Students

47

52

68

%

Non-American Indian Students

77

76

85

21%

AI

growth

,

8%

NON-AI

growth

30%

gap to

17%

Slide24

Qualitative Data

Teachers:

“improved relationships with students”

“increased parental involvement”

“expanded tool kit for appropriate interventions”

“increased student engagement”

Students:

“I like it when my teacher teaches about Indian Stuff in the classroom, it makes me feel good.”

“My teacher talks about what she is learning at school and then we talk about it too.”

Slide25

Qualitative Data

Parents:

“I am willing to come to my child's class and share what I know”

“I am learning a lot from my child. The traditional games they play in Math are fun”

“My child is happier in his/her classroom this year.”

“It is important to include information about Indians in the classroom. It makes my child feel like he/she belongs.”

Slide26

Closing

What

questions

remain?