| Title: |
Teachers and Leaders |
| Language: |
English |
| Authors: |
Reinhardt, M. J.; Moses, T.; Arkansas, K.; Ormson, B.; Ward, G. K.; National Comprehensive Center (NCC), Native Education Collaborative |
| Source: |
National Comprehensive Center at Westat. 2020. |
| Availability: |
Westat. 1600 Research Boulevard, Rockville, MD 20850. Tel: 301-251-1500; Web site: https://www.westat.com/; Web site: https://compcenternetwork.org/meet-centers |
| Peer Reviewed: |
N |
| Page Count: |
18 |
| Publication Date: |
2020 |
| Sponsoring Agency: |
Department of Education (ED) |
| Document Type: |
Reports - Descriptive |
| Descriptors: |
American Indian Education; Culturally Relevant Education; American Indians; Minority Group Teachers; Teacher Recruitment; Teacher Education; Administrators; Recruitment; Teacher Education Programs; Faculty Development; Curriculum Development; Expertise; Indigenous Knowledge; Alaska Natives; Native Speakers; American Indian Languages; Social Justice; American Indian History; Place Based Education; State Legislation; Community Involvement; Financial Support |
| Abstract: |
Learning across the disciplines (e.g., mathematics, science, art) can be enhanced for all students by grounding learning in historical and cultural (Western and Native) knowledge and context. The survival of Native knowledge in the United States depends on the leadership and teaching skills of many traditional and non-traditional educators. The Native knowledge systems that were in place and thriving in a pre-colonial context produced the great thinkers and problem solvers that were well suited to cultures and geographies of Native peoples. Though these systems have since been disrupted, Native knowledge is resilient and continues to provide theories, methodologies, and philosophies that remain relevant. Within this context, this brief explores ways in which state education agencies, local education agencies, tribal education departments, schools, and educator preparation programs can support teachers and leaders to preserve Native culture, knowledge, and language to improve the lives of Native children and youth. Specifically, this brief reviews: (1) preparing and recruiting Native teachers and educational leaders; (2) developing an Native knowledge educator preparation program curriculum and professional learning for current teachers; and (3) certifying tribal speakers and culture experts to teach in schools. The National Comprehensive Center's American Indian and Alaska Native Education Project developed this brief to positively impact the learning lives of Native children and youth. It is meant to enhance the effectiveness of state education agencies' work on Native education. It is one of six briefs based on thematic categories from interviews with a panel of experts in the field of American Indian and Alaska Native education to help determine current needs and interests in the field. The six categories included: (1) Native culture and language; (2) College and career readiness and access; (3) Tribal consultation and sovereignty; (4) Physical and behavioral health; (5) Teachers and leaders; and (6) Promising programs and practices. |
| Abstractor: |
ERIC |
| Entry Date: |
2020 |
| Accession Number: |
ED609098 |
| Database: |
ERIC |