Indian Education For All

1. Indian Education For All May 3, 2013

2. level I: awareness Participants learn the basic overview of: • History &obligations of IEFA • Seven Essential Understandings of IEFA • Montana Indian people &their locations

3. 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.

4. 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.

5. Seamless Infusion “A natural conversation on any given day with any given lesson…” NOT • Stand alone lessons • Separate units

6. What DO Teachers Need to be successful? Context for Understanding • History • Culture • Contemporary Issues Indian Perspective

7. Context For Understanding Cultural Proficiency • What is it? • Why is it important?

8. What Are We Doing to Support Teachers?

9. Professional Development

10. 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?

11. 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”

12. Traditional Games Objective: Teachers will understand the cultural significance of traditional games and be able to authentically implement them (content & grade level) • Cultural Background • Historical Background • Play Time Where does this information fit in the curriculum? How do I adjust for grade level?

13. 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”

14. 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?

15. 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”

16. 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

17. 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”

18. Trainer of Trainers Objectives: Teachers will • Gain a deep understanding of Indian culture, history, and contemporary issues from an Indian perspective. • Examine and explore personal assumptions & misconceptions. • Infuse IEFA content across the curriculum within their grade level. • Be a support person within their school building.

19. 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”

20. Teacher Camp

21. 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”

22. 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

23. What our Data is showing • 21% AI growth, 8% NON-AI growth • 30% gap to 17%

24. 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.”

25. 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.”

26. Closing What questions remain?