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Report on Native Education Summit

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Report on Native Education Summit VOL. 5, ISSUE 3 A newsletter of the Alaska Rural Systemic Initiative Summer 2000 Alaska Federation of Natives University of Alaska National Science Foundation Annenberg Rural Challenge Report On Native Education Summit By Frank Hill, Angayuqaq Oscar Kawagley, Ray Barnhardt, Andy Hope and Merritt Helfferich n March 1–3, 2000, over 50 leaders in Native education from Oacross the state gathered in Juneau for a Native Education Summit sponsored by the Alaska Rural Systemic Initiative in Dennis Demmert and Jim Walton at cooperation with the Alaska Department of Education and Early the recent Native Education Summit Development and the Alaska Federation of Natives. A dedicated held in Juneau. They are standing next to a statue Jim brought back with him group of Elders, Native educators and others actively involved in from New Mexico. The statue, Native education initiatives associated with the Alaska RSI spent “Rainbow Warrior” by Cloud Eagle, symbolizes the unity of all creation. three days reviewing current issues impacting schools in Alaska. Given the many new state man- closely together in the provision of dates, school reform initiatives and basic education services, as well as in on-going challenges that school dis- staff development, curriculum en- Contents tricts are grappling with as we enter a hancement, collaborative research and new millennium, it seemed an oppor- technical assistance. Reports and dis- Native Education Summit ................1 tune time to step back and reflect on cussions focused on the following Alaska RSI Regional Contacts ..........4 where we are and where we want to current statewide programs and What Is This Thing Called “Love”? .5 go with Native education. The focus initiatives:. Summer Institute for Educators ....... 5 of the summit was to take a look at • Alaska Quality Schools Initiative/ Southeast Region ............................6 how education programs and services Legislative Mandates—Rick Cross. Aleut/Alutiiq Region ......................7 can best be positioned to address the • Alaska Native Student Learning long-term needs of Native communi- Action Plan—Bernice Tetpon. Iñupiaq Region ...............................8 ties in this time of limited resources. • Alaska Federation of Natives Edu- Yup’ik Region ............................... 10 We were particularly interested in cation Initiatives—Frank Hill. Athabascan Region ....................... 14 examining ways in which the Alaska • Alaska Standards for Culturally- ANKN Cultural Atlases ................. 15 Department of Education, the Uni- Responsive Schools — Ray Village Science: Risk ..................... 16 versity of Alaska and rural communi- Barnhardt. ties and school districts can work more (continued on next page) 2 SHARING OUR PATHWAYS (continued from previous page) Bilingual and Multicultural Edu- Alaska • Alaska Onward to Excellence Case cation Equity Conference (BMEEC) Studies—Ray Barnhardt and Os- and the Native Educators’ Confer- Rural Systemic car Kawagley. ence (NEC). • Rural Educator Preparation Part- • Native educators should join their Initiative nership (REPP)—John Weise. regional Native educators’ asso- Ray Barnhardt, Co-Director • Native Administrators for Rural ciation. University of Alaska Fairbanks Alaska—Frank Hill and NARA • Native corporations should sup- ANKN/AKRSI graduates. port actions/activities and devel- PO Box 756480 • Consortium for Alaska Native opment of their regional Native Fairbanks, AK 99775-6480 Higher Education—Merritt educators’ associations. (907) 474-1902 phone Helfferich. • Encourage local school boards and (907) 474-1957 fax • APU/RANA Native Teacher Edu- administrators to anticipate worse- e-mail: [email protected] cation Program—Christina Reagle. case scenarios with regards to the • Citizens for the Educational Ad- state exam. A local plan must be Oscar Kawagley, Co-Director vancement of Alaska’s Children— established. University of Alaska Fairbanks Willie Kasayulie • All secondary subject areas must ANKN/AKRSI In addition to the above presenta- focus on mastery of academic PO Box 756480 tions, there were reports on many English. Fairbanks, AK 99775-6480 exciting regional curriculum devel- • Develop alternatives (beyond (907) 474-5403 phone opment and language revitalization remedial) to enhance academic (907) 474-1957 fax initiatives from around the state. Fol- learning. e-mail: [email protected] lowing status reports on the various • Develop peer tutors to work with Frank Hill, Co-Director initiatives, the participants turned students who do not pass the test. Alaska Federation of Natives their attention to developing draft • Develop local consortia to address 1577 C Street, Suite 300 “action plans” around three focal FAS/FAE student services. Anchorage, AK 99501 areas. Following is a summary of the • Develop alternate assessment tech- (907) 274-3611 phone recommendations put forward for fol- niques that address the same skills (907) 276-7989 fax low-up actions in each of the focal but in culturally appropriate ways. e-mail: [email protected] areas. • Align all formal schooling from early childhood: preschool Group 1: Develop an Alaska through high school. Native Education Action Plan for • Connect advocacy groups of lan- Sharing Our Pathways is a publication of the Alaska Rural Systemic 2000 guage immersion with Native edu- Initiative, funded by the National Science This group reviewed the issues cators’ associations. Foundation Division of Educational Systemic that were raised in the summit (as well • Provide information to local par- Reform in agreement with the Alaska Federa- as the 1999 Leadership Retreat recom- ent advisory groups regarding tion of Natives and the University of Alaska. ways to teach and fund indigenous We welcome your comments and suggestions mendations) and developed a prelimi- languages and academic English. and encourage you to submit them to: nary outline of where we would like to be with Native education in Alaska • Set up a network for immersion The Alaska Native Knowledge Network schools for everyone. University of Alaska Fairbanks by the year 2010 and the steps that University Park Building will be taken to get us there. Recom- • Incorporate local culture and heri- 1000 University Avenue mendations of this group included:. tage throughout the curriculum, P.O. Box 756730 • Local cultural values shall be the interwoven with existing subjects. Fairbanks, Alaska 99775-6730 preamble to all curriculum docu- • Incorporate Alaska Standards for (907) 474-5086 phone ments and instructional programs. Culturally-Responsive Schools into (907) 474-5615 fax • Community members and culture all district curriculum review pro- http://www.ankn.uaf.edu bearers must greet and welcome cesses. Hold districts accountable e-mail: [email protected] new teaching staff and share local for this integration. Newsletter Editor: Dixie Dayo values and traditions. • Incorporate the social and spiri- [email protected] • School districts must support Na- tual meaning of arts as well as the Layout & Design: Paula Elmes tive educators to participate in the practical applications. [email protected] SHARING OUR PATHWAYS 3 • Support the corrected version of Native educator associations by proportional, the school improve- the teacher certification process audioconference on a monthly ba- ment plan should indicate how being proposed to legislators. sis to provide guidance on all Na- such a balance will be achieved. • Recognize aides with certification, tive teacher education issues. • The Alaska Native Knowledge increased pay and professional • Provide incentives for school dis- Network will prepare an online development opportunities. tricts to implement cultural orien- database listing all qualified Na- • Incorporate environmental stud- tation programs for new teachers tive teacher and administrator can- ies as they relate to the use of as part of their annual inservice didates as identified by the technology. plan submitted to EED. The orien- respective Native educator asso- • Utilize AKRSI’s Preparing Cultur- tation program should include an ciation. ally-Responsive Teachers for extended camp experience and an • School district career ladder pro- Alaska’s Schools as a part of the “Adopt-a-Teacher” program. grams should be established to state-mandated standards for edu- • Make available a “cross-cultural provide incentives and support for cators (incorporate it into the evalu- specialist” endorsement for teach- aides and associate teachers who ation process.) ers built around the criteria out- are aspiring to be licensed teach- • Take steps to increase the hire of lined in the Alaska Standards for ers. The AFN Goals 2000 funding certified Native teachers. Culturally-Responsive Schools and should be used to provide addi- • Educate the community at large: the Guidelines for Preparing Cul- tional incentives to the districts. What is meant by local control?. turally-Responsive Teachers. • Provide an option for school dis- • Provide local advisory school • The UA system should develop a tricts to employ teacher interns to boards control over the hire of unified approach for the delivery serve as classroom teachers during new teachers in their community. of performance-based elementary their internship year under the • Revise local teacher hiring prac- and secondary teacher preparation supervision of a mentor teacher. tices to include local interviews. programs and degrees to rural • All Native organizations, includ- • Promote cadet teaching programs. Alaska, with a particular focus on ing tribal councils
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