ED 114 221

TTTLr

TliSTITUTION

SPONS AGENCY

PUB DATENOTEAVAILABLE FROM

DOCUMENT RESUME"

95 RC 008 840

Bridging the Gap: Recruiting,Indian People forCareers in Education.4Recruitment Leadership and Trainihg Inst.,Philadelphia, Ps..Office of Career Education (RHEW/OF), Was hington,D.C. Div. of Educational Systems Development:75' .

35p.Prints of 16-mm film "Bridging the Gap: RecruitingIndian People to Careers in Education" from NationalAudio-Visual Center, National Archive and Records -

Service, GenQral Services'Admin., Washington, D.C.20409

4

EDRS PRICE MF-$0.76 HC-$1.q5'Plus PlbitageDESCRIPTORS *American Indians;.CareerOpportunities; Cultural

pifferences; Economic Disadvantagement; EducationalPrograms; Models; *Paraprofessional School Personnel;*Program Descriptions; *Recruitment; Rural Schools;Teacher Aides; *Training

IDENTIFIEPS Cherokee Nation; Oklahoma City University; OnsitePueblo Personnel Training Program; Rural Indianpupation Program'; Teacher Aide Project

ABSTRACTSince there are large gaps between the culture,

economy, and education of Native Americans and mainstream Americans,+he recruitment and training of.Native Americans as paraprofessionalsit the schools appears to be a promising opportunity to deal with allthree gaps simultaneously, Three model programs which are currentlybridging these gaps with increasing levels of complexity are: (1) the'Rural Indian Education Program sponsored by the Cherokee Nation andthe Tulsa Public School' District; (2) the Teacher Aide Projectsponsored 3)y Oklahoma City University; and (3) the On-site PuebloPersonnel Training Program sponsored by the All Indian Pueblo Counciland the University of New Mexico. The Tulsa program recruits andtrains parents and other Indian adults as classroom paraprofessionalscapable o.f undertaking very specific tasks.. The Oklahoma City programgoes beyond such objectives by providing university classes for itsparaprofessionals and giving college credits for courses taughton-site throughout the State. The New Mexico program is the mostcomprehensive of the three in that it is planned to encourage Indianparaprofessionals to complete a sequence of courses leading to anAssociate degree and to move on to advanced degrees. In the tuebloprogram, most instruction is conducted in the schools in which theaides work. (JC)

4

Documents acquired by ERIC include many informal unpublished materials not available from other sources. ERIC maker everyeffort to obtain the, best copy available. Nevertheless, items of marginal reproducibility are often encountered and this affects thequality of the microfiche and hardcopy reproductions ERIC makes available via the ERIC Document Reproduction Service (EDRSI.EDRS is not responsible for the quality of the original document. Reproductions supplied by EDRS are the best that ca..i be made fromthe original.

. ,

Bridging the Gap: Recruitini0 People fo

in Educat

4

.1

Bridging the Gap: Reciuiting IndianPeople for Carersin Education

"Rdm People and Planta," pamtccl by De Ibnclgu HonantoTr lbe. Hops 70

77:klqw,t7,71,T%

7;:z+74, ,:177.47,-4rrn7,777,74,1,,,,-7117,777.r.bE

Du !bridge Hononiu

4 4/

/

' '

.,, urii-P ^eV.

'

,7-. ,4"

/

1

Preface

The Recruitment Leadership and Training Insti-tute (LTI) is a panel which provides technicalassistance to projects funded by the U.S. Officeof Education under Section 504 of the Educa-tion Professions Development Act. One of theseprojects, the Rural Indian Education Program,sponsored by the Cherokee Nation and theTulsa Public School District, appeared to panelmembers who visited it to merit the attentionof all those concerned with Indian education.The LTI, therefore; decided to publicize whatwas happening in Tulsa by producing a film andbooklet, utilizing the Tulsa experience and thatof two additional programs. The other programs,the Teacher Aide Project sponsored by OklahomaCity University and the On-Site Pueblo Educa-tional Personnel Training Program sponsored bythe All-Indian Pueblo Council and the Universityof New Mexico, although similar in nature, haddifferent emphasis or broader goals. Togetherthe three projects provide a wide range of modelsfor the training of Indian people to teach or toassist in elementary school classrooms.

The three programs are based on the sameassumptions: that the quality of education forNative-American children, and the career oppor-tunities for Native-American adults, can beimproved by training Native-American para-professionals. The involvement of IndianPeople in the educational process of their ownchildren is desirable and necessary for severalreasons: to develop curricula, materials andteaching techniques which reach the Native-American student; to develop a cadre of Native-American educators on all levels of instructionand administration who will foster self-determination, preserve Native-American culture,

expand economic opppeople in their home eand maintain bridges bhomes and schools andsuccessful establishmeassist children to movethe Native-American athan requiring them, asthe past, to choose one

The Recruitment Leadtute's 15-rininute, 16-mGap: Recruiting IndianEducation" is availabletricts, colleges, universiorganizations interesteing programs designedIndian people to the fiof the film are availablNational Audio-Visualchive and Records SeAdministration, Washi

Preface

The Recruitment Leadership and Training Institote (LTI) is a panel which provides technicalassistance to projects ninth..., by the U.S. Officeof Education under Section 504 of the Education Professions Development Act. One of theseprojects, the Rural Indian Education Program,sponsored by the Cherokee Nation and theTulsa Public School District, appeared to panelmembers who visited it to merit the attentionof all those concerned with Indian education.The LTI, therefore, decided to publicize whatwas happening in Tulsa by producing a film andbooklet, utilizing the Tulsa experience and thatof two additional programs. The other programs,the Teacher Aide Project sponsored by OklahomaCity University and the On Site Pueblo Educational Personnel Training Program sponsored bythe All Indian Pueblo Council and the Universityof New Mpxico, although similar in nature, haddifferent emphasis or broader goals. Togetherthe three projects provide a wide range of modelsfor the training of Indian people to teach or toassist in elementary, school classrooms.

The three programs are based on the sameassumptions: that the quality of education forNative-American children, and the career oppor-tunities for Native-American adults, can beimproved by training Native-American para-professionals. The involvement of Indianpeople in the educational process of their ownchildren is desirable and necessary for severalreasons: to develop curricula, materials andteaching techniques which reach the Native-American student; to develop a cadre of Native-American educators on all levels of instructionand administration who will foster self-determination, preserve Native-American culture,

expand economic opportunities for Indianpeople in their home environment and buildand maintain bridges between Native-Americanhomes and schools and the outside world. Thesuccessful establishment of these bridges (tvillassist children to move easily and well between,the Native-American and Anglo worlds, ratherthan requiring them, as was so often done inthe past; to choose one or the other.

The Recruitment Leadership and Training Insti-tute's 15-minute, 16-mm film "Bridging theGap. Recruiting Indian People to Careers inEducation" is available to local school dis-tricts, colleges, universities and Native-Americanorganizations interested in initiating or expand-ing programs designed-to attract and trainIndian people to the field of education. Printsof the film are available directly from theNational Audio-Visual Center, National Ar-chive and Records Service, General ServicesAdministration, Washington, D.C. 20409.

,////z z//-

/// prz,/,//,/,V.4///A / / /////////////7/////

Aar Amor /74/

Introduction

American Indian people and their problems, atleast those of the present day, are far removedfrom the consciousness of most people in theUnited States. Only episodes such as the siege atWounded Knee force recognition of the exist-ence of the Native American. Certainly, therehave always been "Anglos" and other nonIndians, who were genuinely concerned aboutthe welfare of Indian people and outraged bytreaty-breaking and other dishonorable dealingsin which the United States government or indi-viduals engaged. However, probably for the firsttime, advocates of Native American rights andstudents of Native American culture are begin-ning to see some results from their efforts tohave Indian people viewed objectively and withproper regard for the Native Americans' ownperceptions of what constitutes their bestinterest.

Part of the problem has been the existence ofmuch misinformation about Indian people, andpart of the solution surely lies in the dispellingof a number of myths.

The most common, of course, is that "Indians"are a homogeneous and discrete group. Nothingcould be further from the truth. Indian peopleare not all alike. Far from it. There are at thepresent time some 250 separate and distinctgroups scattered throughout all 50 states. Lan-guage and traditions vary tremendously, evenamong tlative American groups which are geographically rather close. Native American lifestyles, points of view, and levels of sophistica

`Tne UM MS Indian people and Native American, rather than'Indian," will be used throughout this booklet,

tion are as diverse as tNot all Indian peopleeither, although manyand rural.

Indian people are notof the century, the Nhad fallen from an estcolonial times to apprby 1970 it was up toinstance, have increasone hundred years thbeen a serious problewhich comprise an arstate of West Virginia.

Indian people, for theested in assimilationlife,!' at least insofar athe urban job, the subfamily and technologiproud of their own heloyal to their tribes, aIn the face of many atheir lands and into thave stubbornly retaiwant to remain uniqufor many Indian peopon the reservations.

As is well-documentehave been the victimslic policies which refurights as well as the rall minorities in a defew non-Indians whocans and recognized tcharacter flaws, had r

//

/2//,4////////////////

Introciti6tion

American I ndiar people arid their problems, atleast those of the present day, are far removedfrom the consciousness of most people in theUnited States. Only episodes such as the siege atWounded Knee force recognition of the exist-ence of the Native American. Certainly, therehave always been "Anglos" and other nonIndians, vvho were genuinely concerned aboutthe welfare of Indian people and outraged bytreaty breaking and other dishonorable dealingsin which the United States government or individuals engaged. However, probably for the firsttime, advocates of Native American rights andstudents of Native American culture are beginning to see some results from their efforts tohave Indian people viewed objectively and withproper regard for the Native Americans' onperceptions of what const:tutes their bestinterest.

Part of the problem has been the existence ofmuch misinformation about Indian people, andpart of the solution surely lies in the dispellingof a number of myths.

The most common, cif course, is that "Indians"'are a homogeneous and discrete group. Nothingcould be further from the truth. Indian peopleare not all alike. Far from it. There are at thepresent time some 250 separate and distinctgroups scattered throughout all 50 states. Language and traditions vary tremendously, evenamong Native American groups which are geographically rather close. Native American lifestyles, points of view, and levels of sophistica

"The terms Indian people and Native American, rather than"Indian," will bo twad throughout this booklet.

tion are as diverse as those of other Americans.Not all Indian people live on reservations,either, although many. if not most, are poorand rural.

Indian people are not "vanishing." At the turnof the century, the Native-American populationhad fallen from an estimated 850,000 in pre-colonial times to approximately 220,000, butby 1970 it was up to 792,730. The Navajos, forinstance, have increasedso rapidly over the lastone hundred years that overcrowding has longbeen a serious problem despite reservation landsvvhich comprise an area about the size of thestate of West Virginia.

Indian people, for the most part, are not inter-ested in assimilation into the "American way oflife,", at least insofar as that is characterized bythe urban job, the suburban home, the nuclearfamily and technological affluence. They areproud of their own heritages and traditions,loyal to their tribes, and at home on the land.In the face of many attempts to move them offtheir lands and into the cities, Indian peoplehave stubbornly retained their identity. Theywant to remain imiquely Native American, and,for many Indian people, &his means iemainingon the reservations.

As is well-documented elsewhere, Indian peoplehave been the victims of both private and pub-lic policies which refused to accord them therights as well as the respect and dignity due toall minorities in a democratic system. Even thefew non-Indians who respected Native Ameri-cans and recognized that injustice, rather thancharacter flaws, had reduced them to poverty

and generdimisery were usually committed tothe view that assimilation was both desirableand inevitable. To a society devoted to the ideaof the great "melting pot," the concept of aunique culture was simply incomprehensible."Humanitarians," for instance, were thestrongest advocates of the 1887 Allotment Act,under the terms of which it was thought thatIndian,people would be assisted in their Kog-ress toward "civilization." And similarly, khetermindtion:relocation program of the 1950'swas allegedly intended to encourage Indianpeople to aspire to new and better jobs in thecities rather than depend on the limited re-sources of the reservations.

But the fact is, Indian people generally sufferfrom_the consequences of their isolation. Reservation living may and does serve to maintainNative-American tribal identity, however, thelimited number of job opportunities on reser-vations forces many Native Americans tochoose between cultural security, on the onehand, and even marginal economic success, onthe other. Some are ill-prepared because of thepoor-educational facilities available to them tomake a decent living, on or off the reservations.The vicious cycle of poverty and poor educa-tion, which has denied other minority groupsthe right of participation in the rising standardsof living enjoyed by mainstream Americans, is

.reinforced by language and cultural barriers.

Native Americans rank lowest in every measureof health, wealth, schooling, and achievement.For example:

1.

The average life expectancy of the Native Amer icdn is estimated anywhere between'44 and 66.5years. The national figure is 70.4.2. . .

Infant mortality is twice the national average.This, coupled with a high birth rate, has resultedin over 50% of all Native Americans being 17 orunder. Such a population is very difficult tosupport.3.The average annual income for Native-Americanfamilies has been estimated at $1,150 for thoseliving on reservations. Other estimates say '63%of Indian families' incomes are not above $6,000.Either way the figure reveals severe povertylevels.4.The unemployment rate for Native Americans is40% with an additional 19% working in tern-porary or seasonal jobs.5.The suicide rate is 21.8 per 100,000 as comparedwith the national rate of 11.3 per 100,000.*

It is small wonder that enormous cultural, economic and educational gaps have developed between Native Americans and the mainstream ofAmerican society. In the past few years, how-ever, there have been many encouraging signs

*Debra Bradford, 4Biling01 Education for Native Americans."Unpublished paper presented to the Office of Indian Education,August, 1974.

)

that both Indian peoplepublic officials chargedtheir welfare, are develoin turn, new relationshimovement and civil rigdid not leave Native-Atouched. Self -deter minthe rallying point of Inthe nation.

Indian people have rejeas wards in the protect'and are demanding theown and their children'concerned and interestmaking some promisingtural, economic and ed

y committed toboth desirablevoted to the ideaconcept.of amprehensible.

, were the7 Allotment Act,-s thought thatd in their prog-

similarly, theof the 1950's

urage Indiantter jobs in thee limited re-

enerally sufferisolation. Reser-

e to maintainhowever, the

nities on reser-ericans to

ty, on the onemic Success, ond because of thelable td ,them tothe reservations.d poor educa-inority groupsrising standardsAmericans, is

tural parriers.

N

Native Americans rank lowest in every measureof health, wealth, schooling, and achievement.For example:

1

The average life expectancy of the Native Alfieri- can is estimated anywhere between 44 and 66.5

years. The national figure is 70.4.2.Infant mortality is twice the national average.This, coupled with a high birth .ate, has resultedin over 50% of all Nativg Americans being 17 orunder. Suph a population is very difficult tosupport.

-3.The average annual income for Native Americanfamilies has been estimated at $1,150 for thoseliving on reservations. Other estimates say 63%of Indian families' incomes are not above $6,000.

/ Either way the figure reveals severe povertylevels.4.The unemployment rate for Native Americans is40% with an additional 19% working in tem-porary or seasonal jobs.5.The suicide rate is'21.8 per 100,000 as comparedwith the national rate of 11.3 per 100,000;*

It is small wonder that enormous cultural, eco-nomic and educational gaps have developed be-tween Native Americans and the mainstream ofAmerican society. In the past few years, how-ever, there have been many encouraging signs

"Debra Bradford, "Bilirmal Education for Native Arnerican;."Unpublishid paper presented to the Office of Indian Education,August, 1974.

that both Indian people, themselves, and thepublic officials charged with or concerned abouttheir welfare, are developing new attitudes and,in turn, new relationships. The great liberationmovement and civil rights activities othe 1960'sdid not leave Native Amer ican'communities untouched. Self determination has quickly becomethe rallying point of Indian pecole throughoutthe nation.

Indian people have rejected their former statusas wards in the protective custody of the stateand are demanding the right to determine theirown and their children's de tiny. Together withconcerned and interested e ucators, they aremaking some promising atte pts to bridge culti.ral, economic and educational gaps.

Gaps betweenNon-Indian andNative-AmericanCommunities

The following pages contain an examination ofthe three aspects of Native American life whichhave felt the impact of the white man's ascendancy.in North American culture, economy andeducation This report cannot, of course, domore tan touch briefly, on the historical recordsof flow the "gaps" between Native Americansand other Americans developed, nor does itattempt to identify causeand-etfectrelationships in accounting for the state of their existence today However, some understanding ofthe close connection between a different culLure, inadequate education and poverty mayenable the reader to appreciate the significanceof projects which prepare Indian people toassume responsibility for the education of theirchildren,

CulturalGap

Native-American culture, varying in detail fromtribe to tribe, and handed down through manygenerations, is very different from that whichwas imported, chiefly from Europe, by the firstcolonist or by any of the succeeding immigrantsMost striking, perhaps, is the sense of unitywith the natural world which is characteristic ofall Native-American religious beliefs and prac-tices. Sun and sky, animals and plants are fre-quently associated with either deities or guar-dian spirits, and all of life is thus infused will dsense of the supernatural. Ceremonies, such assun or rain dances, tie together tribal mythologyand the needs of the seasons and are frequentlyelaborate enough to require the supervision of aspecially trained class of priests. Music anddancing, closely associated with tribal religion,are also very different from Western Europeanstyles, particularly in that rhythm is more highlydeveloped than melody or harmony. Similarly,arts and crafts, although occasionally purelyornamental, are largely utilitarian as, for ex-ample, basket-making, weaving, pottery-makingand the like.

The successive waves of European explorers andsettlers, and the resulting relocation and dis-location of Native-American life, retarded fur-ther development of Native-American culture.Wars, as well as the diseases and alcohol intro-&iced by the white man, took their toll. Theinevitable process of acculturation further contributed to the gradual erosion of tribal cus-toms and crafts. In many ways, it is surprisingand a tribute to Native-American vitality thatany Native Americans have survived as discretegroups. Many, of course, did not.

For all the ci dicisros tvthe policy of restrictinvations, it rndy well behave died out completproniulgated aci;ultura,.vith the settlers contiis 110 (IOWA: that conti,..vhose forms of expreEuropean eyes and earnal rov2ing of the gap bculture and the other fture. This cultural gapsable for the economic

b eJmine

oenandricanS

n examination ofmerican life which!lite man's ascendre, economy" and, of course, doe historical recordsative Americansd, nor does it

-effect relationto of their existderstanding ofa different Cu,

d poverty maye the significancean people toduration of their

TheCulturalGap

Native American culture, varying in detail fromtribe to tribe, and handed down through manygenerations, is very different from that whichwas imported, chiefly from Europe, by the firstcolonist or by any of the succeeding immigrants.Most striking, perhaps, is the sense of unitywith the natural world which is characteristic ofall Naiive American religious beliefs and prattices. Sup and sky, animals and plants are frequently associated with either deities or gu.,rdian spirits, and all of life is thus infused vv th asense of the supernatural. Ceremonies, sucl., assun or rain dances, tie together tribal mythoiogyand the needs of the seasons and are frequentlyelaborate enough-to require the supervision of aspecially trained class of priests. Music anddancing, closely associated with.tribal religion,are also very different from Western Europeanstyles, particularly in that rhythm is more highlydeveloped than melody or harmony. Similarly,arts and crafts, although occasionally purelyornamental, are largely utilitarian as, for ex-ample, basket - making, weaving, pottery-makingand the like.

The successive waves of European explorers arid-settlers, and the resulting relocation and dis-location of Native-American life, retarded fur-ther development of Native-American culture.Wars, as well as the diseases and alcohol intro-duced by the white man, took their toll. Theinevitable process of acculturation further con-tributed to the gradual erosion of tribal cus-toms and crafts. In many ways, it is surprisingand a tribute to Native-American vitality thatany Native Americans have survived as discretegroups. Many, of course, did not

For all the criticisms which may be leveled atthe policy of restricting Indian people to reser-vations, it may well be that their culture wouldhave died out completely had policies whichpromulgated acculturation and amalgamationwith the settlers continued unabated. Yet, thereis no doubt that confinement of these peoples,whose forms of expression were so strange toEuropean eyes and ears, has not facilitated thenarrowing of the gap between Native-Americancultt. re and the other forms of American cul-ture. This cultural gap is, in turn, largely respon-sible for the economic and educational gapswhich will be examined in more detail below.

TheEconomicGap

The economic fortunes of Native Americanshave been directly tied to shifting Federal poli-cies regarding Indian people. The 1787 North-west Ordinance proclaimed the sanctity ofNative American property rights, but theserights soon became meaningless as the growingnation expanded westward. The 1830 RemovalAct (under the terms of which lands of Indianpeople east of the Mississippi were exchangedfor others to the west) "solved" the problemonly until the 1849 gold rush made the openingof overland routes to California seem far morevital than preservation of Native-Americanhunting grounds. The late nineteenth centuryseries of battles (with the Sioux and Cheyenne,for instance) was the inevitable consequence ofviolation of treaty' agreements, and the sub-sequent invasion of Indian territoT, slaughterof game and general lack of sensiti ity andrespect for Indian people.

The gradual restriction of Indian people to relatively small reservations gave rise to a newconcern that they were becoming indolentand ingrown. The 1887 General Allotment orDawes Act attempted to bring Indian peopleinto the mainstream of American society bydividing reservation lands into small parcels andgiving titles to individual Native Americans. Landleft over was then declared surplus and openedto homesteaders and prospectors. Since no provision had been made for the next generation ofNative Americans, it was not long before therewere many Native Americans who had neitherland, nor any vocational training to provide analternative to farming. The policy failed tomake Indian people independent or to increasethe processes of acculturation because no ade

44.

quote substitute was offered for the support oftribal ties.

By the 1920's, a survey of living conditions ofIndian people revealed that most Native Ameri-cans were suffering from the effects of poverty,ill health, lack of education and a dying com-munity life. Beginning in 1934, a number ofFederal reforr s were undertaken, includingthe return of some land and the authorizationof funds to assist in re-establishing tribalorganizations and the founding of schools. Anattempt in the 1950's to terminate Federalcontrol over and responsibility for Native-American affairs was itself terminated in 1961,with the appointment of the first anthro-pologist, Phileo Nash, as U.S. Commissioner forIndian Affairs.

Despite the vast progress made during the lasthalfcentury through the development of naturalresources in tribal lands, the extension andmodernization of agriculture, and the establish-ment of professional health and educationalservices, Indian people enjoy a standard of livingwhich is still well below the average American's.Unexpected increases in Native-American popu-lation have caused severe overcrowding on somereservations, and access to jobs and job trainingis not always readily available. Some Indianpeople have successfully made the transition tocity life and employment, but many others stilllook to their tribe and their reservation as thebest hope of economic self-sufficiency.

As is true anywhere else, however, economicprogress is closely related to educational oppor-tunity. It is scarcely worth discussing the

development of new inprofessions on the resetaneously consideringthe education and traiAmerican children andearlier, cultural differeresponsible for the unities faced by Indian peof Native-American edessential if we are to ubridges must be built.

ative Americansifting Federal pollThe 1787 North -

the sanctity ofghts, but theseless as the growingThe 1830 Removalch lands of Indiani were exchangededu the problemh made the opening'nia seem far moreitive-Americanrieteenth centurypux and Cheyenne,ble consequence ofts, and the sub-rritory, slaughter

tensitivity and

dian people to rela-rise to a new'

coming indolentral Allotment org Indian peopleican society by

small parcels andive Americans. Landrplus and openedors. Since no pro-next generation oflong before therewho had neither

I*ng to provide anlicy failed toent or to increasebecause no ado-

quate substitute was offered for the support oftribal ties.

By the 1920's, a survey of living conditions ofIndian people revealed that most Native Americans were suffering from the effects of poverty,ill health, lack of education and a dying community life. Beginning in 1934, a number ofFederal reforms were undertaken, includingthe return of some land and the authorizationof funds to assist in re-establishing tribalorganizations and the founding of schools. Anattempt in the 1950's to terminate Federalcontrol over and responsibility for Native-

. Ameritan affairs was itself terminated in 1961,with the appointment of the first anthro-pologist, Phileo Nash, as U.S. Commissioner forIndian Affairs.

Despite the vast progress.made during the lasthalf-century through the development of naturalresources in tribal lands, the extension andmodernization of agriculture, and the establish-ment of professional health and educationalservices, Indian people enjoy a standard of livingwhich is still well below the average American's.Unexpdcted increases in Native-American popu-lation have caused severe overcrowding on somereservations, and access to jobs and job trainingis not always readily available. Some Indianpeople have successfully made the transition tocity life and employment, but many others stilllook to their tribe and their reservation as thebest hope of economic self-sufficiency.

As is true anywhere else, however, economicprogress is closely related to educational oppor-tunity. It is scarcely worth discussing the

I 's)

development of new industries, business orprofessions on the reservation without simul-taneously considering the nature and quality ofthe education and training available to Native-American children and youth. As was indicatedearlier, cultural differences have been largelyresponsible for the unique educational difficul-ties faced by Indian people, and a brief summaryof Native-American education is, therefore,essential if we are to understand why and howbridges must be built.

.rz

/,/,,,,//,

/

% AAffil

zrA/Am iii --, ,

TheEducatioGap

i

In the past, Native-Amwas generally determinWashington (certainlyselves) deemed "good"frequently' meant Anglthem off the reservatiotribal ties and traditionthetic educators and oNative-American welfatheir efforts brthe exicultural barriers.

One summary of the pNative-American childrooms is given in the Rof the Rights, Libertiethe American Indian:

". . . Indian (s] rearednot be ready for publihold a set of values, streasoning entirely diffthe white educational

'. . The relation bet,

spoken word often elumay have been broughtion that oral sounds hbols on a piece of papseen books, magazines,written numbers beforroom. . . .

II.. . Comprehending

lem since the Indian's isomething flowing thrthe air, existing in abu

TheEdueatinalGap

In the past, Native-American educational policywas generally determined by what "experts"' inWashington (certainly not Indian people them-selves)- deemed "good" for them. That all toofrequently meant Anglicizing them, gettingthem off the reservations, and stamping outtribal ties and traditio s. Even the most sympa-thetic educators and thers concerned withNative-American w fare were hampered intheir efforts by the existence of language andcultural barriers.

One summary of the problems encountered byNativeAmerican children entering Anglo class-rooms is given in the Report of the Commissionof the Rights, Liberties and Responsibilities ofthe American Indian:

". . . I ndian [s] reared in their own culture maynot be ready for public school because they mayhold a set of values, standards, and a method ofreasoning entirely different from those on whichthe white educational system was founded. . . .

//. . The relation between the written and

spoken word often eludes a youngster since hemay have been broug4t up without any realiza-tion that oral sounehave counterparts in sym-bols on a piece of paper. He may never haveseen books, magazines, musical scores, orwritten numbers before he entered the class-room. . . .

". . . Comprehending the tenses is another prob-lem since the Indian's idea of time is that ofsomething flowing through everything and, likethe air, existing in abundance. . . .

". . . Differences in grammar and inflection arealso hard for the Indian child to manage. . . .

". . . Anedhkr fundamental difference lies inthe two attitudes toward nature. . . .

". . . Different behavior patterns of the twocultures further complicates the problem. . . ."*

Imagine the frustratiork of daily exposure to,incomprehensible lessons, to teachers unable torecognize restlessness or hostility as inability tounderstand what was being demanded, and tothe inevitable label of "failure." Some educators,and others supposedly sympathetic to Indianpeople, believed the problem was the "degrading"influence of the native culture, and felt that thesolution might be boarding schools. However,these, too, proved ineffective in many cases andproduced more "failtires." Native-Americanteenagers dropped out of these schools becausethey were unable to cope with homesicknessand Ole continuous pressure to conform to anunfaniiliar way of life. It is not really surprisingthat many Anglos considered Indian people"uneducable," for under such a philosophy andits resultant system of education, that is preciselywhat they were.

Special United States Senate subcommittee hearings, convened by the Committee on Labor'andPublic Welfare from 1967 to 1969, knotivn asthe "Kennedy Hearings on Indian Education,"found that:

`Commission on the Rights, Liberties, and Regulations of theAmeruan Indian The Indbin, Amerscdis Unfinn.hcri Buainass,University of Oklahoma Prts, 1969, op. 142-144.

1.,

Only 1% of Indian children in elementary schoolshad Indian teachers or principals.2.Indian children, more than other minoritygroups, believed themselves to be "below aver-age" in intelligence.3.Dropout rates among Indian children were twicethe national average in both public and Federalschools with some school districts having ratesapproximately 100%.4.Achievement levels of Indian children were twoto three years below those di white students andIndian children fell progressively further behindthe longer they stayed in school.5. fOne fourth of the elementary and the secondaryschool teachers surveyed, by their own admis-sion, preferred not to teach Indian children.*

Like members of other groups struggling to attainfull participation in American society, many Na-tive Americans understand the critical roleplayed by the educational system in the lives oftheir children. Indeed, the very hostility toschool which used to be interpreted as simply asign of the Native Americans' low level of intelli-gence was itself an indication of their quitereasonable response to a system bent on eradi-cating "Indian-ness."

'Hearings Before'tho Subcommittee on Indian Education of theCommittee on Labor and Public Welfare, United States Senate,Part 1, Washington, D.C.. U.S. Government Printing Office,1969, p. 62.

I

Nowhere.are "bridges"Native-American schoattempt to close the gaAmerican isolation anresulted in increasing asented to Native-Amerbe either-or; either-leathe only proper life anAmerican way, or vicebe both -and, a point ois essential for the schthat Native-Americansense of identity whilefully in the modern w

9

ar and inflection areId to man,

I difference ties inture. .

tterns of the twothe problem. . . ."*

aily exposure to in '

eachers unable totility as inability toemended, and to

re." Some educators,athetic to Indian

was the "degrading"re, and felt that thechools. However,in many cases and

ative-Americanse schools becauseth homesicknessto confOrm to anof really surprisingIndian people

h a philosophy andtion, that is precisely

subcommittee hear-ittee on Labor and1969, known asdian Education,"

d Regulations of the's Unfinished Business,

142-144.

1.

Only 1% of Indian children in elementary schoolshad Indian teachers or principals.2.Indian children, more than other minoritygroups, believed themselves to be "below aver-age" in intelligence.3.Dropout rates among Indian children were twicethe national average in both public and Federalschools with some school districts having ratesapproximately 100%.4.Achievement levels of Indian children were twoto three years below those.of white students andIndian children fell progressively further behindthe longer they stayed in school.

One-fourth of the elementary and the secondaryschool teachers surveyed, by their own admis-sion, preferred not to teach Indian children.*

Like members of other groups struggling to attainfull participation in American society, many Na-tive Americans understand the critical roleplayed by the educational system in the lives oftheir children. Indeed, the very hostility toschool which used to be interpreted as simply asign of the Native Americans' low level of intelli-gence was itself an indication of their quitereasonable response to a system bent on eradi-cating "indian-ness."

Hearings Before the Subcommittee on Indian Education of theCommittee on Labor and Public Welfare, United States Senate,Part 1, Washington, D.C.: U.S. Government Printing Office,1969, p. 62.

Nowhere are "bridges" needed more than inNative-American schools, where for so long theattempt to close the gap between Native-Amprican isolation and mainstream society hasresulted in increasing alienation. The choice pre-sented to Native-American children should notbe either-or; either learn the white man's way asthe only proper life and reject the Native-American way, or vice versa. The choice shouldbe both-and, a point of view which holds that itis esseritial for the school to teach both ways sothat Native4rierican children have a positivesense of identity while learning to live success-fully in the modern world.

TrainingParaprofessionalsto Bridge the Gqps

,

t

The cultural, economic and educational Jiff!culties confronting Indian people are so closelyintertwined that it is impossible to separate*end"solve" one set of problems without consideringits impact on the others. However, assuming thatdevelopment of viable job possibilities on thereservations is of top priority, while improvement of educational opportunities which preserverather than destroy Native American culture isequally important, the recruitment and trainingof Native Americans as paraprofessionals furschools appears to be a most promising opportunity to deal with all three "gaps" simultaneuusly. In order to understand the importanceof this recommendation, it is necessary to dis-cuss briefly the concept of the paraprofessional.

Educational reform movements of the 1960sfocused national concern on the disastrousconditions in many schools, both urban andrural. In searching for clues to the nature andorigin of the scandalous disparities amongAmerican schools, one factor was repeatedlynoted. Parents and community residents inmiddle-class communities (where schoolachievement was "normal") had considerableinfluence on or even control over the schoolstheir youngster's attended. School and homewere complementary rather than antagonistic 1

forces in the development of young children.In poor and minority school settings, parentswere seen rarely if at all. It was, therefore, sugbested that if parents and other local citizensin these communities were encouraged to par-ticipate in the education of their, children, classroom instruction and pupil achievement mightimprove since "problems" were all too oftenthe consequences of the almost unbearable

ii

1 I.) (1

c"--

strain placed on children who had to move fromone linguistic or cultural environment at hometo a completely different one at school.

Teachers and other school officials who workwith children of a culture not their own canand should be trained to understand and appreciate that culture. However, perhaps it is evenmore important to make room in the school forrepresentatives of the home, community andculture. In low income and minority communities this can best be achieved by recruitingand training full time, paid, paraprofessionalteacher aides. There are several reasons for this.they can serve as role models for students; theycan interpret school requirements not only tochildren but to parents and, conversely, interpretthe home environment to the school staff, theycan help teachers determine appropriate pedagogical techniques, and they can realize newcareer possibilities for themselves. In otherwords, paraprofessionals can bridge the gapbetween home and school, a gap which has alltoo frequently caused failure, despair andsmoldering or overt hostility.

The emphasis on "paraprofessionals" should notbe taken as a limitation but rather as a beginningpoint, from which Native Americans who chooseto do so can move up the educational careerladder. Since the role of paraprofessional de-mands the least amount of professional training,it is, therefore, well within the reach of ManyNative Americans at this very moment. Withdifferentiated and expanded staffing patterns

_for schools, many Indian people could be offeredteaching positions almost immediately on,rather than away from, the reservation. With

,

the hard won recognitioNative American cultur:indeed, the obligation tfuture generations the Iliefs and crafts of IndiaNative-American nafapbetter suited to uridertasional, non Indian colledevelopments in schoolAmerican children, peras the movement to recpeople for work in thesolid evidence from a vthis is both feasible and

"N.

Three programs designNative-American parapeducation have been seldiscussion in this reporcation Program of theTulsa Public School DiProject out of Oklahothe On Site Pueblo Eding Program, sponsore.Council and the Unive

Gaps

ucational diffisple are so closelyle to separate andithout consideringver, assuming thatibitities on the' ,

while improveities which preserveerican culture isent and training

fessionals forromising opporaps" simultanehe importanceecessary to dis-paraprofessional.

of the 1960'sidisastrous

th urban andthe nature andties amongas repeatedlyresidents inre schotil

considerableer the schoolscol and homen antagonisticsung children.tings, parentstherefore, sug-local citizens

uraged to par -it children, class-evemen t mightall too oftenunbearable

strain placed on children who had to move fromone linguistic or cultural environment at hometo a completely different one at school.

Teachers and other school officials who workwith children of a culture not their own canand should be trained to understand and appreciate that culture. However, perhaps it is evenmore important to make room in the school forrepresentatives of the home, community anuculture. In low income and minority communities this can best be achieved by recruitingand training full time, paid, paraprofe4onalteacher aides. There are several reasons for this.they can serve as role models for students; theycan interpret school requirements not only tochildren but to parents and, conversely, interpretthe home environment to the school staff, theycan help teachers determine appropriate pedagogical techniques, and they cap realize newcareer possibilities for themseivps. In otherwords, paraprofessionals can bridge the gapbetween home and school, a-gap which has alltoo frequently caused failure, despair andsmoldering or overt hostility.

The emphasis on "paraprofeisionals" should notbe taken as a limitation but rather as a beginningpoint, from which Native Americans who chooseto do so can move up the educational careerladder. Since the role of paraprofessional de-mands the least amount of professional training,it is, therefore, well within the reach of manyNative Americans at this very moment. Withdifferentiated and expanded staffing patternsfor schools, many Indian people could be offeredteaching positions almost immediately on,rather than.away from, the reservation. With

the hard -won recognition of the validity ofNative American culture hos come the right and,indeed, the obligation to protect and pass on tofuture generations the language, customs, be-liefs and crafts of Indian peoples, a task whichNative American paraprofessionals are farbetter suited to undertake than their profes-sional, non Indian colleagues. Of many hopefuldevelopments in schools attended by Native-American children, perhaps none is so excitingas the movement to recruit and train Indianpeople for work in the classroom. There issolid evidence from a variety of sources thatthis is both feasible and acceptable.

Three programs designed to recruit and trainNative American paraprofessionals for careers ineducation have been selected for description anddiscussion in this report. The Rural Indian Education Program of the Cherokee Nation and theTulsa Public School District, the Teacher AideProject out of Oklahoma City University, andthe On Site Pueblo Educational Personnel Train-ing Program, sponsored by the All-Indian PuebloCouncil and the University of New Mexico.

1

(7/1/7r

A= .r.....%

.:7

V

The Rural Indian and the 71Education Program Public ScSponsored by the District 1

Cherokee Nation

Rural schools in four counties of northeasternOklahoma, the home of_the CherokeeNation,were the beneficiaries of this program, whichwas established in 1972. Through a grant underan Education Professions Development Act,Section 504A, given to the Tulsa Public Schools,arrangements were made to recruit a number ofNative American adults and to tram them asclassroom aides for schools in which at least50% of the student bodies were Cherokee chil-dren. From the outset, the program wasdirected and staffed entirely by members ofthe Cherokee Nation, all of whom were bi-lingual.

Although one majoi goal of this program wassimply to ease the young Native American'stransition from home to school, by proViding

'' familiar and sympathetic adults, the aides werealso prepared to offer the youngsters specificeducational help. In a pre-school week ottraining and regular in-service sessions, as welfasthrough informal consultation with professionals,the Native-American aides learned to diagnosemotor, auditory and visual problems and to workwith the children in remediation activities. Ut.Iizing materials and techniques developed in theTulsa Schools' "High Challenge Program," the/aides assisted teachers to break into the cycle

11,of failure, frustration and academic retardationwhich has too often characterized the schoolexperience of Native-American children.

Another significant aspect of the program was aseries of evening workshops for parents, duringwhich they are given the opportunity to exploretheir own Cherokee heritage, to improve theirskills in native arts and crafts, and to learn ways

4 , rVizi.? ,7

in which to work withParticipants in these seaides, were paid for th

The Rural Indian Educsmall and simple in desbridges between the N.nity and the schools itrange results remain towalample evidence, bof what was accomplisand grades, more confiparent interest in the salthough only indirectlthe program was the eoffered, not only throbut also through the uskills. In an area wherecomes are below the p'where much work is ssmall financial gains ar

Enthusiasm, dedicatiocommitment theseused by visitors to thistaff, the aides, and thdespair had not, of coa promising start hadand capitalizing uponstrengths, this progratribution to Cherokeetheir heritage, improvand take control of th

Unfortunately, the pring beyond June, 197Kruse, Director, FederSchools, can be conta'

1th

se

th

ducdesN

s itto

,blis

nfiesctle

rot

ere

pse

ar

roe

rnth

codna

ee

th

pr7erg

to

z

The Rural Indian and the TulsaEducation Program Public SchoolSponsored by the .DistrictCherolxpe Nation

Rural schools in four counties of northeasternOklahoma, the homeof the Cherokee Nation,were the beneficiaries of this program, whichwas established in 1972. Through a grant underan Education Professions Development Act,Section 504A, given to the Tulsa Public Schools,arrangements were made to recruit a number ofNative-American adults and to train them asclassroom aides for schools in which at least

'50% of the student bodies were Cherokee chitdren. From the outset, the program' wasdirected'and staffed entirely by members ofthe Cherokee Nation, all of whom were bi

Although one major goal of this program wassimply to ease the young Native American'stransition from home to school, by providingfamiliar and syMpathetic adults, the aides werealso prepared to offer the youngsters specificeducational help. In a pre-school week of training and regular in-service sessions, as well asthrough informal consultation with professionals,the Native American aides learned to diagnosemotor, auditory and visual problems and to workwith the children in remediation activities. Utilizing materials and techniques developed in the(,Tulsa

Schools' "High Challenge Program," theaides assisted teachers to break into the cycleof failure, frustration and academic retardationwhich has too often characteriied the schoolexperience of Native American children.

Another significant aspect of the program was aseries of evening workshops for parents, duringwhich they are given the opportunity to exploretheir own Cherokee heritage, to improve theirskills in native arts and crafts, and to learn ways

in which to work with their children at home.Participants in these sessions, like the classroomaides, were paid for their attendance.

The Rural Indian Education program, relativelysmall and simple in design, successfully builtbridges between the Native American community and the schools its children attend. Its longrange results remain to be assessed, but therewas ample evidence, both tangible and intangible,of what was accomplished. improved test scoresand grades, more confident students, increasedparent interest in the schools. An important,although only indirectly educational, benefit ofthe program was the economic assistance itoffered, not only through salaries and stipends,but also through the upgrading of native craftskills. In an area where 50% to 70% of the in-comes are below the poverty guidelines, andwhere much work is seasonal in nature, evensmall financial gains are welcome.

Enthusiasm, dedication, appreciation, pride,commitment these wela characteristic termsused by visitors to this program to describe thestaff, the aides, and the parents. Distrust anddespair had not, of course, been eradicated, buta promising start had been made. Recognizingand capitalizing upon Native-Americanstrengths, this program made a significant contribution to Cherokee determination to protecttheir heritage, improve their standard of living,and take control of their own destiny.

Unfortunately, the program did not receive funding beyond June, 1974. However, Mr. RogerKruse, Director, Federal Projects, Tulsa PublicSchools, can be contacted for information.

II11A

A//////,./

The Teacher AideProject Sponsored-,by Oklahoma CityUniversity

Although Oklahoma has no Indian reservations,it ranks first among the 50 states in Native-American population, and in many of its publicschools, Native Americans comprise as much as50% or more of tug student body. With fundingprovided by the 1934 Johnson O'Malley Act,which authorizes special assistance to publicschools serving Indian people, a considerable.number of Native American teacher aides have beenemployed to work with kindergarten and ele-mentary children. While most of these aides havethe requisite high-school diploma or GED, few,if any, have had the opportunity to undertakespecialized professional training or college levelcourse work.

Recognizing the pot tial in this large (about 250throughout the staff group of Native Americansalready working as paraprofessional educators,Oklahoma City University's Department of Edu-catkin has establishedia special Teacher-AideProject which has, both short- and long-rangegoals. The immedlpy objective, of course, is toprovide the aides vit4h skills and insights whichwill increase their usefUlness in the classroom.The project is also intended to establish an edu-cational career ladder for Native-American adultsand, ultimately, to.increase the number of fullycertified Native - American teachers.

The project officially began when Native-American aides throughout the state wereidentified and asked to respond to a survey,indicating what kinds of courses they wouldfind helpful and where they could convenientlyattend classes. On the basis of information ob-

tained from the questionnaires, and with theadvice of a steering committee of aides, univer-

sity faculty and staff tprogram which began

Four sites were selecteinstructors were hiredchild psychology, elemchildren's" literature antory. Each course carriand the cost of tuitionApproximately half ofprogram enrolled in thone of the four sites, sboth the need and thetraining offered.

Mr. Bud Sahmaunt, DiProject, Oklahoma Citof this project and cantional information.

The Teacher Aide ,

Project Sponsoredby Oklahoma CityUniversity

Although Oklahoma has no Indian reservations,it ranks first among the 50 states in Native-American population, and in many of its publicschools, Native Americans comprise as much as50% or more of the student body. With fundingprovided by the 1934 Johnson O'Malley Act,which authorizes special assistance to publicschools serving I ndian.people, a considerable number of Native American teacher aides have beenemployed to work with kindergarten and ele-mentary children. While most of these aides havethe requisite high school diploma or GED, few,if any, have had the opporttmity to undertakespecialized professional training or college-levelcourse work.

Recognizing the potential in this large (about 250throughout the state) group of Native Americansalready working as paraprofessional educators,Oklahoma City University's Department of Edu-cation has established a special Teacher-AideProject which has both short- and long-rangegoals. The immediate objective, of course, is toprovide the aides with skills and insights whichwill increase their usefulness in the classroom.The project is also intended to establish an edu-cational career ladder for Native-American adultsand, ultimately, to increase the number of fullycertified Native-Americam teachers.

The project officially began when Native-American aides throughout the state wereidentified and asked to respond to a survey,indicating what kinds of courses they wouldfind helpful and where they could convenientlyattend classes. On the basis of information ob-tained from the questionnaires, and with theadvice of a steering committee of aides, univer-

sity faculty and staff then designed the trainingprogram which began in 1973.

Four sites were selected and Native-Americaninstructors were hired to teach courses inchild psychology, elementary reading and math,children's literature and Oklahoma Indian his-tory. Each course carried two college creditsanti the cost of tuition was reduced for the aides.Approximately half of the aides eligible for thisprogram enrolled in the first semester's course atone of the four sites, surely adequate evidence ofboth the need and the appropriateness of thetraining offered.

Mr. Bud Sahmaunt, Director, Teacher AideProject, Oklahoma City University, vas directorof this project and can be contacted for addi-tional information.

4

. 7

re

IX, 4. /4;

The On -siEducatioPersonnProgram

The most adventuroustraining programs descconceived and sponsorPueblo Council and thico. Beginning in 1973panded a University obegun in 1968 to ployexperience based couassociate degree and pcompletion of a baccaprogram responds to sdepending on the siteteacher aides with joprofessional educatlowork while remainingcommunities.

vA. t"elity task fMe original proposal

Pueblo Indian represefrom the University oAdvisory Board is curproviding direction agram on behalf of thefor the program is froTitle IV, Headstart, Jand the 1972 Indianpresent, all nineh.enamong the project paoffered at a dozen sit

////4r/f/7%

The entire program isassumption that they:crease in clinical expcation while there isin general degree couknowledge acquisitiowhich to develop pro

V

41111111/ ///z...7,7

rair

The On-site PuebloEducationalPersonnel TrainingProgram

The most adventurous of the paraprofessionaltraining programs described here is that jointlyconceived and sponsored by the All-IndianPueblo Council and the University of New Mex-ico. Beginning in 1973, this program has ex-panded a University of New Mexico conceptbegun in 1968 to provide on-reservation,experience-based courses which lead to anassociate degree and provide continuity to thecompletion of a baccalaureate degree. Theprogram responds to specific areas of need,depending on the site location, by allowingteacher aides with jobs in the schools to obtainprofessional education directly related to theirwork while remaining with their families andcommunities.

The original proposal was formulated by atwenty member task force, consisting of localPueblo Indian representatives and educatorsfrom the University of New Mexico. A specialAdvisory Board is currently, responsible forproviding direction and monitoring the pro-gram on behalf of the nineteen Pueblos. Fundingfor the program is from varied sources includingTitle IV, Headstart, Johnson-O'Malley, Title Iand the 1972 Indian Education Act, Part B. Atpresent, all nineteen Pueblos are representedamong the project participants, and courses areoffered at a dozen sites throughout the state.

The entire program is built on the philosophicalassumption that there should be a gradual in-crease in clinical experience in professional education while there is a corresponding decreasein general degree courses which emphasizeknowledge acquisition and a firm base fromwhich to develop professional competence.

4 I

Sponsored by theAll-Indian PuebloCouncil

To a large extent the Department of ElementaryEducation is moving to incorporate and integrate experience components into the professional development of its students. Among thesecomponents are: (1) self, group and culturalawareness, (2) understanding of the teacher role,(3) student growth and development patterns,(4) working directly with children, (5) teacheranalysis and feedback, and (6) instructionalmethodology. In the program, then, compo-nents are uniquely grouped together in a systematic way to benefit teacher educationstudents.

An important feature Df this project is theemphasis on counseling and record-keeping.Each participant is advised on the appropriatesequence of courses necessary to attain hisdegree goal, and strenuous efforts are madeto keep track of all credits earned (individually or through this project). Throughout,the program endeavors to provide continu-ous, comprehensive and convenient ways forIndian people to attain full certification asteacher. Only in this way, it is felt, can Pueblopeople assume full respcnsibility for the edu-cation of their own children,

Mr. Daniel Hanohni or Dr. Donald Lange, College of Education, University of New Mexico,can be contacted for information on thisprogram.

These three programs have similarities. Allshare a common concern for "bridging thegap," but there are important differences aswell. The Tulsa program recruits and trainsparents and other Native American adults as

;

andthe Universityof New Mexico

classroom paraprofessionals capable of undertaking very specific tasks. the diagnosis andremediation of developmental gaps in themotor skills of young Native-American chil-dren just entering school. While this programenables its recruits to make invaluable con-tributions on a level well beyond those activi-ties often associated with classroom aides, suchas collecting milk money and helping childrenwith rubber boots, it is limited in focus. TheOklahoma City program goes beyond theseobjectives by providing university classes forparaprofessionals to train them in a widevariety of-classroom teaching skills. Collegecredit is given for the courses, which are taught.by Native Americans on sites throughout thestate. The New Mexico program is the most com-prehensive in that it is planned not only to per-mit, but to encourage, Indian paraprofessionalsto complete a sequence of courses leading to anAssociate of Arts degree and, further, to moveon to additional course work for a B.A. andteacher certification. In this third program, insi.wtion for the aides is conducted in large partin the schools in which they work.

Underlying all three programs is the basic assump-tion that it is both feasible and desirable torecruit and train indigenous people for classroomroles. The feasibility is demonstrated at increas-ing levels of complexity as one moves from theTulsa project to the Oklahoma City one ,andfinally to that in and around Albuquerque.

The desirability, while not yet demonstrated byintensive formal research findings, is evidencedby on-site reports from both participants andobservers that education for Native-American

9

children is at last becobuilds on the unique Nawhile also introducingmodern technological s

coNa

ngI s

y theeblo

nt of Elementaryrate and inte

nto the profesnts. Among theseand cultural

f the teacher role,ment patterns,

ren, (5) teacherinstructionalthen, compo.ether in a sys-education

oject is theord-keeping.he appropriateo attain hisrts are madeed (individu-roughout,

de continu-ient ways forification aselt, can Pueblo

for the edu.

Id Lange, Col-New Mexico,

n on this

arities. Allridging theifferences as

and trainsan adults as

i l J ,

andthe Universityof New Mexico

classroom paraprofessionals capable of undertaking very specifiz tasks. the diagnosis andremediation of developmental gaps in themotor skills of young Native-American chil-dren just entering school. While this programenables its recruits to make invaluable con-tributions on a level well beyond those activi-ties often associated with classroom aides, suchas collecting Milk money and helping childrenwith rubber boots, it is limited in focus. The-Oklahoma City program goes beyond theseobjectives by providing university classes forparaprofessionals to train them in a widevariety of classroom teaching skills. Collegecredit is given for the courses, which are taughtby Native Americans on sites throughout thestate. The New Mexico program is the most com-prehensive in that it is planned not only to per-mit, but to encourage, Indian paraprofessionalsto complete a sequence of courses leading to anAssociate of Arts degree and, further, to moveon to additional course work for a B.A. andteacher certification. In this third program, in-struction for the aides is conducted in large partin the schools in which they work.

Underlying all three programs is the basic assump-tion that it is both feasible and desirable torecruit and train indigenous people for classroomroles. The feasibility is demonstrated at increas-ing levels of complexity as one moves from theTulsa project to the Oklahoma City one andfinally to that in and around Albuquerque.

The desirability, while not yet demonstrated byintensive formal research findings, is evidencedby on-site reports from both participants andobservers that education for Native-American

i t).).!I

children is at last becoming a process whichbuilds on the unique Native-American culturewhile also introducing essential exposure to themodern technological society.

#

Recommendations

The three projects which have just been describedwere selected not only for their intrinsic interest but because they serve as three differingmodels of how Native American communities,school districts and universities can co operateto enhance and improve educational opportunities for Native-Americans, both young andadult. Various funding sources have, among

Aother things, provided schools districts withNative-American paraprofessionals. It is onlyrecently that there have been concerted effortsmade to employ their particular abilities, asrepresentatives of the students' native culture,to bridge the home-school gap, to ena'ale themto work more effectively in the.classroom asparaprofessional teaching assistants, and, additionally, to encourage them individually to embark on the necessary training to meet certification standards and become professional educators. Clearly, Native-American adults shouldhave a role in educating Native-American chil-dren. They should fulfill this role by being edu-cated as fully qualified teacher aides and ascertified teachers and as administrators. Thebenefits are both tangible (e.g., measurable interms of educational achievement and economicbenefit) and intangible.

School districts containing large Native Americanpopulations might consider adopting any one ofthe three projects outlined above. Local leadership, needs and resources, will determine whetherthe more specific and limited Tulsa-type projector the much more comprehensive and adven-turous New Mexico one, can be undertaken. Adistrict might set as its long range goal a program to recruit and train Native-American'teachers, while beginning with limited training

////Ir.4%/%%

Z/////////// / V/////////// /AdIIIIII

sessions to upgrade skitclassroom aides. In anymust alter their recruitIndian people into clasopportunities for a reabecome fully qualifiedadministrators. Howevcannot and should notbility for the recruitmand professional advancan personnel. The excareer opportunities fdepends on the co-opeschools and universitiIndian people, and Naprofessionals and tribaeducational and econolong overdue benefitschildren and adults.

Someone, however, mRecruitment LTI beliebridges to be built shoistrators of school distinstitutions in commucentration of Native-Aincumbent upon thesetrators to gather the iconvene those individNative-American comoperatively plan, develfor Native-American p

The first step involvestion on Native-Ameriprofessionals, collegeand Native-Americancheck list of informat

skitany.

;lasreazed

vev10ttm,vanex; f)peitNaibanois

mdieholistnu

itidmyel

p

,es

ri

nat

Recommendations

The three projects which have just been describedwere selected not only for their intrinsic interest but because they serve as three differingmodels of how Native American communities,school districts and universities can co operateto enhance and improve educational opportunities for Native-Americans, both young andadult. Various funding sources have, among

Aother things, provided schools districts withNative American paraprofessionals. It i§ onlyrecently that there have been concerted effortsmade to employ their particular abilities, asrepresentatives of the students' native culture,to bridge the home school gap, to enable thenyto work more effectively in the classroom asparaprofessional teaching assistants, and, additionally, to encourage them individually to embark on the necessary training to meet certification standards and become professional edu-cators. Clearly, Native-American adults shouldhave a role in educating Native American children. They should fulfill this role by being educated as fully qualified teacher aides and ascertified teachers and as administrators. Thebenefits are both tangible (e.g., measurable interms of educational achievement and economicbenefit) and intangible.

School districts containing large Native Americanpopulations might consider adopting any one ofthe three projects outlined above. Local leadership, needs and resources, will determine whetherthe more specific and limited Tulsa-type projector the much more comprehensive and adventurous New Mexico one, can be undertaken. Adistrict might set as its long range goal a program to recruit and train Native Americanteachers, while beginning with limited training

)

sessions to upgrade skills of Native-Americanclassroom aides. In any case, school systemsmust alter their recruitment policies to attractIndian people into classrooms and provideopp,ortutlities for- a reasonable percentage tobecome fully qualified, certified teachers.andadministrators. However, local school districtscannot and should not bear the full responsi-bility for the recruitment, training, employmentand professional advancement of Native-Ameri-can personnel. The expansion of educationcareer opportunities for Indian people ultimatelydepends on the co-operative efforts betweenschools and universities in areas populated byIndian people, and Native-American para-professionals and tribal councils. The resultingeducational and economic growth will providelong overdue benefits for Native-Americanchildren and adults.

Someone, however, must take the initiative. TheRecruitment LTI believes that .the vision of newbridges to be built should originate with admin-istrators of school districts and teacher-traininginstitutions in communities which have a con-centration of Native-American students. It isincumbent upon these educational adminis-trators to gather the information needed and toconvene those individuals from the schools andNative-American communities who can co-operatively plan, develop and initiate programsfor Native-American paraprofessionals.

The first step involves the gathering of informa-tion on Native-American students, para-professionals, college and university programsand Native-American organizations. Here is acheck list of information that you will need.

1.How many Native American students are in theschool system?2.Which specific schools have high concentratiuns(25% or more) of Native American students?3.What programs designed especially for NativeAmerican children (e.g. remediation of learningdiSabilities, appreciation of culture) are ores-

,ently in operation?4. -How many Native-American professionals orparaprofessionals are administering or workingin these programs?

c5.What funds, earmarked solely or in large part forprograms for youth, or for categories of studentsinto which Native Americans fit (e.g., comingfrom poverty familigs, low achievers), does thedistrict receive? How are they actually beingspent?6.How many Native Americans are employed asprofessionals or paraprofessionals in non Federalprograms by the school district, and in whatcapacities?

What opportunities does the district provide forNative American and other paraprofessionalsto acquire new skills for use in their jobs?8.How many Native Americans are presently en-rolled in teacher education programs offered atlocal colleges or universities?9.What specialized classes, counseling or otherservices do local colleges or universities offer

for Native Americans preparing for or now em-ployed in eduational positions?10.To what extent are these classes or services pro-vided at sites convenient to where individualNative Americans live or work?1'1.

To what extent does the college or universityattempt to encourage and enable individualNative-American paraprofessionals to continuetheir education?12.What Native-American organizations or tribalcouncils are currently functioning in yourcommunity?13.Does the local school district, college or uni-versity have a Native American advisory councilof any kind? How is input from the Native-American community fostered, gathered andutilized?

Once accurate and up-to-date data have beengathered, a meeting should be convened withrepresentatives from the local school district,local colleges and universities and Native-American tribes and organizations. The work ofthis committee should involve, at the outset, adetailed needs assessment and ultimately acomprehensive program designed to train para-professionals and prepare Native Americans forcareers in education. The goal of this committeeshould be the establishment of an educationalcareer ladder for Native Americans which willlead to an increase in the number of qualified,certified Native-American teachers andadministrators.

The Cherokee NationCouncil, together withSystem, Oklahoma CitUniversity of New Mewhat can be done. Therecruitment of Indiancation will be writtentricts, communities anable and willing to lea

students are in the

igh concentrationserican students:"

daily for Nativediation of learningIture) are pres-

professionals ortering or working

or in large part fortegories of studentsfit (e.g., coininghievers), does theactually being

are employed asnals in non-Federalt, and in what

'strict provide forraprofessionalstheir jobs?

are presently en-ograms offered at

soling or other'versifies offer

11;k.

for Native Americans, preparing for or now employed in eduational positions?10.To what extent are these classes or services provided at sites convenient to where individualNative Americans live or work?11

To what extent does the college or universityattempt to encourage and enable individualNative-Americafi paraprofessionals to continuetheir education?12.What Native-American organizations or tribalcouncils are currently functioning in yourcommunity?13.Does the local school district, college or uni-versity have a Natiye-American advisory councilof any kind? How is input from the Native-Amwican community fostered, gathered andutilized?

Once accurate and up-to-date data have beengathered, a meeting should be convened withrepresentatives from the local school district,local colleges and universities and Native-American tribes and organizations. The work ofthis committee should involve, at the outset, adetailed needs assessment end ultimately acomprehensive program designed to train para-professionals and prepare Native Americans forcareers in education. The goal of this committeeshould be the establishment of an educationalcareer ladder for Native Americans which willlead to an increase in the number of qualified,certified Native-American teachers andadministrators.

The Cherokee Nation and theAll-I ndian PuebloCouncil, together with the Tulsa Public SchoolSystem, Oklahoma City University and theUniversity of New Mexico have demonstratedwhat can be done. The further history ofrecruitment of Indian people to careers in edu-cation will be written by other school dis-tricts, communities and universities which areable and willing to learn from their experiences.,,

The RecruitmentLeadership andflaming Institute

The Recruitment Leadership and Training Insti-tute (LTI) is a panel which provides technicaland developmental assistance to projects fundedunder the Education Professions DevelopmentAct, P.L. 90-35, Part A, Section 504, NewCareers in Education Program and administeredby the Division of Educational Systems Develop-ment, U:S. Office of Education.

Dr. Eunice A. Clarke Dr. Irving RosensteinDirector, LTI Assistant Director, LTIAssistant Vice President Temple UniversityResearch and Program PhiladelphiaDevelopment Pennsylvania 19122Temple UniversityPhiladelphia, Pennsylvania19122

Panel Members

Mr. Warren H. BaconAssistant DirectorIndustrial RelationsInland Steel CompanyChicago, Illinois

Dr. James W. KelleyDirector of Urban AffairsSt.,Cloud State CollegeSt.-Cloud, Minnesota

Mrs' Christine J. MooreDean, StudentPersonnel ServicesHarbor CampusCommunity College ofBaltimoreBaltimore, Maryland

The activity which is the subject of this reportwas supported in whole or in part by the U.S.Office of Education, Department of Health,Edubation and Welfare. However, the opinionsexpressed herein do not necessarily reflect theposition or policy of the U.S. Office of Education, and no official endorsement by the U.S.Office of Education should be inferred.

Mr. Edward V. MorenoPrincipalSan Fernando High SchoolSan Fernando, Qatifornia

Mrs. Jean Sampson, TrusteeUniversity of MaineLewiston, Maine

Mr. Farley J. SeldonPrincipalJohn Hay High SchoolCleveland Public; SchoolsCleveland, Ohio

Dr. Ronald W. TyrrellChairmanDepartment of Intermediate

EducationCleveland State UniverCleveland, Ohio

Dr. Marian B. WarnerSupervisorBusiness EducationSchool District ofPhiladelphiaPhiladelphia, Pennsylv

Professor Dorothy F.ChairpersonDepartment of CommSimmons CollegeBoston, Massachusett

anditute

and Training Insti-ovides technicalto projects fundedins Developmenton 504, Newand administeredI Systems Develop-n.

Irving Rosensteinistant Director, LTIple Universityadelphiansylvania 19122

The activity which is the subject of this reportwas supported in whole or in Part by the U.S.Office of Education, Department of Health,Education and Welfare. However, the opinionsexpressed herein do not necessarily reflect theposition or policy of the U.S. Office of Educa-tion, and no official endorsement by the U.S.Office of Education should be inferred.

Mr. Edward V. MorenoPrincipalSan Fernando High SchoolSan Fernando, California

Mrs. Jean Sampson, TrusteeUniversity of MaineLewiston, Maine

Mr. Farley J. SeldonPrincipalJohn Hay High SchoolCleveland Public SchoolsCleveland, Ohio

Dr. Ronald W. TyrrellChairmanDepartment of tntermediate

EducationCleveland State UniversityCleveland, Ohio

Dr. Marian B. WarnerSupervisorBusiness EducationSchool District ofPhiladelphiaPhiladelphia, Pennsylvania

Professor Dorothy F. WilliamsChairpersonDepartment of CommunicationsSimmons CollegeBostcn, Massachusetts