(23rd Annual) (2018) (716 Church Hill Rd.Augusta, ME, 04330) (Maine Primitive Skills School) (Apprenticeship Catalogue) (Creating Leaders in Outdoor Education and Nature Literacy since 1989) (Maine Primitive Skills School) (Apprenticeship Program) (Michael DouglasDirector of Adult Programs / Mentor Michael is a registered Maine Guide with a Bachelor of Science Degree in Education. He has shared skills in outdoor education since 1989. After pursuing survival skills as a U.S Marine, he started his own Survival School in 1989 at the University of Maine.  In 1993 he was the recipient of the Marion Rich Waterman Mayer Award from the University of Maine College of Education.  He has been a consultant for Discovery Channels’ “Dual Survivor” and was featured on National Geographics’ “Doomsday Preppers”, where he received the highest “Survivability Score” of the shows first season. He has also coached reality television participants on Naked and Afraid and has been a mentor to college students, professors, professional educators, Eagle Scouts, and television personalities. His apprenticeship program is internationally known, offering participants from all over the world immersion in Tracking, Survival, Awareness, Bow Making, Wild Edibles, Medicinal Plants, Hunting, Trapping, and much more.  MIKE DiMAUROSenior InstructorMike is a Registered Maine Guide . After graduating from Ramapo College of New Jersey in 2008 with a Bachelors of Science in Accounting, he studied at the Maine Primitive Skills School attending workshops and heading into the woods to camp for weeks at a time to practice the skills. Mike became our first residential apprentice in 2010. He has since been on many staff survival trips and has played an integral part as an Instructor during the past few years, furthur developing his skills as a mentor and a skilled practitioner. Previously, he has directed homeschooling programs and summer camps, trained staff, and instructed workshops at the Maine Primitive Gathering and Common Ground Fair. Mike enjoys living on the school property in various primitive structures for extended periods of time. A year in a tipi, months in grass huts, and wintering in a yurt has taught him much about what it means to live a simple life in the wilderness. His personal passions are focused on answering lifelong questions like, How can we work towards community vibrancy and food security using mostly wild food? What are the best ways to combine the primitive skills “Caretaking Philosophy” with the “Permaculture Design Principles”.) (Faculty) (January 1) (2018) (2) (Maine Primitive Skills school) (COLIN Richardson Head Instructor Colin has been a lifelong outdoor enthusiast Growing up on Cape Cod he spent most of his childhood exploring the surrounding environment, from spring fed ponds in his backyard to vernal pools, hardwood forest, pine barrels and estuaries. He joined the boy scouts as a teenager to gain greater access to the northern woods and mountains. Camping and backpacking were lifelong pursuits. After learning of the apprenticeship program offered by the Maine Primitive Skills School and attending a foraging workshop he immediately set out to rediscover the lost art of providing for oneself off the landscape while increasing bounty in his wake. He is a graduate of the 2016 residential apprenticeship program. After which he was invited to stay on as an instructor in training. He has been living and growing his skills at the school for two years now. Having assisted and led programs working with children from the ages of 3 and up, garnering nature connections in an increasing disconnected world. He has taught classes ranging from foraging food larders and medicinal plants, bow making, earth living, backpacker's survival, awareness and caretaker attitude. He has been an instructor for the school since spring of 2017. RYAN BUSBY InstructorRyan grew up in New Hampshire skiing and hiking in the White Mountains.  College took him to Rhode Island where he studied Finance & Economics and was captain of the Track & Field team at Bryant University.  After 4 years in corporate finance in Boston he decided to follow a new path and eventually came to MPSS as an eager apprentice in the spring of 2017 with an interest in foraging, rewilding and becoming a modern hunter-gatherer.  His enthusiasm for everything he learned that summer lead him to pursue a life learning and teaching ancestral skills.  Along with sharing his knowledge during Foraging, Native Awareness and Earth Living classes he has brought his business savvy to our community by initiating a marketing outreach plan and assisting with accounting.  Friction fire, movement, mushroom foraging, awareness skills, and wild food preparations are particular areas of interest for Ryan as he continues to sharpen his wilderness skills.) (Faculty) (2) (Maine Primitive Skills school) (Start of Apprenticeship Program (April 24) Potluck Dinner and Orientation (April 24)Phase 1 (April 24-June 17)Inventory Trip (April 24-28)Camp Procedures and Safety Courses (April 29-May 1)Check In Campfire (May 1)Earth Living Five Day (May 2-6)Long Term Shelter Building (May 9-13)Native Awareness 5 Day (May 16-20)Spring Foraging Intensive (May 23-27)Scout Intensive (May 30-June 3)Basket Weaving and Fiber Arts (June 6-10)Tracking Intensive (June 13-17)Phase Two (June 19-August 19)Mentoring Skills (June 22-24)Canoe Trip Leader Course (June 25-29)End of Spring Semester (Closing Ceremony June 30)Beginning of Fall Semester (Opening Potluck July 23)Inventory Trip (July 24-26)Summer Foraging (August 1-5)Day Camp Basic Skills (August 5-10)Apprenticeship Skills Trip 1 (August 10-12)Earth Living 5 Day (August 15-19)Apprenticeship Trip 2Wild Ricing School (August 22-26)Bow Making (August 31- September 9)Mobile Skills Trip (September 5-9)Earth Living Advanced (September 12-16)Common Ground Fair (September 19-23)Fall Foraging (September 26-30)Spirit of the Hunt (September 5-7)Apprenticeship Closing Survival Trip (October 8-11)End Fall Semester Closing Campfire (October 12)) (Calendar) (Maine Primitive Skills school) (2) (Apprenticeship Enrollment Dates and Application ProcessWe are searching for passionate learners who have a desire to share skills with others. Preference is given to applicants who have completed a five day course prior to applying for apprenticeship. Before acceptance, candidates will be requested to:1.  Fill out and submit the Application and Interview Questions before January 15th2. Visit or Telephone Interview3. Submit tuition deposit(s) of 50% by February 21st.4. Have tuition paid in full by April 15th.5. Successfully complete the Apprenticeship Inventory Trip April 24-27, 2018.International students have been accepted in the past, and can arrange a phone interview if unable to visit the school. Applications are reviewed on a rolling basis but it is strongly recommended to submit your application and interview questions before December 15th. Deposits are required by February 21st to reserve a space.SummaryOur Apprenticeship Programs develop instructor level proficiency in Primitive Skills and Outdoor Education.  These professional programs are an immersion in skills development, application of educational strategies, and community building put in to daily practice.  The apprenticeship programs are offered in a seasonal format and can be taken “back to back” for applicants interested in a residential immersion program. There is also a year long non-residential option for busy folks with too many obligations to go “all in”. The dates, costs and a brief description for these programs are as follows: Seasonal Primitive Skills Apprenticeship ProgramsSpring to Summer Residential Apprenticeships includes blacksmithing, shelter building, foraging for food and medicine, scout skills, fire making, and sustainable community skills. We will also make bows and develop a foundation in self reliance with emergent skills in mentoring. The program begins April 24 and continues until July 1. (Tuition for individual seasonal apprenticeships is $3,200.00 if taken separately. Taken together as a Back to Back Residential Program the tuition is $6,000).Summer to Fall Residential Apprenticeships continues the evolution with hunting, gathering, trapping, and long term field craft. We will be making snow shoes, tanning hides, and deepening our mentoring skills through sharing what we learn with the greater community. The program begins July 23 and continues until October 12. (Tuition for each seasonal apprenticeship is $3,200.00 if taken separately. Taken together as a Back to Back Residential Program the tuition is $6,000).Back To Back Primitive Skills Residential ProgramThis is the original apprenticeship program. Combining the two seasonal apprenticeships with the month of July off in between. It is the most rigorous and thorough route to learning survival, awareness, tracking, bush craft, and primitive skills and is intended for folks who intend on becoming outdoor educators and leaders. The residential portion of the program begins on April 24. The first three weeks of July is off. Apprentices will join the second season July 23 and continue training until October 12. Any courses missed can be taken the next year. Tuition for the Year Long Residential Program is $6,000.00.There are currently openings for the 2019 Apprenticeship. In each program Apprentices may take every course offered in a calendar year and make up the courses they missed in the following year.) (Leave, Absences, Class Cuts, and Make Up WorkAttendance and participation is the core component to the Maine Primitive Skills School Apprenticeship. The importance of a shared experience of skills development cannot be understated. We also understand that emergencies and unexpected events do occur. The critical piece regarding attendance is the Inventory trip that marks the beginning of the experience in April. This trip is mandatory. We understand that emergencies do come up. Therefore an apprenticeship may be rescheduled for the following year if a candidate cannot attend the Apprentice Inventory Trip for the year they have enrolled in. if an Apprenticeship candidate cannot attend a minimum of two of the four days of this trip they should reconsider attending. Once the apprentice Inventory Trip is concluded, apprentices can return to finish their obligations such as attending their regular school year, etc. before returning to immerse themselves in the Maine Primitive Skills School Apprenticeship program However, return Apprentices should be in attendance no later than June 10th. Any course missed during the calendar year of enrollment can be made up the following year.If an Apprentice leaves the program for any reason during a scheduled course or event, they must not interfere with that event during it’s running with their presence. In other words, if an apprentice is leaving three days into a five day program or returning two days before the end of a five day program, that Apprentice is to avoid disrupting the course by avoiding the area and refraining from interacting with the programs participants in order to prevent disruption of the course program by their presence.Course Journals, including courses taken as make up for missed courses the previous year, will be collected at the end of course debrief on Sunday.If, after three years, the Apprentice does not show satisfactory skill progression, leadership development, or complete necessary journal work and peer review, especially due to absence or interruption by frequent leave of absences, that participant will fail to receive a certificate of completion and forfeit occupation placement support through the Maine Primitive Skills School Apprenticeship Program.Withdrawal from the Maine Primitive Skills School Apprenticeship program any time before May 15th entitles the attendee a refund of tuition paid minus the cost of courses attended. Withdrawal from the program after May 15th and until June 17th entitles the candidate to a 50% refund pending full payment of tuition having already been made. Should an apprentice discontinue their training of their own choosing or be asked to leave due to policy violation, any tuition paid before the April deadline and requested after June 17th is forfeit due to operation expenses and program costs unless attendee is only attending the Fall Semester. In such cases a pro-rated equivalent to the above shall apply.) (Assessment For Course Work: Journals, Peer Review, and Performance Indicators We use personal performance indicators known as “benchmarks” in the field to assess student competency and understanding. Records of a students progress and assessments are compiled in to a comprehensive portfolio. This portfolio consists of three components; student journals, finished projects, and accomplishments in the field known as “benchmarks”.Student PortfoliosYour portfolio includes your journals, finished projects (such as bows, snow shoes, knives, primitive pottery, etc) and important benchmarks in skills development (such as bow drill fire off the landscape with stone tools). Your portfolio also includes a formal assessment conducted by our instructor staff (Benchmarks). Other writings such as blog posts, crafts, photographs, plant pressings, and anything else you do during the program are also allowed. By viewing your portfolio anyone should be able to determine exactly what you’ve done and what your qualifications are.Your portfolio is a factual record of what you’ve done. If, as a common example, someone were to ask if you knew how to start a hand drill fire, instead of saying you took a course on how to do it you could demonstrate and/or volunteer your journal and state that you’ve done it “X” number of times with specifics as to weather, time of day, and types of materials used. If they wanted to know about your skill with a specific craft, you could show it to them, as well as photos or video of you making it.Individual growth and accomplishments in necessary skill sets are the centerpiece of our learning and sharing model. These skills are essential in developing professional outdoor educators, guides, and competent leadership in the field.  Student JournalsYour student journal is a public document that serves as a factual record of what you’ve accomplished which you can use as proof of your experience and accomplishments. The student journal is not a personal diary. It is a compendium of skills development through direct experience in an immersive environment. It can include the how-to information and personal experiences that mark growth in skill development and understanding during your course. Written well, it serves as a guide to the skills learned and experience gained and can be viewed by anyone wishing to determine your level of skill and training.We provide instruction and a culture that encourages organized and thorough journaling and we incorporate written and electronic methods of recording your progress.  ) (Finished ProjectsThrough each Phase of the Apprenticeship you will be crafting essential tools to further your skills and abilities. These include, but are not limited to, friction fire making devices, water containers, baskets, cordage, bone and stone tools, and knives. As your craftsmanship increases it is important to inventory these products of your learning with an eye towards building your portfolio for future employment and as examples of your skill level in presentations and future positions as an instructor. BenchmarksYour individual performance and ability is expected to grow in measureable amounts by a series of successful accomplishments. These measures of skill are performance indicators referred to as “Benchmarks”. Benchmarks are arranged in sequence to mark your progress through each of the curriculum strands from “Introductory” skill level to “Instructor” Skill Level. There are five levels of progression marked by Benchmarks within each curriculum strand. Each is worth 20% of a possible score of 100% within that strand. The break down of this progression is as follows; Introductory Skill Level (20%), Emergent (40%), Novice (60%), Sustainable (80%), and Instructor Level (100%). Apprentices are required to achieve Sustainable (80%) or higher Benchmark Scores within each curriculum strand covered by the end of the experience. Scope and Sequence of Your Training:Your Experience is divided into three sequential Phases. Phase One covers core skills and routines. Phase Two further develops skills learned in Phase One toward Instructor Level and adds Tracking and Awareness Components. Phase Three Emphasizes Instruction and Facilitation of outdoor skills programs and Includes Mentoring, Maine Guide Preparation, Self Reliance, and assess Ethnobotany/Herbalism skills developed through out the program. Each Phase includes a sequential arrangement of Areas of Study. Each Area of Study builds upon previous Areas of Study and contain curriculum strands that provide a developmental map through your skills development. Each Curriculum Strand is also sequential, marked by the Personal Performance Indicators known as Benchmarks, bringing you from “Introductory” skill levels toward “Instructor Level” of skill development. See the next page for and example of and “Area of Study” found in Phase Three and the breakdown of Curriculum Strands and their accompanying Benchmarks.) (Sample Rubric Demonstrating Benchmark SequenceName: Rubric:MentoringYear:2018Benchmark12345 IntroductoryEmergentNoviceSustainableInstructorBuilding the FoundationIdentify and implement the Initial Premise and Principles of outdoor education as it applies to individual learning strategies Identify and implement the Initial Premise and Principles of outdoor education as it applies to the dynamic of the apprenticeshipIdentify and implement the Initial Premise and Principles of outdoor education as it applies to incoming studentsIdentify and implement the Initial Premise & Principles of outdoor education as it applies to interactions with the larger community & landscapeImplement and incorporate Initial Premise and Principles of Outdoor Education during an instructional period not less than three hoursS-1Identifying Student Strengths and Challenge AreasDemonstrate Knowledge of Multiple Intelligence Theory through designing and facilitating an activity that engages the senses in order to convey a conceptDefine a critical edge with regard to your personal skills development and profile innate strengths used to develop beyond itProfile a willing partner's primary, secondary, and tertiary learning strengths. Design an activity to help them through a skill based challenge areaCreate & conduct an interactive "interview" to determine learning styles & pos. edge areas. Debrief within the apprenticeship group for accuracyCreate a learning station and modify the activity for each participant to better address their learning profile "on the fly"S-2Using Cultural and Behavioral Curriculum ToolsShow a detailed inventory of behaviors and interests found in children around the worldCreate a series of activities demonstrating traits of hunter-gatherer nomads found throughout the worldCombine the previous elements to produce a one hour mini-experience that engages a variety of learning styles in a measurable outcomeMap the process of growth as an individual and the group with respect to one of the critical survival skills. Use that curve to plot your next apex skillImplement the "8 Directions Model" into Daily life and skills development to include journaling blockages and how they are resolved for two weeksS-3The Art and Science of QuestioningIdentify the Hazards of recklessly applied inquiry strategies and how to assess effective engagement in the questioning processEngage in a sensory activity with a measurable outcome using baseline questioning methods and show your resultsUsing refined Questioning Skills, such as depth charging , alien testing, and cultivating curiosity, design an engaging sequence of exploration for peersRead a group experience and break the dynamic down into the Eight Directions model. Compare your observations with your peersDesign/Implement as a team an eight directions model experience that lasts for three hours and engaged curiosity through questioning strategiesS-4Overall Score: Instructor Sign-Off: ) (PERSONAL CODE OF CONDUCT(Expected Conduct, Unsatisfactory Conduct, and Conduct Warranting Dismissal from Program)Promoting ethical and responsible student behavior is an essential component of the educational mission of everyone at the school. The Staff is committed to maintaining a safe, respectful and orderly school environment in which students may receive and staff may deliver quality education without disruption or interference and in which students may develop as ethical, responsible and involved citizens.To achieve this goal, the Staff has developed this Program-wide Student Code of Conduct with input from staff members as well as former apprentices and students and elders. Based on values identified as essential to ethical and responsible behavior, the Code articulates the expectations for student conduct in order to maintain “Safe and Sacred” space. The Staff believes that each member of the school community should take responsibility for his/her own behavior and actions. To that end, the Staff recognizes the need to define unacceptable student conduct, identify the possible consequences for unacceptable conduct, and ensure that discipline is administered fairly, promptly, and appropriately.The Code applies to students who are on school property, who are in attendance at a class or at any school-sponsored activity, or whose conduct at any time or place directly interferes with the operations, discipline, or general welfare of the school.The Student Code of Conduct shall be distributed to staff, apprentices and students through handbooks and/or other methods deemed appropriate by the Director and Staff.I.STANDARDS FOR ETHICAL AND RESPONSIBLE BEHAVIORThe expectations are designed to support and encourage students in the development of behaviors that reflect the following values. These values are consistent with statewide standards for ethical and responsible behavior. Self Reliance RespectAwareness HelpfulnessHonestyResponsibilityCompassionCourage ) (II.CODE OF CONDUCT All students are expected to comply with the Code of Conduct and all related policies and school rules. The Code applies to Staff, Apprentices and students:A.On school property;B.While in attendance at classes or at any school-sponsored activity; orC.At any time or place that such conduct directly interferes with the operations, discipline or general welfare of the school.III.GENERAL BEHAVIOR EXPECTATIONS AND DISCIPLINE POLICIESThe following expectations for student behavior are fundamental to a safe, orderly, and respectful environment in our school. Each individual should:A.Be courteous to fellow students, apprentices, staff, and visitors;B.Respect the rights and privileges of other students, apprentices and staff;C.Obey all policies and school rules governing apprentice/student conduct;D.Follow reasonable and safe directions from school staff;E.Cooperate with staff in maintaining school safety, order, and discipline;F.Meet school standards for grooming and dress;G.Respect the property of others, including school property and facilities;H.Refrain from vulgarity, profanity, obscenity, lewdness, and indecency.Violations of the Code of Conduct may result in disciplinary action. Disciplinary consequences depend upon the seriousness of the violation and the individual’s prior disciplinary record. Consequences will range from a verbal warning for minor misconduct up to and including expulsion for the most serious offenses. Behavior that also violates the law may be referred to law enforcement authorities.) (IV.EXPECTATIONSThe following is a summary of the expectations for student behavior. In many cases, the Staff has adopted policies that address these expectations in greater detail. Staff, Students, Apprentices and others should refer to the policies and handbook for more information about the expectations and consequences. In case of an inconsistency between the Code of Conduct, policies, and/or school handbook, school policies will prevail.A.Violence and Threats - Individuals shall not engage in violent or threatening behavior. Prohibited behavior includes fighting, assault and/or battery, taking hostages, threats to commit violence against persons or property, or threats, intimidation, or harassment. Violations may result in disciplinary action up to and including expulsion.B.Weapons – Unless in a condoned training environment, Individuals shall not possess or use weapons of any kind (examples include, but are not limited to firearms, explosives, and knives). Individuals also shall not use any object, although not necessarily designed to be a weapon, to inflict bodily harm and/or to threaten, intimidate, coerce or harass another person (examples include, but are not limited to bats, lighters, tools, and toy weapons). Firearms violations will result in expulsion in accordance with state and federal statutes; other weapons violations may result in disciplinary action up to and including expulsion and will be reported to law enforcement authorities. C.Hazing - Hazing is prohibited. No individual shall plan, encourage, or engage in such activities in connection with any school program or activity. Individuals who engage in hazing activities will be subject to disciplinary consequences including suspension and expulsion from the school. D.Discrimination and Harassment/Sexual Harassment - Individuals shall not discriminate against other students on the basis of race, color, gender, religion, ancestry, national origin, or disability. Nor shall individuals harass one another on the basis of race, color, gender, sexual orientation, religion, ancestry, or national origin, or disability. Sexual harassment is also prohibited. Harassment is grounds for disciplinary action up to and including expulsion.E.Drug and Alcohol Abuse - Students shall not distribute, possess, use or be under the influence of any alcoholic beverage, drug, or look-alike substance as described in the detailed School policy. Violations may result in disciplinary action up to and including expulsion from the school.) (F.Tobacco Use - Individuals shall not smoke or use any tobacco products, except for in the two designated areas. Violations of this policy may result in disciplinary action up to and including suspension from school. Use or possession of tobacco products by individuals under the age of 18 is strictly prohibited and a violation of Maine State law. V.REMOVAL OF DISRUPTIVE/VIOLENT/THREATENING INDIVIDUALSA.Individuals who are disruptive, violent, or threatening death or bodily harm to themselves or others may be removed from classrooms or other school property when necessary to maintain order and safety. The staff member who orders the student removed should arrange to have the student escorted to a designated location and Law Enforcement Authorities will be notified.B.If an individual does not comply with a staff member’s order to leave, the staff member will contact Law Enforcement Authorities, to assist in the removal of the individual or individuals.C.Staff members should not use force or restraint, except only to the minimum extent necessary to protect from risk of injury or harm to other student or themselves.D.If the student fails to obey verbal directions, force of restraint may be used only to the minimum extent necessary to protect any person from imminent physical harm or to quell a disturbance. Whenever practical, law enforcement will be called to restrain or physically remove the non-complaint individual.VI.REFERRALS TO LAW ENFORCEMENT AUTHORITIESThe Staff has the authority to seek the assistance of law enforcement authorities when there is a substantial threat to the safety of the school’s students, staff, apprentices and/or property. The Staff may also inform law enforcement authorities when they have reason to suspect that an individual may have violated a local, state, or federal statute. All serious offenses, as determined by the Director, will be reported to law enforcement authorities.Legal Reference:20-A MRSA §§ 254 (11); 1001 (15)Standards for Ethical and Responsible Behavior in Maine Schools and Communities (Report of the Commission for Ethical and Responsible Behavior, 2/01)Cross Reference:Nondiscrimination/Equal Opportunity and Affirmative ActionHarassment and Sexual HarassmentTobacco Use and PossessionWeapons, Violence, and School SafetyDrug and Alcohol Use Suspension Expulsion ) (HARASSMENT AND SEXUAL HARASSMENT OF EMPLOYEES, APPRENTICES AND STUDENTSHarassment of individuals because of race, color, gender, sexual orientation, religion, ancestry or national origin, age, or disability is prohibited. Such conduct is a violation of School policy and may constitute illegal discrimination under state and federal laws. Harassment Harassment includes but is not limited to verbal abuse based on race, color, sex, sexual orientation, religion, ancestry or national origin, or disability. Harassment that rises to the level of physical assault, battery and/or abuse is also addressed in the MPSS policy – Weapons, Violence and School Safety. Sexual Harassment Sexual harassment includes, but is not limited to unwelcome sexual advances, requests for sexual favors or pressure to engage in sexual activity, physical contact of a sexual nature, gestures, comments, or other physical, written or verbal conduct that is gender-based that interferes with a student’s education. School employees, Apprentices, students, volunteers and visitors to the school, and other persons with whom students may interact in order to pursue school activities are required to refrain from such conduct. Harassment/sexual harassment of students by school employees or subcontractors is considered grounds for disciplinary action, up to and including discharge. Harassment/sexual harassment of students by other students is considered grounds for disciplinary action up to dismissal from MPSS programs. The Director or other designated employee will determine appropriate sanctions for harassment of students by persons other than school employees and students. The Director or the employee designated will investigate complaints of harassment in accordance with the Student Harassment Complaint Procedure. School employees, apprentices, and students shall be informed of this policy/procedure through the Staff handbook, posting, and/or other means selected by the school director. Legal Reference: Cross Reference:Title VI of the Civil Rights Act of 1964 (42 USC § 2000(d)) Student Harassment Complaint Procedure 5 MRSA §§ 4602; 4681 et seq.Nondiscrimination/Equal Opportunity and Affirmative Action 20-A MRSA § 6553Weapons, Violence and School Safety Student Harassment Complaint Procedure Nondiscrimination/Equal Opportunity and Affirmative Action Weapons, Violence and School Safety ) (DRUG-FREE WORKPLACEThe Staff recognizes that alcoholism and drug dependency are treatable diseases. Left untreated, they may result in serious personal and family problems. At the same time, the Staff is also seriously concerned about the effects of alcohol and drug dependency upon an individual’s job performance and ability to serve as a role model for our students.The Staff believes strongly that all employees and students should be able to work and learn in an environment free from alcohol and drug abuse. Accordingly, the Staff expects all staff members to report for work and to perform their duties in a manner that does not jeopardize the health, safety and well-being of co-workers and students.No staff member shall distribute, dispense, possess, use or be under the influence of any alcoholic beverage, malt beverage or fortified wine or other intoxicating liquor. Nor shall an employee unlawfully manufacture, distribute, dispense, possess, use or be under the influence of “bath salts” or of any narcotic drug, hallucinogenic drug, amphetamine, barbiturate, marijuana, anabolic steroid or any other controlled substance (as defined in schedules I through V of section 202 of the federal Controlled Substance Act [21 USC § 812]; by regulation at 21 CFR, § 1300.11 through 1300.15; and in 17-A MRSA, § 1101). This applies before, during and after school hours, at the school or in any other school location, defined as follows:“School location” means in any building owned by the school or on any school premises; in any school-owned vehicle or in any other school-approved vehicle used to transports students or apprentices to and from school or school activities; off school property at any school-sponsored or school-approved activity, event or function, such as a field trip, outpost campsite where students are under the jurisdiction of the school; or during any period of time such staff member is supervising students on behalf of the school or otherwise engaged in school business.Any staff member who suspects that he/she may have an alcohol or drug dependency problem is strongly encouraged to contact the director and to seek voluntary diagnosis and treatment. All voluntary referrals shall be kept confidential.Any illegal use, possession, furnishing, selling or provision of assistance in obtaining “bath salts,” alcoholic beverages or scheduled drugs not covered by the preceding paragraph may, depending upon the circumstances, constitute sufficient grounds for discipline, up to and including dismissal. Referrals under foregoing paragraphs of this policy will not preclude disciplinary action under this paragraph, depending on the circumstances.As provided in the Drug-Free Workplace Act of 1988, staff members are required to notify the school of a criminal or civil conviction for a drug violation occurring in the workplace no later than five calendar days after such conviction. In turn, the Director, within 10 calendar days of learning of such a conviction, is to give written notification to the any federal agency from which the unit receives grant funds.Appropriate disciplinary sanctions shall be taken against any employee who violates the terms of this school drug and alcohol policy, up to and including dismissal.) (ImplementationThe Director shall be responsible for developing and administering appropriate procedures to implement this policy.CommunicationA copy of this policy is to be given or mailed to all current staff members and to new staff members at the time of their employment and is to be posted in appropriate locations throughout the school.Legal Reference:20 USC § 7101 et seq. (Safe and Drug-Free Schools and Communities Act)21 USC § 812 (Controlled Substances Act)21 CFR § 1300.11-1300.15Fed. P.L. 101-22617-A MRSA § 110122 MRSA § 2390-2394Cross Reference:Drug and Alcohol Use STUDENT AND STAFFALCOHOL & CHEMICAL ABUSE POLICY A Statement of PhilosophyAlcohol and other drug use, abuse, and dependency is one of today’s major community problems. The school and its community, deals with students and staff and recognizes that chemical dependency is considered by the American Medical Association as a treatable disease whose progress can be arrested. The school recognizes its role in establishing policies and procedures for chemical dependency, prevention and early intervention for its staff and students. In that effort, the school will work closely with other community organizations and individuals who share the task of addressing chemical dependency issues. Administratively, the school recognizes its responsibility to establish procedures and assist staff and students to address their own use and abuse problems as well as the problems of significant others. Those procedures will ensure the confidential nature of all school records.Organizationally, the school recognizes its responsibility to work cooperatively with other agencies and individuals to develop a community chemical dependency prevention, and early intervention program. That program will include, but not be limited to:increasing staff members’ awareness of the distinction between students seeking help and those who are violating the law;providing the community with an awareness of chemical dependency and its impact on individuals, families, and the community;development and implementation of community organization policies and procedures that encourage individuals and families to seek or accept assistance in addressing substance use and abuse issues;Opportunities to experience community, school, and family activities in an acknowledged smoke-free and chemical-free environment.ROLE OF THE SCHOOL STAFFDisciplinary Action - Any staff member who has reasonable basis to suspect any staff member, apprentice or student of possession, use or selling a prohibited substance has the responsibility to:a. take immediate action to secure the health and safety of the involved student(s);) (increasing staff members’ awareness of the distinction between students seeking help and those who are violating the law;providing the community with an awareness of chemical dependency and its impact on individuals, families, and the community;development and implementation of community organization policies and procedures that encourage individuals and families to seek or accept assistance in addressing substance use and abuse issues;Opportunities to experience community, school, and family activities in an acknowledged smoke-free and chemical-free environment.ROLE OF THE SCHOOL STAFFDisciplinary Action - Any staff member who has reasonable basis to suspect any staff member, apprentice or student of possession, use or selling a prohibited substance has the responsibility to:a. take immediate action to secure the health and safety of the involved student(s); b. report the case immediately to the Director or course instructor.Voluntary Referral - Any staff member who is approached by a student seeking help shall maintain confidentiality of the student and refer her/him to the chemical dependency specialist. A staff member may respond to a student seeking help with a chemical issue without being compelled to use the information in a disciplinary manner.SCHOOL STAFFAlcohol and Chemical Abuse PolicyThe Maine Primitive Skills School is concerned about the effects that alcohol or chemical use, including nicotine, may have on employee job performance and personal health. It is School policy that use of alcohol or chemicals shall not interfere with an employee’s job performance or the delivery of educational services to our students. The School encourages all staff members to be positive role models in the school community.Any staff member or volunteer of the school shown to have been under the influence of, used or possessed alcohol or any intoxicating chemical on school property, while school is in session or during any school function, or in any other place in connection with any school function, or on school property at any other time will be subject to disciplinary action up to and including termination based on the facts and circumstances of each case and upon the appropriate sanction for such misconduct. Any staff member who furnishes any intoxicating chemical to a student on or off school property at any time when school is in session or at a school function, will be subject to disciplinary action, up to and including termination. Based on factors and circumstances of each incident, the staff member may be referred to legal authorities.) (Detailed Schedule of Tuition, Deposits, Fees, and ExpensesTuition per Individual Semester . . . . . . . . . . $3,200.00 Tuition per Year. . . . . . . . . . . . . . . . . . . . . . . .$6,000.00Monthly Food Expenses . . . . . . . . . . . . . . . . .$50.00 per wk (x 12 each semester) Hunting and Fishing Liscense Fees LicenseFeeMaine ResidentsHunting (16 and older)$26.00Small Game* Hunting (16 and older)$15.00Combination Hunting & Fishing (16 and older)$43.00Combination Archery & Fishing (16 and older)$43.00Serviceman (resident) Combination Hunting & Fishing$3.00Serviceman (dependent) Combination Hunting & Fishing$20.00Serviceman (dependent) Hunting$10.00Disabled War Veteran FreeArchery Hunting (16 and older)$26.00Trapping (16 and older)$35.00Apprentice Hunter License (16 and older)See Apprentice Hunter LicensesSuperpack$201.00NonresidentsBig Game Hunting (16 and older)$115.00Combination Hunting & Fishing (16 and older)$150.00Small Game* Hunting (16 and older)$75.003-Day Small Game* Hunting (valid for 3 consecutive days)$50.00Archery Hunting (16 and older)$75.006-Day Archery Hunting $26.00Duplicate License$2.00Fees listed do not include the agent fee. The commissioner may revoke all licenses and permits to any person who fails to pay the fees due and may recover fees associated with insufficient funds.* Small game license permits hunting of all legal species except deer, bear, moose, raccoon, and bobcat. ) (Maine Primitive Skills School Campus Facilities, Spaces and Equipment AvailabilityMPSS is a non-smoking campus, with a designated area for smokers. AccommodationsMPSS campus consists of two parcels of land. The main campus is twenty-three acres of regenerating forest with many trails. The primitive village, also known as the shelter field, is a collection of primitive shelters, designed for short and long-term use. There is a fire pit, outdoor tracking box, and scout training area. On campus is also a fire circle, hide tanning stations, throwing stick range, and sweat lodge. We use Humanure composting outhouses. An outdoor shower is available. Our drinking water is sourced from a well and is always accessible. We encourage students to bring reusable water bottles, please avoid bringing disposable plastic containers on campus. The second parcel of land is an undeveloped training area of twenty acres adjacent to a Wildlife Management area.CampingStudents are encouraged to sleep outdoors during Summer, Spring, and Fall with the option of natural shelter building in some courses. Students who choose to camp will have access to a fire pit and outdoor kitchen with propane stove for meal preparation. There is no fee for camping.DormitoryThe dorm can accommodate up to four students with two double beds available for couples who wish to share.  Please let us know upon registration if you require a bunk.CommutersFor those who who live nearby or wish to have additional amenities while taking courses at MPSS. AirBnBoffers a range of affordable accommodations, some of which are pet friendly.FoodAs a School and working landscape, we focus our efforts on sharing skills. This allows you to bring the foods you know you will like and it helps us focus on what we are good at (while keeping the price of tuition down). We have a full kitchen, refrigerator, and stove in our apothecary that you can use to prepare meals. Meals are an hour each for your planning purposes.) (Additional FacilitiesOutdoor ClassroomWet weather shelter with a large tracking box. Please keep in mind you will be outdoors for the majority of class time and plan to dress accordingly. Our intent is to be outside as often as possible and, though comfort is a concern, it is not the highest priority.Indoor ClassroomUsed for documentary screenings, lectures, and winter courses.Dojo & Movement SpaceMartial arts training, yoga classes, intu-flow, and movement sessions are all held in the dojo and movement space.Earth LodgeAround the globe in northern latitudes, tribes built lodges of earth and poles to protect them from the bitter cold of long winters and keep them from being ravaged by biting insects in the summer months. The Earth Lodge is an expression of simple efficiency. It’s design creates a microclimate below frost line that keeps you cool in the summer and warm in the winter.Yeti LodgeOur first attempt at hybridizing the best practices of ancestral architectural wisdom and the use of modern materials.  The strength of the structure is derived from the same design principles as the Yurts of the nomadic people of Mongolia. This structure also incorporates passive and active solar, and permaculture design concepts to leave as small a footprint as possible.) (Program EquipmentWith the exception of the Mora Knives each student will be given, the equipment used by Apprentices during program that is property of the Maine Primitive Skills School shall be returned after use in working order. Program equipment will be issued at the beginning or after appropriate instructional use, maintenance, and safety briefings. Equipment will be specific to the skills being shared and include but are not be limited to:Draw ShavesHatchetsAxesRopeTarpsFerro RodsEmergency BlanketsMapsCompassesHand ToolsGarden ToolsEtc. ) (Apprenticeship Course Outline and Content for 2018Opening Potluck Dinner, Introductions, and OrientationInventory Trip(Instructional Hours Minimum 40)The purpose of the inventory trip is three fold. The first element is to determine the level of skill and background each participant brings to the crew. The second is to determine how each person contributes or detracts from the group experience, and the third is for both the staff and the candidates to determine if the Apprenticeship is something that each participant feels is worth continuing. While the Inventory trip is designed to define and test each participants “edge”, it is not a hazing event, nor is it a test. Instead, it is an opportunity to learn behaviors and attitudes that may or may not be conducive to long term outdoor communal living. Camp Health Safety and Basic Operations Workshops(Instructional Hours Minimum 20)Outdoor Management of Health and Safety is a priority at Maine Primitive Skills School. Immediately after the apprentices return from their Inventory Trip, hygiene, health, and safety workshops will be the standard program until their first proper course in outdoor living, “The Earth Living 5 Day. Instruction during this period will include, but not be limited to:1. Personal Hygiene Issues, prevention, and management2. Group concerns, vectors, and management3. Recognition, prevention, and treatment of exposure related injuries4. Recognition, prevention, and treatment of dehydration5. Recognition, prevention, and treatment of infections and hygiene related issues6. Camp Water Management7. Camp Food Management8. Duty Rosters and Duty Student9. Knife and edged tool use, safety, and maintenance10. Camp Inspections and Protocols) (Earth Living Five Day(Instructional Hours Minimum 42)The Earth Living Five Day is an instructor level course and the foundation to all of the other courses. The outline for the Earth Living Course will be the Critical Order of Survival. There is a minimum of forty two instructional hours covering the following: 1. Earth Living: The sequence of skills development from Survival through Bushcraft in to “Earth Living” through skills development in Awareness, Shelter Making, Fire, Water, and Food procurement.2. Critical Order of Survival & Hazards: Identifying the Critical Components and Approaches to maintaining life processes in unfamiliar settings. Identifying Common Threats to Life Processes and Approaches and Methods to address each.3. Attitude: The Development of Awareness Skills and Intentional Application of Choice to produce results specific to competency in both short term and long term Outdoor Situations)Some topics to be covered are:a. 7 Points of Awareness The Sequence and Presentation of the Skillsb. Awareness Circle – Engagement in the SkillsString Stalk- Practical application of the skillStrategies for recognizing and managing panic and increasing productivity during catastrophic eventsShelter:Mechanics of Heat Loss and PreventionTypes of Hypothermia, Recognition of Symptoms, and TreatmentClothing – Materials selection, layering properties, Seasonal Considerations, Improvised Field Options d. Fire Dependent and Fire Independent Shelter Designs and Considerations e. Environmental Hazards & Site Selection f. Debris Hut Construction, Extensions, and Refinements) (4. Water:Water Contamination Types and approaches to Locating, Gathering, Selection, Purification, & DisinfectionContainersPlant Sources of Potable Water5. Fire:Mechanics of Producing FireTypes of Fuel and their roles in fire makingIgnition systems and their propertiesFire LaysOne Match FireTinder Collection Knife SafetyBow DrillCordage Tongs, Bowl & Spoon Burning6. FoodRecognition of Hazards to include poisonous plant recognition, understanding blood borne pathogens, and safely dispatching, field dressing, and preparing game.Sustainable PracticeBasic Wild Edibles- Big 4Throwing SticksTraps & Snares – Figure 4 & Rolling SnareLaws and Regulations regarding Survival Situations and Practice) (Long Term Shelter Building(Instructional Hours Minimum 42)Foundational Concepts of Building Science:Building Science refers to the study and understanding of elements effecting shelter design such as heat, moisture, air movement, and gravity, and how these forces impact effective shelter design, construction, maintenance, and habitation. Using these studies and tradition design concepts as well as materials, we will build an efficient, durable, low maintenance long term shelter emphasizing four season efficiency toward a “Net Zero” Energy outcome. Some of the topics to be covered include:1. Traditional Building Concepts Relative to Bioregion2. Health and Safety Standards3. Elements of Effective Site Selection4. Ethical Materials Selection, Gathering, and Utilization5. Environmental Impact and Utilization6. Building Strategies and Implementation7. Energy and Systems AssessmentNative Awareness 5 Day(Instructional Hours Minimum 42)Awareness development begins with the Five Physical Senses. After developing each sensory component, training continues toward utilizing the processes of interpreting the information gathered by these senses to engage fully with the landscape for the following:to gather information to read the energy moving through the systems of ones environment to increase proactive choices and actions to better the conditions and circumstances of self and othersto decrease need for reactive response, but increase speed of execution & effectiveness of such responsesto provide, through increased awareness, more choices with regard to circumstances ad how to change themTopics to be covered will include, but not be limited to the following:Physical Sensory Development ExercisesReading The Forest LandscapeAidless NavigationField MeteorologyTrack and Sign InterpretationInterpreting small mammal and bird behavior and language) (Spring Foraging Intensive(Instructional Hours Minimum 40)This course is geared towards harvesting Spring edible plants during this specific season specific to what is available locally. Various eco-systems will be visited when possible. Plants will be gathered and prepared for food and medicine. Classes will focus on the most common and easily prepared plants for each season. Foraging for foods, traditional medicines, and utilitarian plants in Spring involves aspects of plant identification and use of emergent leaves, shoots, roots, and tubers. In this course the participants will be preparing a wild forage meal, traditional medicinal preparations, and utilizing seasonally available plant material for utility. Topics may include:1. Ethical and Safe Foraging Practice2. Seasonally Appropriate Propagation and Harvesting Techniques3. Identification of important plants of the yard and recovering fields4. Important Plants of Forest and Thicket5. Important Plants of Swamp and bog6. Important Plants of Riparian Areas and Ponds7. Gathering, Processing, Storage, and Preparation TechniquesScout Intensive(Instructional Hours Minimum 44)The Scout Intensive is a study in Martial Arts, Movement, Mobile Survival, and Awareness. In short it is a five day experience in working ones edge by combining skills and capabilities to challenge ones focus, self discipline, and ability to adapt in ever changing circumstances. Some of the topics covered are:Multidisciplinary CombativesIndividual and Team Movement Camouflage and ConcealmentMobile SurvivalTracking and counter trackingWater borne operationsEscape and EvasionOperating under stress and changing conditions) (Basket Weaving and Fiber Arts(Instructional Hours Minimum 40)Identifying, harvesting, and preparing plant fibers from local trees, shrubs, lianas, vines, and herbaceous plants and creating serviceable containers, footwear, shelters, even clothing, from these locally gathered materials is the focus of this course. Some of what will be covered will include:1. Preparing Brown Ash for Splint Basketry2. Proper Coppicing, Care, and Use of Willow for Basketry and Cordage3. Retting Basswood for Bow String and Fiber Arts4. Loom Work5. Shuttle Work6. Use of Grasses and Grass Looms7. Pine Needle Coil Baskets8. Rootlet Egg Baskets9. Bark Berry Baskets8. Pine Bark Water Containers9. Coal Burnt Bowls and SpoonsTracking Intensive(Instructional Hours Minimum 40)Wildlife Tracking, Tracking for Search and Rescue, and Tactical as well as Forensic Tracking skills will be covered as we explore and apply eight disciplines that make up a well rounded and skilled tracker regardless of application. We will cover these core principles as part of the experience:1. Identification through track, track pattern, trail, and sign2. Behavioral Profiles3. Interpretation through individual track analysis, track pattern, track cluster, and sign4. Trailing and Tracking Team Management5. Closing the Time/Distance Gap6. Track Aging7. Counter Tracking 8. Ecological Tracking9. Refining Intuitive Aspects of Tracking and Trailing) (Mentoring Skills(Instructional Hours Minimum 20)Increasing effective skill sets through direct experience with your training as well as the training of your students means developing a working knowledge of the persons learning strategies, how they perceive and process experience, as well as knowledge the subject they are working to understand. Mentoring is a far more involved process than “education” or top down dissemination of knowledge. It is becoming a facilitator of individual growth as one works toward being their ideal self and interacting toward their ecological ideal. Core topics included in the experience include but are not limited to:Building a foundation for the free exchange of informationAwareness skills and their effect of learning, creativity and problem solvingCultural skills and individual interests and their uses in creating increased understandingThe power and purpose of rites of passage and markers for growthThe Art and Science of QuestioningRe-intigration Strategies and the CondolencesDeveloping a personal “Ecological Ideal” and Action Plan through nature literacyCanoe Trip Leader(Instructional Hours Minimum 40)The Canoe Trip Leader is Responsible for the Safety and well being of everyone on their trip as well as making sure the trip is a success. This course will focus on the key elements in planning a trip, managing a canoe, keeping a group together and engaged on the river and within the encampment, and responding to unexpected, even catastrophic events. Some of the topics to be covered are:Proper use, care, and maintenance of canoes, paddles, and equipmentTransportation and LogisticsTrip planning and meal planningHydrology and learning how to read a riverNavigationCookingSelf RescuesResponse to Catastrophic Events) (Closing Ceremony for Spring SemesterApprentices are Encouraged to Return to Family and Friends and share what they have learned so far.Potluck & Inventory Trip(Instructional Hours Minimum 40)The purpose of the second Potluck and Inventory Trip is to welcome and engage both first and second semester participants in to a new overall group dynamic and familiarize each person with the staff, first semester apprentices, and new additions to the community. This “shared story”” is essential with regard to maintaining a cohesive and smooth running experience.Back Packers Survival(Instructional Hours Minimum 20)The backpackers Survival course focuses on providing participants with the skills to comfortably navigate through an unplanned extended outdoor situation and the means to find themselves out or found with minimal gear. Some of the topics to be covered include, but are not limited to: Identification, avoidance strategies, and management of most likely life threatening hazardsGear selection and useQuick ShelterLocating and purifying waterSignalingNavigationQuick FireOvernight in Improvised ShelterEnd of Experienced timed event: Shelter, fire, boiling water in under 30 min.) (Summer Foraging Intensive(Instructional Hours Minimum 40)Summer Foraging is geared towards harvesting medicinal plants during the summer season focusing on local availability. Various eco-systems will be visited when possible. Plants will be gathered and prepared for food and medicine. Classes will focus on the most common and easily prepared plants and plant parts ready for harvest in Summer. Foraging for foods, traditional medicines, and utilitarian plants in Summer involves aspects of plant identification and use of mature leaves, flower heads, stems, and roots. In this course the participants will be preparing a wild forage meal, traditional medicinal preparations, and utilizing seasonally available plant material for utility. Topics may include:1. Ethical and Safe Foraging Practice2. Seasonally Appropriate Propagation and Harvesting Techniques3. Identification of important plants of the yard and recovering fields4. Important Plants of Forest and Thicket5. Important Plants of Swamp and bog6. Important Plants of Riparian Areas and Pond7. Gathering, Processing, Storage, and Preparation TechniquesDay Camp Basic Skills(Instructional Hours Minimum 20)The Day Camp offers apprentices the opportunity to design and guide an educational outdoor experience for children and families under the guidance of seasoned mentors. Each apprentice, alone or in teams, will use the information and skills they have learned up to this point to create a dynamic and engaging experience for parents and children alike to increase their nature literacy. During these events, staff will provide observation and support. After each day, a debrief will revue what was successful and how challenge areas could be better approached for the next days events.) (Apprenticeship Skills Trip One(Shelter)(Instructional Hours minimum 20)The focus of this trip is to refine shelter-building skills toward instructor level competency. Without tooIs and using only natural materials, participants will construct a fire independent shelter that demonstrated concepts of air flow management, prevention of conduction, and an ability to shed a major water event. The standard for the overnight portion of shelter evaluation is comfort, regardless of temperature, precipitation, or insects, is the standard.Earth Living Five Day Instructional(Instructional Hours minimum 30)In this second Earth Living of the Apprenticeship participants will rotate through instructor roles as teams and individuals and also fulfill support roles and the role of active student. This course will involve actual students. The Maine Primitive Skills School Staff will offer support and guidance as the Apprentices learn to manage an “Acorn” of different roles that support learning and growth in Nature Literacy through skills and immersion in the out of doors. Apprenticeship Skills Trip Two(Water and Fire)(Instructional Hours minimum 20)The focus of this trip is to further develop “from the landscape” fire making and water purification skills. We will be heading back to our debris hut village to establish a routine for creating water containers, gathering water, gathering fire making materials and using off the landscape friction fire in order to bring our water to a boil.Wild Ricing Skills(Instructional Hours minimum 30)Apprentices will carve their own knocking sticks, gather and shave their canoe poles, and learn the techniques for properly gathering and seeding wild rice to insure healthy harvests and increased yields in the coming years.) (Bow Making(Minimum Instructional Hours 50)The focus of this course is to train bow makers. From this training a participant may finish with a bow, but more importantly, they will know how to make bows using a variety of tools and approaches through a process that can be adapted to both stone and modern tools. We will start with selecting a stave from the woods and work toward a completely functional hunting bow. Topics to be covered include but are not limited to:1. Tree selection2. Harvesting the stave3. Treating the wood before carving4. Tool selection, use, and maintenance5. Bow Dynamics and Reading the Wood6. The Tillering Process7. Curing8. Arrow Making9. Spining the Arrow to fit the Bow10. Instinctive Shooting Mobile Skills Trip(Minimum Instructional Hours 40)While a nomadic way of life is all but impossible on todays landscape, we will be creating migratory routes to where the bulk larders of food are and learning how to prepare them once gathered. The bulk of this experience is learning what it takes to gather enough food to get through winter. We will be scouting oaks, processing rice, pressing apples, making fruit leather, and roasting and drying roots as just a few examples of the transferrable skills needed in any biome that has four seasons. ) ( ) (Earth Living Advanced(Minimum Instructional Hours 40)Emphasis in this course is long term Earth Living Strategies. Some of the topics covered for extended migratory lifestyles may include:grass matsslings3. pottery, 4. atl-atl, 5. pitch sticks, 6. torches, 7. primitive cooking, 8. expanded traps and snares, 9. expedient hide work10. making Cob Rocket Stoves Common Ground Fair(Minimum Instructional Hours 30)The Common Ground Fair is a highlight of the instructor training sequence. With over twenty thousand fair goers a day moving through the folk arts area, we are responsible for edible and medicinal plant walks, friction fire instruction, and sharing the skills we learned during the Apprenticeship Experience with a wide range of ages and folks from all over the world. Networking with other schools and artisans, learning how to prepare for and execute such a large undertaking, and working your edge as an instructor are all aspects of this once in a lifetime experience.) (Fall Foraging Five Day(Minimum Instructional Hours 40)This course is geared towards harvesting Spring edible plants during this specific season specific to what is available locally. Various eco-systems will be visited when possible. Plants will be gathered and prepared for food and medicine. Classes will focus on the most common and easily prepared plants for each season. Foraging for foods, traditional medicines, and utilitarian plants in Spring involves aspects of plant identification and use of emergent leaves, shoots, roots, and tubers. In this course the participants will be preparing a wild forage meal, traditional medicinal preparations, and utilizing seasonally available plant material for utility. Topics may include:1. Ethical and Safe Foraging Practice2. Seasonally Appropriate Propagation and Harvesting Techniques3. Identification of important plants of the yard and recovering fields4. Important Plants of Forest and Thicket5. Important Plants of Swamp and bog6. Important Plants of Riparian Areas and Ponds7. Gathering, Processing, Storage, and Preparation TechniquesSpirit of the Hunt(Minimum Instructional Hours 20)Students will learn the science and art of hunting strategy from how to inventory an area, choose from the population, hunt, and then process a deer from field to freezer. Topics will include but not be limited to:Scouting Skills 2. Sign Tracking 3. Choosing the Animal to harvest 4. Track and Sign to determine when and where 5. Track and Sign for recovery 6. Understanding how the deer perceives it’s territory 7. Field dressing 8. Use of the Animal) (Apprenticeship Closing Inventory Trip(Minimum Instructional Hours 30)The Final Inventory Trip of the Residential Apprenticeship Experience is to evaluate the progress made during the twenty four weeks of immersive training. This is the Practical “Final Exam” of the Apprenticeship. A rubric scoring your personal Performance Indicator Benchmarks will be worth three times the weight of the Semester Performance Indicators Bench Marks and will include a successful shelter, fire off the landscape, effective water management, and daily examples of effective foraging technique. These criteria will be scored on a rubric. Each of the Five Categories, (Attitude, Shelter, Water, Fire, and Food) will be worth a twenty points. Points will be deducted from each based on shortcomings of skill or performance. Out of a possible score of 100%, 80% is required for a certificate of Graduation. Scores between 50 and 79 will receive a certificate of attendance.Closing CampfireReflections on the Experience will be followed by a return of journals and issuance of letters of recommendation, certificates, and copies of scoring rubrics.Policy and Regulations relative to granting credit for previous Education and TrainingThe school maintains a written record of the previous education and training of the GI Bill recipient and grant credit appropriately, with the training period shortened proportionately.While there are other great schools out there, the opportunity to learn the same subject with a different approach or pick up nuances and new details with your greater degree of understanding from previous experiences cannot be understated. As a school, we are looking for participants who are eager to learn. It is the shared story of skills development that is the critical component that cannot be compromised. Instant experts and individuals intent on proving what they already know do not make for good learners and distract from the shared experience of mutual growth. Successful completion of the programs in the following schools and programs are transferrable for up to 80% of cost. Tracker School- Apprenticeship Program (60-80%)Wilderness Awareness School- Anake Training Program (60-80%)Roots School VT - Origins Long Term Program (60-80%)Practical Primitive- Instructor Apprenticeship (60-80%)Earthwalk Northwest- Ancestral Skills Apprenticeship (60-80%)Primitive Pursuits- Instructor Apprenticeship (60-80%)True Nature Sustainable Living Apprenticeship (60-80%)Jack Mountain Bushcraft Wilderness Skills Immersion (60-80%))