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FIGURE 7. PROFESSIONAL DEVELOPMENT ACTIVITIES UTILIZED BY EDUCATORS
SURVEY FINDINGS
Equity training Training led by Indian Education Conferences Cultural trainings During college Institutions (Native run or organization that partner with Native Americans) Tours/experiential learning Independent study Speakers
0%
5%
PROFESSIONAL DEVELOPMENT
10%
15%
20%
25%
Ongoing training for educators is essential to maintain professional licenses and develop new skills and techniques to apply to their teaching environments. All three surveys asked respondents to share the availability and/or frequency of Native American specific professional development they have experienced at their school, was offered through their district, or made available through their organization. This section will break down the findings from each of the three surveys.
Institutions that offer professional development in partnership with Native Americans
EDUCATORS
Native Studies Summer Workshop for Educators (St. Cloud State University)
When asked about the style and frequency of Native-specific professional development, 37% of respondents (199 people), admitted to having received none. This is problematic for several reasons. The most obvious concern is that Native-specific content is not being prioritized by schools and districts. Without ongoing support from either, the onus falls entirely on educators to identify and procure resources, locate suitable training, and potentially lead the way for this work in their professional communities. The challenges compound due
Northern Lights Academy (Minnesota Historical Society) Native Skywatchers (St. Cloud State University) Indian Home School Liaison (Minnesota Department of Education)
Educators Institute (Minnesota Humanities Center) Honoring Resilience: Learning from the Holocaust and Dakota Exile (The Olga Lengyel Institute (TOLI)) Dream Catchers (Minnesota Department of Education) Mni Sóta Maḳoce (Daḳota Wic̣oḣaŋ) Bdote Tour (Minnesota Humanities Center) Absent Narratives (Minnesota Humanities Center)