Bureau Of Indian Affairs Recruiting And Retention

We will begin by discussing the first article that was written in 1981 by Steve Murray and Luther Tweeten named, "Culture, Education, and Economic Progress and Federal Reservations" and was published in the Growth & Change academic journal. This article takes a look at the economic issues in Indian reservations across the country and explains them in a mathematical form to explain why they are generally poor and struggling communities. Two negative things about this article is one, it is not specifically written for the topic of Native American education, and two, the article is almost thirty years old now. Although this does not make the article irrelevant because it does provide factual information about the current times in which it was written, and it does extensively discuss problems and

Currently there are 72 Indian boarding schools funded by the Bureau of Indian Affairs, serving over 10,000 students in the United States. These boarding schools have not tried to understand Indian communities, culture or learning styles. American Indian students attending Indian boarding schools related that they suffer from loss of cultural identity and experience their schools as imposed systems. Conversely, a number of Native Americans believe that Indian boarding schools are better than they were 25 years ago. There is a broader recognition of diversity, more compassion for students, a greater openness to talk about problems in the Indian boarding school environments, and more intelligence and sensitivity about how to guide rather than

American Indian Students do not have the same educational access and opportunity other traditional students do. Due to financial hardships, no non-major specific scholarships, and family obligations, American Indian students drop out in their second or third year

At the start, the schools were all on-reservation, designed to make education affordable and accessible to as many tribes as possible. This method held hopes of the children spreading American culture to parents; however, it allowed for Indian culture to seep into the children’s’ lives.

“The term American Indian education has been used to refer to two distinctly different, segregated, and often opposing worlds: (1) the education of American Indian children by their parents, extended families, and communities, and (2) the education of American Indian children, teenagers, adults, and communities by colonial authorities, particularly European American institutions” (Lomawaima, 1999) Throughout the colonial era education for America was an immense portion of making a nation that was great. But before the Europeans came over to escape the hand of Britain, Native Americans roamed the lands.

“I have not heard anything to make me believe the current administration is even interested in the Indian community other than to reduce/eliminate funding for Indian programs,” stated Quinton Roman Nose, executive director of the Tribal Education Departments National Assembly (Capriccioso, 2017). Ryan Zinke supports federal funding for school choice initiatives and recognizes the unmet challenges on the part of the Bureau of Indian Education (Mueller, 2017). As much as Zinke voices his support, wanting funding to change and actually getting it to happen are often not indicative of real

7). Teachers who have not had much experience teaching need guidance from teachers who have been working in the field for some time. The First Nations schools need teachers who are educated as well as culturally knowledgeable. Research by Barman and Battiste (1995) supports, “In 1982, in her study of learning in a Native Alaskan village, Barbara Harrison observed that orientation for new (non-Native) teachers often consisted of nothing more than instruction in how to do the paperwork” (p. 146). Students need to be educated in many ways; however, it is important for First Nations children to be taught their culture. This may include language classes and ceremonies. First Nations teachers bring a culture-based approach to Native education. This makes them the immediate agents of contact. First Nations teachers bring their wealth of knowledge and culturally patterned ways of organization and passing on that knowledge within the classroom. They also bring the communities value system concerning what is important to learn and how most appropriately to learn it. (Barman & Battiste, 1995, p. 146). The role of a teacher on the First Nations reserve is a very important position and because of the importance of this position, it is important that these teachers are recognized for the work that they do. This should reflect their salary and the funding these schools get and rightfully deserve. There

Overall, high rates of teacher turnover have direct monetary costs and alter the distribution of teacher experience and skill across districts. Dr. Maxwell, the Superintendent of PGCPS formed a Transition Team from which four subcommittees were formed one being the Teaching and Learning Committee (TL). The TL examined research on professional literature to answer the question and determined that in order for students to receive the high-quality education that prepares them to succeed in post-secondary opportunities, staff members must have instructional resources and professional learning opportunities to build their capacities

This doesn’t even count the schools on the reservation where the education is obviously a lot less. Sherman Alexie points this out when a teacher of his says “God will never forgive you for that. Once she gave the class a spelling test but set me aside and gave me a test designed for junior high school kids. When I spelled the words right, she crumpled up the paper made me eat it.” One may only assume that all the things she says are literal, and when she says these things you can notice the lack of education she has herself. A teacher mainly meant to teach young kids morals and good standards doesn’t seem to be doing such a good job. Another to take note of is the way she tortures him day after day, this is something no one in the education system should ever do to a child. The education taught there obviously wasn’t helpful. Instead of being a place of learning it was a place of torture and a place of being hated

There has also been a need for quality teachers in Indian schools. However, due to rural isolation, teachers have lower salaries, higher poverty rates, and a difference in languages and cultures. With compiled data, it shows that 22 percent of Native American ages 25 and older have not finished high school, and only 13 percent have a bachelor’s degree, according to the findings from the National Center for Education Statistics. The standards are lacking for natives on education, and along with crime in schools it becomes difficult to recruit and retain quality teachers in Indian schools. Schools aboard reservations continue to be plagued with safety concerns, high suspension and expulsion rates, and the highest percentage of all groups to report injury with weapons and fights on school grounds. Furthering the need for special education teachers is also growing since representation of students in special education is at 18 percent, almost double the rest of the student population in the country that is at 10 percent. Many officials have notice the problem, The Bureau of Indian Education states “those that we fund, are historically some of the lowest performing

Part C). Compare and contrast Bush School experience with your Indigenous education experiences on your most recent classroom teaching

It is the policy of the United States to fulfill the Federal Government’s unique and continuing trust relationship with and responsibility to the Indian people for the education of Indian children. The Federal Government will continue to ensure that programs that serve Indian children are of the highest quality and provide for not only the basic elementary and secondary education needs, but also the unique educational and culturally related academic needs of these

Many of the students attend schools based in their native culture on the weekends, and are eager to share what they are doing and learning when they return to school on Monday. There is also a great community of support that exist in the different ELL families. They are there to welcome and support each other, and are often willing to volunteer at the school. In particular, the Indian population, has been very responsive to each other’s needs and has developed a strong sense of connectedness in the school

The participants that I have chosen for this study are the educators/teachers and students in grades 7-12. The students are predominantly Native Americans more specifically Navajos. This study will include both male and female students in grades 7-12 across all subject areas.

NEA’s Department of Indian Education (1899) produced research on how the government’s policy of isolating and assimilating the American Indian nations negatively impacted their education. Indian