• Critical issues in the preparation of Alaska Native teachers : perspectives of cross-cultural education development (X-CED) program graduates

      Tetpon, Bernice; Barnhardt, Ray; Lipka, Jerry; Kawagley, Oscar; Smith, David; Mohatt, Gerald (1998-12)
      This study draws upon the experiences of 35 Alaska Native teachers who have succeeded in earning a teaching certificate through the Cross-Cultural Education Development (X-CED) Program to identify issues that affect the preparation of Native teachers for schools in rural Alaska. The guiding question of the study is: What do Native teacher eduation graduates perceive to be the factors that contributed most to their success in a field-based teacher preparation program and as teachers? Components of the question include: Why did Native students pursue a teaching credential? How did the XCED graduates go about achieving their goals? And, how do they perceive their experiences as teachers? It is evident from this study that Alaska Native people face many critical issues in their pursuit of a Bachelors degree and a teaching certificate to teach in their communities. Factors that contribute to the success of the Native teachers interviewed in this study include field-based instructors; locally driven curriculum; and school district, community, family and fellow student support. Implications for future success of Native teacher preparation efforts conclude the study.
    • Mindfulness for educators: fostering awareness and resilience in the classroom

      Bursiel, Morgan R.; Vinlove, Amy; Healy, Joanne; McIntosh, Susan (2014-08)
      Teaching in the public schools is demanding work, and addressing teacher stress in the classroom remains a significant challenge in education. Increasing numbers of children come to school unprepared and often at risk of mental health and behavioral concerns, yet teachers are expected to provide emotionally responsive support to all students, manage larger classroom sizes, and meet the growing academic demands imposed by standardized testing. Despite these high expectations, teachers rarely receive training to address and skillfully handle the social-emotional challenges of their profession. A current examination of teacher educational and in-service professional development activities indicates that little professional development specifically targets these competencies. Over the last decade, mindfulness--the intentional cultivation of focused attention and awareness--has grown from its initial western applications in medicine to other disciplines, including education. Studies have shown that even a few weeks of practicing mindfulness can bring a variety of physical, emotional, and social benefits to teachers and students alike. This project aims to introduce mindfulness training to teachers to bolster positive qualities of mind and enhance responsive, compassionate teaching.
    • Teacher-led professional development in arts and culture: promoting teacher ability to engage students using their place

      King, Sandra J. (2017)
      This project is a piece of the SILKAT (Sustaining Indigenous and Local Knowledge, Arts, and Teaching) Grant that is funded by Margaret A. Cargill Philanthropies. It describes the development of one of the professional developments modules as well as two of the cultural art units that make up the Professional Development Course and Cultural K-12 Art Curriculum that are being created for the Bering Strait School District as (BSSD) a part of this grant. The professional development module described leads teachers through learning the core practice of "engaging students with their place." This is extremely valuable in all areas, but especially the BSSD, as the schools are very remote, located in Alaska Native villages off of the road system. The art units will address the cultural values of "understanding others" and "hard-work/self-sufficiency." These values will be reinforced using appropriate studio habits of mind that are transferable skills to any content or situation.