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TEACHER TRAINING AND PROFESSIONAL DEVELOPMENT

Issues and Observations

The quality of service that teachers and educators provide greatly influences the quality of education for children. Observers and Indian educators agree that training for teachers is critical to improving education for American Indian and Alaska Native children of all ages (Swisher, 1994; U.S. Department of Education, 1991):

  • Given the importance attached to preserving and maintaining Native languages, many educators are turning to Native language speakers for classroom assistance or instruction. Although they may have rich cultural backgrounds, not all are trained as teachers (Peacock and Day, 1999).

  • American Indian teachers and staff, often members of the local community, represent a strong presence in AI-AN Head Start programs (Anziano and Terminello, 1993; Tigges and Zastrow, 1981).

  • Many Head Start staff began as volunteers in the program (Anziano and Terminello, 1993).

  • Programs that build and enhance the Native culture and language depend on a stable, consistent group of local educators (Begay et al., 1995).

Research Findings: Teacher Training and Professional Development
Author Sample, Measures, and Methods Major Findings Reported by Author
Anziano and Terminello, 1993 The accomplishments of 22 Navajo teachers enrolled in a training program to earn the Child Development Associate credential were observed. Accomplishments were measured by teacher performance in the course, teacher learning (as demonstrated by writing skills), and other results (such as obtaining the CDA credential and job promotions). After the training program, participants answered questions about their feelings regarding the course, their satisfaction levels, and the degree of their self-confidence. Of the 22 teachers, 13 were reading English at or below the 7th grade level when the project was initiated (none spoke English as the first language). To earn the CDA, candidates had to produce a written portfolio, and the program had them draw upon their oral traditions in the form of storytelling. Within seven months, 16 teachers had completed the CDA. The authors conclude that higher levels of literacy and greater awareness of teaching methods have led to more developmentally appropriate teaching practices. Teachers report feeling more confident after earning their CDA certificate.
Corenblum, Annis, and Tanaka, 1997 In a Canadian prairie community, 91 Native and 203 white children in K-2 were shown drawings and asked questions to determine their knowledge and evaluation of Native, white, and black children. A subset of children (71 Native and 172 whites) was assessed regarding their levels of operational thinking (Goldschmid and Bentler’s Conservation Assessment Kit) and sense of self-competency (Harter and Pike’s Measure). Their teachers (all white) completed Harter and Pike’s teacher evaluation form and rated each student’s academic ability, acceptance among peers, and physical development. Teachers rated white children as more academically and socially competent than Native children. Teacher evaluations predicted own-group attitudes for white children (i.e., the more positively teachers rated white children, the more positively white children held attitudes toward white children). Contrary to expectations, teacher evaluations did not predict own-group attitudes for Native children. The authors hypothesize that a teacher may recognize inpidual differences among students better when they concern children from the teacher’s own racial group, and thus avoid categorizing or stereotyping children who belong to the teacher’s racial group. They suggest the need for research about whether a teacher from a minority group would evaluate children from that group favorably.
Lipka, Mohatt, and the Ciulistet Group, 1998 An ethnographic study—using observations, videotapes, and field notes—was conducted over a 15-year period among the Yup’ik education community (teachers, administrators, students, and board members), largely in Bristol Bay, AK. Observations covered a wide range of activities, including teacher-student interactions inside and outside of classrooms, teachers’ classroom practices, interactions among Yup’ik teachers, school board meetings, and community gatherings. Participating in postsecondary education for Native teachers is challenging for both teachers and students who live in remote areas. Even after receiving teaching certificates, Native teachers were not hired as teachers, but often had to serve as teacher aides. What was initially formed as a support group for Yup’ik teachers eventually turned into a leadership group. Yup’ik teachers were able to integrate their culture into classroom instructions, and this teaching style produces much more engagement among Yup’ik children. The authors conclude that the historical separation (and sometimes problem) between school and community must be overcome, and bridging this pide takes time and tenacity devoted to collaborative efforts.
Schultz and Bravi, 1986 167 teachers, representing all federally funded Native classrooms in one Canadian province, completed the Assessment of Classroom Learning Environment (ACLE) instrument to assess the extent to which their classrooms incorporate practices that allow for inpidualized education. The ACLE is composed of 16 subscales that use a 5-point rating, where 5 is a classroom with a very high level to accommodate exceptional students. The teachers’ median score for 7 of the 16 subscales was 2 (space and facilities, teaching-learning setting, control of environment, instructional methods, rate of learning and behaving, recognizing and appreciating cultural differences, and parent-teacher interaction). The median score for teachers on three of the subscales—classroom management, teaming arrangements, and child study process—was 4. The authors conclude that teachers would benefit from learning skills necessary to provide learning environments suitable for their students.
Sears and Medearis, 1993 Student test scores on the ABC Screening Inventory were reviewed for children exposed and those not exposed to a culturally-based math project. Interviews with public school and Head Start teachers of the Oklahoma Seminole program collected information on teacher satisfaction with training, perceptions of skills gained, and parents’ level of participation. ABC scores were examined for children entering kindergarten in 1992 (after they had experienced the culturally-based math project) and compared against the scores of children entering kindergarten in 1991 (who had not experienced the culturally-based math project). Test scores were higher for the 1992 cohort than the 1991 cohort. Teachers reported they were very satisfied with the training and had gained important concepts and skills for math instruction. Contrary to expectations, teachers reported family members (including men) came to meetings and participated enthusiastically.
Werner, 1997 The Teacher Beliefs scale was administered to Head Start staff through a mail survey of 108 AI-AN education coordinators and 268 non-AI-AN education coordinators. Case studies examined instructional approaches for teaching tribal culture among three AI-AN Head Start programs. Education coordinators in AI-AN programs report lower developmentally appropriate beliefs than in non-AI-AN programs; those with fewer years of experience in AI-AN programs tend to report higher developmentally appropriate beliefs. Case studies showed similar instructional approaches for incorporating tribal culture, including the use of elders, nature, language, stories and storytelling, and celebrations. The author recommends that future research include a classroom observation instrument, more in-depth qualitative study on the transmission of culture in both AI-AN and other Head Start programs, optimal methods of teaching second languages in preschool, studies of parental expectations regarding developmentally appropriate and culturally appropriate practices, and examination of differences between Native and non-Native education coordinators in AI-AN programs.


 

 

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