Northern Arizona University's College of Education will host its Eighth
American Indian / Indigenous Teacher Education Conference
on June 16-17, 2017, with a reception on the evening of June 15. This
conference for preschool, K-12, college, and university educators and concerned community members is designed
through panels, workshops, and papers to share ideas for improving the lives and education of Indigenous children. Northern Arizona University's College of
Education has worked with Indian Nations to improve the education of
American Indian students for decades. It has hosted a variety of
American Indian teacher and administrative preparation programs,
including the well received Learn In Beauty program, and published a number of
monographs, including Honoring Our
Children: Culturally Appropriate Approaches for Teaching Indigenous Students and Honoring Our
Elders: Culturally Appropriate Approaches for Teaching Indigenous Students. Drs. Joseph Martin and W.
Sakiestewa Gilbert, who have been long involved in working to improve Indian education, are co-chairing the conference. To get updated information
on next year's conference when it becomes available join the Indigenous-L list serve at
http://list1.ucc.nau.edu/cgi-bin/wa?SUBED1=indigenous-l&A=1. Continuing education credit is available for conference attendees.
Selected powerpoint presentations from the 7th conference are available on the American Indian Education web site at http:nau.edu/aie. Scroll to the
bottom of the page to find them.
Eighth American Indian / Indigenous Teacher Education Conference
Northern Arizona University, Flagstaff, AZ, USA, June 15-17, 2017
Eighth American Indian / Indigenous Teacher Education Conference
June 15-17, 2017, Northern Arizona University, Flagstaff, Arizona
Honoring Place, Community and Culture
Goals of the Conference
On-line Registration Is Now Open
- To bring together community and language activists, educators, school administrators, school board members, tribal
parents to share ideas and experiences on how to improve educational programs for Indigenous communities.
- To provide a forum for exchange of scholarly research on teaching
- To disseminate through a monograph and
web site recent research and thinking on Indigenous education best
A limited amount of funding is available for educators in the Southwestern United States to pay up to 1/2 the cost of coming to this conference
Please Fill Out the AIITEC8 Travel Request Form to be considered for funding.
3rd Annual Indigenous Language Revitalization Summer Institute Registration
DRAFT CONFERENCE PROGRAM
Vendor Application Form
For more information about AIITEC conferences contact Dr. Joseph Martin (Joseph.Martin@nau.edu, Phone: 928 523 5933),
Dr. Jon Reyhner (Jon.Reyhner@nau.edu, Phone 928 523 0580), or Dr. Louise Lockard (Louise.Lockard@nau.edu, Phone 928 523 8218)
Henry Fowler, Provost, Diné College
Dr. Henry H Fowler is a math teacher and faculty in the Math Department at Diné College.
He has been teaching math for over 14 years. His Navajo traditional clans are born for
Bitter-water and born into Zuni-Edgewater. His maternal grandparents are the Many Goats and his
paternal grandparents are the Red-running-into-the-Water. He is from Tonalea, Arizona.
He started his formal education at age four at Kaibeto Boarding School in Kaibeto, Arizona.
He received his mathematics education degree from Northern Arizona University, Flagstaff, Arizona
and holds an Ed. D. in Educational Leadership and Change. His passion is promoting math literacy.
He advocates social justice through mathematics. He also supports culturally relevant materials
to guide math instruction. His quest is to combine indigenous epistemologies and social science
perspectives to make the teaching of mathematics more relevant, effective, and useful for Navajo students.
He has published Navajo Cultural Component Math Curriculum, Weaving Numbers, and wrote a
chapter in the Voices of Native American Educators titled "Collapsing the Fear of Mathematics:
A Study of the Effects of Navajo Culture on Navajo Student Performance in Mathematics."
Megan Bang (Ojibwe/Italian descent) is an associate professor of the Learning Sciences and Human Development
at the University of Washington. She teaches in the Teacher Education Programs and is affiliated faculty in
American Indian Studies. She is the former Director of Education at the American Indian Center (AIC), and
pre-school, high-school, and GED teacher, youth worker, and museum educator and has taught in schools for
juvenile offenders and students who were pushed out of traditional schools. Dr. Bang has been recognized
as making early career contributions to both Indigenous
education and teacher learning by AERA Indigenous Peoples of the Americas and Division K Teaching and Teacher Education.
Heine Waitere is the Director of the Indigenous Leadership Centre at Te Whare Wananga o
Awanuiarangi in Whakatane, New Zealand. She is Maori of Tuwharetoa, Kahungunu, Tainui and
Tuhoe descent. She has taught extensively in general stream, bilingual, urban, rural and
international schools, and has also been involved in pre-service and in-service teacher
education at undergraduate and post graduate levels at Massey University, latterly within
the Masters of Educational Administration program. Her research interests have involved
Maori women in positions of responsibility working in educational contexts that span
Maori immersion, bilingual and general stream programs. Her recent work focuses on the
critical reflections of educators working to make sense of their
own professional experiences as they work to thrive in increasingly diverse contexts.
Trauma Informed Schools Panelists
Dr. Terri Bissonette, Educational Consultant at McREL International|
Dr. Terri Bissonette is an enrolled member of
the Bay Mills Indian Community of Anishinaabeg in Brimley, Michigan. She currently serves as the
South Dakota liaison within the North Central Comprehensive Center (NCCC) where
she works to build the capacity of the State Department of Education to effectively
implement and administer programs to help low-performing school districts improve student learning,
close achievement gaps, and sustain school improvement. She also helps lead the NCCC's regional
efforts in improving Native American student outcomes. Dr. Bissonette also provides professional development
and consulting to all levels of educators in districts and schools. Her consulting experience includes working
with turnaround schools and schools with high numbers of Native American students. Her expertise encompasses
K-12 literacy curriculum and instruction, conducting comprehensive needs assessments, designing continuous
improvement processes, and building and sustaining school culture. Prior to coming to McREL,
she spent 10 years working as a K-5 literacy teacher and as an instructor in an elementary teacher training program at a tribal college.
Dr. Bissonette holds a doctorate of education in K-12 Curriculum & Instruction from the University of South Dakota.
Daniel Press provides legal and Washington representation
assistance to Indian tribes, Indian organizations, and companies
doing business with tribes. He assists tribes with strengthening
their tribal governments by helping them develop and implement
ordinances that exercise the tribe's sovereign authority in such
areas as employment rights and labor relations. He has also
counseled tribes to obtain legislation awarding tribes hundreds
of millions of dollars in land claims settlements, new health
facilities, and new authority to promote employment on their reservations.
Dan is also adept in the application of the Affordable Care Act to
Indians and how tribal and other reservation health care facilities
can use the Act to greatly expand the resources available to them to
treat the underlying problems responsible for the serious health
issues on many reservations. The subject of his presentation will be
the work of the Roundtable on Native American Trauma-Informed
Initiatives and the need for entire tribal communities to
work together to implement comprehensive trauma-informed programs.
While schools can be key players and the driving force, all
of the institutions on the Reservation must be part of the
initiative for it to be maximally successful. He will describe the efforts by the Roundtable to get
policy changes in Washington DC, including a comprehensive
trauma program initiative by the Menominee Tribe as an example.
The conference planning committee consists of Jon Reyhner (Conference Coordinator), Willard S. Gilbert, Joseph Martin,
Louise Lockard, Jennie DeGroat, Kathleen Frank, Savannah R. Sydney and Christine Lemley.
Named the National Distinguished Principal from Arizona (1997) Dr. Boloz is also known as a poet and writer,
having produced eleven books of poetry and published over 400 pieces and articles in over 80 different journals
and books. In 2010, Dr. Boloz was inducted into the Arizona Rural Schools Education Hall of Fame and in 2012,
he was the recipient of the Arizona Reading Association's Celebrate Literacy Award, an annual state-wide honor
recognizing an adult who has made a positive impact in the literacy lives of children.|
Jennie DeGroat is currently a Senior Lecturer within the Bilingual Multicultural Education program at
Northern Arizona University. She is originally from the Eastern Diné Nation in
New Mexico. Her work involves Native Language Teacher Education, Reversing Navajo Language Shift & Oppression,
Oral Language Immersion Consulting and Indigenous Bilingual Education. Her previous experience includes
coordinating Navajo Language Immersion Camps with urban Diné
families living in Albuquerque, New Mexico. She also teaches language immersion classes for the
American Indian Language Development Institute at the University of Arizona in Tucson during the summer.
In addition to her work, she presents on topics of Language Revitalization in Native American communities
while focusing on the role of fluent speakers in these efforts.|
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