Sustaining the Circle of Indigenous Teachers From Preparation to Retention

• In Event: Retaining Teachers of Color: Major Considerations and Approaches

Abstract

This paper is a case study of a teacher preparation program designed to recruit and retain Native candidates. To build and sustain the circle of Indigenous teachers, the American Indian Teacher Program (AITP) used a community and culture-based approach. Using this approach, the program could begin to interrupt the negative experiences that Native students have had in higher education. To encourage and ensure Native students’ engagement and retention in a graduate-level teacher program, the AITP leaders provided ongoing mentoring and support. Together, program faculty, staff, and Indigenous students (i.e., AITP teacher candidates) worked as a community of learners to prepare and retain Indigenous teachers using culturally sustaining pedagogy. Tribal community partners were integral members of the AITP community who mentored AITP teacher candidates during the program and supported AITP graduates as they transitioned into the teacher profession.

Seeking continuous improvement, the AITP leaders conducted formative evaluation research for 10 years using multiple data sources: surveys, interviews, and memos. Research participants included AITP teacher candidates and graduates (n = 35), faculty and staff (n = 38), and Tribal leaders (n = 10). Findings revealed the benefit of using a community and culture-based approach as well as the importance of sharing the traditional values of respect, relationship, reciprocity, and reflection. Not only did AITP teacher candidates and graduates embrace these values to build their cultural and community identity, but they also incorporated these values into their teaching practice. Findings also pointed to the significance of Indigenous teacher candidate selection, ongoing mentoring and support, and dedicated program leadership.

This study makes a significant contribution to the field by focusing on the experience of Native teachers who are often made invisible in studies of teachers of color. Importantly, the study also details a promising practice that can inform other similar efforts.

Authors

• Maria T. Tenorio, Portland State University

• Micki M. Caskey, Portland State University

• Anna Figueira, Portland State University