NOTE: Issues range from 1996–2006. Contact information in earlier issues could be outdated. For current information, please contact the Alaska Native Knowledge Network, 907-474-1902.
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Alaska RSI Regional Contacts:Southeast Region: Andy Hope 8128 Pinewood Drive Juneau, AK 99801 907-790-4406 E-mail: fnah@uaf.edu Yup'ik Region: John Angaiak AVCP PO Box 219 Bethel, AK 99559 E-mail: john_angaiak@avcp.org 907-543 7423 907-543-2776 fax Iñupiaq Region: Branson Tungiyan PO Box 1796 Nome, AK 99762 907-443-4386 E-mail: branson@kawarak.org Alutiiq/Unangax Region: Teri Schneider Kodiak Island Borough School District 722 Mill Bay Road Kodiak, AK 99615 907-486-9276 E-mail: tschneider@kodiak.k12.ak.us Athabascan Region: Gerald Sam Tanana Chiefs Conference, Inc. Interior Athabascan Tribal College 122 First Ave, Suite 600 Fairbanks, AK 99701 907-452-8251 x3285 E-mail: gerald.sam@tananachiefs.org | |
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Alaska RSI Regional Contacts:Southeast Region: Andy Hope 8128 Pinewood Drive Juneau, AK 99801 907-790-4406 E-mail: fnah@uaf.edu Yup'ik Region: John Angaiak AVCP PO Box 219 Bethel, AK 99559 E-mail: john_angaiak@avcp.org 907-543 7423 907-543-2776 fax Alutiiq/Unangax Region: Teri Schneider Kodiak Island Borough School District 722 Mill Bay Road Kodiak, AK 99615 907-486-9276 E-mail: tschneider@kodiak.k12.ak.us | |
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Alaska RSI Regional Contacts:Andy Hope-Southeast fnah@uaf.edu Teri Schneier, Olga Pestrikoff, Moses Dirks-Alutiiq/Unangax tschneider@kodiak.k12.ak.us John Angaiak-Yup'ik/Cup'ik john_angaiak@avcp.org Iñupiaq Region pending at Kawerak Athabascan Region pending at TCC Lead Teachers: Angela Lunda-Southeast lundag@gci.net Teri Schneider/Olga Pestrikoff/ Moses Dirks-Alutiiq/Unangaxˆ tschneider@kodiak.k12.ak.us Esther Ilutsik-Yup'ik/Cup'ik fneai@uaf.edu Bernadette Yaayuk Alvanna- Stimpfle-Iñupiaq yalvanna@netscape.net Linda Green-Interior/Athabascan linda@mail.ankn.uaf.edu | |
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Alaska RSI Regional Contacts:Regional Coordinators: Andy Hope, Southeast Teri Schneier, Olga Pestrikoff, Moses Dirks, Alutiiq/Unangaxˆ John Angaiak, Yup'ik/Cup'ik Katie Bourdon, Iñupiaq Region Athabascan Region pending at TCC Lead Teachers: Angela Lunda, Southeast Teri Schneider/Olga Pestrikoff/ Moses Dirks, Alutiiq/Unangaxˆ Esther Ilutsik, Yup'ik/Cup'ik Bernadette Yaayuk Alvanna- Stimpfle, Iñupiaq Linda Green-Interior/Athabascan | |
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Alaska RSI Regional Contacts:Regional Coordinators: Andy Hope, Southeast Teri Schneider, Olga Pestrikoff, Moses Dirks, Alutiiq/Unangaxˆ John Angaiak, Yup'ik/Cup'ik Katie Bourdon, Iñupiaq Region Athabascan Region pending at TCC Lead Teachers: Angela Lunda, Southeast Teri Schneider/Olga Pestrikoff/ Moses Dirks, Alutiiq/Unangaxˆ Esther Ilutsik, Yup'ik/Cup'ik Bernadette Yaayuk Alvanna-Stimpfle, Iñupiaq Linda Green-Interior/Athabascan | |
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Alaska RSI Regional Contacts:Regional Coordinators: Andy Hope, Southeast Teri Schneider, Olga Pestrikoff, Moses Dirks, Alutiiq/Unangaxˆ John Angaiak, Yup'ik/Cup'ik Katie Bourdon, Iñupiaq Region Athabascan Region pending at TCC Lead Teachers: Angela Lunda, Southeast Teri Schneider/Olga Pestrikoff/ Moses Dirks, Alutiiq/Unangaxˆ Esther Ilutsik, Yup'ik/Cup'ik Bernadette Yaayuk Alvanna-Stimpfle, Iñupiaq Linda Green-Interior/Athabascan | |
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Alaska RSI Regional Contacts:Regional Coordinators: Andy Hope-Southeast, fnah@uaf.edu Teri Schneier, Olga Pestrikoff, Moses Dirks-Alutiiq/Unangaxˆ, tschneider@kodiak.k12.ak.us John Angaiak-Yup'ik/Cup'ik, john_angaiak@avcp.org Katie Bourdon, Iñupiaq Region ehp.pd@kawerak.org Athabascan Region pending at TCC Lead Teachers: Angela Lunda-Southeast, lundag@gci.net Teri Schneider/Olga Pestrikoff/ Moses Dirks-Alutiiq/Unangaxˆ, tschneider@kodiak.k12.ak.us Esther Ilutsik-Yup'ik/Cup'ik, fneai@uaf.edu Bernadette Yaayuk Alvanna- Stimpfle-Iñupiaq, yalvanna@netscape.net Linda Green-Interior/Athabascan, linda@mail.ankn.uaf.edu | |
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Alaska RSI Regional Contacts:Andy Hope-Southeast, fnah@uaf.edu Teri Schneier, Olga Pestrikoff, Moses Dirks-Alutiiq/Unangaxˆ, tschneider@kodiak.k12.ak.us John Angaiak-Yup'ik/Cup'ik, john_angaiak@avcp.org Katie Bourdon, Iñupiaq Region ehp.pd@kawerak.org Athabascan Region pending at TCC Lead Teachers: Angela Lunda-Southeast, lundag@gci.net Teri Schneider, Olga Pestrikoff, Moses Dirks-Alutiiq/Unangaxˆ, tschneider@kodiak.k12.ak.us Esther Ilutsik-Yup'ik/Cup'ik, fneai@uaf.edu Bernadette Yaayuk Alvanna-Stimpfle-Iñupiaq, yalvanna@netscape.net Linda Green-Interior/Athabascan, linda@mail.ankn.uaf.edu | |
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Alaska RSI Regional Contacts:Andy Hope-Southeast fnah@uaf.edu Teri Schneier, Olga Pestrikoff, Moses Dirks-Alutiiq/Unangaxˆ tschneider@kodiak.k12.ak.us John Angaiak-Yup'ik/Cup'ik john_angaiak@avcp.org Katie Bourdon, Iñupiaq Region ehp.pd@kawerak.org Athabascan Region pending at TCC Lead Teachers: Angela Lunda-Southeast lundag@gci.net Teri Schneider/Olga Pestrikoff/ Moses Dirks-Alutiiq/Unangaxˆ tschneider@kodiak.k12.ak.us Esther Ilutsik-Yup'ik/Cup'ik fneai@uaf.edu Bernadette Yaayuk Alvanna-Stimpfle- Iñupiaq yalvanna@netscape.net Linda Green-Interior/Athabascan linda@mail.ankn.uaf.edu | |
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Alaska RSI Regional Contacts:Regional Coordinators: Andy Hope—Southeast fnah@uaf.edu Teri Schneier, Olga Pestrikoff, Moses Dirks—Alutiiq/Unangaxˆ tschneider@kodiak.k12.ak.us John Angaiak—Yup’ik/Cup’ik john_angaiak@avcp.org Katie Bourdon, Iñupiaq Region ehp.pd@kawerak.org Athabascan Region pending at TCC Lead Teachers: Andy Hope—Southeast fnah@uaf.edu Teri Schneider/Olga Pestrikoff/ Moses Dirks—Alutiiq/Unangaxˆ tschneider@kodiak.k12.ak.us Esther Ilutsik—Yup'ik/Cup'ik fneai@uaf.edu Bernadette Yaayuk Alvanna- Stimpfle—Iñupiaq yalvanna@netscape.net Linda Green—Interior/Athabascan linda@mail.ankn.uaf.edu | |
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Alaska RSI Regional Contacts:Andy Hope—Southeast fnah@uaf.edu Teri Schneider—Alutiiq tschneider@kodiak.k12.ak.us John Angaiak—Yup’ik/Cup’ik john_angaiak@avcp.org Katie Bourdon, Iñupiaq Region ehp.pd@kawerak.org Athabascan Region pending at TCC Lead Teachers: Andy Hope—Southeast fnah@uaf.edu Robbie Townsend Vennel— Alutiiq robbie@atokasystems.com Moses Dirks—Unangaxˆ mdirks@ucsd.net Esther Ilutsik—Yup'ik/Cup'ik fneai@uaf.edu Bernadette Yaayuk Alvanna- Stimpfle—Iñupiaq yalvanna@netscape.net Linda Green—Athabascan linda@mail.ankn.uaf.edu | |
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Alaska Rural Systemic Initiative and : | |
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Alaska Rural Systemic Initiative Funded For Another Five Years by Frank Hill:The success of the AKRSI is due to the inspiration and work of many people. As we close out Phase I and begin on the next phase, it is only fitting that we acknowledge those who have contributed to the success of AKRSI during the first five years. First, thank you to all of the Native Elders from throughout the five regions for their patience, wisdom, understanding and willingness to share their cultural knowledge. Without their participation in AKRSI, we couldn't have begun the systemic reform effort. Next, a round of applause for Dr. Angayuqaq Oscar Kawagley and Dr. Ray Barnhardt. Oscar, for the inspiration and ability to teach us and others the legitimacy of the Native world view which is the cultural and philosophical basis for AKRSI; Ray, for his phenomenal ability to keep track of all of the complex issues, translating Native knowledge into relevant curricula for Alaska's Native students and leading the teams as we "perform" for NSF review panels. The AKRSI staff deserves much of the credit for its success: the regional coordinators from the five cultural regions including Andy Hope III in Southeast, Teri Schneider out in Alutiiq/Aleut territory, Barbara Liu on the rivers of her Yup'ik country, Elmer Jackson up north in Iñupiaq country and Amy Van Hatten among her folks in Athabascan territory. All of the regional coordinators learned how to work with Elders, brought them together with schools and educators and brought a local focus to each year's initiatives. The folks on the UAF campus: Sean Topkok, Paula Elmes, Lolly Carpluk, Dixie Dayo, Jeannie Creamer-Dalton, Dr. Claudette Bradley and others who lent their support to the project are deserving of thanks for their dedication and hard work. We need to remember the undying efforts of Alan Dick for his collecting and writing of science teaching practices that will benefit Native students for many years to come. Our 20 memorandum-of-agreement (MOA) school districts and other regional partners who have hosted much of the work accomplished by the AKRSI should receive special recognition for their willingness to attempt a new approach to curricular reform. As they continue the work after AKRSI support, they become leaders in the reform effort. We deeply appreciate Julie Kitka, president of the Alaska Federation of Natives, for her personal support and her willingness to convince the AFN Board of the validity and value of the AKRSI, both at the beginning of the project and for its continuation into Phase II. We appreciate, too, the continued partnership with the Alaska Department of Education and Early Development and the University of Alaska for their willingness to incorporate and validate Native knowledge systems into university and state educational policies and practices. To all of the entities and persons named and those whose contributions we may have inadvertently omitted, a great big quyanaa! Quyana! Qagaasakung! Baasee'! Gunalche'esh! Chin'un! Thank you! We look forward to working with you for continued success during the next five years. | |
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Alaska Rural Systemic Initiative Moves Into Phase II by Frank Hill, Angayukuk Oscar Kawagley and Ray Barnhardt:We will be getting in touch with each of the partner organizations during the fall to work through the details as we develop a new round of MOAs for the spring, summer and fall terms of 2001. We wish to express our sincere appreciation for the high level of interest and commitment that everyone has shown over the past five years. This has truly been a cooperative undertaking in which the whole has become more than the sum of its parts. We look forward to continuing the close working relationships we have had with the Elders, educators and schools from throughout the state. We also wish to express our appreciation to the hard-working staff that has brought new possibilities to the forefront of rural education in Alaska. Quyana! Qagaasakung! Ana Baasee'! Gunalcheesh! Quyanaq! Mahsi! Thank you to everyone! | |
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Alaska Science Camps, Fairs & Experiments:The Alaska Native Knowledge Network announces: Alaska Science Camps, Fairs & Experiments: Available in mid-March. Meanwhile, the full version is available in a PDF download from our website at http://www.ankn.uaf.edu/Alaska_Science.pdf. Camps Camps have emerged as successful means of sharing information and experiences that are not possible in the regular classroom setting. They provide young people with the opportunity to interact with Elders and instructors in an environment that naturally promotes learning. Fairs The need has long been expressed, and is now fulfilled, to have a science fair with projects based on locally- and culturally-relevant events. This book details how to plan and sponsor a culturally-relevant science fair. Experiments There is no better place for science exploration than villages as there are so many questions that have not been asked or answered by scientists. Students learn how to pick and develop an exciting project that is based on their local culture. For more information or to order contact ANKN at 907-474-5086. | |
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Alaska Standards For Culturally Responsive Schools:Cultural Standards for Curriculum A. A culturally-responsive curriculum reinforces the integrity of the cultural knowledge that students bring with them. A curriculum that meets this cultural standard: 1. recognizes that all knowledge is imbedded in a larger system of cultural beliefs, values and practices, each with its own integrity and interconnectedness; 2. insures that students acquire not only the surface knowledge of their culture, but are also well grounded in the deeper aspects of their beliefs and practices; 3. incorporates the contemporary adaptations along with the historical and traditional aspects of the local culture; 4. respects, validates and strengthens the knowledge that has been derived from cultural traditions outside the western literate tradition; 5. makes available opportunities for students to study all subjects starting from a base in the local knowledge system. B. A culturally responsive curriculum recognizes cultural knowledge as part of a living and constantly adapting system that is grounded in the past, but is continuing to grow through the present and into the future. A curriculum that meets this cultural standard: 1. recognizes the contemporary validity of much of the traditional cultural knowledge, values and beliefs and grounds students learning in the principles and practices associated with that knowledge; 2. provides students with an understanding of the dynamics of cultural systems as they change over time and as they are impacted by forces from outside; 3. incorporates the in-depth study of unique elements of contemporary life in Native communities in Alaska, such as the Alaska Native Claims Settlement Act, subsistence, sovereignty and self-determination. C. A culturally-responsive curriculum uses the local language and cultural knowledge as a foundation for the rest of the curriculum. A curriculum that meets this cultural standard: 1. utilizes the local language as a base from which to learn the deeper meanings of the local cultural knowledge, values, beliefs and practices; 2. recognizes the depth of knowledge that is associated with the long inhabitation of a particular place and utilizes the study of place as a basis for a comparative analysis of contemporary social, political and economic systems; 3. incorporates language and cultural immersion experiences wherever deep cultural understanding is necessary; 4. views all community members as potential teachers and all events in the community as potential learning opportunities; 5. treats local cultural knowledge as a means to acquire the conventional curriculum content as outlined in state standards as well as an end in itself; 6. makes appropriate use of modern tools and technology to help document and transmit traditional cultural knowledge; 7. is sensitive to traditional cultural protocol, including role of spirituality, regarding appropriate uses of local knowledge. D. A culturally-responsive curriculum prepares students to "think globally, act locally." A curriculum that meets this cultural standard: 1. encourages students to explore the relationship between their local circumstances and the global community and act accordingly; 2. conveys to students that every culture and community contributes to, at the same time that it receives from the global warehouse of knowledge. E. A culturally-responsive curriculum fosters a complementary relationship across knowledge derived from culturally divergent knowledge systems. A curriculum that meets this cultural standard: 1. draws parallels between knowledge derived from oral tradition and that derived from books; 2. engages students in the construction of new knowledge and understandings at the same time that it helps them reconstruct the existing knowledge base as it fits into their view of the world. Cultural Standards for Schools A. A culturally-responsive school fosters the on-going participation of elders in all aspects of the schooling process. A school that meets this cultural standard: 1. maintains an elders-in-residence program with elders present to work formally and informally with students at all times; 2. provides opportunities for students to regularly engage in the documenting of elders' cultural knowledge and produce print and multimedia materials that share this knowledge with others; 3. includes explicit statements regarding the cultural values that are fostered in the community and integrates those values in all aspects of the school program and operation; 4. utilizes educational models that are grounded in the traditional world view and ways of knowing associated with the cultural knowledge system reflected in the community. B. A culturally-responsive school provides multiple avenues for students to access the learning that is offered as well as multiple forms of assessment for students to demonstrate what they have learned. A school that meets this cultural standard: 1. utilizes a broad range of culturally appropriate performance standards to assess student knowledge and skills; 2. encourages and supports experientially-oriented approaches to education that makes extensive use of community-based resources and expertise; 3. provides cultural and language immersion programs in which student acquire in-depth understanding of the culture of which they are members. C. A culturally-responsive school has a high level of involvement of professional staff who are of the same cultural background as the students with whom they are working. A school that meets this cultural standard: 1. encourages and supports the professional development of local personnel to assume teaching and administrative roles in the school; 2. recruits and hires teachers whose background is similar to that of the students they will be teaching; 3. provides a cultural orientation camp and mentoring program for new teachers to learn about and adjust to the cultural expectations and practices of the community and school; 4. fosters and supports opportunities for teachers to participate in professional activities and associations that help them build their repertoire of cultural knowledge and pedagogical skills. D. A culturally-responsive school consists of facilities that are physically and culturally compatible with the community environment in which they are situated. A school that meets this cultural standard: 1. provides a physical environment that is inviting and comfortable for local people to enter and utilize; 2. makes use of facilities throughout the community to demonstrate that education is a community-wide process involving everyone as teachers; 3. utilizes local expertise, including students, to provide culturally appropriate displays of arts, crafts and other forms of decoration and space design. E. A culturally-responsive school fosters extensive on-going participation, communication and interaction between school and community personnel. A school that meets this cultural standard: 1. holds regular formal and informal events bringing together students, parents, teachers and other school and community personnel in a deliberative review and planning process for the educational program that is being offered; 2. provides regular opportunities for local and regional board deliberations and decision making on policy, program and personnel issues related to the school; 3. sponsors on-going activities and events in the school and community that celebrate and provide opportunities for students to put into practice and display their knowledge of the local cultural traditions. | |
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Alaska Standards for Culturally Responsive Schools by Ray Barnhardt:In an effort to provide some guidelines for communities and schools that are attempting to implement the various initiatives of the Alaska Rural Systemic Initiative and Rural Challenge, we have begun to spell out the underlying principles from which we are working and have put them in a "standards" format for consideration by Native people around the state. At this point, we have drafted cultural standards for students, teachers, curriculum and schools. The following cultural standards attempt to capture what we have learned over the past two years and thus provide some guidelines against which schools and communities can examine the extent to which they are attending to the cultural well-being of their students. The cultural standards for teachers, curriculum and schools will be included in later issues of Sharing Our Pathways. We emphasize that these are draft standards and invite extensive discussion and comments to help us refine them and eventually put them out for general use throughout the state. If you have any suggestions, please forward them to any of the AKRSI staff. DRAFT: Cultural Standards for Students A. A culturally balanced student is knowledgeable about the history and cultural traditions of the home community. Students who meet this cultural standard understand: 1. their role in relation to the well-being of the cultural community and their responsibilities as a community member; 2. their own genealogy and family history; 3. the place of their cultural community in the regional, state, national and international political and economic systems; 4. their stewardship responsibilities to the environment in which they are situated; 5. the cultural values, traditions and language of the local community and the role they play in shaping everyday behavior and interaction with others. B. A culturally balanced student is able to function effectively in any cultural environment. Students who meet this cultural standard are able to: 1. perform subsistence activities in ways that are appropriate to local cultural traditions; 2. make constructive contributions to the governance of their community and the well-being of their family; 3. sustain a healthy lifestyle free of alcohol, drugs and tobacco; 4. enter into and function effectively in new cultural environments in a variety of rural and urban settings; 5. interact with elders in a beneficial and respectful way that demonstrates an appreciation of their role as culture-bearers in the community. C. A culturally balanced student is able to engage effectively in learning activities that are based on traditional ways of knowing and learning. Students who meet this cultural standard are able to: 1. learn deep cultural knowledge through intensive interaction with elders; 2. participate in and make constructive contributions to the learning activities associated with a traditional camp environment; 3. gather oral history information from the local community and provide an appropriate interpretation of its cultural meaning and significance; 4. identify and utilize appropriate sources of cultural knowledge to find solutions to local problems. D. A culturally balanced student exhibits an awareness and appreciation of the interconnectedness and processes of interaction of all elements in the world around them. Students who meet this cultural standard exhibit: 1. a deep understanding of the inter-relationship between the human, natural and spiritual realms in the world around them as reflected in local cultural traditions and beliefs; 2. a deep understanding of the ecology and geography of the bioregion that they inhabit; 3. an understanding of the relationship between world view and the way knowledge is formed and used; 4. an ability to relate the ideas and concepts from one knowledge system to those derived from other knowledge systems; 5. an understanding of how and why cultures change over time; 6. an understanding of the changes that occur when different cultural systems come in contact with one another; 7. an understanding of and respect for how different cultural values and beliefs interact and impact the relationships of people from different cultural backgrounds; 8. a strong sense of identity and place in the world. E. A culturally balanced student is able to build on the knowledge and skills of the home culture as a foundation from which to achieve personal and academic success throughout life. Students who meet this cultural standard are able to: 1. acquire knowledge and skills from other cultures without diminishing the integrity of their own; 2. demonstrate mastery of established state academic content standards and perform academically on a par with all other students nationally; 3. utilize the knowledge, skills and ways of knowing from their own cultural traditions as a basis to learn what they need to know to succeed throughout life; 4. identify appropriate forms of technology to solve local problems while minimizing the negative consequences of their use; 5. make judgments regarding the long-term consequences of their actions. | |
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Alaska Standards for Culturally Responsive Schools: Teachers by Ray Barnhardt:The cultural standards for students was printed in the last issue of Sharing Our Pathways (Vol. 2, Issue 4). The cultural standards for curriculum and schools will be included in later issues. We emphasize that these are draft standards and invite extensive discussion and comments to help us refine them and eventually put them out for general use throughout the state. If you have any suggestions, please forward them to any of the AKRSI staff. Cultural Standards for Teachers A. A culturally responsive teacher incorporates local ways of knowing and teaching and creates multiple opportunities for students to learn from Elders in ways natural to the local culture. Teachers who meet this cultural standard: 1. involve elders in their teaching in multiple ways; 2. make available the opportunity for students to learn from elders in settings where they are comfortable and the knowledge and skills they are teaching are naturally relevant; 3. provide opportunities for students to learn through observation and demonstration of cultural knowledge and skills; 4. pay attention to and are respectful of the cultural and intellectual property rights that pertain to all aspects of the local knowledge they are addressing; 5. recognize the validity and integrity of the traditional knowledge system. B. A culturally responsive teacher uses the local environment and community resources on a regular basis to link what they are teaching to the everyday lives of the students. Teachers who meet this cultural standard: 1. regularly engage students in appropriate projects and experiential learning activities in the surrounding environment; 2. utilize traditional camp settings as a learning environment for both cultural and academic knowledge and skills; 3. provide integrated learning activities organized around themes of local significance and across subject areas; 4. are knowledgeable in all the areas of local history and cultural tradition that may have bearing on their work as a teacher, including the appropriate times for certain knowledge to be taught; 5. seek to ground all teaching as a cumulative process built on the local cultural foundation. C. A culturally responsive teacher participates in community events and activities in an appropriate and supportive way. Teachers who meet this standard: 1. foster a holistic approach to education by seeking to become active members of the community in which they teach and to make positive and culturally appropriate contributions to the well being of that community; 2. recognize the professional responsibilities associated with the role of a teacher and exercise those responsibilities accordingly in the context of local cultural traditions and expectations; 3. maintain a close working relationship with and make appropriate use of the cultural and professional experiences of their colleagues on the school staff who are from the local community. D. A culturally responsive teacher works closely with parents to achieve a high level of complementary educational expectations between home and school. Teachers who meet this cultural standard: 3 1. make arrangements for regular visits to the homes of their students and promote extensive community school interaction and involvement; 2. involve parents and local leaders in all aspects of instructional planning and implementation; 3. seek to continually learn about and build upon the cultural knowledge that students bring with them from their homes and community; 4. seek to learn the local language and utilize it as appropriate in their teaching. E. A culturally responsive teacher recognizes the full educational potential of the students with whom they are working and provides the challenges necessary for them to achieve that potential. Teachers who meet this standard: 1. recognize cultural differences as a positive attribute around which to build appropriate educational experiences; 2. provide learning opportunities that help students recognize the integrity of the knowledge they bring with them and use that as a springboard to new knowledge; 3. reinforce the student's sense of cultural identity and place in the world; 4. acquaint students with the world beyond their home community in ways that expand their horizons while strengthening their own sense of worth and appreciation of the contribution of their culture to the integrity of the world as a whole. 5. provide opportunities for non-Native as well as Native students to understand the importance of learning about other cultures and appreciating what each culture has to offer. | |
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Alaska Students Participate in : | |
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Alaska U-DOC 2003:High School Summer Enrichment Program WWAMI Biomedical Program, University of Alaska Anchorage June 16-July 25, 2003 Would YOU like to become a DOCTOR? WHAT IS U-DOC? The Alaska U-DOC Program is a six-week intensive summer enrichment program for minority, rural and disadvantaged students who are interested in careers as medical doctors. U-DOC's goal is to foster, affirm and encourage high school students' interest in the medical profession by allowing them to further explore medical careers and to get a valuable introduction to college life. The University of Alaska Anchorage Biomedical Program (WWAMI) welcomes all eligible students to apply! AM I ELIGIBLE? In order to qualify you must: * Be a U.S. citizens or permanent resident and a resident of Alaska * Currently be attending your junior or senior year in high school (at the time of application) * Belong to an under-represented minority group, live in a rural area, be a first-generation American or be economically disadvantaged WHAT WILL I BE DOING IN THE U-DOC SUMMER PROGRAM? * Getting a taste of college life * Taking a pre-med curriculum overview * Exploring medicine as a career * Learning about biological, cultural and social forces that impact health and health care * Gaining exposure to clinical medicine through a physician mentor WHAT WILL I LEARN IN U-DOC? * Basic sciences (anatomy, biology, chemistry, math), including laboratory experiences * Computer skills, research skills * Verbal and written communications skills * Problem solving and test taking skills * College survival skills * How to be a competitive candidate for medical school, including MCAT practice and participation in mock interviews WHAT ABOUT TRAVEL AND HOUSING? * Travel assistance may be available for qualifying students. * Housing will be available to qualifying students in the UAA dormitory facility. WHAT ABOUT MY SUMMER JOB? * Due to the program's demanding schedule, we require that students not hold jobs or participate in other programs from June 16-July 25. * Each U-DOC student will receive a monetary stipend upon successful completion of the program. HOW DO I APPLY? The following items must be faxed or postmarked by Saturday, April 12, 2003: * The completed U-DOC program application * A sealed current official high school transcript (ask your counselor how to obtain yours) * PSAT / SAT / ACT scores if available * Two sealed letters of recommendation from teachers, at least one of which is from a science or math teacher Acceptance will be based on high school academic performance, letters of recommendation, written responses to essay questions on the application form and a formal telephone interview. FOR AN APPLICATION AND ADDITIONAL INFORMATION: For U-DOC application and reference forms, click on U-DOC at: www.uaa.alaska.edu/biomed. Applications may also be obtained by writing or calling the Biomedical Program at: U-DOC SUMMER PROGRAM / WWAMI Biomedical Program / University of Alaska Anchorage 3211 Providence Drive / Anchorage, AK 99508 / phone (907) 786-4789 / fax (907) 786-4700 OTHER QUESTIONS? Contact U-DOC Program Director, Allison Butler, 907-786-4793, udoc@uaa.alaska.edu | |
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