Native people are often stereotyped as one-dimensional, exotic figures in text books and invisible in contemporary society. Teachers can help native students reinterpret and self-create a contemporary identity without forsaking traditional cultural values, by integrating present-day native stories, choosing visuals and examples that are relatable to students, and emphasizing critique and self-reflection on the part […]
All aspects of wellness should be incorporated throughout the school: Physical, Emotional, Intellectual, Community/Service.Supportive personnel in a safe and drug-free environment has a very large effect on Indigenous students’ school success. BALANCE – How are the respective aspects of the wellness wheel incorporated into your class? CONNECTION TO LAND – What opportunities do students have to connect
The Pygmalion Effect: students’ intellectual development is largely a response to what teachers expect and how those expectations are communicated. Positive, high expectations correspond to higher student achievement, higher levels of self-efficacy and leadership. Planning – Indigenous people are/were not poor planners. How is your curriculum guided by thorough and effective planning? Rigorous & Supportive Instruction –
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Essential Questions & Enduring Understandings Patterns are important in Aboriginal technology, architecture, and artwork. Aboriginal peoples used specific estimating and measuring techniques in daily life. Specific exchange items in traditional Aboriginal cultures had specific values. What strategy would make this(a given situation) as easy as possible? What else could I try? How are cycles mathematical?
Essential Questions & Enduring Understandings What are Meaningful Connections and what are some of my own? How did my ancestors express their “Meaningful Connections” to each other and the earth? How is it done today? How will developing a deeper awareness of myself, my world and my culture empower my artist’s voice? How can my
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Creating Short Project Advocacy Documents This NISN Facilities learning module is about “one-pagers” or “leave behinds.” These are single-page documents used to advocate for support of a project or action. They are often left behind or emailed to an elected official or funder after meeting with that person. For example, a school leader may speak
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Preparing Grant Requests and Funding Proposals Charter schools often seek grants to support facilities planning, development, and operations in addition to using grants to launch and sustain programming, teacher development, and other needs. This area of the NISN Resource Hub includes content on planning, writing, and submitting proposals. Capital requests are often complex funding applications.
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Improving Funding Readiness and Fundability The resources below help schools improve their “Funding Readiness.” The concept of funding readiness includes: Qualities that are typically desired by funders because they are viewed as indicators of strong organizations that are capable of managing funding and programming well (fundability), and An organization’s ability to select, apply for, and
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Screening Funding Opportunities There are countless grants and other funding opportunities available through federal, state, local, and tribal governments; public and private foundations; and corporations. To give a sense of scale, the subscription database, Foundation Directory Online, includes information on more than 240,000 grant-making foundations and has records of 4,000,000 awards in 2020 alone. The
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Conventional public schools secure nearly all funding for developing facilities from dedicated government sources. Nationally, about 82% of capital costs for facilities comes from local governments, such as school districts, and 18% comes from state governments (USDE, NCSRC, 2020). Conversely, public charter schools typically lack adequate state and local funding for facilities capital costs. Filling
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