Course Description
As a result of federal legislation, Race to the Top, school districts across the country have been focused on eliminating outdated teacher evaluation practices in exchange for developing district systems designed to promote professional growth for all certified educators. Since about 2015, numerous research studies have been conducted nationally providing updated support for district and school-level leaders responsible for the implementation of a high-quality teacher evaluation system. This course is designed to provide school and district-level leaders with background information to assist in creating newly designed district systems promoting professional growth for staff. Of key focus will be the concept of inter-rater reliability or calibration.
Participants will be introduced to current research including the Measures for Effective Teaching, MET Study, sponsored by the Gates Foundation, TNTP (The New Teachers Project Study, The Mirage, Confronting the Hard Truth About Our Quest for Teacher Development,) Center for Educational Leadership, University of Washington, College of Education studies, as well as the book entitled, “Better Feedback for Better Teaching,” which is a compilation of MET study outcomes. Additionally, participants will be introduced to the basic principles supporting video-based calibration.
The overarching goal of this course is to provide a new Supervising Teacher with a toolkit for success. Often this will require changes at the district level
which the Supervising Teacher must facilitate. This course will cover the following topics:
1. Human Resources
2. Hiring certified and classified staff
3. Supervision and evaluation of certified and classified staff
4. Staff relations
5. State reporting requirements
6. School discipline
7. School law
8. Special Education/Section 504
9. Title programs
10. Board relations
11. Professional development
At the end of the course, the course participant will have developed a Supervising Teacher Procedure Manual that can be handed off to future supervising teachers in the district.
Participants will read a selection of books by Leslie Marmon Silko, complete a selection of instructional strategies and design a lesson plan for use in the classroom. The Essential Understandings Regarding Montana Indians will serve as a guide for critical analysis of works by Leslie Marmon Silko.
Through readings, examinations of high-quality and authentic literature and teaching materials, participants will explore a variety of literature and professional teaching materials and develop strategies, a lesson plan and a final project for the immediate integration of IEFA into their classrooms.
Participants will read a selection of books by Joy Harjo, complete a selection of instructional strategies and design a lesson plan for use in the classroom. The Essential Understandings Regarding Montana Indians will serve as a guide for critical analysis of works by Joy Harjo.
Through readings, examinations of high-quality and authentic literature and teaching materials, participants will explore a variety of literature and professional teaching materials and develop strategies, a lesson plan and a final project for the immediate integration of IEFA into their classrooms.
“It is because of women that there are still human beings.” - Frances Vanderburg, Salish
Course Description:
This course will examine the historical experience of Native American women with respect to their cultures, through oral histories, storytelling, poetry, fiction and art. Over the course of the semester we will examine gender and gender roles in Native American culture as well as the contributions of individual Native women.
The first five modules focus on a gendered perspective of the Essential Understandings Regarding Montana Indians. Through readings, completion of instructional strategies and examination of high-quality materials, participants will explore a variety of literature, articles and academic texts, develop one lesson plan and complete a final reflection paper (an additional final project is required for graduate credit) for the immediate integration of IEFA into their classrooms.
The text used in this online book study targets high school student and adult readers; however, teachers of all grades and content areas will build background knowledge and learn instructional strategies that will facilitate the integration of Indian Education for All. Participants will read and review the Essential Understandings of Montana Indians and the book, There There by Tommy Orange. The primary text follows twelve characters from Native communities: all travelling to the Big Oakland Powwow, all connected to each other in ways they might not yet realize. Readers will analyze how cultures and identities comingle; how storytelling and memory are indispensable parts of Native American culture and tradition; and how Native culture has been alienated from its roots through years and years of forced relocation and assimilation. Readers will gain an understanding of the pain, suffering, and generational trauma indigenous peoples have endured because of a cultural history marked by oppression, violence, and attempted genocide. The Essential Understandings Regarding Montana Indians will serve as a guide for critical analysis of There There.
Through readings, examinations of high-quality and authentic literature and teaching materials, participants will explore a variety of literature and professional teaching materials and develop instructional strategies, a lesson plan and a final project for the immediate integration of IEFA into their classrooms (two projects if seeking graduate credit).
Required Text
Orange, T. (2018). There there. New York: Vintage Books.
Content Warning: This book contains racial slurs, expletives and gun violence that may be harmful to some readers.
In this course, participants will learn inquiry-based teaching and learning strategies to use in their classrooms, and apply these strategies to explore a contemporary American Indian issue. This course requires participants to be self-directed and highly motivated, a background in inquiry or American Indian issues is not necessary.
This online self-paced class will allow participants to study Indian Education for All through the lense of the visual arts. Participants will explore The Art of Storytelling: Plains Indian Perspectives and Learning Through Art; A Beautiful Tradition: Ingenuity and Adaptation in a Century of Plateau Women’s Art; Crossing Boundaries Through Art; and Learning Through Art: Corwin (Corkey) Clairmont and Juane Quick-to-See Smith, all available on the Office of Public Instruction website. Participants will use these materials as they complete a selection of instructional activities and design lessons appropriate for use in their own setting. Most required materials will be provided in the course moodle or through the OPI website, though participants may need to seek additional resources at their local museum or school district art department or library.
Credit: 2 Credits
3 credit course
Learn about native plants and their historical (and current) significance to local Montana tribes
Integrate literature (ex., The Gift of the Bitterroot) and science (plant life cycles, reproduction, K-12)
This professional development course is designed for teachers seeking to deepen their understanding of modern American Indian life and culture. Through an engaging and informative curriculum, participants will gain insights into the diverse and vibrant world of contemporary Native American communities, dispelling common misconceptions while fostering cultural sensitivity and appreciation.
The course begins with a historical overview, examining the rich tapestry of Native American history and its interactions with European settlers. Participants will explore the impacts of historical trauma and the relevance of these historical events in today's context, setting the foundation for a more nuanced understanding.
As educators, it is crucial to recognize and respect the multifaceted identities of modern Native Americans. Hence, the course delves into the complexities of contemporary Native American communities, including the challenges faced by those on reservations and urban Indian communities. Emphasizing the concept of sovereignty and self-determination, teachers will learn how these communities assert their unique cultural identities.
Understanding modern Native American identity is paramount to fostering inclusive and culturally responsive classrooms. This course explores the intricacies of identity, self-expression, and cultural preservation, while also addressing the impact of urbanization on traditional practices and the significance of Native American representation in media and education.
Education plays a pivotal role in empowering Native American students. Participants will gain insights into the historical context of Native American education and explore culturally responsive teaching strategies. By fostering culturally inclusive learning environments, educators can engage Native American students and promote academic success.
Language and art are vital aspects of Native American culture. This course highlights the importance of language preservation and revitalization efforts, as well as exploring traditional and contemporary Native American art forms. Participants will discover ways to incorporate art and language into their curriculum, fostering cross-cultural appreciation among their students.
To understand contemporary issues faced by Native American communities, participants will examine health disparities, environmental concerns, and economic development challenges. By acknowledging these issues, teachers can support their students and promote social justice and advocacy.
An essential component of this course is community engagement and partnership. Through guest speakers and tribal representatives, teachers will forge positive relationships with Native American communities and develop a deeper understanding of their cultures.
To support teachers in implementing newfound knowledge, the course provides resources and guidance for developing culturally sensitive curricula across various subject areas. Participants will reflect on their teaching practices, develop actionable plans, and share ideas with fellow educators, fostering a collaborative and supportive environment.
Throughout the course, participants will be encouraged to approach the subject matter with openness, respect, and a willingness to learn. This transformative professional development experience aims to empower educators to create inclusive and culturally rich learning environments that celebrate the diversity of modern Native American life and culture. Together, we strive to foster an appreciation for Native American perspectives and promote positive change within our educational institutions.
This course will guide educators to learn strategies & techniques to adapt their teaching of required standards to meet the needs of their most academically capable students and all students in their classroom. Along with other strategies, the information will follow the text Teaching Gifted Kids in Today’s Classroom by Susan Winebrenner.
Participants will learn how to implement successful differentiation for all students, but especially high ability/high potential students using these methods:
compacting, learning contracts, extension menus, flexible grouping, subject acceleration and integration of technology.
This course would benefit all teachers at all levels, since gifted students, identified or not, will be in their classes each year. The course will allow participants to take a closer look at what is underachievement, causes of underachievement, sources of underachievement, learning preferences and their connection to underachievement, boredom, how teachers and families can help, practical classroom applications, and the profiles of different types of underachieving students.The goal is to do away with myths and stereotypes of the underachieving gifted child and at the same time have teachers become advocates for gifted students in different educational settings.