Using Community Advisory Panels to develop a stem professional development model for Teachers of American Indian Students

Abstract

The Communities of Effective Practice: A Professional STEM Development Model for Teachers of American Indian Students project is NSF funded with a vision to improve American Indian student achievement in science and mathematics. This project implements a professional development STEM model for teachers in American Indian schools by linking Utah State University (USU) engineers and teacher educators with teachers in grades 4-6. The model is designed to include standard-based and research- based mathematics and science curricula using engineering and technology concepts and strong links with tribal elders, parents, and community leaders. The core partners for this effort include the Navajo Nation in the Mexican Hat Elementary School in Mexican Hat, Utah and the Northern Ute Nation in the Todd Elementary School, in Fort Duchesne, Utah. The three-year proof of concept grant: 1) designed a series of culturally relevant professional development modules for teachers of grades 4 through 6 that include an American Indian perspective and that satisfy national and state of Utah core curriculum requirements in math and science; and 2) developed a template that describes the organization and methods for creating a Community Advisory Panel (CAP) of teachers, American Indian students, community leaders, parents, and tribal elders who work to incorporate important cultural knowledge reflecting their specific community into math and science curricula. The findings presented are based on surveys, phone interviews and observations conducted with teachers and CAP members representing each elementary school. The findings indicate that it is critical to have fully functioning CAPs, as their input and support is tantamount to the success of the professional development, and in turn, has effects class-wide and school-wide. © American Society for Engineering Education, 2009.