Jadalyn George (left) and Becky Rose, assistant director of academic and career advising in the School of Education (Photo by Amy Manley)
New Program Prepares Next Generation of Indigenous Teachers for the Classroom
Growing up as anAkwesasne Mohawkin Central New York, Jadalyn George ’30 knew that seeing herself reflected in her teachersfostered a sense of belonging.
“It alsomade me a better student,”she says.
Convinced that representation mattersin the K-12 classroom,Georgeis part of the new(ITPP) in Syracuse University’s(SOE).
Sheis pursuing a bachelor’s degree inwhile minoring in.The program enables her tobecertified in New York state toteach grades 1-6 and students with disabilities in all grades.
Georgeis excited tointeract with other “native educator minds” on campus.
“I have so many knowledgeable peers,”shesays. “I also have spaces where I can study, eat and hold meetings with people with similar interests and backgrounds.”
Reducing Barriers
George found out about ITPP from Tammy Bluewolf-Kennedy ’04, G’10,an assistant director of admissions whois in charge ofIndigenous recruitment and supports partnership programs.
TheOneida Nation citizenhas worn many hats at the University, but’sher current one of which’sproudest—not just for what itrepresentsbut also the tasks associated with it.
“ITPP is personal to me,”Bluewolf-Kennedysays. “Young Indigenous minds need to see themselves in their teachers, who, in turn,mustunderstand theirstudents’cultures, histories and lived experiences.”
ITPPoffersthe,the result of an anonymous$150,000 gift.
Thescholarship, whose name isOnondaga for“They Build a Path for Them,”is awarded up toseven undergraduates per cohort.In addition to covering30% ofeach student’stuition, itunderwrites the costs ofprofessional development, conferenceparticipationand study-away opportunities.
“We’re reducing financial barriers for Indigenous studentswho want to becomeinclusive education and community teachers,” says Bluewolf-Kennedy,who alsochairs the University’s Native Faculty and Staff Association, as well as the Native American Indian Education Association of New York.“It’s mission critical.”
Learning on Sacred Ground
The lack of consistency in Indigenous teacher preparation programs is well documented. The barriers arefinancial,culturaland systemic.
“Most teacher training programs are local in scope,”Bluewolf-Kennedy says. “Oursextendsto thenearly600sovereignNationsacross the United States and Canada. Thisbreadthis reflected in our faculty and curricula.”
Becky Rose, assistant director of academic and career advising in SOE,notesthe holistic nature of ITPP.
Sheexplains thatstudents can pursue a B.S. ininclusive childhood education or,the latter of whichleads to NewYork state-certification to teach grades 7-12 and students with disabilities in all grade levels.
“ITPPis completed in eight semesters, five of which have a field component,”says Rose,ձʱ’sdedicated academic advisor.“We offermanyexperiences in the Syracuse area andthroughoutNew YorkCityvia[SOE’s].”
Another selling point isձʱ’smany nonacademic offerings—from theandthegroup, both housed at 113 Euclid Ave.,totheinShaw Hall.
“These supports are coordinated for student success,”says Rose, a tribally enrolled member of the Echota Cherokee.
“Syracuse Universitystands on the ancestral lands ofthe Onondaga Nation, Firekeepers of the Haudenosaunee Confederacy,”says Bluewolf-Kennedy.“Whether you’re Indigenous or not, you’re learning on sacred ground.”
