Indian Education Professional Development

Indian Education Professional Development is sponsored by U.S. Department of Education. Awards grants to IHEs, Local Education Agencies (LEAs), Tribes or Tribal organizations, and State Education Agencies (SEAs) to increase the number of qualified Native American individuals in professions that serve Native Americans and to provide training to qualified Native Amer…

Indian Education Professional Development (PD) | U.S. Department of Education Indian Education Professional Development (PD) Office of Elementary and Secondary Education (OESE) Indian Tribes and Tribal Organizations Institutions of Higher Education (IHEs) Local Educational Agencies (LEAs) State Educational Agencies (SEAs) Tribally Controlled Colleges and Universities (TCCUs) Estimated Total Grant Funding Expected Number Of Awards 05/13/2025 - 11:59 PM EDT Eligibility & Funding Status Legislation, Regulation and Guidance Technical Assistance Resources The purposes of the Indian Education Professional Development Grants program that are relevant to the FY 2018 grants or later are to increase the number of qualified Indian individuals in professions that serve Indians; and to provide training to qualified Indian individuals to become teachers and administrators.

The Professional Development program requires individuals who receive training to — Perform work related to the training received under the program and that benefits Indian students in an LEA that serves a high proportion of Indian students, or to repay all or a prorated part of the assistance received under the program; and Periodically report to the Secretary on the individual's compliance with the work requirement until work-related payback is complete or the individual has been referred for cash payback.

(via the Professional Development Program Data Collection System ).

Service Payback Obligation Links State LEA Average Percent of American Indian/Alaska Native students, 2022-23 Elementary and Secondary Education Act (ESEA) Title VI Student Counts State LEA Average Percent of American Indian/Alaska Native students, 2022-23 Common Core of Data Local Education Agency (School District) Universe Survey Data State LEA Average Percent of American Indian/Alaska Native students, 2023-24 Elementary and Secondary Education Act (ESEA) Title VI Student Counts State LEA Average Percent of American Indian/Alaska Native students, 2023-24 Common Core of Data Local Education Agency (School District) Universe Survey Data Student and Graduate Images Image and text provided by the University of Mary in Burleigh County, North Dakota.

May 2024 Rolentha Begay waves to her family from the floor of the event center. She drove from Chinle with her family for commencement. Behind her is Tyson Maxon (Standing Rock Sioux) who is now serving as principal at Solen Elementary.

He took the position in January before he finished his graduate program in K-12 administration at the University of Mary. Image and text provided by the University of Mary in Burleigh County, North Dakota. May 2024 Presented is Dr. Carmelita Lamb, Ph.

D. with students from the partnership with United Tribes Technical College. Image and text provided by the University of Mary in Burleigh County, North Dakota.

Presented are the students from the partnership with United Tribes Technical College. The fiscal year 2025 notice inviting applications for the Professional Development grants are now closed. No applications are being accepted at this time.

Who May Apply: (by category) Institutions of Higher Education (IHEs), Local Education Agencies (LEAs), Indian Tribes or Organizations, State Education Agencies (SEAs) Who May Apply: (specifically) Institutions of Higher Education (IHEs), Local Education Agencies (LEAs), Indian Tribes or Organizations, State Education Agencies (SEAs). Common Terms and Definitions The following definitions are from 34 CFR 263.

3 , as revised by the Notice of Final Regulations published July 10, 2020. BIE-funded school means a Bureau of Indian Education school, a contract or grant school, or a school for which assistance is provided under the Tribally Controlled Schools Act of 1988. Dependent allowance means costs for the care of minor children under the age of 18 who reside with the training participant and for whom the participant has responsibility.

The term does not include financial obligations for payment of child support required of the participant. Full course load means the number of credit hours that the institution requires of a full-time student.

Full-time student means a student who– Is a candidate for a baccalaureate degree, graduate degree, or Native American language certificate, as appropriate for the project; Carries a full course load; and Is not employed for more than 20 hours a week. Graduate degree means a post-baccalaureate degree awarded by an institution of higher education.

Indian means an individual who is— A member of an Indian Tribe or Band, as membership is defined by the Indian Tribe or Band, including any Tribe or Band terminated since 1940, and any Tribe or Band recognized by the State in which the Tribe or Band resides; A descendant of a parent or grandparent who meets the requirements of paragraph (1) of this definition; Considered by the Secretary of the Interior to be an Indian for any purpose; An Eskimo, Aleut, or other Alaska Native; or A member of an organized Indian group that received a grant under the Indian Education Act of 1988 as it was in effect on October 19, 1994.

Indian organization means an organization that— By Tribal or inter-Tribal charter or in accordance with State or Tribal law; and With appropriate constitution, by-laws, or articles of incorporation; Includes in its purposes the promotion of the education of Indians; Is controlled by a governing board, the majority of which is Indian; If located on an Indian reservation, operates with the sanction or by charter of the governing body of that reservation; Is neither an organization or subdivision of, nor under the direct control of, any institution of higher education or TCU; and Is not an agency of State or local government.

Induction services means services provided– By educators, local traditional leaders, or cultural experts; For the one, two, or three years of qualifying employment, as designated by the Department in the notice inviting applications; and In LEAs that serve a high proportion of Indian students; To support and improve participants’ professional performance and promote their retention in the field of education and teaching, and that include, at a minimum, these activities: High-quality mentoring, coaching, and consultation services for the participant to improve performance.

Access to research materials and information on teaching and learning. Assisting new teachers with use of technology in the classroom and use of data, particularly student achievement data, for classroom instruction. Clear, timely, and useful feedback on performance, provided in coordination with the participant’s supervisor.

Periodic meetings or seminars for participants to enhance collaboration, feedback, and peer networking and support. In-service training means activities and opportunities designed to enhance the skills and abilities of individuals in their current areas of employment. Institution of higher education (IHE) has the meaning given that term in section 101(a) of the Higher Education Act of 1965 (20 U.S.C.

1001(a)).

Local educational agency (LEA) that serves a high proportion of Indian students means– An LEA, including a BIE-funded school, that serves a high proportion of Indian students in the LEA as compared to other LEAs in the State; or An LEA, including a BIE-funded school, that serves a high proportion of Indian students in the school in which the participant works compared to other LEAs in the State, even if the LEA as a whole in which the participant works does not have a high proportion of Indian students compared to other LEAs in the State.

Native American means “Indian” as defined in section 6151(3) of the Elementary and Secondary Education Act, as amended, which includes Alaska Native and members of federally-recognized or State-recognized Tribes; Native Hawaiian; and Native American Pacific Islander. Native American language means the historical, traditional languages spoken by Native Americans.

Participant means an Indian individual who is being trained under the Professional Development program. Payback means work-related service or cash reimbursement to the Department of Education for the training received under the Professional Development program.

Pre-service training means training to Indian individuals to prepare them to meet the requirements for licensing or certification in a professional field requiring at least a baccalaureate degree or licensing or certification in the field of Native American language instruction. Qualifying employment means employment in an LEA that serves a high proportion of Indian students.

Secretary means the Secretary of the Department of Education or an official or employee of the Department acting for the Secretary under a delegation of authority. Stipend means that portion of an award that is used for room, board, and personal living expenses for full-time participants who are living at or near the institution providing the training.

Tribal college or university (TCU) has the meaning given that term in section 316(b) of the Higher Education Act of 1965 (20 U.S.C. 1059c(b)). Tribal educational agency (TEA) means the agency, department, or instrumentality of an Indian Tribe that is primarily responsible for supporting Tribal students’ elementary and secondary education.

PROFESSIONAL DEVELOPMENT PROGRAM 2017 2018 2019 2020 2021 2022 2023 2024 Continuation Award Funding $1,309,937 $7,557,046 $9,482,935 $5,643,037 $1,371,598 $11,400,411 TBD TBD New Award Funding $6,726,439 $6,813,189 $0 $0 $10,186,500 $0 TBD TBD Professional Development Total $8,036,376 $14,370,235 $9,482,935 $5,643,037 $11,558,098 $11,400,411 TBD TBD Average Continuation Award $313,821 $328,567 $220,533 $256,501 $72,189 $237,508 TBD TBD Average New Award $327,484 $340,659 $0 $0 $351,259 $0 TBD TBD # of Continuation Awards 24 23 43 22 19 48 TBD TBD # of New Awards 4 20 0 0 29 0 TBD TBD Total Number of Awards 28 43 43 22 48 48 TBD TBD Grantee: American Indian Resource Center, Inc. PR#: S299B210006 Entity: Indian Organization Location: Oklahoma PD Type: Administrator Training Funding Amount: $399,985 The American Indian Resource Center (AIRC), Inc. is a non-profit Indian organization, incorporated under Oklahoma statutes since 1983.

AIRC is Indian owned with a board of directors, comprised of 100 percent American Indian members. The AIRC's program will provide financial support and training for 25 students working towards a M. Ed.

in School Administration degree at the graduate level with all training leading to degrees and licensure/certification. The purpose of this program is to increase the number of qualified Indian individuals in professions that serve American Indian and Alaska Native students (AI/AN), and to provide training to qualified AI/AN individuals to become education administrators.

The AIRC will work in partnership with the following consortium member and partners: Northeastern State University, Tahlequah Oklahoma; Cave Springs School Grantee: Arizona Board of Regents on behalf of Arizona State University PR#: S299B210018 Entity: Public IHE Location: Arizona PD Type: Teacher Training Funding Amount: $399,785 The Preparing Early Childhood Educators for Arizona's Indian Communities (PEAIC, pronounced "peak") Project will prepare 20 teachers to serve Indian students in central Arizona.

The Mary Lou Fulton Teachers College has entered into consortium agreements with the federally-recognized Gila River Indian Community and the Salt River Pima-Maricopa Indian Community.

School and Community partners include: two PreK-12 local education agencies, four Bureau of Indian Education schools, the Arizona Department of Education Office of Indian Education and Educator Recruitment and Retention Unit, the Arizona Association for the Education of Young Children (an affiliate of the National Association for the Education of Young Children, NAEYC), and an advisory board of nationally recognized experts in indigenous issues in PreK-12 and higher education, as well as Tribal elders.

The project will recruit participants from the existing pools of paraprofessional employees working at the partner schools and draw upon lists of individuals who previously expressed interest in obtaining Tribal scholarships for obtaining a bachelor's degree in education but could not enroll due to personal circumstances.

The degree program in this project is delivered entirely online and therefore provides flexibility to accommodate personal circumstances to the greatest degree possible. Induction services will be delivered both remotely and in person at the partner schools or at an Indian Community central location.

Services will focus on reflection, feedback, coaching, and mentoring and will prioritize cultural responsiveness and socio-contextual factors influencing the participants' teaching experiences.

Payback service support will include ongoing career coaching services from Mary Lou Fulton Teachers College, which are provided above and beyond the induction support, to ensure that graduates are able to secure and maintain employment with partner schools, or other schools serving high proportions of Indian students, throughout their required two-year payback period.

Grantee: Arizona Board of Regents for and on behalf of Northern Arizona University PR#: S299B210030 Entity: Public IHE Location: Arizona PD Type: Administrator Training Funding Amount: $385,437 Northern Arizona University's College of Education in consortium with four tribes (Diné, Hopi, White Mountain and San Carlos) and Navajo Technical University, will implement the American Indian School Leadership(AISL) project to annually serve 20 pre-service administrators enrolled in a master's degree program in Educational Leadership to qualify for a principal's licensure.

Project AISL is planned for 60 months and is designed to improve the quality and diversity of services offered to American Indians and Alaskan Natives graduate students by graduating them on time and preparing them as advanced instructional leaders who will succeed in a high-stakes accountability environment with a strong background in instructional leadership, turnaround leadership and culturally responsive school leadership skills.

The goals include: 1. Provide financial support for part-time, pre- service administrators; 2. Deliver a master's degree in Education Leadership that provides support for degree completion and a principal licensure; 3.

Provide mentoring support for pre-service principals engaged in instructional leadership, turnaround leadership and culturally responsive school leadership training; and, 4. Provide graduates with a 24-month induction support to ensure certification and job placement success.

The project will support focused instruction to pre-service principals with a particular emphasis on preparing them to become strong instructional leaders skilled in turnaround and culturally responsive leadership skills. The AISL Advisory Council and the four tribal partners and Navajo Technical University will work with NAU faculty to provide support.

Mentors at each school site of students' employment will increase student advisory capacity (academic and professional development) to provide early detection of barriers which impact student completion and success rates in administrator training programs.

An internal evaluator will monitor all layers of the project design (Financial, Master's Program, Mentoring, Job Placement and Induction) to examine the effectiveness of the program as it evolves. A mixed-methods research procedure will be used to assess specific services and activities to determine the impact of each element.

Grantee: Arizona Board of Regents, University of Arizona PR#: S299B210004 Entity: Public IHE Location: Arizona PD Type: Teacher Training Funding Amount: $399,620 The University of Arizona's (UA) Indigenous Teacher Education Program (ITEP) will recruit a cohort of 15 Native American (NA) teacher candidates in the University of Arizona's (UA) Elementary Education (EE) program.

The overarching goal of this project is to increase the number of NA teachers serving NA students and schools and to integrate Indigenous languages and culture through stories, philosophies, and principles.

The UA will partner with the Navajo Nation and Tohono O'odham Departments of Education and 5 schools serving NA students: the Baboquivari Unified School District (Tohono O'odham), Second Mesa Day School (Hopi), Sacaton Public School District (Gila River), San Carlos Unified School District (Apache), and Tuba City Unified School District in this unique effort.

Specific objectives and outcomes that will be met are: 1) To indigenize existing, pedagogy, curriculum, mentoring, and community partnerships, 2) To prepare 15 qualified NA project participants to graduate and obtain certification, 3) To facilitate employment and provide professional support and mentoring during induction services, 4) To infuse NA language instruction and practices into the preparation of participants, and 5) To build strong partnerships with Tribes, LEAs, and IHEs for sustainability of ITEP.

This project seeks to infuse Indigenous knowledges, values, languages, histories, and cultures into the curriculum. In addition, this project will work to strengthen participants' understandings, skills, and confidence through Land-based pedagogy for NA students.

To reach our goal of increasing the number of NA teachers, the ITEP project staff will conduct a strategic recruitment process that will include resources from the UA, project Partners, community colleges, and the schools. Potential participants will be recruited from the Partner schools (elementary schools and tribal colleges).

ITEP will provide mentoring and induction services to increase retention, graduation, certification, and employment rates. The induction program will include (a) contact with an assigned mentor; (b) UA mentorship; (c) focus group sessions; (d) workshops by language and culture consultants; and (e) participation in induction services offered by their school/district.

ITEP staff will work closely with participants during the induction period (in-person, video/phone conference, group sessions) to provide professional support to sustain employment in a school and to assist in ensuring participants update and submit required information to fulfill their service payback obligations. The UA and partners are dedicated to using this project to advocate for change within Tribal communities.

Ultimately, the outcomes of this project to indigenize teacher preparation and infuse Indigenous languages into the content and pedagogy will impact Indigenous communities, teacher education programs, teachers, and NA students.

Grantee: Blackfeet Community College PR#: S299B210008 Entity: TCU Location: Montana PD Type: Teacher Training Funding Amount: $399,550 The Blackfeet Community College Program, Pommotsiiysinni , Blackfeet Teachers (PBT) will partner with LEAs on the Reservation and the Universities of Montana Western to recruit, train, employ, and provide induction for Indigenous teacher candidates.

PBT combines the resources and priorities of BCC, the University Montana- Western, Browning Public Schools, Heart Butte Public School, Cut Bank Public Schools and the Blackfeet Tribe.

PBT will prepare 32 preservice educators for Montana Certification in one or more of the following: 1) elementary education (K8) through a 2 +2 program, with an associate degree earned from BCC leading to bachelor's degree earned from UMW all delivered at BCC; 2) special education endorsement (P12) delivered at BCC by UMW; 3) Secondary education (K12 or 512) delivered online by UMW; 4) Library Media endorsement delivered online by UMW, and 5) Blackfeet language and culture minor delivered by BCC.

This Project embraces the BCC Mission in educating Blackfeet People by preserving tradition and culture through higher education. PBT will work with course instructors recruited from the public schools to design, collaborate, develop, for deliver courses. Staff will advise, and mentor candidates, who tend to be nontraditional students.

An in-person instruction delivery model will be supported by extensive practice in the field and aligned with the public-school curricula. Many non-traditional candidates joining PBT will be employed in the public schools as paraprofessionals and substitute teachers. Others will apprentice in the schools in order to fulfill the field requirements.

These candidates will bring real life experience from teaching to their own learning, thereby increasing the relevancy of their education. PBT will hire experts in Indigenization of mainstream education, Blackfeet culture and pedagogy, professional writing, and curriculum planning to strengthen the curricula pedagogy and teacher success.

Thus, PBT will do more than prepare teachers to address the teacher shortage, it will alter the potential of children by filling classrooms with Indigenous educators who are steeped in both Blackfeet knowledge and Western best practices and who can and will make a difference for youth and for the Blackfeet Nation.

Grantee: Blue Lake Rancheria PR#: S299B210032 Entity: Indian Tribe Location: California PD Type: Administrator Training Funding Amount: $342,656 The Blue Lake Rancheria Tribe will implement the "Grow Your Own Administration" (GYOA) project. The participating counties include Del Norte, Humboldt, Mendocino and Siskiyou.

These four counties are home to nearly 20 percent of California's 111 Federally Recognized Tribes including California's three largest Tribes: the Yurok Tribe, Hoopa Valley Tribe and Karuk Tribe. The 4,674 American Indian students in the four GYOA counties are greater in number than the total Native student population of 23 states.

GYOA is a consortium with other area Tribes, Native Serving Organizations, Humboldt State University, and four County Offices of Education. The GYOA project will partner with the Humboldt State University Educational Leadership Department to ensure that eight candidates per year meet the requirements for the Preliminary Administrative Services Credential.

GYOA will partner with Humboldt County Office of Education and retired school administrators to ensure that the new administrators get the support they need during the two years of induction. After earning their Preliminary Administrative Services Credential and being hired as administrators GYOA participants will participate in two years of induction support (60 hours per year for 120 total hours).

Forty hours a year of required induction will be provide through the Association of California School Administrators (ACSA) and locally organized by each County Office of Education. GYOA's team of Native American administrators will serve as mentors to participants as part of 20 additional hours per year provided through the grant.

This additional support will focus on the needs of American Indian students and families and draw upon the successful experience of our mentors. At the end of the induction program participants will have completed the process to convert their Preliminary California Administrative Credential to a Clear California Administrative Credential.

The GYOA plan for recruiting and selecting candidates will include building upon the collaborative relationships built with the human resource departments of school districts, COEs, and Tribes. Each candidate will complete a short application and participate in an interview to ensure they are truly interested and are likely to successfully complete the program.

Indian Tribes involved in project include: Yurok Tribe, Karuk Tribe, Tolowa Dee-ni' Nation, Hoopa Valley Tribe.

Grantee: Board of Regents, University of Nebraska, University of Nebraska-Lincoln PR#: S299B210034 Entity: Public IHE Location: Nebraska PD Type: Administrator Training Funding Amount: $98,209 The Indigenous Roots School Leaders Program (IRSL) will improve the teaching and learning of American Indian students in Nebraska through a strong partnership among the University of Nebraska-Lincoln (UNL), Little Priest Tribal College (LPTC), and the Nebraska Department of Education (NDE), working in collaboration with K-12 school districts in Northeast Nebraska.

The program's primary purpose is to certify at least six American Indian graduate students as P-12 school administrators and to ensure their employment in school districts that serve American Indian students.

The IRSL program will leverage existing collaborations with the targeted school districts that serve American Indian students in Northeast Nebraska, which include the Umon hon Nation School, Santee Community School, Niobrara Public Schools, and Winnebago Public School. The school districts will assist in identifying potential students for the program, inform personnel of openings, and support graduates whom they hire.

IRSL is re-energizing Nebraska's reservation schools by helping to renew native languages, placing American Indian role models in P-12 classrooms and as school administrators, and integrating local culture and history into school curriculum.

— IRSL is unique because it addresses barriers that currently limit the number of American Indian students pursuing degrees in higher education by bringing the program to the students — where they live and work in target communities. It is crucial to the state and nation that the opportunities offered through the program continue to be made available to experienced and talented students who might otherwise not be able to participate.

IRSL success will be evaluated by the program's ability to satisfy two measurable outcomes: 1) a minimum of 83% of participants graduate from the educational administration program at UNL (and/or qualify for Nebraska educational administration certificates) and 2) a minimum of 83% of graduates are successfully placed in educational settings/schools serving American Indian students.

Grantee: Board of Regents of UW System for UW-Milwaukee PR#: S299B210025 Entity: Public IHE Location: Wisconsin PD Type: Teacher Training Funding Amount: $300,068 Leaders from the Good Land: Electa Quinney Indian Education Development is the teacher training project title proposed by the University of Wisconsin, Milwaukee.

With the support and partnership of the University of Wisconsin- Milwaukee's School of Education (SoE), the Indian Community School (ICS), Milwaukee Public Schools (MPS), and partners directing education programs at the tribal level, the Electa Quinney Institute (EQI) hopes to continue increasing the number of American Indian individuals who are able to maintain their identity and become leaders as Teachers and Administrators in schools throughout the State of Wisconsin.

UWM will provide culturally centered, emotional, and financial support to eight (8) individuals training to become teachers.

The four outcomes for our program include: 1) Recruit traditional-age and non-traditional-age American Indian students; 2) Provide culturally informed support as these students continue through their program; 3) Ensure that students graduate and pass qualifying exams necessary for certification; 4) Support students in finding qualifying jobs within twelve months of completion of the program; 5) Provide two years of induction services to participants after graduation while they are working.

Grantee: Board of Regents of UW System for UW-Milwaukee PR#: S299B210026 Entity: Public IHE Location: Wisconsin PD Type: Administrator Training Funding Amount: $98,746 Leaders from the Good Land: Electa Quinney Indian Education Administrative Development Project proposes to support the survival of American Indian children and indigenous culture in schools by increasing the number of licensed American Indian Administrators who are prepared to excel according to the standards of the Wisconsin Department of Public Instruction and the principles of indigenous education which center on the transmission of knowledge while attending to the holistic well-being, resilience, and respect of students.

UWM proposes to provide culturally centered, emotional, and financial support to three (3) individuals training to become administrators.

The four proposed outcomes for the program include: 1) Recruit traditional-age and non-traditional-age American Indian students; 2) Provide culturally informed support as these students continue through their program; 3) Ensure that students graduate and pass qualifying exams necessary for certification; 4) Support students in finding qualifying jobs within twelve months of completion of the program; 5) Provide two years of induction services to participants after graduation while they are working.

Grantee: Choctaw Nation of Oklahoma PR#: S299B210003 Entity: Indian Tribe Location: Oklahoma PD Type: Teacher Training Funding Amount: $293,452 The Choctaw Nation of Oklahoma (CNO) covers 10. 5 counties and 10,922 square miles of Native American reservation land in rural southeastern Oklahoma.

Not only does Oklahoma face financial challenges when it comes to education, but a teacher shortage has plagued rural Oklahoma classrooms for years. CNO's Teach 2 Reach program will work to recruit, guide, and place incoming teachers into Oklahoma schools with a high Native American population.

Teach 2 Reach will work with six institutions of higher education that have been predominantly responsible for graduating most of the state's teachers: East Central University, Northeastern State University, Oklahoma State University, Southeastern Oklahoma State University, University of Central Oklahoma, and University of Oklahoma.

All Teach 2 Reach participants will receive one-on-one career guidance to monitor progression in their teacher education program to be sure applicants are able to complete degree requirements in a timely manner.

These services will include career-based counseling, financial evaluating and assisting in overcoming barriers to education, review of degree plans, academic support, referral services to supportive services, resume writing, job interview preparation, and job search assistance. Participants will also be provided career guidance to develop a professional teacher portfolio that can be used when searching for a job.

Teach 2 Reach will recruit traditional and non-traditional students who are within one year of acceptance and/or accepted into a teacher education program at one of our six partner universities.

Teach 2 Reach will ensure each participant has the appropriate tools and experience to launch a teaching career that will be rewarding for participants, ensure a support system is in place before and during induction, and guarantee better qualified staff for students in Oklahoma.

From program acceptance until completion of two years of induction services, participants will engage in high quality, industry-leading professional development activities. Teach 2 Reach participants will be paired with mentor-teachers to assist in creating a network of professionals who could provide support and outreach during the all-important formative years of a new teacher's placement.

Additionally, Teach 2 Reach will work with the Oklahoma State Department of Education in providing participant activities to those that complete the program that can be incorporated into their daily curriculums.

These partnerships will facilitate networking opportunities between district, tribal, and state professionals to increase interest and engagement and leverage external partners in the community and region that can support student achievement and/or career and technical education opportunities.

One of the program's primary goals is to assist the state in reducing the number of emergency certificates by turning out certified teachers in critical-to-fill positions.

Grantee: Claremont Graduate University PR#: S299B210028 Entity: Private IHE Location: California PD Type: Teacher Training Funding Amount: $318,218 Claremont Graduate University (CGU) recognizes the critical importance of highly effective Indian teachers working in K-12 schools serving Indian students, and how rarely this happens in this region.

CGU therefore shall implement the Claremont Indian Education Project (CIEP), capitalizing on our successful Claremont Native American Initiative, funded in 2017. CIEP will recruit ten new Fellows in two cohorts and steward them into careers of teaching and leadership in Elementary, English, Math, Science, Social Studies, World Language or Special Education, committed to social justice and educational excellence for Indian students.

The two CIEP Cohorts will start CGU's 36-unit teacher credential and MA in Education program in, respectively, 2022 (YR1) and 2023 (YR2). CGU's program for teachers spans four semesters, three of which include deep clinical practicums.

CIEP Fellows will do year-long clinical residencies at the Anahuacalmecac School, a charter school in Los Angeles dedicated to academic excellence and appreciation of Native wisdom, the cultural and intellectual heritage of indigenous peoples. After Fellows gain their credentials, CIEP will help them secure jobs in Indian- serving schools, with two years of continuing Induction support.

In addition to the PI/PD and CGU faculty advisor, a dedicated CIEP Mentor will usher each Fellow through the entire CIEP experience, including recruitment, admission, counseling on the payback obligation, coaching/support during the credential program, brokering post-credential employment, and Induction mentorship.

Additionally, the CIEP Mentor will facilitate a two-semester seminar that is specifically designed for CIEP Fellows to understand how to meet the breadth of Indian students' needs.

Potential service payback placements include schools that serve a high proportion of Indian students in Southern California, Arizona, New Mexico, Oregon, and Washington, and will work with partners from the following Tribes: Sicangu Lakota, Kumeyaay, San Manuel Band of Mission Indians, Navajo, Putawatomi, Hualapai, Lummi and Oglala Lakota Sioux.

Grantee: Fort Peck Community College PR#: S299B210016 Entity: TCU Location: Montana PD Type: Teacher Training Funding Amount: $318,218 The purpose of the Fort Peck Community College (FPCC) Indian Education Professional Development (IEPDP) Project is to alleviate the acute shortages of American Indian teachers within Local Education Agencies (LEAs) that serve a high proportion of American Indian students.

Based on the labor market study conducted,