New Teacher Recruitment Resource Now Live!

NIEA Announces Launch of Teacher Recruitment Website
The National Indian Education Association (NIEA) is excited to announce the launch of a new resource to support Native serving schools recruit great teachers. In partnership with The New Teacher Project (TNTP), a national education non-profit organization, we have launched– a teacher recruitment website specifically designed to support Native schools recruit and hire great teachers.
Education connects our past and our future-protecting the uniqueness of our cultural identity. Numerous states across the country are experiencing shortages- Native serving schools in rural areas are often the most negatively impacted. Native teachers only make up only 0.5%of teachers nationwide and our students suffer as a result. This new resource will help Native schools equip students with the knowledge and skills they need to thrive in the classroom and beyond.
Native schools are looking for Native teachers with:
  • Commitment: Culturally-responsive teachers who embed culture into curriculum and instruction–preparing students to graduate ready for college, career, and community success.
  • Adaptability: Teachers with a nuanced understanding of the challenges Native students face, sensitive to the unique cultures of individual tribes and students, comfortable with productive struggle, and responsive to cultural differences while upholding the belief that all children can learn.
  • Instructional Expertise: Teachers who know their subjects inside and out; who understand the importance of instructional planning, using a challenging curriculum to empower students to learn; and who never stop learning and improving themselves.
  • Respect for Sovereignty, Identity, and Self-Determination: Teachers focused on shaping future leaders, honoring tribal languages and traditions, and protecting cultural identity.
  • Qualifications in High-Demand Areas: Teachers with middle and high school, SPED, STEM, and language and culture certification.
Please take a few minutes today and share this opportunity with educators you know. Thank you for helping us protect our most precious resource-our youth, those who will carry on our culture, language, and traditions.
About The National Indian Education Association (NIEA)
NIEA is the Nation’s most inclusive advocacy organization advancing comprehensive culture-based educational opportunities for American Indians, Alaska Natives, and Native Hawaiians. Formed by Native educators in 1969 to encourage a national discourse on education, NIEA adheres to the organization’s founding principles- to convene educators to explore ways to improve schools and the educational systems serving Native children; to promote the maintenance and continued development of language and cultural programs; and to develop and implement strategies for influencing local, state, and federal policy and decision makers. For more information visit
Donate to NIEA

Whether you’re an educator, a student, or invested in increasing educational opportunities for Native students, NIEA members help advocate for better policies. Your  contribution will help us continue to be effective advocates, train educators that work with Native students, and close the achievement gap.  To donate, please click HERE.

STEM Innovation Summit 2017

The Einstein Project invites administrators, educators and other STEM education stakeholders to participate in this opportunity to promote excellence in K-12 STEM initiatives.  We are hosting this free STEM Innovation Summit on Thursday, November 16, 8 AM to 3 PM at the UW-Green Bay Weidner Center.  Join us to hear featured guest speakers from The Smithsonian Science Center, the Wisconsin Department of Public Instruction, as well as panel discussions with experts in the field of Makerspaces and curriculum implementation of Next Generation Science Standards (NGSS). Learn how updates to Wisconsin’s science standards will impact your STEM curriculum and professional development needs. Hear about the successes and challenges from district leaders already making changes to meet the rigor envisioned in the Next Generation Science Standards. District team participation is encouraged to help you to develop a shared vision for the future and chart a course to remain on the cutting edge in STEM education.


8 AM – Registration
9 AM –  STEM Talks
10 AM – Makers Mindset
11 AM – Lunch
12:15 PM  –  WI Standards Panel
1:30 PM – Smithsonian Interview
3 PM – Talk Tank Reception


Registration can be found at

Webinar: “USDA Farm-to-School Grants”


USDA Farm-to-School Grant-Application Process: Engaging Tribal Communities & Producers
Wednesday, October 18, 2017
Noon Pacific / 1 p.m. Mountain / 2 p.m. Central / 3 p.m. Eastern

Coming up in the free First Nations Knowledge webinar series is USDA Farm-to-School Grant-Application Process: Engaging Tribal Communities & Producers. This webinar will provide an overview of the FY 2018 Farm-to-School Grant Request for Applications. Learn about the goal of this funding opportunity, eligibility requirements, the application process, and how to set your team up for grant-application success! This webinar is tailored to applicants interested in crafting proposals that will serve Native communities.

Policy Analysis: Native Students and Their White Peers

Many see education as the key to future opportunity and success for children of all backgrounds. However, deeply entrenched inequities can obstruct future opportunities and successes for many American Indian and Alaska Native students (hereafter referred to as Native students). These inequities are apparent in the substantial achievement gap that exists between Native students and their white peers. On national reading and mathematics exams, Native students perform two to three grade levels below their white peers. Additionally, Native students face myriad difficulties outside of the classroom, including high levels of poverty and challenges with both physical and mental wellness.

Despite these problems, opportunities exist for action that could positively impact educational outcomes for Native students. This report provides an overview of the major education issues the Native student population faces and the current policies that exist to address those issues at the federal and state levels.

View State and Federal Policy: Native American youth by ECS online as PDF

Resource: Equity and ESSA Leveraging Educational Opportunity Through the Every Student Succeeds Act

Despite the American promise of equal educational opportunity for all students, persistent achievement gaps among more and less advantaged groups of students remain, along with the opportunity gaps that create disparate outcomes. However, the recent passage of the Every Student Succeeds Act (ESSA) represents an opportunity for the federal government, states, districts, and schools to equitably design education systems to
ensure that the students who have historically been underserved by these same education systems receive an education that prepares them for the demands of the 21st century.

ESSA contains a number of new provisions that can be used to advance equity and excellence throughout our nation’s schools for students of color, low-income students, English learners, students with disabilities, and those who are homeless or in foster care. We review these provisions in four major areas: (1) access to learning opportunities focused on higher-order thinking skills; (2) multiple measures of equity; (3) resource equity; and (4) evidence-based interventions. Each of the provisions can be leveraged by educators, researchers, policy influencers, and advocates to advance equity in education for all students.


View entire report online (PDF)

Hiring! University of Illinois – Associate or Full Professor of American Indian Studies

The American Indian Studies Program at the University of Illinois, Urbana-Champaign ( invites applications for an associate or full professor position (full time tenured position).  Target starting date is August 16, 2018. Salary is competitive.

American Indian Studies is searching for a scholar in the field of American Indian and/or Indigenous Studies.  The successful candidate will have a strong research and publication record in the field.  The position requires significant contributions to undergraduate teaching, graduate mentoring, in addition to program, university, and other forms of professional service.   Current AIS affiliate faculty and visiting scholars conduct interdisciplinary research in various fields.   Candidates from all disciplinary backgrounds will be considered; however, the search committee is especially interested in candidates who complement the existing research strengths of the Program.  A joint appointment or teaching arrangement with another academic unit on campus is also possible.

Minimum qualifications include: the PhD in American Indian Studies or related field, clear knowledge and experience in American Indian and/or Indigenous Studies, outstanding scholarly achievement, and evidence of teaching excellence.  Preference will be given to candidates who have experience working with American Indian or other indigenous communities.

Candidates should submit a letter of application detailing one’s research and teaching interests, a curriculum vitae, and the contact information for three reference letter writers.  Letters of recommendation may be requested electronically from referees at a later date.  To apply, create a candidate profile through and upload the applications materials.  To ensure full consideration, all application materials must be received by November 10, 2017.

For additional information about the position or the application procedure, contact search committee chair, Matthew Sakiestewa Gilbert (  The AIS Program at Illinois asks that all applicants review the Program’s statement on identity and academic integrity, which can be found online at

The University of Illinois conducts criminal background checks on all job candidates upon acceptance of a contingent offer.

The University of Illinois is an Equal Opportunity, Affirmative Action employer. Minorities, women, veterans and individuals with disabilities are encouraged to apply. For more information, visit  To learn more about the University’s commitment to diversity, please visit

Dr. Bowman’s NIEA Keynote: Indigenous Innovations: Honoring the Sacred and Asserting the Sovereign in Education through Evaluation

*View on SlideShare Dr. Bowman’s keynote, Indigenous Innovations: Honoring the Sacred and Asserting the Sovereign in Education through Evaluation.

About Dr. Bowman

Dr. Nicole Bowman is the president and founder of the nationally award-winning Bowman Performance Consulting (BPC) in Shawano, Wisconsin. Dr. Bowman earned her PhD in Educational Leadership & Policy Analysis at the University of Wisconsin-Madison (UW-Madison). Her dissertation is recognized as the nation’s first multi-jurisdictional educational policy study in the country to systemically examine how Tribal and non-Tribal educational policy is developed and implemented as public and Tribal governments intersect to educate Indigenous students attending K-12 public schools. Through her work at BPC and UW-Madison, she provides culturally responsive evaluation, research, and policy subject matter expertise where Tribal and non-Tribal governments and organizations collaborate. These projects and initiatives work towards improving the health, economy, education, justice, social, cultural, and human service outcomes for Indigenous populations in reservation, rural, urban, and international community contexts. Dr. Bowman has contributed over two decades of culturally responsive and multi-jurisdictional evaluation, research, training and technical assistance. Dr. Bowman has an academic appointment at UW-Madison’s Wisconsin Center for Education Research as a subject matter expert in culturally responsive research, policy, and evaluation through the Learning through Evaluation, Adaptation and Dissemination (LEAD) Center and the Wisconsin Evaluation Collaborative (WEC) Center. She is also an affiliate researcher for the Culturally Responsive Evaluation and Assessment (CREA) Center at the University of Illinois-Urbana. Dr. Bowman’s practical, passionate, and effective leadership attributes resonate and empower others at every level.

About NIEA

The National Indian Education Association advances comprehensive, culture-based educational opportunities for American Indians, Alaska Natives, and Native Hawaiians.

NIEA Vision Statement
Our traditional Native cultures and values are the foundations of our learning therefore, NIEA will:

  • Promote educational sovereignty;
  • Support continuing use of traditional knowledge and language;
  • Improve educational opportunities and results;

in our communities.

The National Indian Education Association (NIEA) was formed in 1970, in Minneapolis, Minnesota, by Native educators who were anxious to find solutions to improve the education system for Native children. The NIEA Convention was established to mark the beginning of a national forum for sharing and developing ideas, and influencing federal policy.

NIEA adheres to the organization’s founding principles: 1) to bring Native educators together to explore ways to improve schools and the schooling of Native children; 2) to promote the maintenance and continued development of Native languages and cultures; and 3) to develop and implement strategies for influencing local, state, and federal policy and policymakers.

Based in Washington, D.C., NIEA is governed by a 12-member Board of Directors elected annually by membership. Executive Director Ahniwake Rose, who reports to the board, leads NIEA’s dedicated staff of advocates.

Google Classroom Resources

Google Classroom and Class Roster

PBS LearningMedia added two new features:

  • Class Roster
    Educators now have the ability to create their own class roster, which enables them to assign specific lessons to students and monitor student progress. To find this feature, click “Classes” in the Dashboard menu within the teacher view of PBS LearningMedia.
  • Google Classroom
    A share button to import PBS LearningMedia resources directly into Google Classroom was added. To find the button, navigate to the resource you wish to add and click the green Google Classroom button located to the upper right of the resource’s description.

Resource: Sesame Street Training Videos

The Sesame Street in Communities website has hundreds of bilingual multimedia tools to help families enrich and expand their knowledge during a child’s early years from birth through age 6. There are many resources available for community providers, such as Coping with Incarceration, Helping Kids Grieve, and Autism, that use research-based resources to improve child and family well-being.

Visit the website!

Associate Dean and Director Native American Cultural Center position at Stanford

*Please do not contact BPC about this position. See contact info and details below or visit the listing online.
Associate Dean and Director, Native American Cultural Center  76223


If you are ready to work for an organization that nurtures diversity, respect within the American Indian, Alaska Native, Native Hawaiian and Indigenous Pacific Islander students at both the undergraduate and graduate levels, we invite you to explore this opportunity and apply online for the position of Associate Dean and Director of the Native American Cultural Center, a unit of the Division of Student Affairs.
The Native American Cultural Center is proud to be part of Student Affairs, which advances student development and learning; fosters community engagement; promotes diversity, inclusion and respect; and empowers students to thrive.
The Associate Dean and Director of the Native American Cultural Center (NACC) is the chief administrator for NACC at Stanford.  The Director provides strategy, vision and direction regarding issues and objectives impacting NACC as part of the student services/affairs organization.  Primary responsibilities include strategic planning and assessment and conceptualizing and implementing policies, professional services, resources and programs that address identified concerns and needs of the community.  The Associate Dean and Director must also be attuned to the dynamics between the individual, the institution, and the home environment of students.
Liaise with senior management and cross functional areas and schools to implement this vision and strategy. The Associate Dean and Director of the NACC is the primary conduit between and among university offices and departments with particular attention to the American Indian, Alaska Native, Native Hawaiian and Indigenous Pacific Islander community, both undergraduate and graduate. Manage the work of other employees, including managers.
  • Manage the work of managers and other employees, processes, and projects, to implement the strategic goals of the unit, department, or school. Make hiring decisions, provide coaching and mentoring, and manage performance and staffing levels.
    • Supervise the Center’s two professional and, in conjunction with the Associate Directors, the student staff
    • Responsible for hiring, training, goal setting, performance management/reviews, compensation planning, and terminations.
  • Crisis prevention and intervention: conduct counseling, intervention and referral when necessary to assist students in resolving personal/academic problems and crises; collaborate with other university offices, such as Counseling and Psychological Services (CAPS) and Residence Deans when necessary; develop appropriate outreach, education and programming to proactively address unique mental health and wellness issues affecting Native students.
  • Identify, clarify, and resolve complex issues with university­wide scope and impact and substantial significance which may span multiple areas, using advanced technical and professional knowledge requiring broad discretion and judgment.
    • Participate in the development and implementation of university policies to ensure student success, e.g. mental health, well-being, academic success, retention and graduation.
    • Serve on University committees such as the mental health task force subcommittee and other division committees.
  • Provide strategic direction for and manage the Center, including forecasting, planning, and managing program budgets. 
    • Develop, implement and manage long-range budget and strategic plans;
  • Develop, analyze, measure effectiveness and oversee programs and tools for delivery of student services or programs.
    • Provide individual advising to students on issues that include academics, career paths, internships, conflict resolution and personal matters.
    • Conceptualize, develop and implement quality student programs designed to promote student’s educational, social, cultural and leadership goals.
    • Advise and train students and student organizations in event planning, organizational development and conflict resolution.
  • Review exceptions to university, program or unit policies and procedures, settle grievances. 
  • Manage the direction of internal administrative policy development for programs and operations. May serve as senior advisor to dean on programmatic and policy development.
  • Interpret, implement and ensure compliance with university, academic and administrative policies within Student Affairs and NACC. Recommend new internal policies, guidelines and procedures. Direct process improvement.
  • Lead university­ or school­wide initiatives and campaigns; develop long range planning and policy development.
  • Represent department programs and initiatives at senior level meetings, conferences, and to both internal and external constituents. 
    • Participate in Vice Provost for Student Affairs divisional meetings and development activities and complete special projects as assigned.
  • Evaluate and recommend the technological needs and effectiveness for delivery of student programs and services
  • Identify, manage relationships, and negotiate with external and internal partners.
    • Collaborate with other community centers, programs and departments to develop and implement multicultural student leadership training.
    • Collaborate with other offices to impact the quality of undergraduate and graduate student life, including CAPS, Graduate Life Office, Vice Provost for Undergraduate Education, Vice Provost for Graduate Education, Diversity & First Generation, Admissions, Stanford Alumni Association, schools & academic departments.
    • Maintain communication and collaborations with faculty, staff, alumni and other programs.  Involve them in center programming; assist in making connections with students.
Note: Not all unique aspects of the job are covered by this job description


Education & Experience:
Bachelor’s degree and eight years of relevant experience, or combination of education and relevant experience. Experience in higher education setting preferred.
Education & Experience:
  • User knowledge of Microsoft Office Suite.
  • Advanced communication skills to clearly and effectively communicate information to internal and external audiences, client groups, and all levels of management.
  • Strong analytical skills to review and analyze complex financial information. Strong leadership and strategic management skills.
  • Demonstrated experience managing people.
  • Understanding of underlying technological needs and requirements. Demonstrated ability to work collaboratively.
  • Frequently sit, perform desk­based computer tasks.
  • Occasionally stand, walk, twist, use fine manipulation, grasp, use a telephone, write by hand, sort and file paperwork, lift, carry, push, and pull objects that weigh up to 10 pounds.
* ­ Consistent with its obligations under the law, the University will provide reasonable accommodation to any employee with a disability who requires accommodation to perform the essential functions of his or her job
  • Interpersonal Skills: Demonstrates the ability to work well with Stanford colleagues and clients and with external organizations.
  • Promote Culture of Safety: Demonstrates commitment to personal responsibility and value for safety; communicates safety concerns; uses and promotes safe behaviors based on training and lessons learned. Subject to and expected to comply with all applicable University policies and procedures, including but not limited to the personnel policies and other policies found in the University’s Administrative Guide,
About NACC:
The mission of the Native American Cultural Center (NACC) is to create an environment of support for the American Indian, Alaska Native, Native Hawaiian, and Pacific Island undergraduate and graduate student population at Stanford, guided by the principle that students succeed where there is support for that success.  
NACC’s educational mission complements and enhances students’ learning and thriving at Stanford, based on active collaboration with academic and Student Affairs partners, alumni, and the tribal community beyond.  NACC strives to foster adaptive learning and community based learning models and experiences. 
Leadership development, counseling, advising, mentoring, academic support, intellectual and cultural programming, professional guidance, and service to campus and community are all venues to promote a sense of belonging or community, student wellness, retention, graduation, and preparation for global citizenship.  
NACC is a resource center and clearinghouse for Native issues, opportunities and programs to the campus community, potential students, families, scholars, tribal leaders, and other visitors. NACC staff are institutional border crossers who facilitate dialogues and strategic partnerships among multiple stakeholders.
NACC is committed to meeting student needs and challenges through innovative programs, resource development and campus partnerships.  It offers a range of services for both undergraduate and graduate students and has a solid reputation for nurturing student, faculty and staff initiatives.  
Programs and services of Native American Cultural Center are aligned with the Aims of a Stanford Education and provide students with various opportunities to own knowledge, hone skills and competencies, cultivate personal and social responsibility and participate in adaptive learning.
Experience a culture of excellence
Stanford University, located in the heart of California’s Silicon Valley, is one of the world’s leading teaching and research universities. Since its opening in 1891, Stanford has been dedicated to finding solutions to big challenges and to preparing students for leadership in a complex world. 
Supporting that mission is a staff of more than 10,000, which is rooted in a culture of excellence and values innovation, collaboration, and life-long learning. To foster the talents and aspirations of our staff, Stanford offers career development programs, competitive pay that reflects market trends and benefits that increase financial stability and promote healthy, fulfilling lives. An award-winning employer, Stanford offers an exceptional setting for professionals looking to advance their careers. 
Stanford is an equal opportunity employer and all qualified applicants will receive consideration without regard to race, color, religion, sex, sexual orientation, gender identity, national origin, disability, veteran status, or any other characteristic protected by law.
Finalist candidate must successfully pass a pre-employment background check.


: Student Services


: Vice Provost for Student Affairs


: Full-time

Grade: K
Job Code: 7507

Apply Online!