NDNAEU On-Site Menu

NDNAEU On-Site, District/School Support Menu Woope Sakowin Leading Together Socio-Economic/Class/Poverty Classroom Modeling In the culturally responsive The success of implementing the Students dealing daily with poverty The NDNAEU do not come with a set classroom, students can see NDNAEU within any school setting is have different perspectives on many curriculum as the Understandings are representations of their culture and directly related to the health of the things that most of us take for meant to be incorporated into all identity through the content they are adult community within the school. granted. When will I be able to eat subject areas and grade levels. The learning. The NDNAEU makes the Recent research has shown that the again? Will my family and I remain classroom modeling will offer cultures of the tribes of North Dakota level of adult relational trust within safe today? Will my parents be home teachers time with learning accessible to all students. Similarly, schools is directly correlated to tonight? Will I need to fend for specialists in their classrooms the Woope Sakowin is a set of student learning. The Leading myself? Teachers in these high modeling lessons in their subject universal laws that aids student Together (LT) program is an offering poverty communities also face areas that incorporate the NDNAEU understanding but goes a step further of the Center for Courage & Renewal challenges that are unique to those either by content or way of being by producing active engagement and (CCR) designed to build adult regions. This can result in high together as learners, or both. interaction among each other in a community in schools. The program teacher attrition rates, poor test Following modeling in classrooms, culturally responsive way. It offers is grounded in research and closely scores and a failed sense of purpose the learning specialists will meet with teachers alternative classroom aligned with Social Emotional for school officials and community the teachers to reflect on the lessons, management strategies that Learning and Relational Trust members. This training seeks to talk about modifications and possible encourage students to take constructs. LT is designed to provide actionable tools for staff that connections for future units of ownership for their actions and strengthen the relationships between work directly with children of poverty instruction. The modeling is not interactions with others. Specifically, principals and teacher leaders to with the hope of improving student about presenting the “perfect” lesson this training provides an opportunity facilitate positive, trusting outcomes. As a result of this training, but rather an opportunity for the for members of any tribal community relationships between adults in the participants will: teacher to watch a live lesson with to adapt the framework to their own school community. Leading Together  Gain an understanding of the his/her own students using the belief systems, translations and prepares school leadership teams to current realities of poverty within NDNAEU. As a result of classroom terminology. Although it is based on build relational trust in their own their communities, based upon modeling, teachers have noted: Lakota thought, the Woope Sakowin adult community by: local data  Increased awareness of ways to are universal virtues and are  cultivating self-awareness  Develop strategies for addressing engage students adaptable to any classroom.  building relationships specific needs of students dealing  Increased awareness of HOW to Implementation of Woope Sakowin  fostering teamwork and shared with the challenges of poverty incorporate the NDNAEU has resulted in: leadership  Become aware of behaviors appropriately  Decreased behavior write-ups  strengthening capacity to listen related to poverty and  Increased confidence (particularly  Decreased emotional outbursts and be fully present in teaching, appropriate responses to those for non-native educators) to  Decreased truancy leading, and relationships behaviors engage with local cultural content  Improved student/teacher  sharpening ability to focus and  Develop strategies for partnering in the classroom setting relationships maintain attention with family and community  Increased capacity for developing  Improved student motivation  addressing conflict constructively members in support of students culturally responsive approaches  reconnecting with what originally to teaching and learning inspired us to become educators School/District trainings may also include an extended overview of the NDNAEU, additional training in lesson development, or other identified needs.