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(1)
Director's Report
My report for this issue of the ITEP Newsletter includes a review of the
project and the beginning of a series of articles on the program graduates.
Since we are seeking funding for continuation of the project, we thought it
might be a good idea to review the objectives of ITEP and the accomplishments
of the program since its inception in 1969.
ITEP REVIEW
A teacher tra1nmg program for Indian people has been in existence at
Humboldt State University in Arcata for the past seven years. The Indian Teacher Education Project (ITEP) began in June of 1969 with eighteen trainees. Since
that time it has continued bringing Indian people to the HSU campus to complete
requirements for a Standard California Teaching Credential as regularly enrolled
students.
The program is designed so that a part1c1pant may complete the requirements
for both a baccalaureate degree and teaching credential in four academic years
and three summer sessions. 'fhe courses taken during the summer are used to fulfill the teaching credential requirements. The students also participate in
workshops and fieldtrips during the year which enrich their ability to work with
Indian children.
One of the outstanding features of ITEP is the requirement that all trainees
work in a school setting for a minimum of eight hours per week. This practical
classroom experience is cited by the graduates of the program as being extremely
beneficial to them. Most of the participants spend many hours above the minimum
requirement assisting the teachers and children in their assigned school. ITEP
students who began in the training program in 1969 averaged 1,148 hours per student in public school classrooms during their training periods. Local public
school administrators and teachers have been extremely receptive to the Indian
Teacher Education Project and have welcomed the participant to receive in-service
in their school. Participants have received training at the following practicum
sites: Hoopa Iiigh School, Dows Prairie Elementa1y School, Pacific Union Elementary School, McKinleyville High School, McKinleyville Elementary School, Morris
Elementary School, Stewart Elementary School, Bloomfield School, Sunset Elementary School, Equinox School, George Jacobs Junior High School, Indian Action
Council Pre-School, South Fortuna Elementary School, Sunny Brae School, Blue
Lake School, Franklin School, Eureka Senior High School, Catherine Zane Jtmior
High School, Fieldbrook School, East High School, Jacoby Creek School, Trinity
Valley School, Etna Elementary School, Healdsburg Annex, Cutten Elementary SChool
and Margaret Keating School.
Many Indian tribes have been represented in ITEP over the past years. Currently the project has sixteen participants which come from the following tribes:
Hupa, Karok, Yurok, Omaha, Wailaki, Cherokee, Pima, Tolowa, Chippewa &Aztlan. The
majority of the students come from the immediate 5 county area. Past participants
in the project come from such tribal affiliations as: Yakima, Cherokee, Yurok,
Hupa, Choctaw, Porno, Tolowa, Shawnee, Pit River, Wailaki, Kikapoo, Maidu, Karuk,
Blackfoot, Chetco, Pima, Paiute, Omaha, Assiniboin, Tututni, Wintun, Shoshone,
Kiowa-Apache, Comanche, Cahuilla, Y-.ki, Hopi, and Washoe.
(2)
The project utilizes an Advisory Board as a policy making body for planning,
organizing, accomplishing and evaluating many of the phases of the Indian Teacher
Education Project. The board is composed of twelve officio members, six of whom
are members of the Indian community, and six of whom are participating ITEP students. The ex-officio members are Humboldt State University faculty members,
primarily from the Education Department, as well as other departments of the
School of Behavioral &Social Sciences.
Members of the Advisory Board also serve on two important committees of the
project; the Selection Committee, that reviews and selects new participating
students on the basis of applications submitted, and the Review Board. The Review Board consists of three non-student Advisory Board members, one student
board member and the project Coordinator. Students not fulfilling project requirements are referred by the Director to the Review Board to. examine the student's current situation and recommend to the Director any necessary administrative action.
Current officio Advisory Board members are as follows: Lance Archambeau,
Holly Frederick, Colleen Johnson, Mildred Nixon, Linda O'Neill, Sharon Richardson,
Lois Scott, Violet Tripp, Patricia Tswelnaldin, and Frema Wright. Ex-officio
members are: Patrick McGlynn, Houston Robison, and Paul Ness.
Funding for ITEP was originally obtained from the Education Professions Development Act (E.P.D.A.) as a pilot project (1969) and subsequently from D.H.E.W. 's
Career Opportunities Program (1970-76) and E.P.D.A., Teachers for Indian Children
(1974-75). In addition to these federal government sources of funding, the State
of California, since 1973, has provided support through the payment of all staff
salaries. Future funding for participant support will hopefully be obtained from
Title IV of the Indian Education Act.
The staff of ITEP consists of the Director, Roxanne Morton; Coordinator,
Patricia Augustine; and Secretary, Betty Ann McCovey. The office is located on
the HSU campus in Spidell House #85 at Harpst Street. Visitors are welcome to
stop by the office to get information about the project.
Roxanne Morton
(3)
Graduate Review
Since the Indian Teacher Education Project enrolled its first eighteen
students at the beginning of 1969 Summer Session, ITEP students have fulfilled
both in-service and regular student teaching requirements at twenty-six public
schools in five Northern California counties. Graduates of the program have
served in over thirty educational positions, including elementary, secondary,
and higher education teachers, counselors, administrators, educational specialists, and directors of special educational projects; graduates are also highly
sought after as consultants, speakers, and board members to various educational
and Indian community institutions and organizations. Several graduates have
additionally continued into graduate programs.
The impact of Humboldt State University's Indian Teacher Education Project
has ranged far beyond institutional and regional limits, and the program has
positive recognization on state and national levels. In assuming positions of
educational leadership, ITEP graduates serve as examples which buoy the aspirations of other Native Americans. The project has not only initiated an awareness of unrecognized cultural resources but also has provided a means whereby
those resources can function as an effective social force. Through the input
of both ITEP students and ITEP graduates in school districts and institutions of
higher education, a positive response has been made toward facets of education
which were often neglected in the past.
All of these factors serve as measures of the success of the Indian Teacher
Education Project. Yet the most accurate and most important measure of the program must necessarily lie within the lives of those individuals who entered the
program with a commitment to education and who have gone on after graduation to
individually work out the fulfillment of such a commitment.
Of Yakima and Cherokee ancestry, CHET ADKISON entered ITEP in 1970 after
receiving an A.A. degree in social science at Santa Rosa Junior College and
taking additional course work at College of the Redwoods. In March, 1972, he
completed a Bachelor of Arts degree in sociology and went on to complete requirements for both an elementary and secondary teaching credential while beginning
work on a ~~ster's degree in sociology. Early in 1973 he assumed the position
of Administrative Assistant to the Dean of Students, Humboldt State University,
a position which he held until the beginning of the 1973-74 academic year when
he was hired as a high school teacher. After two years of teaching anthropology
and United States History to sophomores and juniors at :Montgomery High Schobl,
Santa Rosa, California, he accepted a position beginning in the Fall of 1975 at
Hillard Comstock Junior High, Santa Rosa. There he is teaching an adjustment
class (Special Education) for disadvantaged students, and he is also Activities
Director for the school. Highly active in the Title IV tutorial program which
uses high school students to tutor elementary students, Chet is additionally a
member of an All-Indian fast pitch softball team, is continuing his work on a
MaSter's degree, and is married and the father of two children.
ONA LEE ALAMEDA, a Yurek Indian, entered the ITEP program in the summer
of 1971 after studying at College of the Redwoods. Following her graduation
from Humboldt State University with a Bachelor of Arts degree in 1974, she assumed the position of Indian Learner Specialist for the Indian Valley schools
in Plumas County, California. This was primarily a counseling position for
grades K-12 and was funded by the Bureau of Indian Affairs. She is currently
teaching third and fourth grades at Taylorsville Elementary School and is
working with other colleagues in Plumas County to develop Indian education
curriculum materials for presentation at next year's California Indian Education Association conference. Regarding career plans, Ona is firmly committed
to the ITEP goal of educational service in Indian schools and is interested
in obtaining a Master's degree.
BARBARA ANDERSON, a member of the Yurok tribe, studied art at the City
College of San Francisco before entering the Indian Teacher Education Project
in June, 1971. She received a Bachelor of Arts degree in art, with an English
minor, in 1974. Subsequent to her degree, she earned her California secondary
teaching credential with Native American emphasis. Barbara is now living in
San Francisco and is actively involved in raising her two teenage daughters.
She is currently working as a Staff Clerk for Pacific Telephone and is looking
forward to a permanent teaching position in the San Francisco area.
ANDREW LEWIS ANDREOLI, whose name has been readily associated with ITEP,
was a member of the 1969 class. He joined the Indian Teacher Education Project
after having taken course work at Shasta College (California) and the University of Maryland. He graduated from Humboldt State in 1971 with a Bachelor
of Arts degree in history and additionally received a secondary teaching credential. Early in 1972, he became Director of the Northern Indian California
Education (N.I.C.E.) Project, an Elementary and Secondary Education Act program through Humboldt County Schools. In the Fall of 1972, Andy was hired as
the first Indian Director of Humboldt State University's Indian Teacher Education Project. Andy became the first ITEP graduate to receive a Master's degree, receiving it in education in 1974. He continued as ITEP Director until
early 1975 when he took a leave of absence to become Special Consultant to the
Office of Bilingual-Bicultural Education, American Indian Education Unit, Cal•
ifornia Office of Education. Married and a member of the Hupa tribe, Andy is
also widely known throughout the Northern California area as a former bass
guitar player in the Merv George Four.
GRADUATE REVIEW TO BE CONTINUED IN FUTURE ISSUES OF THE ITEP NEWSLETTER.
(5)
Coordinator's Report
April 15, 1975, I came aboard the good ship I.T .E.P. as second-in-command and all I can say now is "Ain't It FUillly How Time Slips Away." I've
survived the grueling tasks (Ha Ha) e:x.-pected of me by the staff and ITEP
students with but one exception, the monthly Newsletter - somehow I became
psychosomatic on this matter since the last issue, but now I can write again.
This past year I have had the opportunity to become better acquainted
with the area's public school personnel, the I.T.E.P. staff and participants,
and the local American Indian connnuni ty and organizations.
Roxanne and I participated in the writing of a Title IV, Part A proposal for the local elementary school district, which was a first for me. The
superintendent and principals voiced their suppert of the program that would
benefit both Indian and non-Indian students. The I.T.E.P. staff is proud to
state that we have always gotten support from the various school districts
when placing I. T. E. P. students in their schools for teacher training.
It's been an experience for me to work and travel with the I. T. E. P. Director. We have gone on many a buying spree for instructional materials, media
equipment, films, and even a coffee pot for the office. We really help each
other out when it comes to writing articles, letters, proposals, memos etc.;
if we have to, we consult our 15 pound, 2,662 page 12 1/2 x 9 1/4 x 4" dictionary. We also mess our secretary and I. T. E. P. students up by changing
the furniture around when they're not expecting it. We're planning a field
trip with our students whereby Roxanne and I will have to become chauffeurs,
tire changers, snow chain experts and in-the-know mechanics, if need be. I
have to hand it~the director for volunteering to sleep on the floor while
I took a soft bed on one of our last field trips. Just look what being the
right age does for you!
The I.T.E.P. functions because of its students--my job is only here because of the students, and I must admit I have many times experienced a feeling of accomplishment through the help given to the participants. I have
traveled through snow, wind, fog and over bumpy roads with them. Encouraged
them to actively participate in various workshops especially designed for them
in mind, i.e. puppetry, math, reading, etc. Baked (1st time in several years)
cupcakes to help raise extra money for the up coming f:ieldtrip and also donated all of my old clothes. ·what I have enjoyed the most was to capture by way
of photos and slides the various poses and expressions of our students when
participating in the many activities of the program. I know they like to have
their picture taken by the way they react when the prints are developed. I
do object to their request that I sleep in the car Sunday night so that we can
leave at 7:00 a.m. I'LL MAKE IT ON TIME!
The Director and I have had occasion to become involved with many Indian
community organizations by way of serving on advisory boards and in planning
sessions for up-coming community events. The latest event was to help plan for
an all Indian female youth slUJllller experience which would include such activities
as self-defense, powder puff mechanics, cmllling, personal cosmetic information
birth control information, how to conduct meetings, and probably most important,
is to learn how to budget for self and a family. Another activity which we recently participated in with other organizations was the "end of proposal writing
time and hope we all get refunded" potluck last Friday evening.
The I. T. E. P. has come a long way since I entered the program in 1969, and
according to the new proposal, the project plans to revise and improve on the old
format and to implement many new ideas cmcial to training Indian people as teachers for the future. I'm proud to have been a product of this program and hope
that I will be around to help train the next group of I.T.E.P.'ers.
Patricia Augustine
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(7)
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greenery. Find the following words that are hidden in the chart below which
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(9)
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(13)
Fieldtrip Schedule-Taholah, \1ashington
Quinault Indian Reservation
7 a.m.
March 22 - Honday
Leave for
T~~olah,
Washington
We will be traveling all day.
from home.
March 23 - Tuesday
Bring a lunch
evening
No reservations for a motel as we will be
on the road until we tire.
8 a.m.
9 a.m.
Breakfast
12 noon
Leave for Taholah
J
~ IJ~
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qH.ve. -rJt!!.. 11
eve.tt~c.Jirc.. w e. wi
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· ., t.a:..Je-t!: k«.~
t-Ide.
Arrive in Taholah
Lunch in the cafeteria
2 p.m.
Will be meeting with Joe Delacruse and listening
to How they got tribal beach control on the
Quinault Indian Reservation.
3 p.m.
Alice James(Postmaster)-How they got Indian
control of schools, etc.
evening
Open Potluck. We have been invited to attend
the Quinault Education Commu~~ty meeting.
9 a.m.
Visit the Indian clinic
March 24 - Wednesday
12 noon
]
Lunch in the school cafeteria
Spend the rest of the afternoon visiting
classrooms. Student may be requested to give
a cultural presentation.
evening
Dutch treat dinner, good Mexican food.
CS3.5Q-$4.oo)
Rest of the evening free to visit the local
recreation hall.
March 25 - Thursday
9 a.m.
12 noon
March 26 - Friday
Lunch in the school cafeteria
1 p.m.
Leave Taholah-will stop in Olympia to visit
br~wer:v
?
Stopthe
somev..-ner~ along the road •., Spend the
night in a motel.
9 a.m.
Breakfast
10 a.m.
Note:
Will eo on a four to five hour tour of the
reservation. ~ VISir "" Pl~ll PiiiN"f';'
Leave for Eureka arriving late afternoon
Students will meet Wednesday and Thursday mornings for breakfast
together.
(17)
Student Actixities
The following ITEP students have earned 15-17 units, Fall Quarter,'75:
Carol Ervin, Sharon Richardson, Carolyn Risling, Nancy Scholl, and Kim
Yerton.
1/7/76
H.S.U. classes began.
1/9/76
ITEP students had a potluck and movie at the ITEP office.
1/14/76
Started Financial Aid Workshop for students who needed help
in completing their financial aid papers.
1/17/76
ITEP students who are doing individual tutoring of Indian
students in the public scl1ools attended a workshop on
Formula Phonics. All interested students attended. A former ITEP graduate, Eddie Vedolla was there with Principal
of Frank Zeek Elementary School to conduct a workshop on
Formula Phonics; a new step in teaching students to read.
1/23-24/76
ITEP students attended a Reading Workshop taught by Professor Beal at HSU for 1 unit-required of all ITEP students.
1/29/76
Advisory Board meeting was cancelled.-
2/6-7/76
ITEP students attended a Math Workshop taught by Dr. Lindsay
Simmons at HSU for 1 unit-required of all ITEP students.
2/11-12-1314/76
Indian Action Pre-school Workshop Cultural Materials
During mid-February, ITEP students decided they wanted to
go on a field trip~ Since the ITEP program had not planned
on one for this year. Ih order for a trip, students would
have to raise some money to help pay for the trip. On
February 21st, the students had a nunmage sale at Mad River
Flea Market. The,ycleared $65.25, pretty good for 1st time.
2/26/76
Advisory Board Meeting.
3/1-6/76
Native American Conference-ITEP presentation took place on
Wednesday at 7:00 p.m.
3/7/76
Rl..U1ll1lage Sale
3/12/76
Potluck
3/15-19/76
Finals week.
3/22-26/76
Trip to Washington-Taholah Elementary School, Quinault
Reservation.
r
Lois Scott
Corrnnunity News
The American Indian Student Assistance Program Director, Frema Wright
and Assistant Director, Maxine Raymond, attended a week long (March 1-5)
''Management by Objectives Workshop" at the Holiday Inn in Alburquerque, New
Mexico. This workshop was sponsored by the U.S. Office of H.E.W., and conducted through the Office of Native American Programs.
Maxine attended the accounting section of the workshop where she learned
the difference between entries for government forms and entries for regular
businesses. A certificate was received by Maxine for completing this minicourse. She also had time to visit the Office of Indian Education Training,
Inc.; this group was in Humboldt County during December, 1975 to conduct a
Proposal Writing workshop, and will return in April for the same type of
training session. Outside of learning to improve her skills, }1a:x:ine observed
the following about Alburquerque: 351,800 population; temperature in the SO's;
·snow fell which was unusual for the time of year; seventeen pueblos surround
the city of Albuquerque; 4 to 5 yellow pages of the telephone book listed all
of the Indian programs, stores, and restaurants; contrary to popular belief
that New Mexico is hot, hot, the hi~st temperature is 99 degrees; one can request vendors to show therYwares in the privacy of your room- ~fuxine did purchase a turquoise necklace.
Frema attended the Management section of the workshop where she spent time
learning how to recognize needs on a reservation; how to find and use resources
available; how to actually implement a plan, for example, new housing. Each day
was spent either in lectures or small groups from 9:00-4:00; various exercises
were completed each day. Frema had the opportunity to tour two reservations
with a new made friend (Lucy Louden) from the 1975 Northern American Indian Women's Association Conference at Marquette, Michigan. The reservations (Jemez &
Zia) were located 50 miles from Albuquerque; Frema saw the ovens where bread is
baked (in fact, she was given a loaf); observed a lady weaving baskets with
Yucca plant materials; bourght some pottery; saw the famous kivas, but was told
that no one was allowed to enter them; was given an ear of black com by Lucy,
who stated that everyone in her house had to have one; didn't see any cactus
(like in the movies); the corrals were outstanding to Frema because of the construction of them - small willow sticks tied together which stood around five
feet in height; villages consisted of around 50 adobe houses, close together.
In essence, the trip to Albuquerque was one of the most interesting, fun
and rewarding jaunts taken by Frema and Maxine.
submitted by:
Patricia Augustine