Indian Education FY 2025 PD Grants Awarded

Objective: The Native Educators Rising (NER NATRI) project, a collaboration between the La Posta Band of Mission Indians and California Indian Education for All, is an educator retention initiative designed to address the shortage of fully certified American Indian/Alaska Native (AI/AN) educators. Its core aim is to ensure AI/AN students gain deep knowledge of Native communities, languages, histories, traditions, and cultures, thereby expanding educators' impact. Through high-quality professional learning rooted in Native Ways of Knowing, the initiative will build educators' confidence and competency in delivering culturally responsive literacy instruction and place-based STEM teaching that integrates Indigenous knowledge, values, and inquiry-based learning.

Primary Activities: The project's primary activities include providing training and support to qualified Native educators to enhance their effectiveness, strengthening their existing skills, and creating and implementing programs that promote the retention of effective Native educators. These efforts are geared towards fostering academic success and college and career readiness for PK-12 AI/AN students.

Outcomes: Expected outcomes include at least 90% of participating educators developing the mindset, knowledge, and skills for highly effective, research-based culturally responsive literacy instruction. Annually, 40 Native educators (with 200 total) will receive a Native Ways of Knowing Literacy Certificate. The program will distribute 2,000 Native-authored and illustrated books to educators, and at least 90% of educators will develop the mindset, knowledge, and skills to provide culturally responsive place-based STEM instruction. Additionally, the program will provide at least 1,000 hours of peer mentorship and collaboration, and at least 200 Native educators will participate in leadership and professional learning opportunities focused on culturally responsive teaching and family engagement.

Objective: Increase the number and competency of paraprofessionals and substitutes within the local community to provide additional support to teachers in accessing professional development opportunities. 

Population Served: Grade K through Grade 12 students 

Primary Activities: The project focuses on retaining existing certified teachers who serve 90% Alaska Native student population—by enhancing the instructional environment, reducing burnout, and increasing professional satisfaction. The project achieves this by recruiting and training Alaska Native paraprofessionals and substitute teachers who can provide reliable classroom support, allowing certified teachers more time for planning, individualized instruction, and participation in structured professional development. 

Outcomes: Expected outcomes include (1) Increased satisfaction at work. (2) Increased sense of belonging. (3) Teachers retained in PSD (4) Teachers, paraprofessionals, and substitutes with increased access to professional learning. (5) Paraprofessionals/substitutes report increased efficacy with instruction. (6) Teachers report increased efficacy with instruction. (7) Teachers report increased ability to take time off work. (8) Participants report satisfaction with learning plans.

Objective: The Teacher Leaders for Native Futures project aims to foster teacher leadership, retention, and professional growth among educators serving Native students nationwide. This is primarily achieved through a year-long hybrid fellowship program for two cohorts of 16 Native-serving educators each. Target participants are graduates of Native American/American Indian teacher preparation programs or educators with prior professional development focused on serving Native students. 

Population Served: Educators and pre-k through grade 12 students. 

Primary Activities: Key activities focus on three areas: increasing the retention of Native-serving educators by enhancing their confidence and efficacy through continuous support and fostering a sense of belonging; building teacher leadership capacity among educators grounded in Indigenous knowledge systems, empowering them for leadership roles; and expanding access to culturally relevant professional development nationwide to address the lack of specific training opportunities in Native education. 

Outcomes:  Expected outcomes include 100% of advisory board members meeting biannually and providing feedback. At least 85% of Fellows will complete the full fellowship year. An average of 50+ educators will participate in each virtual National Community of Practice (NCOP) session, with at least 90% reporting increased confidence and efficacy. All Fellows in each cohort will submit an individualized project after their fellowship year. 100% of Fellows in attendance will present or share insights at the final AIITEC convening. Post-grant, the NCOP structure will continue to operate with alumni leadership and National Indian Education Association (NIEA) facilitation.

Objective: The University of North Carolina at Pembroke (UNCP), a historically Native American Serving Non-Tribal Institution, proposes the First Americans' Teacher Education Retention Initiative (FATE Forward) to directly address the critical shortage of American Indian teachers in southeastern North Carolina, especially in Robeson County, where 37.7% of students are American Indian. This program builds upon UNCP's successful First Americans' Teacher Education (FATE) Program, which boasts a 100% retention rate, by extending crucial support through the early career years when teacher attrition is highest. 

Population Served: Educators and students 

Primary Activities:  The project will involve rigorous evaluation to assess its impact on teacher retention, instructional effectiveness, and student outcomes. Through key partnerships with the Public Schools of Robeson County, the Lumbee Tribe of North Carolina, and the NC New Teacher Support Program, FATE Forward will establish a comprehensive support ecosystem for American Indian educators. This ecosystem is designed to honor Indigenous knowledge and perspectives while simultaneously fostering teaching excellence. 

Outcomes:  Expected outcomes include organizing community workshops where Lumbee Elders share stories, crafts, and insights on educational opportunities, promoting intergenerational learning. The project will also facilitate curriculum development in collaboration with Indigenous educators to integrate Lumbee history and culture into the school curriculum. Participants will be encouraged to undertake projects exploring and presenting aspects of Lumbee culture, such as digital storytelling or art. Furthermore, the program will foster family engagement by hosting storytelling evenings and language classes to involve families in the educational process.

Objective: The KUA Initiative aims to strengthen the retention and leadership of Indigenous educators serving in tribal and rural Local Education Agencies (LEAs). UND will partner with Tate Topa and Enemy Swim Day Schools to deliver annual summer institutes, culturally grounded professional development, and mentoring rooted in Indigenous pedagogies. The initiative integrates trauma-informed and culturally affirming teaching, wellness retreats, and intergenerational learning. An Advisory Board ensures accountability and cultural fidelity. Evaluation will measure educator resilience, instructional impact, and community alignment. By embedding training and leadership within local contexts, the project builds capacity and sustainability beyond the grant periods. 

Population Served: Indian educators and students. 

Primary Activities: Primary activities include: (1) Each year, the project will conduct a culturally responsive needs assessment annually to adapt and refine professional development offerings. (2) Provide a minimum of six culturally and academically relevant professional development workshops to participants Indian teachers to enhance their effectiveness as educators and support personnel, yearly. (3) Each grant year, KUA will implement two 2-day Summer Institutes (one in each school) focused on celebrating and building from educators’ and leaders’ funds of knowledge so they can support Native American students in achieving academic success. 

Outcomes:  Outcomes include (1) enhanced educators’ teaching skills and cultural knowledge. (2) Increased Indigenous and/or Native American educators’ identities and teaching practices. (3) Improved Indigenous and/or Native American educators’ retention rates (4) Enhanced teaching practices by embedding culturally relevant ceremonial activities.

Objective: This project will expand the Tribe’s existing tribally operated school to a full K–8 program, adding one grade level per year and ultimately serving up to 160 Native students by year five. The school expansion and targeted educator development aim to address critical local performance disparities, where only 12% of Native students meet grade-level standards in math and 20% in English Language Arts. 

Population Served: 160 Pre-K through Grade 8 Students 

Primary Activities: Primary activities include expanding the school’s grade levels; developing and implementing a seasonal cultural curriculum; providing annual culturally grounded professional development for at least 10 Native educators; and conducting program evaluation and community engagement through quarterly advisory councils. Subrecipient activities are not identified at this stage but may include support from higher education partners in educator preparation and mentorship. 

Outcomes: Key goals include: (1) expanding culturally responsive, tribally operated education options for Native students; (2) increasing retention and capacity of Native educators; and (3) improving academic outcomes through a community rooted and culturally relevant model. The project expects to increase student proficiency in math and ELA by 15% over five years and achieve 80% retention of participating Native educators.

Objective: The Box of Knowledge project aims to address the shortage of certified Indian educators and enhance their impact on Native student education. It proposes an educator retention initiative to ensure Indian students gain a deeper understanding of Native communities, languages, histories, traditions, and cultures. Additionally, the project will support compensated educator leadership models to increase the retention of experienced Indian educators by offering opportunities for career advancement and additional compensation through leadership and peer support responsibilities. 

Population Served: Both educators and students. 

Primary Activities: Key activities include proposing an educator retention initiative to address the scarcity of fully certified Indian educators, thereby enriching Indian students' knowledge of Native communities, languages, histories, traditions, and cultures. The project will also actively support compensated educator leadership models to foster the retention of effective, experienced Indian educators who assume additional leadership and peer support roles, allowing them to advance their careers and earn supplementary compensation. 

Outcomes:  Expected outcomes include educators advancing towards degree and credential completion, enhancing their ability to teach and fulfill educational roles within a Local Education Agency (LEA). Annually, 15 high school students (75 over five years) will benefit from the Early Educators Program Pathway, fostering future educators. Furthermore, the Community of Practice Cohort will complete curriculum units incorporating new knowledge to support Alaska Native / Native American students and best practices, with these units being shared via the Atlas Curriculum Platform to benefit all cohort educators.

Objective: The Fort Peck Community College (FPCC) TEACH Project addresses the critical shortage of Native teachers and aims to improve educational equity on the Fort Peck Indian Reservation (FPIR). It seeks to recruit, train, and graduate 15 American Indian students as certified teachers, placing them in schools serving a high proportion of Native students within the FPIR. The project will enroll and retain students in a bachelor's degree pathway for teacher certification, ensure 100% of graduates are placed in qualifying schools within 12 months, and provide two years of induction services including mentoring and professional development. paraprofessionals, and non-traditional students committed to teaching in local schools. 

Primary Activities: FPCC, as the lead applicant, will recruit, enroll, and support participants through academic advising, financial assistance, individualized learning plans, and coordination with Montana State University–Northern (MSUN) for upper-division coursework. FPCC will manage all student services, field practicum placements, and graduate job placement, and will oversee induction services during Years 4–5. 

Outcomes:  The project's outcomes will contribute to research on effective "grow-your-own" models, inform policy on teacher workforce development in tribal regions, and improve educational practice through culturally responsive training. The TEACH Project specifically aims to contribute to workforce development, culturally relevant teacher preparation, and improved student outcomes in tribal K–12 schools, generating evidence of a replicable model for addressing Native teacher shortages through strategic partnerships, targeted support services, and embedded cultural training.

Objective: Recruitment: Sitting Bull College has an outreach coordinator who works with the Dean of Education to recruit students to Sitting Bull College. Recruitment is completed at local schools by focusing on graduating students as well as paraprofessionals who want to return to school. The department recruits students of traditional age as well as non-traditional students into all programs. Statistics from SBC self-studies indicate that the average age of students to attended in the spring 2025 semester was 29 years old. 

Population Served: 13 K through Grade 12 Students 

Primary Activities: To provide training at the Bachelor's degree level in four documented teacher shortage areas in North Dakota and South Dakota, and provides for two years of induction services. All students who participate in the project will be placed in schools with a high proportion of Native American students on or near the Standing Rock Reservation. 

Outcomes: 13 Native American students will be admitted into the elementary education, early childhood, secondary science program, or Lakota language endorsement in the fall semester of 2025. 13 students complete each semester and summer session coursework. Once accepted into the Education Program, a student must maintain a cumulative grade-point average of 2.75. in order to remain in the program. Students must pass all methods courses with a 3.0 or higher. Thirteen students will be provided support services that will lead to completion of their degree program. Students in the project will complete satisfaction surveys to rate the support services they received, and feedback will be used to change or add supports as needed. Students will attend mandatory monthly advising meetings with the project director to evaluate student coursework and student participation in support programs offered by the project.

Objective: The Grow Your Own Teacher & Grow Your Own Administrator (GYOT/A) program aims to significantly increase the number of American Indian/Alaska Native (AI/AN) teachers and administrators in Northern California schools. The program will train 18 new AI/AN teachers and 6 new AI/AN administrators over three years, providing them with two years of induction support. 

Population Served: AI/AN individuals from 24 Northern California counties, including members of the Blue Lake Rancheria, Yurok Tribe, Hoopa Valley Tribe, and Karuk Tribe. 

Primary Activities: The program will recruit 24 participants, provide them with culturally appropriate training and support services, and ensure they complete their credentialing programs. Participants will receive two years of induction support, including mentoring, professional development, and work-based learning experiences. The program will also engage in community and family events to foster a supportive environment for AI/AN students. 

Outcomes: Expected outcomes include the preparation of 24 qualified AI/AN teachers and administrators, increased employment and retention rates, and the infusion of AI/AN culture into the education system. The program will contribute to best practices in culturally sustaining professional development and service-based investment models for educator workforce development.

Objective: The presence of Indian teachers in U.S. schools is crucial for fostering academic success, cultural pride, and inclusivity among Indian students, while also enriching the educational experience for all students. Yet the schools in western North Carolina struggle to find qualified teachers, especially teachers who understand the language and culture of the Eastern Band of Cherokee Indians (EBCI) students in that region. In response, Project TORCH will recruit and retain 12 enrolled members of the EBCI in Year 1 to complete one of two customized programs that lead to a teaching license. 

Population Served: Higher Education 

Primary Activities: Responding to school partner needs, Project TORCH offers two pathways to teacher licensure, one for EBCI enrollees with an associates degree (leading to a bachelor’s degree) and one for those with a bachelor’s degree (leading to a Master of Arts in Teaching). Both offer coursework online but will be accompanied by monthly in-person meetings in Cherokee, North Carolina. To recruit and retain diverse candidates, Project TORCH offers a GPA forgiveness program, licensure test boot camps, induction support from trained coaches in a statewide program designed to reduce attrition, a summer orientation for residents and mentor teachers, and strategically pairs residents with EBCI mentor teachers. 

Outcomes: Twelve EBCI teacher candidates will 1) enroll in a teacher licensure program at UNC Charlotte; 2) earn a teaching license in elementary, middle, or secondary education; 3) fill 12 vacancies in schools that serve a large proportion of Indian students; 4) demonstrate culturally responsive teaching and assessment practices; 5) pass all required teacher licensure assessments; and 6) remain employed in partner schools for at least two years.

Objective: The Native American Teacher Education Program (NATEP) at the University of Arizona aims to modify existing Early Childhood Education (ECE) and Elementary Education (ELEM) programs to better prepare Native American teachers. The overarching goal is to increase the number of Native American teachers serving Native American students and schools, integrating Native American languages, values, and knowledge into the curriculum. Population Served: Native American teacher candidates from the Navajo Nation, Tohono O’odham, Hopi, and White Mountain Apache tribes. Primary Activities: The project will include recruiting a cohort of 18 Native American teacher candidates, providing culturally relevant pedagogy, curriculum, mentoring, and community partnerships. The program will support participants through graduation, certification, and employment, with a focus on integrating Native American language instruction and practices. The project will also build strong partnerships with tribes, Local Education Agencies (LEAs), and Institutions of Higher Education (IHEs) for sustainability. Outcomes: Expected outcomes include the preparation of 18 qualified Native American teachers who will graduate and obtain certification, increased employment and retention rates, and education system. The project will contribute to best practices in culturally sustaining professional development and service-based investment models for educator workforce development.

Objective: Turtle Mountain TEACH aims to provide enhanced pre-service training to 30 Native American individuals, enabling them to attain a Bachelor of Science in Education and certification/licensure as teachers in North Dakota. The program will also provide two years of comprehensive induction services as they teach in local educational agencies (LEAs) serving a high proportion of Native American students. 

Population Served: Native American individuals from the Turtle Mountain Band of Chippewa Indians. 

Primary Activities: The project will recruit 30 participants (15 each in Cohorts I and II), engage and retain them in quality coursework infused with Native culture/language/heritage, ensure they graduate with a Bachelor of Science degree, secure certification, and seek employment at partner LEAs. The program will support graduates through two years of induction, including orientation, mentoring, peer support, and professional development. 

Outcomes: Expected outcomes include the preparation of 30 qualified Native American teachers who will graduate and obtain certification, increased employment and retention rates, and the infusion of Native American language and culture into the education system. The project will contribute to best practices in culturally sustaining professional development and service-based investment models for educator workforce development. 

Objective: The Native American Education Leadership Program (NAELP) is a collaborative initiative between the University of Mary, United Tribes Technical College, and Turtle Mountain College. Its objective is to train 25 Native scholars to become Master's-prepared professionals in K-12 Administration, K-12 Special Education (SPED)-Strategists, or clinically prepared K-12 Master of Social Workers (MSW). These professionals will then serve qualifying Local Education Agencies (LEAs) with a high proportion of Indian children. 

Population Served: Indian children from K through grade 12 

Primary Activities: Key activities include establishing an Advisory Board with TCU/LEA partners and participants, maintaining ongoing communication with stakeholders, ensuring NAELP participants acquire essential skills for educational leadership careers, and preparing completers to meet Indian student needs. The program will also provide job placement assistance in qualifying LEAs, facilitate induction services programming for at least 85% of participants, and offer continuous monitoring and support to NAELP completers in fulfilling their service obligation. 

Outcomes:  The primary outcome of this project is to create a K-12 learning environment for Indian children within qualifying LEAs that effectively addresses their mental health and academic needs, ultimately leading to their success as students and future community members.

Objective: Cherokee Nation (CN) Education Services’ Indian Education Professional Development ᏗᏕᏲᎲᏍᎩ (di-de-yo-hv-s-gi or Teacher) Cohort proposal seeks to increase the number of qualified Native American teachers entering public-school classrooms in the 107 school districts in the Cherokee Nation Reservation. Cherokee Nation is the largest federally recognized Native American tribe with approximately 472,943 registered tribal citizens. There are approximately 287,219 enrolled Cherokees residing in Oklahoma and currently 142,288 reside within the reservation of the Cherokee Nation, the final boundaries of which were fixed by treaty in 1866.

Population Served: Higher Education 

Primary Activities: Project activities will include wraparound services, including scholarships to support their educational costs paid directly to NSU for distribution to the participants’ bursar accounts; a living stipend to cover the costs of rent, meals, and other obligations so they are able to focus solely on their education and preparation for classroom teaching; ongoing professional development hosted by Cherokee Nation, NSU, and other leading education organizations; opportunities to shadow and learn from cultural stewards; mentorship with veteran teachers at their school sites; and financial support for professional development, classroom supplies, and professional memberships once they are employed at qualifying LEAs. 

Outcomes: The ᏗᏕᏲᎲᏍᎩ (Teacher) Cohort project will leverage their existing partnership with NSU and implement new partnerships with qualifying LEAs to ensure each participant has the tools, experiences, and extensive support systems needed to enter the classroom. These activities will meet the need of increasing the number of qualified NA/AN teachers in the classroom and who have been equipped with strong support that prepare them for a career in education.

Objective: The College of Menominee Nation (CMN), a Tribally Controlled College and University (TCCU), proposes ROOTS: Resilient Oriented Opportunities for Teacher Success, an Indigenous Teacher Preparation Project aimed at increasing the number of qualified Indigenous teachers who will serve Indigenous students in their own communities. By continuing to build on our culturally responsive teacher preparation program, this initiative is designed to address the unique needs of Native students and foster community-based educational leadership in our local school districts. 

Population Served:  Elementary and Middle School 

Primary Activities: Recruit and support 20 Indigenous bachelor-seeking students in earning their elementary/middle school teaching license through a culturally responsive teacher preparation program. 

Outcomes: 20 Indigenous students will be enrolled and supported through to graduation. At least 90% of these graduates will obtain their teaching licenses within one year of program completion.

Objective: San Juan School District (SJSD) seeks funding for a Professional Development Program-Training Grant. Pre-Service Training for Teachers by providing support and training to AI/AN individuals to ensure they earn: 1) an Elementary Teaching Certificate; 2) a K-12 minor or Master’s degree, Special Education (Mild/Moderate) license 3) or a K-12 Navajo Language/Bilingual Endorsement recognized by both the Navajo Nation and the State of Utah. SJSD commits to meeting the requirements to provide services to participants that enable them to find employment in a high population AI/AN school within twelve months of graduation. 

Population Served: 64 K through Grade 12 Students 

Primary Activities: Support and training to Indian individuals to complete a pre-service education program before the end of the award period that enables the individuals to meet the requirements for a full State certification or licensure as a teacher. For States allowing a degree in a specific subject area, training that leads to a degree in the subject area; Training in a current or new specialized teaching assignment that requires a degree and in which a documented teacher shortage exists. 

Outcomes: In Year-One, 8 pre-service Elementary Teacher certification participants will be recruited, 4 Navajo Language Teacher certification participants will be recruited, and 5 Special Education Teacher Degree participants will be recruited. In Year-One there are also 10 continuing pre-service teachers from a previous NYCP grant program recruited into the program--for a total of 27 participants recruited in Year-One. In Year-Two 8 pre-service Elementary Teacher certification participants will be recruited, 4 Navajo Language Teacher certification participants will be recruited, and 5 Special Education Teacher Degree participants will be recruited for a total of 17 participants recruited in Year-Two. _________________________________________________________________________

Objective: Northern Arizona University (NAU) is requesting funds to support two cohorts of Indigenous paraprofessionals/educational assistants to become fully certified teachers who will serve as highly qualified teachers in Native-serving schools across Arizona. The lead applicant is an institution of higher education accredited by CAEP and our state Department of Education to provide coursework meeting the requirements for teacher certification. 

Population Served: Birth to 8th grade 

Primary Activities: Recruit and enroll 24 qualified Indian individuals for the Early Childhood & Special Education pathway by the end of year 1. Recruit and enroll 24 qualified Indian individuals for the Elementary Education pathway by the beginning of year 2. Retain at least 90% of our enrolled students by the end of year 2. Integrate culturally responsive principles and materials throughout PITAS. Provide consistent wraparound support to students from initial enrollment through graduation. 

Outcomes: Cohorts will reflect the student populations in Native serving schools. Cohorts will reflect the student populations in Native serving schools. Cohorts will average 21 students per year. Program will reflect and honor participants’ cultural and linguistic diversity. Program will be designed to facilitate student success. 

Objective: The goal of the project to increase the number of American Indian students pursuing bachelor’s degrees in education fields by offering a program to include mentoring, counseling, liaison services, and other necessary support for the completion of advanced education degrees. The project is designed to recruit, train, and graduate 15 American Indian students as licensed teachers and place them in schools serving a high proportion of American Indian students.

Population Served: The project will serve American Indian students who are enrolled members of federally recognized Tribes, with preference given to residents of the Rocky Boy’s Indian Reservation. 

Primary Activities: There are two public school systems (Box Elder Schools and Rocky Boy Schools) that serve the majority of Chippewa Cree children on the Rocky Boy’s Indian Reservation. Our proposed project will reduce these shortages in Native American teaching staff by providing a comprehensive teacher education program which will result in a minimum of 15 American Indians graduating with a Bachelor’s Degree in Education. The proposed program, which features mentoring support, educational counseling, liaison services, and financial support is detailed throughout this narrative. 

Outcomes: The project will enroll and retain students in a bachelor’s degree pathway for teacher certification; place 100% of graduates in qualifying schools within 12 months of program completion; and provide two years of induction services including mentoring and professional development.

Objective: This program provides financial support and training for 20 students working towards a M.Ed. in School Administration degree or alternative certification for principal and/or superintendent at the graduate level, with all training leading to degrees and/or licensure/certification. The purpose of this program is to increase the number of certified Indian administrators to serve Oklahoma and other Indian communities, and to provide training to qualified Indian individuals to become education administrators. 

Population Served: Higher Education 

Primary Activities: This program provides financial support and training for 20 students working towards a M.Ed. in School Administration degree or alternative certification for principal and/or superintendent at the graduate level, with all training leading to degrees and/or licensure/certification.

Outcomes: Expected outcomes include increasing the percentage of American Indian licensed/certified administrators in qualifying school districts serving a high proportion of American Indian students for the state of Oklahoma, to provide special training for education administrators for addressing the culture-specific educational needs of learners in Indian school communities; and to train administrators who, upon completion of the program, are committed to providing service in Indian community schools.

Objective: Little Big Horn College proposes continuing its Crow Teachers’ Project. The project began in the fall of 2019 when Little Big Horn College formed a partnership with University of Montana Western and two local education agencies, that serve a high proportion of American Indian students. The Crow Teachers' Continuation Project aims to increase the number of qualified American Indian educators serving American Indian students in the Crow Reservation community. 

Population Served: 40 Higher Education students 

Primary Activities: Primary project activities include participant recruitment, provision of plans of study or coursework that leads to credentials and meet Montana licensure requirements, provision of targeted mentoring, and two years of induction support. 

Outcomes: All participants are prepared for positions that require their respective credentials and meet Montana licensure requirements. Participants may earn a Bachelor of Science degree in Elementary Education through Little Big Horn College and the University of Montana Western; post-baccalaureate certification in a secondary education content area; or an endorsement in Special Education or Pre-Kindergarten for 3-year-olds, through the University of Montana Western.

Objective: The project draws from the high quality of its nationally renowned teacher education program as well as its project-specific consortium, cohort, and community of practice approach to AI/AN teacher preparation. Through a consortium that includes the University of Oregon’s College of Education and seven federally recognized Tribal Nations in Oregon, the Sapsik'ʷałá Program maintains a strong partnership that collaborates support for recruitment and placement of program participants as well as guidance for continuous program improvement efforts. By utilizing a cohort model within the Master’s program, as well as a cohort-within-a-cohort model, the program provides AI/AN preservice teachers the opportunity to meet weekly to develop collegial relationships based on the teaching profession, as well as shared cultural values and interests. Finally, this program features a community of practice, an approach which draws from research demonstrating that professionals perform best when they are inducted into, and participate in, communities of practice. 

Population Served: 20 K through Grade 12 Students 

Primary Activities: Student teacher placements will be made in districts that serve a high proportion of AI/AN students across the region, when possible, within the constraints of student family obligations. The project will provide job placement support through the identification of payback eligible schools in the region and securing written commitment from these schools to consider program participants for available positions. Moreover, program graduates are provided two years of induction services, supporting the professional development and retention of AI/AN teachers in schools serving a high proportion of AI/AN students. 

Outcomes: The long-term purpose of the project is to work with consortium partners to recruit 20 participants who will attend our teacher preparation program at the UO. Our AI/AN faculty-led project supports Tribal self-determination by training highly qualified AI/AN teachers who serve AI/AN students and communities. Short-term project outcomes include the recruitment, licensure, and graduation of 20 AI/AN teachers over the term of the grant, all of whom take part in a year-long seminar to increase the capacity for culturally sustaining and revitalizing teaching in AI/AN communities. Additionally, the project will work with consortium members to assist all 20 students in finding placements in schools that serve a high proportion of AI/AN students and provide two years of induction services that will increase the likelihood of retention of these teachers in the profession, while continuing to support the professional development of new teachers.

Objective: Claremont Graduate University (CGU) and the Navajo Nation recognize the critical importance of highly effective AIAN (American Indian/Alaska Native) teachers working in K-12 schools serving AIAN students…and how rarely this happens. Therefore, in partnership, CGU and the Navajo Nation seek funding from the Office of Indian Education’s Professional Development Program (Absolute Priority 1, Competitive Priority 2) to implement the Haseya Teacher Preparation Program (HTTP), which capitalizes on CGU’s two prior OIE PD grant projects to support AIAN teachers. It is the goal of HTPP to see that 12 funded Participants earn a teaching credential (in Elementary, English, Math, Science, Social Studies, World Language or Special Education) and are ushed into the teaching profession to promote educational excellence for AIAN students. 

Population Served: Higher Education 

Primary Activities: Key activities include customized mentorship while earning a teaching credential as well as two-years of new teacher Induction mentorship after earning a credential. 

Outcomes: 12 Participants will (a) earn their teaching credential; (b) find employment at an eligible service payback school within 12 months of earning their credential; (c) engage in 2 years of Induction mentorship; and (d) finish their service obligation within the 5-year life of the grant.

Objective: The Confederated Tribes of Grand Ronde (CTGR) proposes a Professional Development (PD) Training Grant under the Office of Indian Education’s Indian Education Discretionary Grants Program to address the urgent need for Indigenous educational leadership. The project will develop a culturally grounded educator pipeline to support CTGR's tribally operated K–8 school, shawash-iliʔi skul, and Head Start program as the Tribe advances toward Local Education Agency (LEA) status. Two Indigenous administrators will be credentialed and supported through licensure, culturally responsive leadership training, mentorship, and field-based practicums. 

Population Served: The project targets Native educators within the CTGR community who show leadership potential and a commitment to culturally sustaining pedagogy. These individuals will be equipped to lead education systems rooted in Chinuk Wawa, land-based learning, and Tribal values. 

Primary Activities: Key activities include scholarships, credential-aligned coursework, Conscious Discipline training, Indigenous mentorship, and leadership institutes. CTGR’s Tribal Education Department, in partnership with regional universities, will lead all efforts. 

Outcomes: CTGR is preparing for a major milestone in educational sovereignty: the expansion of its tribally operated school (shawash-iliʔi skul) and succession planning for the long-standing Tribal Head Start program. This project will focus intensively on preparing two Indigenous administrators—one to serve as the long-term leader of the school, and one to assume administrative leadership of the Head Start program following an anticipated retirement. This leadership development track will include credentialing, mentorship, leadership fellowships, and place-based coaching, ensuring both administrators are prepared to lead culturally grounded, trauma-informed, and academically rigorous programs governed by the Tribe.

Objective: Arizona State University (ASU) aims to address teacher shortages in rural American Indian communities by recruiting, selecting, and assisting 12 American Indians to achieve undergraduate teaching degrees with teacher certification. The project will provide pre-service training and induction services to participants, ensuring they meet the requirements for full state certification or licensure as teachers. 

Population Served: American Indians residing in Arizona’s rural communities, particularly those working as paraeducators in K-12 schools serving

Primary Activities: The project will include recruiting and selecting participants, providing comprehensive professional support using culturally sustaining education practices, offering mentoring and coaching, and facilitating community partnerships with local schools and tribal education departments. Participants will receive training in evidence-based instructional strategies, culturally relevant pedagogy, and the integration of American Indian culture and language into the curriculum. 

Outcomes: Expected outcomes include the successful graduation and certification of 12 participants, improved teacher capacity in local schools, increased culturally relevant content in classrooms, and stronger student engagement rooted in identity and belonging. The project aims to create a replicable model that aligns the Science of Reading with Indigenous worldviews, contributing to broader research, policy, and practice. Continuous monitoring and evaluation will be conducted to ensure fidelity and effectiveness.

Objective: Pre-service Training for Teachers, the southern Plains American Indian Teaching Pathways Project is a partnership program between University of Kansas (KU), Haskell Indian Nations University (HINU), and a consortium of Project Partners spanning several Native Nations and LEAs across Kansas, Nebraska, and Oklahoma to train teachers in elementary (HINU), and middle/secondary (KU) education. 

Population Served: Higher Education

Primary Activities: Key activities include 1) preparing 15 teachers (8HINU, 7KU) for certified service in LEAs with high proportion of American Indian/Alaska Native (AI/AN) schools across Kansas, Oklahoma, and Nebraska, 2) Enhance the pre-service teachers’ AI/AN cultural knowledges and skills, and 3) Mentor and socialize them into local, regional, and national Indian education professional networks. 

Outcomes: Outcomes include 15 teachers with a bachelor’s degree and state certification (8 Elementary Level from HINU, 7 Middle/Secondary from KU)

Objective: Over the life of the grant, the project will support seven (7) American Indian participants to complete teacher licensure and secure employment in schools serving significant Native student populations. Grounded in Indigenous values of kinship and responsibility, the program emphasizes relational learning, mentorship, and cultural revitalization. 

Population Served: University Participants seeking certification to become licensed teachers. 

Primary Activities: Core program activities include trauma-informed and culturally responsive pedagogy, field placements at ICS and other Native-serving schools, language learning opportunities in Ojibwe, Oneida, Potawatomi, Menominee, or Ho-Chunk, and engagement in the Kinship & Responsibility Scholars Program. Participants will also complete resume and interview preparation, exam support, and participate in statewide networks of Indigenous educators. 

Outcomes: To maximize the retention of students to graduation by utilizing program resources to meet student needs and support successful matriculation through the program.

Objective: Oglala Lakota College (OLC) aims to address the shortage of qualified school administrators in schools serving a high proportion of Native American students by recruiting, selecting, and assisting 10 Native Americans to achieve Masters of Lakota Leadership and Management: Education Administration degrees and Principal Endorsements in South Dakota. The project will provide pre-service training and induction services to participants, ensuring they meet the requirements for state certification or licensure as education administrators.

Population Served: Native Americans residing on the Pine Ridge Indian Reservation, Cheyenne River Indian Reservation, and in Rapid City, South Dakota, particularly those working in K-12 schools serving a high proportion of Native American students. 

Primary Activities: The project will include recruiting and selecting participants, providing comprehensive professional support using culturally sustaining education practices, offering mentoring and coaching, and facilitating community partnerships with local schools and tribal education departments. Participants will receive training in evidence-based instructional strategies, culturally relevant pedagogy, and the integration of Lakota culture and language into the curriculum. 

Outcomes: Expected outcomes include the successful graduation and certification of 10 participants, improved administrative capacity in local schools, increased culturally relevant content in classrooms, and stronger student engagement rooted in identity and belonging. The project aims to create a replicable model that aligns educational leadership with Indigenous worldviews, contributing to broader research, policy, and practice. Continuous monitoring and evaluation will be conducted to ensure fidelity and effectiveness.

Objective: 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 designed to improve the quality and diversity of services offered to American Indians and Alaskan Natives graduate students by graduating them on time, preparing them as advanced instructional leaders who will succeed in a high-stakes accountability environment with a strong background in instructional leadership, assessment literacy and cultural school leadership skills. 

Population Served: 20 pre-service administrators 

Primary Activities: Deliver a 40-month EDL master’s principal licensure program that emphasizes instructional leadership, turnaround leadership, and culturally responsive leadership for improvements in student outcomes. Additionally, Project AISL will provide mentoring support for pre-service principals and provide graduates with a 24-month induction support to ensure certification and job placement success. 

Outcomes: All 20 students will complete a 24-month induction, pass the principal licensure exam, and will have secured a principalship position with a qualified employer.

Objective: This program will provide financial support and training for 15 pre-service teachers and graduate students working towards a bachelor’s degree in education, alternative certification, or a master’s degree in education 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 Indians, and to provide training to qualified Indian individuals to become teachers. 

Population Served: Higher Education 

Primary Activities:  (1) enables the participant to meet state requirements for teacher licensure/certification, and culminates with a bachelor’s degree, alternative certification, or a master’s of education degree; or (2) provides teacher certification training in a current or new specialized assignment to currently certified teachers who already have at least a bachelor’s degree and are seeking new certification in areas where a documented teacher shortage exists; and (3) provides all program graduates with two years of induction services provided by NSU while they are working in schools with significant Indian student populations. 

Outcomes: Expected outcomes include increasing the percentage of American Indian licensed/certified teachers in public schools serving a high proportion of American Indian students in documented subject shortage areas for the state of Oklahoma, to provide special training for teachers for addressing the culture-specific educational needs of learners in Indian school communities; and to train educators who, upon completion of the program, are committed to providing service in Indian community schools.

Objective:  The Kinship and Responsibility: Electa Quinney Indigenous Administrator Training Projecta dresses the critical shortage of American Indian school leaders in Wisconsin by preparing five (5) Native educators to become licensed school administrators. Led by the Electa Quinney Institute for American Indian Education (EQI) at the University of Wisconsin–Milwaukee (UWM), in partnership with the School of Education, Indian Community School (ICS), Milwaukee Public Schools (MPS), and tribal education directors across the state, the program is rooted in Indigenous values of kinship, responsibility, and educational sovereignty. This project seeks to increase Native representation in leadership by supporting five American Indian participants through a culturally grounded, trauma-informed administrator licensure program. 

Population Served: Native Educators 

Primary Activities: Participants will engage in mentorship, field placements, cohort-based learning, language revitalization efforts, and professional development tailored to Indigenous educational contexts.  The final goal of the Kinship and Responsibility project is to ensure that graduates transition successfully into employment within 12 months of program completion. The focus is on supporting participants in securing qualifying teaching positions in schools serving significant American Indian student populations, and ensuring they feel supported, confident, and connected in this transition. 

Outcomes: Through this work, EQI will cultivate a statewide network of American Indian administrators who are deeply rooted in culture, well-prepared to lead, and committed to transforming educational systems to better serve Native students and communities.

Objective: The San Juan School District (SJSD) aims to provide training and support for American Indian/Alaska Native (AI/AN) individuals to earn a graduate degree in education administration. The goal is to increase the number of AI/AN administrators in schools with high AI/AN student populations, ensuring cultural relevance and advocacy for AI/AN participants. 

Population Served: AI/AN student administrative candidates from the Navajo Nation and Ute Mountain Ute tribes. 

Primary Activities: The project will recruit 10 AI/AN student administrative candidates, provide culturally relevant pedagogy, curriculum, mentoring, and community partnerships. The program will support participants through graduation, certification, and employment, focusing on integrating AI/AN language instruction and practices. The project will also build strong partnerships with tribes, Local Education Agencies (LEAs), and Institutions of Higher Education (IHEs) for sustainability. 

Outcomes: Expected outcomes include the preparation of 10 qualified AI/AN administrators who will graduate and obtain certification, increased employment and retention rates, and the infusion of AI/AN language and culture into the education system. The project will contribute to best practices in culturally sustaining professional development and service-based investment models for educator workforce development.

Objective: IRTE will improve the teaching and learning of American Indian students in Nebraska through a strong Consortium between the University of Nebraska-Lincoln (UNL), the Winnebago Tribe of Nebraska, and the Nebraska Department of Education (NDE), working in partnership with area community colleges Little Priest Tribal college and Nebraska Indian Community College, and at least six PreK and K-12 schools/districts in Northeast and Eastern Nebraska. The program’s primary goals are to certify American Indian students as Birth-Grade 3 or K-8 teachers and to ensure their employment in school districts that serve a high proportion of American Indian students. 

Population Served: 12 preservice teacher education students

Primary Activities: The primary purpose of IRTE is to prepare American Indian students to serve as certified teachers in Nebraska and to support their employment in school districts that serve American Indian students. IRTE will form a Community of Practice workgroup that includes members from each indigenous community, school, or IRTE program participants. It will meet regularly to address cultural, social and academic needs of IRTE students, and the American Indian students enrolled in high- density schools. 

Outcomes: IRTE success will be evaluated by the program’s ability to satisfy two measurable outcomes: 1) a minimum of 88% of participants graduate from the Birth to grade 3 or the K to 8th grade program at UNL (and/or qualify for Nebraska teaching certificates) and 2) a minimum of 88% of graduates are successfully placed in educational settings that primarily serve K-12 American Indian students

Objective:  The Choctaw Nation of Oklahoma (CNO) covers 13 counties encompassing 10,922 square miles of Native American reservation land in rural southeastern Oklahoma. The overarching goal of Teach 2 Reach is to increase the number of qualified Native American educators in an Local Education Agency (LEA) or Bureau of Indian Education funded school that serves a Native American student population greater or equal to the Oklahoma state average. T2R participants will receive the essential knowledge at the university level to become competent educators, while the program integrates cultural awareness, further enriching new teachers as they transition into positions at qualifying LEAs.

Population Served: Grade 1 through Grade 8 Students 

Primary Activities: TRT participants will receive the essential knowledge at the university level to become competent educators, while the program integrates Native American cultural awareness, further enriching new teachers as they transition into positions at qualifying LEAs. T2R participants will receive one-on-one services from a CNO Career Counselor who will provide program guidance, verify university degree plans and enrollment, evaluate academic progress, ensure each participant understands the pay-back agreement, and determine additional supportive service needs.

Outcomes:  Upon completion of the project, the overarching goal of Teach 2 Reach is to increase the number of qualified Native American educators employed in an LEA or BIE-funded school that serves a Native American student population greater than the Oklahoma state average.

Objective: The University of North Carolina at Pembroke (UNCP) will implement the FIELD Project pre-service administrator project to recruit, retain, and support 18 participants enrolled in the Educational Leadership School Administration program, and is designed to improve the quality of preparation services and leadership development to program participants. Project FIELD will provide financial support for American Indian (AI) students to: (1) attain a Master of School Administration degree (MSA) or an Add-on in School Administration; (2) acquire principal licensure; and (3) complete two years of administration successfully. 

Population Served: Higher Education 

Primary Activities: Implement awareness and recruitment activities to identify and enroll eligible students through a strategic collaborative approach with partnering districts; conduct individual and group advisement sessions; review academic progress and monitor completion of degree and/or licensure requirements; provide AI student-related professional development sessions; conduct individual and group advisement sessions; conduct payback sessions; provide financial assistance and academic support. 

Outcomes: The initial group of 9 participants will be enrolled by January 2026, with 9 additional participants enrolled by January 2027, for a total enrollment of 18 students. The first cohort will complete training and licensure requirements by June 2027, with the final cohort completing no later than June 2029.

Objective: The GYOT/A program supports teacher and administrator candidates from 24 Northern California counties. Even with BLR’s previous efforts to recruit more administrators to improve equity, the need to create more credentialed AI/AN K-12 educators is very clear, as demonstrated by figures from 2018-19 on the ethnicity of the 307,470 actively credentialed and working K-12 teachers in California, only 1,579 identify as AI/AN in the State’s information database (State of California Department of Education, 2025); that is less than one (1) percent of teachers. The 24 Northern California counties served by BLR’s current GYOA program have 8,240 AI/AN K-12 students which comprises 32% of all AI/AN students in California. The GYOT/A counties are home to 54% of California’s 109 federally recognized tribes including California’s three largest tribes: the Yurok Tribe, Hoopa Valley Tribe and Karuk Tribe. The 8,240 AI/AN students in the service area counties are greater in number than the total Native student population of 35 states and the District of Columbia (The Annie E. Casey Foundation, 2024). Population Served: 24 K through Grade 12 Students Primary Activities: The Tribe has made education its top priority demonstrating this by: 1) building the Ta’m Resilience Campus (TRC) Workforce Development Center, 2) establishing a TEA, BOE, and Education Code, 3) negotiating multiple critical MOUs with Local Education Agencies (LEAs), county departments, and Institutions of Higher Education (IEH) for coordinated supplemental education services and initiatives, 4) providing community student scholarships, 5) donating Tribal funds to help local school districts meet budgetary shortfalls, 6) funding tribal citizens post-secondary education scholarships and 7) establishing the Consortium for Tribal Innovation and Entrepreneurship (C-TIE). Outcomes: Through analyzing community and LEA needs assessments conducted by C-TIE, BLR TEA leadership formulated a 10-year strategic plan for creating culturally and linguistically responsive educational environments within the local education system through several key programs and strategies. 

Objective: The University of Idaho (UI), in consortium with the Nez Perce and Coeur d’Alene Tribes, and with the support of the 11 Memorandum of Understanding (MOU) Tribes—Idaho: the Nez Perce, Coeur d’Alene, Kootenai, Shoshone-Bannock, Shoshone-Paiute; Washington: Yakama, Kalispel, Colville, Spokane; and Oregon: Warm Springs and Umatilla—seeks to implement a five year Professional Development Program in Moscow, Idaho, termed Indigenous Knowledge for Effective Education Program (IKEEP). IKEEP will provide comprehensive financial support and training to ten Native American IKEEP scholars to complete an accredited pre-service teacher education program with concentration in culturally appropriate instruction and assessment that will qualify them to bring long-term educational improvements to the K-12 experience of Native American youth. Continuing its history of successfully preparing Native American teachers for rural, Native-serving schools, IKEEP will support scholars to meet the requirements for full state certification or licensure, and job placement in regional schools serving high proportions of Native American students. 

Population Served: 10 Higher Education Students 

Primary Activities: IKEEP will infuse coursework, workshops, and induction experiences in understanding of Native American language instruction and place-based education, ensuring that all IKEEP scholars gain knowledge and skills to support Native American student wellbeing, self-determination, and academic achievement. 

Outcomes:  The goal of IKEEP is to prepare ten Native American students to each complete an undergraduate or graduate teacher education degree with teaching certification credentials

Objective: The First Americans' Teacher Education (FATE) Program is a pre-service teacher training initiative designed to support American Indian (AI) students. The primary purpose of the FATE Program is to address the critical shortage of American Indian teachers in North Carolina public school districts with significant American Indian student populations. 

Population Served: Higher Education 

Primary Activities: Activities to include 1) Implement awareness and recruitment activities to identify and enroll eligible students 2) Conduct individual and group advisement sessions 3) Provide AI student-related professional development sessions 4) Familiarize first-year teachers with policies, procedures, support services, and resources for classroom success through professional development workshops and induction mentoring program (NC New Teacher Support Program- NC-NTSP).

 Outcomes: 1. Attain a bachelor’s degree in education or a Master of Arts in Teaching (MAT) degree; 2. Acquire North Carolina (NC) teacher licensure; 3. Successfully complete their first year of teaching with structured induction support.

Objective: The grant will implement an innovative approach to preparing school administrators capable of meeting the demands for instructional leadership in schools with high populations of American Indian students (Absolute Priority 2). We partner with several local education agencies (LEAs) and propose this project in consortium with Little Big Horn College; the tribal college of Cow Nation located in Montana. 

Population Served: K-12 

Primary Activities: The primary goal of this project is to recruit, educate, certify, install and induct 30 American Indian educators into school leadership positions with the knowledge, skills and cultural abilities necessary to facilitate school improvement, increase the quality culturally responsive education, and student achievement in schools with high concentrations of American Indian students. Participants will be recruited from Montana, South Dakota, North Dakota and Wyoming through a combination of word-of-mouth advertisement, information presentations at each of the reservations in these states, and information presentations at state-level Indian education conferences. 

Outcomes: Recruit (40) and select 30 highly qualified American Indian educators in Year 1. Establish participant support networks such that at least 80% of participants are enrolled in courses for each semester throughout the program. Integrate culturally responsive instructional leadership coursework into the leadership preparation curriculum. Graduate and certify 30 participants as school administrators.

Objective: Anchorage School District (ASD) aims to increase the number of qualified Alaska Native and American Indian (AN/AI) educators and administrators serving high-need schools in Anchorage. The project will address disparities in educator diversity and meet workforce shortages in special education, English learner (EL) instruction, early childhood education, and school leadership. CIEL will serve high school students, paraprofessionals, student support staff, and current AI/AN teachers aspiring to leadership roles. 

Population Served: Alaska Native and American Indian students, paraprofessionals, student support staff, and current AI/AN teachers in Anchorage, Alaska. 

Primary Activities: The project will include recruiting Indigenous high school students into dual-credit early childhood and education programs, providing tuition and stipend support for Indigenous staff pursuing certification in elementary, special education, EL, or administrative licensure, developing microcredential pathways and a web-based Cultural Toolkit, implementing an Indigenous Teacher-to-Leader Mentorship Program across early, mid, and advanced career phases, and cohort participation in the Alaska Native Language Summit. 

Outcomes: Expected outcomes include 30 new Indigenous teacher candidates and 3 administrator candidates over three years, at least 80% program retention across cohorts, and improved representation and retention of Indigenous educators districtwide. The project will contribute to best practices in culturally sustaining professional development and service-based investment models for educator workforce development.

Objective: Oglala Lakota College (OLC) aims to address teacher shortages in schools with high populations of Indian students by recruiting, selecting, and assisting 12 Native Americans to achieve undergraduate teaching degrees in early childhood, elementary, secondary science, Lakota studies, and special education. The project will provide pre-service training and induction services to participants, ensuring they meet the requirements for full state certification or licensure as teachers. 

Population Served: Native Americans living on the Pine Ridge and Cheyenne River Reservations and in Rapid City, SD. 

Primary Activities: The project will include recruiting and selecting participants, providing comprehensive professional support using culturally sustaining education practices, offering mentoring and coaching, and facilitating community partnerships with local schools and tribal education departments. Participants will receive training in evidence-based instructional strategies, culturally relevant pedagogy, and the integration of Lakota culture and language into the curriculum. 

Outcomes: Expected outcomes include the successful graduation and certification of 12 participants, improved teacher capacity in local schools, increased culturally relevant content in classrooms, and stronger student engagement rooted in identity and belonging. The project aims to create a replicable model that aligns the Science of Reading with Indigenous worldviews, contributing to broader research, policy, and practice. Continuous monitoring and evaluation will be conducted to ensure fidelity and effectiveness.