The National Indian Education Association (NIEA), a cornerstone organization dedicated to Native education advocacy and professional development, sought a dedicated and driven individual to fill the pivotal role of Project Coordinator. This announcement, initially broadcast on February 22, 2008, (Broadcast #08-012) highlighted an opportunity to contribute significantly to the advancement of educational opportunities for American Indian, Alaska Native, and Native Hawaiian students. While the original deadline of March 10, 2008, has long passed, examining the details of this past job posting provides valuable insight into the priorities and initiatives of the National Indian Education Association.
The position, focusing on a new organizational initiative centered on high school reform, underscored the National Indian Education Association’s commitment to addressing the unique challenges and opportunities within Native education. The Project Coordinator role demanded a proactive individual capable of managing daily operations, fostering collaboration, conducting research, and disseminating information crucial to the success of the initiative.
Delving into the Responsibilities of the Project Coordinator
The Project Coordinator was envisioned as a linchpin in the high school reform initiative, responsible for a diverse range of tasks and duties. Central to the role was the management of daily operations, ensuring the smooth and efficient functioning of the project. This encompassed coordinating various aspects of the initiative, from logistical arrangements to communication strategies.
Serving as the primary point of contact was another critical responsibility. The Project Coordinator acted as a liaison between taskforce members, partner organizations, and other stakeholders involved in the high school reform effort. This required exceptional communication skills, the ability to build rapport, and the capacity to effectively convey information across different audiences.
Research played a crucial role in informing the initiative’s direction and impact. The Project Coordinator was expected to conduct thorough research on high school reform strategies and their application within Indian Country. This involved gathering data, analyzing trends, and identifying best practices that could be adapted and implemented to improve outcomes for Native students.
Logistical coordination was also a key aspect of the role. The Project Coordinator was responsible for arranging meetings, workshops, and travel for taskforce members and other participants. This required meticulous planning, attention to detail, and the ability to manage budgets and resources effectively.
Communication and dissemination of information were paramount to the success of the initiative. The Project Coordinator was tasked with writing publications, including newsletter inserts, broadcasts, and briefing papers, to inform stakeholders about the progress of the project and its impact on Native education. Furthermore, managing website content related to the initiative ensured that information was readily accessible to a wider audience.
Collaboration with consultants was another important facet of the role. The Project Coordinator worked closely with consultants to coordinate the production of documents, reports, and other materials that supported the initiative’s goals. This required strong project management skills and the ability to effectively manage external resources.
Participation in the Campaign for High School Equity (CHSE), a coalition of organizations working on high school reform initiatives, broadened the Project Coordinator’s scope and impact. This involvement provided opportunities to collaborate with other experts in the field, share best practices, and advocate for policies that support high school reform in Indian Country.
A particularly significant aspect of the role involved interviewing schools that had demonstrated success in graduating Native students through the integration of language and cultural instruction. This qualitative research aimed to identify the factors that contributed to these schools’ success and to gather evidence to support policies promoting culturally based education. The information gleaned from these interviews would serve as a foundation for developing effective strategies and policies to improve outcomes for Native students across the country.
The position also required travel, approximately 30 days throughout the year, including attendance at the National Indian Education Association Annual Conventions. This travel provided opportunities to network with educators, tribal leaders, and other stakeholders, and to stay abreast of the latest developments in Native education.
The NIEA and its Commitment to High School Reform
Founded in 1969, the National Indian Education Association has consistently championed the educational rights and opportunities of Native students. With a diverse membership of over 3,000 individuals, including educators, tribal leaders, school administrators, teachers, parents, and students, the National Indian Education Association serves as a powerful voice for Native education advocacy. The organization collaborates with all tribes to advocate for the unique educational and culturally-related academic needs of Native students, ensuring that the federal government fulfills its responsibility for their education.
The National Indian Education Association’s CHSE Initiative underscores its commitment to addressing the challenges facing Native students in high school. The primary goals of the initiative are to raise national awareness regarding:
- Achievement levels and gaps in Native student performance, access to high-quality teachers, access to college-ready curriculum, and funding for high school reform in Indian Country.
- Policy recommendations for garnering wider implementation of best practices and college-ready policies.
By focusing on these key areas, the National Indian Education Association strives to create a more equitable and supportive educational environment for Native students, empowering them to succeed in high school and beyond.
Qualifications and Application Process
The ideal candidate for the Project Coordinator position possessed a strong background in education, policy, and research. Specific employment requirements included:
- Research experience in the field of education and policy.
- Experience working with tribes (preferred).
- Experience collecting and analyzing both qualitative and quantitative data.
- Commitment to a two-year contract.
The salary range for the position was $50,000.00 to $58,000.00, plus benefits. Interested individuals were invited to submit a cover letter outlining related experience, a resume, and a writing sample to the National Indian Education Association via fax or email.
A Glimpse into the Past, A Vision for the Future
While this particular job posting from 2008 is no longer active, it provides valuable insight into the ongoing efforts of the National Indian Education Association to improve educational outcomes for Native students. The organization’s commitment to high school reform, culturally based education, and advocacy remains as strong as ever. By understanding the roles and responsibilities outlined in this past job description, we can gain a deeper appreciation for the important work that the National Indian Education Association continues to do to empower Native students and communities. The address for the National Indian Education Association at that time was 110 Maryland Avenue, N.E., Suite 104, Washington, D.C. 20002. The phone number was P: (202) 544-7290 / F: (202) 544-7293.