The landscape of education is constantly evolving, demanding innovative approaches to address the diverse needs of students. One such pioneering initiative, forged through a collaborative spirit, seeks to empower Native American students by increasing the number of Native teachers in Oregon’s classrooms. This program, a partnership between the University of Oregon and the nine federally recognized tribes of Oregon, is cultivating a new generation of educators deeply rooted in their culture and committed to the success of Native youth. The program is called Oregon Tribes, University Partner to Mentor Prospective Native Teachers.
This unique collaboration has given rise to a master’s degree program specifically designed to support and mentor prospective Native teachers. Understanding the financial barriers that often hinder access to higher education, the program provides comprehensive financial assistance to accepted students. This support encompasses full tuition coverage, a monthly living stipend of $1,775, a $250 book allowance per term, and a $1,500 allocation for a laptop. The total investment in each student is approximately $50,000, reflecting the program’s dedication to removing financial obstacles and enabling participants to focus entirely on their studies and professional development.
The heart of this initiative lies in the Sapsik’wala program. This carefully crafted curriculum is more than just a pathway to a master’s degree; it is a holistic experience designed to nurture culturally responsive educators. The name itself carries profound significance, derived from the Sahaptian language of the Umatilla Tribe, where "Sapsik’wala" translates to "teacher." This linguistic connection underscores the program’s commitment to honoring Native heritage and incorporating indigenous perspectives into the educational framework.
A critical component of the Sapsik’wala program is the requirement that graduates dedicate their teaching careers to serving Native communities. This commitment is fulfilled by teaching at either a tribal school or a Title VII-funded school, ensuring that the knowledge and skills acquired through the program directly benefit Native students. This service commitment is not merely a stipulation but a deeply ingrained value, fostering a sense of responsibility and dedication among the program’s participants.
The selection process for the Sapsik’wala program is rigorous and thoughtful. An advisory board, composed of nine representatives from the participating tribes, meticulously reviews applications, seeking candidates who demonstrate a genuine passion for empowering young Native students. The board prioritizes applicants who exhibit a clear commitment to the success of Native youth, recognizing that effective teachers are not only knowledgeable but also deeply invested in the well-being of their students. To be eligible for consideration, applicants must possess a bachelor’s degree and be either an enrolled member of a federally recognized tribe or a descendant of an enrolled grandparent. This inclusive eligibility criterion ensures that the program reaches a wide pool of qualified Native individuals who are eager to make a difference in their communities.
The financial support provided by the Sapsik’wala program extends beyond initial funding. Upon graduation, students who fulfill their teaching commitment at a tribal or Title VII school are eligible to have their federal student loan debt absorbed by the government. This loan forgiveness program serves as a powerful incentive, encouraging graduates to remain in service to Native communities and alleviating the financial burden often associated with pursuing higher education. The requirement is that the graduates teach for the same amount of time they were supported by the program, reinforcing the mutual commitment between the program and its participants.
The program’s intensive curriculum spans from June to August of the following year, providing a concentrated and immersive learning experience. In certain circumstances, the program can be extended for up to two years, allowing students to delve deeper into specific areas of interest or address individual learning needs. Upon acceptance into the program, students are required to pass three standardized tests, demonstrating competence across a broad range of subjects. Successful completion of these tests, along with graduation from the program, leads to a recommendation for licensure in the state of Oregon from the College of Education. This Oregon teaching credential is widely recognized, enabling graduates to pursue teaching opportunities in any state that accepts it.
The Sapsik’wala program is intentionally designed to be a small, intimate learning community. With a class size of just five students in a recent year, the program fosters a close-knit environment where students receive personalized attention and develop strong bonds with their peers and instructors. The program has the capacity to accommodate up to 15 students within a two-year period, allowing for a balanced approach that prioritizes both individual support and cohort cohesion.
What truly distinguishes the Sapsik’wala program is the robust support system it provides for Native students. Recognizing the unique challenges faced by Native individuals in academia, the program offers comprehensive academic support through the Office of Multicultural Academic Services. This support network provides students with resources and guidance to navigate the academic landscape and thrive in their studies. The program also employs a "cohort-within-a-cohort" model, bringing students together for specialized seminars on topics that are particularly relevant to Native teachers and students. These seminars provide a forum for sharing experiences, addressing cultural considerations, and developing culturally responsive teaching practices. The title of the article, Oregon Tribes, University Partner to Mentor Prospective Native Teachers, highlights the importance of mentorship in this program.
The programs of study offered through the Sapsik’wala program encompass a wide range of educational levels, from elementary to high school. This breadth of options allows students to pursue their individual passions and tailor their studies to the specific age group they wish to serve.
Taralee Suppah, an enrolled member of the Confederated Tribes of the Warm Springs, is a testament to the program’s transformative impact. As she neared completion of her master’s degree, Suppah expressed a profound sense of preparedness and confidence in her ability to teach. She credited the program’s seminars, where she had the opportunity to learn from experienced Native educators, with providing her with invaluable insights and practical strategies. Suppah planned to return to her reservation to teach fifth grade, the last grade students attend on the reservation before transitioning to public schools. She recognized the challenges inherent in this transition and was determined to equip her students with the skills and knowledge they needed to succeed.
Tyla LaGoy, a member of the Confederated Tribes of the Grand Ronde, secured a position at a Title VII school in Eugene even before graduating from the program. She valued the program’s emphasis on community and the regular meetings she had with her fellow students to discuss issues of relevance to Native people. LaGoy emphasized the mentorship opportunities provided by Sapsik’wala, noting that the program continues to support its graduates as they embark on their teaching careers.
Stephany "Running Hawk" Johnson, a member of the Oglala Lakota tribe, had always dreamed of becoming a teacher. She found the program’s focus on practical classroom experience to be particularly rewarding. Johnson was also deeply impressed by the wealth of information she gained at the annual Oregon Indian Education Association conference, a required component of the program. Confident in the skills she had acquired, Johnson actively pursued teaching opportunities and enthusiastically encouraged others to consider the Sapsik’wala program. She recognized the critical need for more Native teachers and believed that the program provided an excellent pathway to achieving this goal.
Alison Ball, a Colville tribal member and the project’s co-director, praised the College of Education’s ongoing support and commitment to continuous improvement. She highlighted the addition of social justice classes to the curriculum, reflecting the program’s dedication to addressing systemic inequities and promoting culturally responsive teaching practices. Ball expressed her encouragement at the College of Education’s responsiveness and its willingness to adapt the program to meet the evolving needs of Native students and communities.
Since its inception in 2003, the Sapsik’wala program has served numerous students, with an initial cohort of 17 followed by nine students the subsequent year. After a two-year hiatus due to a lack of grant funding, the program has been revitalized and continues to receive significant financial support, with approximately $4 million in grant funds awarded since its establishment. This funding underscores the program’s importance and the recognition of its positive impact on Native education. The program Oregon Tribes, University Partner to Mentor Prospective Native Teachers is a great one.
The Oregon Tribes, University Partner to Mentor Prospective Native Teachers program, exemplified by the Sapsik’wala initiative, stands as a beacon of hope and a testament to the power of collaboration in addressing critical educational needs. By providing comprehensive support, fostering cultural understanding, and promoting a commitment to service, the program is empowering a new generation of Native teachers to transform the lives of Native students and strengthen their communities.