First Americans Educational Leadership Program (FAEL) FAEL Project - - PowerPoint PPT Presentation

First Americans’ Educational Leadership Program (FAEL)

FAEL Project Director: Dr. Camille Locklear Goins FAEL Project Coordinator: Dr. Kenneth L. Bowen

Need for Project

• In NC, the principal turnover (attrition) rate is 9%

with 43% of principals having less than three years of experience (NC Report Card, 2018).

• Robeson, Hoke, and Scotland counties receive Low

Wealth Supplemental funding and are classified by the NC Department of Commerce (NCDC) as Tier 1, at the highest level of economic need.

• Financial Barriers for students to pursue higher

education

• The PSRC Title VI Indian Education Program serves

approximately 11,300 American Indian students in grades K-12, which makes it one of the largest Title VI programs in the United States (Public Schools of Robeson County, n.d.).

School District Total Student Population Percentage

• f American

Indian Students Percentage

• f American

Indian Teachers Percentage of American Indian Administrators (includes AP’s & Principals) Hoke County Schools 8,250 10% 4% 10.70% Public Schools

• f Robeson

County 24,000 48% 28% 41% Scotland County Schools 5,953 16% 5% 6%

• Although there is mostly minority students in the

educational system today, there continues to be a gap in student-teacher, teacher-administrator diversity (Hrabowski & Sanders, 2015).

• Research suggest that hiring minority principals can

improve stability across the school because teachers are more likely to stay at a school where the majority of ethnic backgrounds are similar to their

• wn (Gates et al, 2006).
• Students who see their culture in the teacher see

them as more accessible and caring and their instructional practices as more engaging

Administrators can improve the quality of a student’s educational experience through the creation of positive learning environments.

Purpose of the FAEL Program

• Address the shortage of Al administrators in public

school districts that have a significant AI student population by providing financial support to participants to obtain a school administration degree.

• Provide on-going professional development,

mentoring support and induction services to participants that allows them to work in high needs schools to improve educational outcomes for AI students.

Program Goals

GOAL 1: Increase the number of highly qualified American Indian administrators in Robeson County and surrounding counties through enrollment in the FAEL Program, graduation of the Master of School Administration or completion of School Administration Add-on program, and completion of state (NC) licensure requirements. GOAL 2: Provide mentoring support for pre-service administrators engaged in Transformative School Leadership Academy and provide job placement assistance to ensure high-quality school leadership from the very first day as an administrator. GOAL 3: Improve the first two years administrative experience of newly licensed American Indian administrators through a comprehensive mentoring and induction plan.

Eligibility Criteria

• American Indian student enrolled at UNCP in the

School Administration or School Administration Add-on (State or federally-recognized tribal members)

• Degree, licensure and employment as an administrator

must be attained by August 2021

• Service payback required (service payback equivalent

to the length of time trained)

• Service payback must be in an area related to the

degree and licensure

• Cash payback required in the absence of service

payback (cash payback for the cost of training)

• Leadership experience and desire to serve as an

administrator.

Benefits

• Tuition and fees (MSA Graduate Program), Books
• Partial childcare costs
• Employment Stipend (for full-time students and

working less than 20 hours per week)

• Partial education supplies
• Membership in a Professional Organization
• Monthly Professional development seminars
• Select leadership conference registration and support
• Laptop computer
• Professional networking opportunities
• Induction/mentoring/consultation support
• Mentors will receive $100 per month per mentor (pre-

service) and $500 summer stipend

Pre-Service and In-Service Training

Professional Development Sessions

• Culturally Responsive Leadership
• STEM education and the STEM Community

Engagement Process

• Transformative Leadership
• Assessment literacy/data analysis and reporting

Attendance at Select Professional Conferences

• Closing the STEM GAP
• Model Schools Conference
• Connecting Communities, Educators, and Stakeholders

Conference

• NC PAPA Conference
• Southeast American Indian Studies Conference
• MSA Leadership Seminar
• NC Indian Unity Conference

Attendance at Cultural Events at UNCP and within the community (2 per semester)

“Our Indigenous worldview is as equally important as the non-Native worldview; thus, the theory of new ways of teaching and learning has the potential to enrich the history, heritage, and culture of Indigenous communities.” Dr. Tiffany Locklear

The Transformative School Leaders’ Academy

• Summer 2019 (5-Days) –

Participants and Mentors – Daily Stipend provided

• Allow participants
• to dive deeper into a

framework for culturally responsive system design on improvement science and the steps necessary to lead innovation and short-cycle continuous improvement

Induction Services (2-Years)

• Continuous knowledge and support from

pre-service preparation to in-service training through induction from active and retired administrators with proven success in working in low-performing

• Opportunities to development learning

networks through a cohort structure

• Effective leadership development and

learning that links theory to practice with supervision and instructional leadership, data analysis that enhances the administrator’s ability to improve teacher effectiveness, school climate, and school culture as well as building community relationships.

Application Process

• Admission to UNCP MSA Program
• Completion of online application and

Essay

• Three recommendations completed
• nline from a current/former

principal supervisor and/or administrative supervisor and an SOE/MSA faculty member

• Personal interview with the Project

Director

Online Application for Participants Recommendation Form