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Indian Education Newsletter (Vol. 1, No. 3) 2011

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Ev1.1&47T070. TEVSZE77ER Indian Education NewsletterIndian EducationResources Center University of British ColuMbia Vancouver 8„B. C. **************************************************t***************************** Volume One, Number Three	 March, 1971 *********************************#*****************************t******* A study of the Boarding Home Program, selection of an Indian Director for the Center, and problems of Indian counsellors highlighted' the second conference of the B. C. Native Indian Teachers Association, (BCNITA) held , at the Center, January 29 and 30. Twenty-seven members of the Association, from ,all parts of B. C., yere in attendance. Special guests were RodSoonias, Director of the Task Force in Indian Education in Saskatchewan, and his secretary, Joanne MacLeod. The Boarding Home Study,' ordered by the first conference of the BCNITA last September, took up most of the conference deliberations. The study is an attempt to uncover more accurate information about the problems Indian students face on the program, and to look at successful . Boarding Homes to find out why they are successful. This is the first time that such a study has been done primarily by native Indians. All interviews will be done by members of BCNITA, an all-Indian organization. Conclusions and recommendations will also be made by BCNITA members. A more detailed description of the study appears in a separate article in, this issue. A great deal of interest centered around the selection procedures for the new Director of the Center. When it was first set up, the Center committed itself to having an Indian Executive Director by July 1, 1971. The meeting decided to hold an open competition for the job, the competition will close March 31, 1971. An advertisement for the position appears later in this issue. The qualifications that the members decided were most important were personality, experience and dedication. Personality requirements emphasized the willingness and ability to work with Indian people. Experience in order of priority included experience in Indian education, teaching experience, academic and professional training, and experience in other fields related to Indian education. In addition the successful applicant must have an intimate knowledge of the problems of Indian Education, and must have a high degree of dedication to the future of native Indians. By a close vote it was also de- cided to restrict applications to P. C. Indians. Problems faced by Indian counsellors, often called i4ome-School Co- ordinators, were considered. It was decided to request support from Indian Affairs for a meeting of the Nome•School-Co-ordinators and Indian Counsellors in B. C. to plan a training course for Home-School-Co-ordinators, to develop an ideal job description and to plan a program for promoting better use of Home-School-Co-ordinators. Some of the problems faced by the rome•School-Co-ordinators were lack of training for the job, insufficient knowledge of the public school system and the Education Branch of Indian Affairs, misunderstanding by School Boards and teachers of duties of Lome-School•Co-ordinators workload and lack of job security. Delegates also emphasized the Indian Counsellors and Home-School Co-ordinators were extremely effective despite the problems they face. Special guest Rod Soonias. described the Education Task Force which he is heading in Saskatchewan. Five areas of Indian Education are receiving special attention in the study, drop-outs education-related legal rights educational values held by Saskatchewan's Indian peoples educational institu- tions analysis, and a cost-benefit analysis of programs. Native Indian student•teachers are now eligible for full membership in BCNITA. This is a result of a motion which also set aside a seat on the Center Council specifically for a representative of the student teachers. The motion was passed unanimously. Five more members of the Center Council were elected at the meeting to bring the total to fifteen. The Center Council is the governing body for the Center. Its members are' Alvin McKay, Greenville, Chairman: P .ichard Atleo, Ahousat° Flora Baker, Alert Bay Earvey Brooks, Nanairo' George Clutesi, Port _Alberni' Flora Dawson, Kingcome Inlet Pert 	 Aiyansh Joe Michel, Kamloops. Shirley Ned, Comox Gordon Robinson, Terrace , Joan Ryan, Prince Rupert. Robert Sterling, Merritt Angie Todd, Port St. James Lorna Williams, rount Currie; and George T 7ilson, Prince George. A more detailed summary of the proceedings is available upon request from the Center. ***ItIMittt* *%*-- 3ReZcrt of The Boarding Home Study Introduction At the first meeting of the B. C. Native Indian Teachers Association in September 1970, the following motion was passed! "That a committee of members be appointed to look into the boarding home problems throughout B. C. and to recommend immed- iate action.' Since that time Resources Center Staff, particularly Janice Mathias and Alvin McKay, and the committee members (Richard Atleo, Bert McKay, Bob Sterling, Angie Todd) have been gathering background information to develop more specific objectiVes and information-gathering procedures for the study. During theCenter COuncil meeting in October and the BCNITA meeting in January, the backgrOund information was diadussed. The following is an explanation of the results of the preliminary work. Objectives._ The main objective is to find ways of improving the Boarding Home Program. This is the first time that a group of Native Indian Teachers have taken a co-ordinated look at the program. It is hoped that the fresh approach they bring will result in a number of new ideas. The intention is to look at those who have chosen not to be on the program, as well students who have. AfterHfour months of gathering information the following specific research question have been formulated! 1. To whom is the Boarding Home program available? To whom would Indian people like it to be available? 2. In situations where the Boarding program is only one alternative, why was it selected? Who makes such decisions? 3. What are the problems encountered by Boarding students, by board- ing narents and by natural parents? 4. Are there common-characteristics to successful Boarding relation- ships? Can these successful characteristics be developed in other Boarding homes? 5. What are the alternatives to the Boarding program as presently constituted? What is the economic feasibility and educational potential for such alternatives? 6. Are there ways in which the Indian parents could be more involved in the Boarding program? 7. tow can the effectiveness of the role of the Boarding program Counsellors be improved? 8. Are there ways in which the B. C. Native Indian Teachers Associa- tion can assist in carrying out and improving the Boarding program? Method — — — The method for collecting information related to each of the above questions is presented below: 1: To whom is the Boarding }Tome program available? To whom would Indian people like it to be available' The following information is necessary to answer this question: a) Information related to reasons for acceptance into the program obtained from the Snider report, from more.recent Indian Affairs Branch files and policy statements and interviews with students. b) Demographic information indicating where boarding home students come from, and where they are placed. . 2. In situations where the Boarding program is only one alternative, why was , it selected, or not selected?  makes such decisions? .111e following information is necessary to answer this question a) nemographic information obtained for question I will identify those ,.. students who come from areas near a secondary school. b) Students so identified will be sampled and interviewed by BCNITA members trained in interviewing techniques. c) Also a sample of students from these areas who are attending the local high school will be interviewed by BCNITA members., 3. What are, the problems encountered by Boarding students a by Boarding parents and by natural parents? The following informs_lon is necessary to , answer this question: . a) Information already gathered in the Snider report and other sources. h) Interviews with , a sample of Boarding program counsellors. c) Interviews with a sample of Boarding program students and Boarding program drop-outs. 0 Interviews .lith a sample of, parents of Boarding students. e) Interviews with a sample ,o, 	 parents. f) Reports of meetings.of Boagding parents and meetings of Indian parents, whereBCNITA nerC:ers have been invited to attend. 4. Are there conmon characteristics to successful Boarding relationships? Can these successa11 characteristics be developed in other Boarding homes? The following information is recessa y to answer this question: a) A definition of 'successful b) Interviews with a sample of students and Boarding parents who have a successful Boarding relationship. (0, Interviews with Boarding program Counsellors. 5. What. are the alternatives to the Boarding program as presently constitu- ted? What is the economic feasibility and educational potential for such .alternatives? -The.following information is .  necessary to answer.this question: a) Interviews and correspondence with Indian Affairs Department Personnel in B. C. and other parts of Canada. Interviews and-correspondence with Indian individuals acrd organizations in R. C, Canada'and the United States. 6. Are there ways in which the Indian parents could be more involved in the Boarding program? It is anticipated that a number of ways of increasing involvement of Indian parents will be suggested by BCNITA members and through other in- terviews and correspondence. These suggestions will be discussed with Indian people and Indian Affairs Department Personnel. Financial feasibi- lity as well as educational benefits will be considered. How can the effectiveness of the role of the Boarding program Counsellors be improved? The following information is necessary to answer this question . a) Interviews with Boarding program Counsellors and Ither department personnel. b) Interviews with a sample of Indian students, their parents and Searding parents.  , • c) Correspondence and interviews with individuals and organizations in Canada and the United States. Are there ways in which the B. C.,. Native Indian Teachers Association can assist in carrying ol i t and improving the Boarding program? Ihis question will be , discussed by members of the BCNITA at the conferences and by correspondence. After all other information has been collected, the Boa-ding Study Committee will prepare a list of recommendations to be considered by the membership. INDIAN EDUCATION AT SKEENA JUNIOR SECONDARY SCHOOL, TETTACE, B.C. 1 r' -. bY D. Cunningham, Principal What' has been referred to as a project 'in Indian Education is simply a sincere interest On the part of the staff of Skeena School to look realisticagy at some of the problems facing Indian children in the Public School system ; children who come from the remote isolated Indian villages of Iskut Lake, Telegraph Creek, Port SiMpson Kincolith, creenville, Canyon City, Yew Aiyansh, Kitwanco4, Kitwanga, Kispiox, Kitseguelka and Kitimat where they had lived the 14 ,or 15 years of their life, usually without having travelled beyond their immediate fishing or hunting grounds.' These children come from villages of perhaps 200 people where they had attended Indian. Day schools to Terrace, approximately 12,000 people, TAlere they are usually boarded in non-Indian homes. They attend., Skeena Junior Secondary school, a regular public school of 850 pupils. Obviously these children are faced immediately with a multitude of adjustment problems, only one of which if to find a place in the public school. • • r 6The Indian School Boarding Program was started in Terrace in September', 1969. Previously, pupils from the above villages were sent mostly to schools in the Lower ilainland of B. C. or to Edmonton. 7owever, after several years of marginal success with the boarding program, the 7.)epartment of Indian Affairs through pressure form the Nishga people primarily, decided to board the students closer to home. The staff at Skeena School were informed in the Spring of 1969 that 50 Indian Boarding student,s would be attending the school in September thus we had an opportunity to gather information about the students, their villages and people, with a view toward mutual understanding in the hope that the Indian students would be more successful at Skeena School. Through the Anglican priest in Greenville, I was invited to the village for a weekend where I met Alvin mcKay, a Nishga Indian and Principal of the Lakalzap Indian Day School in Greenville. Mr. 'McKay became a close friend and invaluable advisor to myself and the staff at Skeena School. r. teacher exchange for one meek was arranged between Fr. 7:cKay and "r. wave Valker, a Skeena teacher and self-made archaeologist cum anthropoligist. In the school most of Mr. McKay's time was spent with the counsellors, individual students - Indian or Fhite, and groups of Indians or Indians and Phites either by himself or in a team with the school counsellors. Also he spent considerable time discussing problems of Indian education with staff members and made, a presentation complete with slides depicting the life and culture of his people. Outside of school hours his time was spent in T. V. interviews, meeting various leaders in the community, and attending their meetings. To summarize this exchange, the real value was in having a native Indian educator and leader to provide information and background about the culture of his people. Ur. McKay felt, as did we, that a firm foundation could be established if a mutual understanding of the two cultures could be developed. 77rom the out- set we were determined to allow the Indian student to retain his identity while at the same time gain a meaningful education in our school. Since this initial contact with the Indians we have attempted to keep in constant touch with the 'lass villages and have participated in many of their activities. Some of the activities, relating to the Indian students who attend Skeena School that we have participated in since the fall of 1969 include: Assisted the Terrace Community -ecreation Director in preparing a brief to the First Citizens Fund for financial support for a Youth Activitie worker to co- ordinate the work of the various community activities as they pertain to Indian students - The Boy's counsellor spent one day in the 'lass valley meeting teachers and talking to Grade Seven students at the Indian Day Schools at New Aiyansh and Greenville The boy's P. E. Instructor and his wife, the P. E. Instructor at the Senior school, spent a Friday, Saturday and Sunday in Greenville and organized a full weekend of activities for all age groups in the community A teacher exchange for one week in the fall of 1970 was arranged between the Skeena boy's counsellor and the Native Indian Vice-Principal and counsellor of razelton Amalgamated School, 'r. Gordon 71e3d- The Skeena School Band visited Greenville and Aiyansh and were billeted in Indian homes in the spring of 1970. As well-4s playing concerts band members were taken on board some of the Indian fishing boats where they were given a demonstration of gillnettinF and fishing, the Nishga Indians' chief means of livelihood. Space does not permit . details of ouc rsny other activities out the follow- list will indicate some of- theml attended a traditional Indian Ye'ding Feast ID New Aiyansh uniting in marriage a ocy from theVsliey of the Nass and a girl from the Valley of the Skeena spoke t3 the Council of Ineian Chiefs and a number of busines:41,and Professional iY,1.70ups in Tsrrace on --21-t7Ae-,, -.1 ef Education facing Iooloran Children', participatedTh emoetinn -7ith the Terrace . ':oareting Parents	 -o ..c . Indian Students; attended theAnimal s".:isr go._ Tribal Corlference, -susnt on an u.;:citing ca lion hunting expedition -sriLh the Indians 2s:om Greenville to the month of the Ness River; visitel Fishory r ay oo ths Nass River, tLa temporary living quarters during the oolichan prooessing period al -s.; oitno,ssod "Crease" pro-cessin; and, sun-drying, of ollichans: viof_ted e. es alon the mouth of the Skeane l>,!_ver during the susimer: otte ,-Ided the In 	 wook A' op on. . 1.ndian r 	 Culture of the Northwest CoLst :321d at 1,V'sban. 	 Tlaoelton;- oat. w local Terrace Indian C :ver,.Then Loloon in -the 1):tt rcoffl for'a month to ootIine the fundameatals of I6diaa Art thro:ish domonstraoiors of setual carving . in yellow c - r and birch. Future plans include; a trip to New Aiyansh aid Gre.anville in late rebruaky to bring the school cp fl' to the commaniies:' i'Aitotion of a one rxini-course 'Exploring Indians of the POkSt' on Which regi.:;.a -i: school classes will be programmed to spend orr doy eacTo at ths oite of the sncien's IndiaoL v:1 1.1age -u. Yitselas Canyon onithe .7koons 71 -vosr approkimatcly	 milos, east of Terrooc; institute an electioe'coosoe !-- os	 o t) ,t - 10 on Nosnwoot Coast Indian Art for Sel ,tember, 15,7_;	 o:F-eoing-Lhe-Aishgn Laoguaso as either thojanguage requiremenL of dnoleotioe os ,17.1:soic	 i. anca Cocop nuol.)ering oomo 0 membeS have accepted. 	 -Th-itation .o	 toeir toaditional Indian Into -„-loo'....ati-Je Tribal Dance Jr Con	 - hooi t	 n	 r	 _:-..m.tlation of an Iod!.an.7enate to Fork with the SKoosa Stodeo.to Cooncii; hold ins an "Indian Day" in the lato Spring with Indian ti ii 	 Lostsioo nslosindioor	 tha ochool for an sfternoon° a trip to Haida Village on ths Cocen Casoo'sto 	 invi ig Grade 1.studen* . s from tne lqass	 f-si an Orientation Day at Skeen?, School; asol making representation to the 7Jonartmepc of Indiro: Affairs fao s 7cmn-School Co-ordinator for Terrace. We recognize the Indien 	 lo an othoio grs .o culturally very otokerms from us, but certaiol..y r,so so infs,o -Lor, C	 . citizeno. ver7 fortunate in nasicT 	 so-cosrsticl, frcs - Lho N.1- s9.,c7alLo7 and othes: areaS out Indian sLode:sto cu' 	 1 -os ool ./ IL gettirg to knot., IoJiano2eople and sharing in toal one -i. aporeciate them. (1)..otheo real value is that he the 1..odian veopIe —oals:. tho oIpoltuniy to under- stand out system and feel a sincerity in -7hat wc _re ,ts_opti -z:g to do, then and only.then can we ask them to co-opera':e and sull-ort a - efforts. Ehatever success1 -..Te	 have had aS .T.I'Icenr. School is attribJthhle toa positive attitude about Indi7,ns - --,the: than ony pr em spat 7.:e hao-s_ undertaken. The Indian students at his' school i	 cso-t part	 1:67c-: 	 of	 ajj-ch coltuoal helytage. Some bewiY.Sre ,.1, opparoocly 'loackNord and	 , self-conscious" studen,:s_ often played trua'it o	 ad genesally osnifeso4j..hcostile feelings toard stlolento and teachers. Nsso: of	 s-tme	 their , Lacc it the:s senool and making	 -':lo contscn LO	 Th	 e students an! teac'.ersaare at the pointwhero L 	 wooc at th erof'-Gr-es'o. -1	 t;-:o. Indian riLLIges al, -:Iproximately one year os - o,	 can contiouc tht -ow-''caton. Furthermore, ylti. the ieodership of these cl.O.1ds- fn 	 & 1C, tic: Isoioth ox ti:' adjust- ment pericd for the Grade eight T.ssoils csolo1ns In ae:. th L ha i 	 be considerably sico: tar. We have made some IT1 -8- TWO NEW cuRRIcuLun AIDS The Helping Hand, How Indian Canadians Helped Alexander MacKenzie Reach the Pacific Ocean This is a 50 page booklet describing the help given to Alexander MacKenzie in his trip to the West Coast by land. It consists maily of , quotes from MacKenzie's Journal, illustrations, cartoons, maps and exercises which continually bring out MacKenzie's complete dependence on Indians, and how this has been omitted or misin- terpreted in most accounts of the journey. The following is antexample of the con- tents of the booklet. "When MacKenzie's party reached the junction of the Finlay and Parsnip Rivers(see Fig. 12), and i-prtant question to answer again was: Which way shall we paddle? What choices did Mackenzie have to help him decide? Should he take what looked like the easier and more promising Finlay River to the north, or the less in- viting Parsnip River to the south? The entry in MacKenzie's diary for May 31 provides the answers to the questions. May 31, 1793 	 the old man, whom I have already mentioned as having been frequently on war expeditions in this country, had warned me not, on any account, to follow it, (the Finlay River), as it was soon lost in various branches among the mountains, and that there was no great river than ran in any direction near it; but by following the latter, he said, we should arrive at a carry- ing place to another large river, that did not exceed a day's march, where the inhabitants build houses, and live upon islands. There was so much apparent truth in the old man's narrative that I determined to be governed by it for I did not entertain the least doubt, if I could get into the other river, that I should reach the ocean. Taking the advice of several Indians, MacKenzie paddled up-stream along the Parsnip until he approached its head waters." ....The map in Fig. 16 represents the Fraser River which MacKenzie reached after being guided overland by the Indians from the Parsnip River. Again, the Indians described some of the difficulties which he would face in trying to paddle downstream to its mouth. Fig. 17 is a cartoon suggesting the information given to MacKenzie about the main stream of the river. The map in Pig. 18, drawn in 1858, is another kind of "description" of a part of the river shown in the cartoon. MacKenzie's diary tells us something about his meeting with the Indians along the Fraser River, and about the help they gave him in planning the next part of his journey: June 21, 1793. (Meeting with the Carriers) According to their account, this river, whose course is very extensive, runs towards the mid-day sun; and that at its mouth, as they had been informed, white people were building houses. They represented its current to be uniformly strong, and that in three places it was altogether impassable, from the falls and rapid, which poured along between perpendicular rocks that were much higher, and more rugged than any we had yet seen, and would not admit of any pass- age over them."But besides the dangers and difficulties of the navigation, they added, that we should have to encounter the4n- habitants of the country, who were very numerous. They also re= presented their immediate neighbours as a very malignant race who lived in large subterraneous recesses. and when they were made to, understand that it was our desi(nn to proceed to the sea, they dissuaded us from prosecuting our intention It is useful in -grades 4 through 12 although it is most suitable for junior high Social Studies classes.	 The booklet contains many iliuStrations, and. js printed on various" colours of paper to heighten interest and readability. The :Helping Hand is available at cost (50c per copy) frOM theIndian Education - Resources Center. ********** ****** ** Indian Metis- and Eskimo Leaders in Contemporary Canada This book of biographies has been prepared to illustrate for classroom purposes, some of the well-known Indian, Eskimo and I 7etis people of Canada. In the past, most available materials have dealt with the past and this book is an effort to remedy the situation and provide schools across Canada with material on contemporary Canadian Indian, Eskimo and "etis people. Included in the book are fifteen pictures of native people representing different walks of life with a biography of each. Copies of the book are available at $3.25 from the Indian and Northern Curriculum Resources Center, University of Saskatchewan, Saskatoon. ********** ******* *** We Recommend for Juvenile Readers- (These annotations are from Book Reviews for Juvenile Readers:deVeloped by Anthropology 301 students during Summer Session, 1968. Copies of the reviews are available,' free, from the Center). Carter, Anthony, Somewhere Between, Vancouver, Agency Press, 1966. Nonfiction! Coast Salish. An artistic blending of colour photographs and commentary focuses on .the,life and'histOty of the Tsla-a-wat, Squamish, Bilgula,j(ynoc and Kitistu peopleof the B. C..Coast area. - 10- The book included legends such as the Sq•Jamish story of the great flood and historical events such as the dramatic story of Queen Wi-Nish-Shi-Bawn. Comments on contemporary life are included. Anthony Carter's full page coloured photographs are excellent. His collection includes coastal scenes, the fishing industry, portraits and works of art. The text and photographs are printed on large glossy white pages'. The different sizes of type corIrlirPnr• the lActutes. Highly recommended for readers 10 years and up. Harris, Christie, Raven's Cry, Toronto, McClelland and Stewart, 1966. Non-fiction: Raid,,.; history and biography, 193 pp.: illus. by Bill Ried, maps, geneological chart of Haida Eagle Chiefs. Christiellarris's words and Bill Reid's illustrations compliments one another to produce one of the finest books available on the Westcoast Indian. The book is a fictional history of the first contacts between the Haida's and the Europeans. Young readers may easily identify with many characters in thg book. By concentrating on the Haida Eagle Chiefs of the Stastas Shongalth Lineage they have told the history of the Ilaida from the first contact with the white man to the present day- from the great Chief Edinsa down through the years to Bill Reid himself. Together they are able to introduce to the contemporary reader a people of immense dignity and pride who have faced destruction at the hands of the strangers they welcomed, and who have left us their only heritage: art, that is 'so refined and highly evolved that..." critics"...can't believe it emerged from an Indian culture..." Bill Reid is a descendent of the last great Nelda chief and an inter- national recognized artist in his own right. Mrs. Harris, a well known Canadian author, received a Canada Council grant to do the research for this book. Wilson Duff, the Curator of Anthropology and the Provincial Museum of Victoria says of the book: 'The historical details are as accurate as they could possibly be. The same applies to anthropological details of costume, etc. and the motivations of the characters..." Highly recommended for grades 5 and:upr for readers of all aggs, pro- bably should be required reading for all B. C. teacher. ********** ***** ** Baker, Betty, Little Runner of the Long House, New York, Harper, 1962. Little Runner of the Longhouse is an 'I can, read book' that grade. two's would enjoy reading for themselves. The book is also suitable for the teacher to read to Kindergarten and grade one pupils. The Story centers around the longhouses of the Iroquois, which are filled with busy people preparing for the New Year celebrations. Little Runner wanted,to be like the Older boys who wore masks and went with the basket woman to ask each family to 'put something in the big basket. If they did TIcP something for the basket, then they would take something.. Little,Runner.was more interested in getting lots of maple sugar than he was in the Iroquois ceremony. He tried hard to trick his mother into giving him some candy, but she was difficult to fool. The book is printed in large type with carefully chosen words for the beginning reader. The illustrations by Arnold Lobel are large and realistic in colours of read, black and brown. Harris, Christie, Once Upon a Totem, New York, Atheneum, 1966. 148 pp., illus. John Frazer Mills. Christie Harris has retold, in most beautiful language five tales re- lated to her by Indians of the northern northwest coast of British Columbia. 'Fly Again, My Proud Eagle' encompasses almost the whole culture of the Tsimshian people in operation before the coming of the white man. For example, it reveals the clan system, the matrilineal kinship, puberty rights, the position of slaves, the importance of wealth and rank, the oolaken run on the Ness, the carving of totems, the potlatch, the necessity to revenge, and above all, the great courage expected of and accepted by the nobility. During a bitterly cold winter, the Eagle clan of Kitsum-galum are attacked and murdered by the Bear clan. Only the young Eagle princess and her grandfather escape. Although the princess hears the voice of her younger sister, shet dare not go back to aid her for she, herself, must live to mother young Eagles, who will some day revenge the slaughter of her clan. More than twenty years pass before four brave young princes, with their sister, sail to their mother's homeland to force atonement for the murder of the Eagle clan. Other legends in the book show the Indians' strong belief in super- natural beings, such as 'The Giant Ogre' and 'The Wild Woman of the Woods'. Black and white woodcuts by Highly recommended for graded 4 to 9; pronounce, perhaps the legends should in grades 5 and 6 might enjoy reading form. John Frazer Mills add a touch of mystery, since many of the names are difficult to be read to the younger children. Studen;s "The Wild Woman of the Woods" in play ************* ********* ***** INDIAN EDUCATION RESOURCES CENTER Competition Open to Status and NOn,Status Indians erlee -  - The Executive ' 	 is responsible to the B. C. Native Indian Teachers, AssociatietHis duties shall consist of: 1. Supervising development and distribution f Indian Education resource material. 2. Developing communication between the many groups involved in Indian Education. ^). Assuming responsibility for inservice program development related to Indian Education. 4.	 Preparing annual budget. 'Authorizing expenditures and financial arrangements encompassed within the annual budget. 6. Conducting public speaking engagements and making major policy statements for the Resources Center. Co-ordinating tesearch projects related to Indian education. The Executive Director should: 1. have intimate knowledge of the problems of Indian education 2. be an experienced teacher. 3. have adequate academic training. 4. possess leadership qualities. 5. have ability to work and co-operate with Indian people. 6. have experience in other areas related to Indian education such as working with Indian organizations. 7. have an overall view of Indian education in Canada but particularly in British Columbia. 3.	 be a resident of B. C. Salary: • Negotiable, commensurate with ability. Tenure:	 Full-time. Selection will-be made by the British Columbia Native Indian Teachers Association.


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