I,
That approval be granted for special entry
to Simon Fraser University of candidates who
show academic and professional promise even
though they may not meet normal admission
requirements. ?
rERTLFlED CORRECT
AS
PASSED
BY SENATE AT ITS MTING OF
AFf?1J5
SCRErMY OF SENATE
2.
That the Faculty of Education be permltt
to admit students to the Professional
Development Program with fewer than 60
semester hours credit.
3.
That the Dean of Education be authorized
grant credit for Education 401 on the bas
of pertinent documented experience relate
to the Program."
•
.
.
S-7.5-57
SiMON FRASER
UNIVERSITY
?
As
amended and approved
by
Senate, ?
April ?
,
?
1975.
MEMORANDUM
.............
SENATE
..
From....
STUDIES
SENATE
AND
COMMITTEE
SENATE
ON
UNDERGRADUATE
UNDERGRADUATE
.
ADMISSIONS BOARD
FACULTY OF EDUCATION - PROPOSAL FOR
.
I
Sub1ect ... ....
... A SPECIAL COMMUNITY-BASEDIVE
Date.... ?
MARCH 17,
?
1975
.
INDIAN TEACHER EDUCATION PROGRAM
.
MOTION 1: "That Senate approve, and recommend approval to
the Board of Governors, as set forth in S.75-57,
a special Community-based Native Indian Teacher
Education Program, that the necessary steps be
taken to mount such a program in Mount Currie
by September 1975, and that the program be
confined to the Mount Currie reservation until
proven."
MOTION 2:
?
"That
the
following
actions be undertaken in
order
to iicilitate
the mounting of a special
Community-based Native Indian Teacher Education
Program:
MOTION 3: "That Senate approve waiver of the normal two
. ?
semester time lag requirement in order that
offering may be first made in the Fall semester."
?
H
(Note: References to Admission and Credit in the above pertain
to the special Community-based Native Indian Teacher
Education Program.)
SIMON FRASER UNIVERSITY
.
?
MEMORANDUM
SENATE
To
?
.
?
... ?
.
From...
SENATE
(X11MI'rri ON UNDERGRADUATE SUDIF
and
SENATE UNDERGRADUATE ADMISSIONS BOARD
Proposal for a Special Camiunity -
?
17th
Subject..BaSe.dNative Indian ... Teacher ... Education ?
Date
?
March
.:
7
?
.......................
Program
At its meeting of 11th February, the Senate Committee on
Undergraduate Studies discussed the attached proposal for a
Community-based Native Indian Teacher Education program. As
indicated in paper SCUS.75-10, consideration of the proposal was
divided into two motions, the second of which required action by
the Senate Undergraduate Admissions Boardil Accordingly, follow-
ing SCUS's consideration of the proposal, it was forwarded to
SUAB who considered it at its meeting of 6th March, 1975. The
proposal is now forwarded to Senate for its consideration, with
the recommendation of both SCUS and SUAB that it be approved.
The reasons for the proposal are set out fully in the
documentation provided by the Faculty of Education. It should be
noted, however, that the program is one designed specifically for
the Mount Currie community and will not, at least in its present form,
be transferred to other Indian communities. It is designed to
provide a means of certification for native teachers who are members
of the Mount Currie community but who would not necessarily be
qualified for admission to the Professional Development Program. It
should be noted that the program may provide an alternative route
of entry to the University for some of the people enrolling in it.
Thus, they will be admitted to the Professional Development Program
first and then, if they wish to do so, they will continue with
other courses outside the Faculty of Education. This question was
discussed at some length in both Committees which considered the
proposal. It was first made clear that the number of people to
whom this provision would apply is likely to be very small since
most of the participants in the program would be admissable to the
University as mature students. In addition, both Committees felt that,
in these circumstances, the waiving of normal admission requirements
was justified and that the controls over the program and its
participants were sufficiently rigorous to ensure the maintenance of
the University's standards.
It is also recommended that, if this proposal is approved,
the normal two semester time-lag requirement be waived in order that
it may be offered beginning in the Fall semester, 1 5.
p
W ?
. ?
I. Mugri ge
ams
att.
?
SiMON. FRASER UNIVERSITY ?
SUAB 61
MEMORANDUM
•
?
SENATE UNDERGRADUATE ADMISSIONS BOARD
?
From..
ALAN C. McMILLAN, SECRETARY
SENATE UNDERGRADUATE ADMISSIONS BOARD
PROPOSAL FOR A SPECIAL COMMUNITY-BASED
?
4 MARCH 1975
S
ubject.
?
Date
.......................................................................................
This proposal has received the approval of SCUS and is forwarded to
SUAB for review and approval. ?
Although only the second motion
deals with admission it is suggested that we consider the proposal
in
its entirety.
.
I.
S ? .
• . ?
SIMON..FRASER UNIVERSITY
MEMORIWDUM
RAR AM)
DR. 1
?
JIDCEMRMA
N ?
From . 11.
Fl. EVANS, ?
:
SF14ATEUDERCRADUAT1
?
SECRETARY OF
Date.. FEBRUARY 19, 1975
Subject FACULTY OF EDUCATION.- PROPOSED
CO1JNtTY-B/tSED NATIVE INDIAN TEACH
)UCAT4O -PIOA
The Dean of
the Faculty of Education has submitted proposals
for a
Community-Based Native Indian Teacher Education Program and the
proposals were
presented to the Senate Committee on Undergraduate
Studies at its
meting of February 11, 1975 as document SCUS 75-10. A
copy of that
document as submitted is enclosed.
The Senate Committee on Undergraduate Studies considered the
proposal and, with changes, approved the proposal to go forward to
Senate. SCUS considered both of the motions as originally provided and
noted that the second inotion Involved a number of items which should be
considered
by the Senate Undergraduate Admissions Board. At: the same
time, however, it
was noted that the proposal could he best considered
in its totality over the two motions originally proposed.
I am trnsutittiig to you, for ccnsdcraLioflbY the Senate
Undergraduate Admissions Board the Faculty of Education proposal on a
Community-Based Native Indian Teacher Education Program, including the.
changes approved by SCUS. This is outlined in the document "SCUS 75-10,
amended to February 11, 1975."
I am also enclosing
•
a copy of an extract from the minutes
covering the
SCUS meeting of February 11, 1975 dealing with this topic.
It would be appreciated if you would place this proposal before
the Senate
Undcrgratluate Admissions Board for Its consideration and
approval, with proposed changes if necessary.
When the Senate Undergraduate Admissions Board has dealt with
this proposal,
would you please inform me of its decision. if
it
IS-
approved, with or without changes, it will need to go forward to Seu.itt'
and should have an appropriate transmittal memorandum covering
the
recommendations and decision of the Senate Committee on 1111dergrad13tC
Studies and
the
Senate Undergraduate Admissions Board.
ends.
)tHE/rn ?
. . ?
. ?
H. Ft. Evans
'
.l
•
4
j-
?i ,4./I
[1
SCUS 75./go
Amended to February 11, 1975
TO: harry
Evans, Secretary
?
FROM: Daniel. R. Birch, Dean
s.c.U.s.
?
?
Faculty of Education
Simon Fraser University
SUBJECT: Community-based Native Indian
Teacher Education Program
?
DATE: January 29, 1975
At its meeting
of January 20,
1975, the
Faculty of Education passed
the following motions:
MOTION 1:
"That the Faculty of Education appiove and recommend
approval to Senate of a special community-based Native
Indian Teacher Education Program, and that the necessary
steps be taken to mount such a program initially in
Mount Currie by September 1975."
RATIONALE: As indicated in the attached proposal such a
program is both socially and educationally
desirable. Furthermore, the working
relationships established in the course of the
last year make it feasible and logical to begin
•
the program in Mount Currie as soon as possible.
MOTION 2:
"That the following actions be undertaken in order to
• ?
facilitate the mounting of a special Community-based
Native Indian Teacher Education Program:
1.
that approval begranted for special entry to Simon Fraser
University of candidates who show academic and professional
promise even though they may not meet normal admission
requirements.
2.
that the Faculty of Education be permitted to admit students
to
the Professional Development Program with fewer than 60
semester hours credit.
3.
that the Dean of Education be authorized to grant credit for
Education 401 on the basis of pertinent documented experience
relevant to the Program.
RATIONALE: Admission requirements can be justified as predictors
of success andas safeguards for resource allocation.
Some candidates for the program will meet normal
university entrance requirements; some will. be
• ?
admitted only on Lhc' basis of alternative predictors,
of success Including demonstrated commit
m(fl t
and
competence as a member
,
of a teaching team.
•Iac 2
In
order to build upon experience as a teacher, teacher
aide or home-school co-ordinator and to assist in the
transition from co:imuni ty to uni 'crs i ty , it is important
to provide profcssional components of teacher education
early and to integrate these with continuing service
in the community school and with academic courscork
from the university.
Community-relatcd curriculum development and teacher
aide training have taken pi ace uudr joint leadership
of community B11d university
CFSOHflC
1 . Cons c(fueu t )>'
the teaching team' experience to be comi tiered for credi t
has been supervised and documented by members of the
Faculty of Education.
If this
proposal receives the endorsement of t:he Joint
)oaI'd Of
Teacher
ducation, it will be forwarded to the Senate of the university for its approval.
V ?
117ec!
PROPOSAL FOR A COMMUNITY BASED NATIVE•_INDIAN
TEACHER EDUCATION PROGRAM AT MOUNT CURRIE, B.C.
•
?
-This-proposal is a response to a need expressed by the Mount Currie
Education Advisory Board for naive teachers from the community to staff their
school. It has grown out of a year and a half of formal and informal contacts
between the Board, myself and other members of the Faculty of Education, and
the Mount Currie community. The request and the proposal are based on these
premises:
1.
that a
key to successful educational experiences for native
children is the development
of
Indian control of their edLica-
tiori, and an aspct of this control is the devclopmnt of native
•
?
teaching expert'ise;
2.
that such expertise can best be developed in the home co:t:w:iity,
and;
3.
that the identification
of
potential expertise does not nccessi-
tate relying solely on standard criteria for University entrance.
Evidence from research and several native teacher training programs
throughout Canada and the U.S. supports the validity of th-e premises. A
mrc detailed discussion of the implications they have for the gc'neral dcv-
eloprnent
of
such programs is contained in the article "Native Teacher
Training Programs," by June Wyatt.
Some of the specifics of the proposed Mount Currie program are unique
responses to that setting. The general goals and overall outline of.the
program could serve as a model for the dcveiopment.of comparable programs
in
other Indian communities in B.C. Other bands are moving in the diiuction
of local control of education. Chill iwack, Port Alberni and Williams Lake
groups are developing cultural education centres and wish to develop their
own schools, but lack native teachers. The program under di stis
ion,
ad-
apted to the I r respect i
ye
conummn it I
Cs,
could provide the requ i red pe msonne I
A. Rationale
The rationale
njtivc communities
I. there are
of whom a
attracted
for developing alternative programs particularly swited o
follows:
approximately 3
1
, Indian
• teachers in B.C.,
oh
1y ha if
re employed as teachers, Cxi s t i ng progra
m
s have not
J)oteflt i al native teachers
2.
2.
The dropout rate of native students in provincial schools is about
90Z from-grades I to 12. Uativc teachers could help offset this
by providing liaison with native communities, positive models for
students to identify with and resources for developing curriculum
which is of interest to native students.
3.
The
demand for native teachers will increase, now that bands have
been given authority by the Dcpartmcnt
•
of Indian Affairs and North-
-ern Development to take control of their own educational systems.
I i.
Indian people arc presenting a case for special programs because
of inadequate and .inappropriate educational opportunities to date.
Economic, cultural and political factors have militated against
the provsion of equal educational opportunities. It is
now
nec-
essary to create special programs in order to offset these in-
equities.
B. General Proqrarn Goals
I
?
•
To provide:
•
?
I. the same quality and quantity of course work and practice teaching
as in the Professional Development Program;
2.
additional academic course work in order that students may qualify
first for a Teaching Licence and then for a Standard Certificate
• (the major part of this work should be done at Mount Currie);
3.
for integration of the P.D.P. and academic course offerings so
that students are involved in these concurrently;
1. for the adaptation of academic course work and the P.D.P. to the
iount Currie setting without affecting the quality of the standard
program.
?
(The Mt. Currie Education Advisory Eoard and the Sin'.ui
Fraser University Faculty of Education are both committed to oii-
-
going evaluation to ensure the quality of the program.)
5.
for entry for individuals who have demonstrated, in classroom
settings, potential for becoming teachers but who may not
possess the usual university and P.D.P. entrance requirements;
6.
for the possible intake of non-Indian students demonstrating commit
ment and aptitude in Indian education
.
. This would be considtred
within the context of the educational goals of specifi
c
coumliltmn
t t i
('5
Liaison posibi lit ics with 5111 external programs should be tplori:d;
3.
- 7.
an opportunity for an internship program which could Combine paid
employment with teacher training.
C.Proposals
-
for Implementation at Mount Curric
1.
Student Selection. By September,
1975,
there will he
9
to U students
whom the I3.oard would rcconnerid for entry. All will have had
CXC
r i encc
either as teachers or teacher aides but none will have a teaching
credential. The aides will all have worked in an instructional role
but )
unlike the teachers, they will not have had either long term or
total responsibility for the operation of a classroom.
A
flU(il!)Ci
of these individuals would be eligible for university
entrance and some have done tiul vcrs i ty course work,
hut
not cnouqh
to meet normal P. P.P.
*entrance
requ I rcmc-n ts . Others would not
currently be eligible for university
entrance. Steps
would have
to betiken to establish special entrance critieria based on commit-,
ment to and competence in working in a native community school.
2.
Intern Status. St uidertts could be cmp 1 oycd by the Motint Cu r r I e school
at thc:. same
1.
line as they arc enrolled in the program.
3.
Credit for Education 01 . Students with a mm imurn of 6 months
documented teaching experience would be given credit for Educ.
40l.
Ms. I. Yuzdepski, an S.F.U. faculty associate, is working with many
of the teachers and aides, and could document the nature of their
responsibilities.
I
t. I'DP Sequencing and Academic Course Work
197
1 -
7
Educ.
1
1
1
1
1- 1
1
Ciml tural Differences in Education
Educ.
492-
1 1
Directed Study
Teacher Aide training and Cominun I ty- re 1 at ed Curriculum
dcvc 1 ojimcil t
1971-3 ?
Educ. 2
1
10-3 Social
lfvSLIOS
in Education
1975-1 ?
Educ.
471-4
Curriculum Developwen t : Theory and App Ii rat ion
1975-2
?
Tentative sunnier session offer I ncj:
?
I i nyuis t Ic s
(Particular community interest in Lii looet Ianqii.i)
Aduni s ion of carud Ida tt' to I.D. P.
(wi
th c red it for 1d1
?
110
1)
1975-3
?
I:duc.
1102
and Ethic.
1105
ac undertaken cuncimirelit I y with it
19761
semester hours academic course work, possibly inc I imd I nd
Enq Ii sli (wi I
h timpimas 1 s on m'.id iiiy and st tidy sk I I I s ) amid
Psycho loqy
r,i,. ?
Itoh
1
I • ?
•
Academic course work would be continued in the second year with possiie!c
.
?
intake of new interns in May 1976.
All academic courses would be Open to any member of the conniunity, al-
though not necessarily for university credit. Courses would, wherever poss-
ible, draw on local resources in order to assist school staff in developing
curriculum which is derived from both traditional and contemporary native
culture. Attention would also be given to subject matter of a broader
scope.
Determination of how much of this course work is done on site will
(IC-
pend on the plans of individual students and on our ability to draw on the
resources of other departments in the university.
.
-0
5. School Placements; The Mount Currie school has classes from
nursery to Grade 11. There would be possibilities for rotating
placements during the year.
6.. Degree Procjrams. Teaching Licence on completion of P.D.P. and
15
additional semester hours (two years), Standard Certificate
on completion of P.D.P. and
45
additional semester hours of
course work.
7.
Staffing.
1.
One full time faculty associate, preferably
with
experience
in native community education and teaching experience in
primary-intermediate.
H. Equivalent of a second full time position for provision of
assistance in Nursery, Kindergarten' and junior secondary as
well as instructors for academic course work.
8.
Already on Staff. Faculty and associates for provision
0f curriculum
workshops
9.
Role of Communiy. The Board and the Faculty would jointly select
students and faculty associates.
?
Staffing pattern!; wi thin tlu'
school would have to be worked 00t to ac cotmiod t c t he requ ii
eineii I. s
of the program. Decisions about continuation of tudcnt
?
in
01C
program won I d
be iwi
(IC
by the faculty. The r; rd won 1 d be i n v I vtd
in
di scuss ions at all stages uf program planninq and its approval
required before any phase of Imp I emen I a I. ion i s begun.
1.
5.•
10. Evaluation. The Board and the
.
Faculty are committed to the collection
ofbascline data and to the participation of both coniunity and tin ivcr-
si ty
personnel to designing and carrying out a comprehensive program
evaluation.
D.
Bac kgro u nd
In
September
.
1973
the Mount C u r r ic School (tint i 1 that 1.1 me run by thc
Department of Indian Affairs and Northern Developmcnt) officially began to
be administered by a native advisory board. The board sought the assistance
of the S.F.U. Faculty of Education in:
I. documenting the status of the school with respect to legal,
financial, administrative, and educational matters;
2.
developing adminis-trative. skills;
3.
developing curriculum to serve the special needs of the p:c.plc
on the recrvc by utilizing its cultural and linguistic resources
(the core of the school's curriculum follows B.C. provincial guide
?
I
lines);
training native teachers and paraprofessionals to staff the school.
The response to request ill is provided in The Mount Curric Comment1
School: An Assessment by June Wyatt and Iris Yuzdcpski. Ms. Yuzdcpski was
also able to help in item /12. Assistance with Ii's 3 and
/
i was provided
through a series of courses which I have directed and taught on the reserve
since July 19714.
Educ. 14141 and Educ.
'a92,
Cultural Differences
'in Education, July -
August 1974.
Educ. 2140 Social issues in Education, September - OcCcm!)er, 19711.
A detailed (tcscr i pt ion of the
1.1,131.11C
l-
p roram is con
I
a I ned
ill the
Assessment P.eport (pp. 73-35).
In addition Ms. Yu7d01)Sk i has worked as a pa it - t I me t each
i Fig
and ad-
ministrative consultant at Mount
Currie
since
S'ptci.iber 1971.
?
Bcji fit) iiic
in January
1975
she will provide full time assistance.
June Wyatt.
Faculty
of
[ducat I on
Simon I i
*
i
,
L'i
University
EXTRACT -SCUS MEETING FEBRUARY 11, 1975
?
Page 1_
scus
11/2/75
Sb) SCUS 75-10 - Community Based Native Indian Teacher EducatIon_Prgram
D. Birch introduced Profcssor
.
J. D. Wyattto speak to the proposal
for implementation of the Native Indian Teacher Education Program at
Mount Currie Indian Reserve.
Consideration was given to
the
appropriateness of separating the
motions contained on the first page of SCUS 75-10, and it was agreed to
discuss the proposal as a whole on the understanding that Motion 2 dea).ing
with admissions and the granting of credit likely would require SUI\B
action.
Moved by D. Birch, seconded by E. Burkie,
Motion 1:
?
"That the Senate Coimnittee on Undergraduate
- ?
Studies
appiove and recommend approval to
Senate of a coumunity based Native ln(lian
Teacher Education program, and that the nc'ces-
sary
steps be taken to mount such a program
initially
in Mount Currie. by September 1975."
Motion 2:
?
"That
the following action
'
s he undertak'n in
order to facilitate the mounting of a
.
?
community based Native indian Teacher
Education program:
1.
That
approval be granted for special
entry to-Simon Fraser University of
candidates who- show academic and pro-
fessional promise even though they may
not meet normal admission fequirements.
2.
That
the Faculty of F4ucation be permitted
to
admit students
,
tO the Professional
Development Program with fewer than 60
semester hours credit.
3.
That the Dean of Education be authorized
to grant credit for Education tcOl on the
basis of documented experience."
it
was explained that this was not a new program, necessi tat log
approval of the Academic Planning Commit icc prior to SCUS coi
i
sidtrat ion,
but. merely a reordering
to
permit some siuden is to undertake ihc
Ptfr
slona
I I)cvelopmcn t Program at an earl. I
p
stage, but the pr('pOSa I won
require the concurrence of
Lite
Senate Undergraduate Adiulsslons Board and
Senate.
.
3. Wyatt t a ted that many of the teachers who had been hi red Ily
I
hr
iou,nL
Currie
Ecluca I.
tonal Board had been selected for iit St and log ipi;i lit Iv;,
but not the usu;u 1 formal quail! Ic at ions, and there )i;ut been
ci rnn'ii
t.
ia I ed
compe t ene Ies iii the c I as:; room
?
t
Li
ug whit: h had I cd to i he Fat oh
t y of
I.tI%ICa t
.1Cm ?
esttii
d
I iig to the reqlics
I
for ci
VVt
I opmen t of' a c ommi in I
I.
y-I
-
1
.
L:iI iii
curri cul urn
and
teacher a ide training for potent La I native I nJ I mu tc'atIirrs.
I.,.
EXTRACT -SCUS MEETING FEBRUARY 11, 1975
?
Page 2
SCUS 11/2/75
Discussion ensued on the lack of delineated course proposals for
inclusion in the programs and D. Birch cxp].ain
.
cd thà fact that a specific
sequence of courses had not been c].ear)y identified indicates the extent
to
vhjch the process that generates the study of idcnilfying needs is an
ongoing process. B. Pate suggested that if the entry process was to be
a departure from normal requirements it should be restricted to this
particular proposal as a special program, but any new courses should have
the same scrutiny as all other courses.
An amendment was moved by B. Pate, seconded by S. Aronoff, and
accepted by D. Birch, which altered the motions to read as follows:
tlotion 1:
?
"That the Senate Committee on Undergraduate
Studies approve and reconimend approval to
- Senate of a special Cornindlnity-based Native
Indian Teacher Education Program, and that
the necessary steps be taken to mount such
a Program initially in Mount Currie by
September
1975."
Motion 2:
?
"That ?
.fo3.lOWiflg
actions be undertaken in
order to facilitate' the tnount)t'Ig of a special
Cournunhty-b3S
?
Native Indian Teacher Education
Program:
1.
That approval be granted for special entry
to Simon Fraser University of candidates
who show academic and professional promise
even though. they may not mcet normal
admission requirements.
2.
That thcEaCU
]t
Y of Education be permitted
to admit studç.nts to the Professional
Development Program with fewer than 60
semester hQurs credit.
3.
That the Dean of Education be authorized to
grant credit for Education 401 on the basis
of pertinent documented experience related
to the Program."
On
the understanding that the items in motion 2 woul
d
have to go
before SUAB , andthat ref ereflcCs to admission
and credit In t
iti
is Hot ton
Pertain to the spec I a]. Couinui I ty-based Nat l
y
e I ud Ian Teacher
i'din at I
on
Program, quest ion was called on the nia'i ii motion as amended, anti a Vote
taken.
. ?
MAIN tIoTION AS Ml1I)II)
CARl]Et)
B. Pate eolr!ueIuICd the representative of the Fat:ii It y f Edt,cat I on
on the present at
mi,.
c ct
jr
SiMON FRASER UNIVERSITY
MEMORANDUM
W................
Daniel
R....B1rch..Dean
?
From.
?
Daniel
R.
..
Birch, C!ha
irman
?
.
Faculty of Education
?
Joint Board of Teacher Education
Subject
..........................................................................................................
?
Date... ?
February. 11,
?
1975
I am writing to convey to you for the benefit of decision-making
bodies
within Simon
Fraser University the decision of the Joint
Board
of Teacher Education regarding the
Simon Fraser University proposal for a Community-based Native Indian Teacher
Education Program.
At its regular meeting of Friday. February 7th the joint board passed a motion:
"that
the Joint Board of Teacher Education endorse the
proposal of the Faculty of Education, Simon Fraser
University for a Community-based Native Indian
Teacher Education Program"
in accordance with the general guidelines of joint board.
For all teacher education programs it is anticipated
that specific evaluative
procedures will be built into the operation of the program. It Is further anticipated
that
extension of the program to communities other
than
Mt. Currie will be reflected
in reports to the Joint Board of Teacher Education.
L__.]
DRB/dr
,5^
4er."'Af .
*
e4
