817 10 13233 https://digitalcollections.lakeheadu.ca/files/original/e36d67cdbe853495b9770a12d332b6fb.pdf 1cf49571e9f8ee1fd15aa44a72c99612 PDF Text Text I I I I I I I I I I I I I I I I I I I Native Language Instructors' Program Faculty and Staff Handbook July, 1996 Name: _____________ Address: _____________ �I Introduction Boozhoo! My name is Wanda White. I am the new Coordinator of the Native Language Instructors' Program. I I I I I I I I I I I look forward to working with you as you join our summer NLIP team. Our student teachers rely on your commitment and dedication to help them become teachers like yourselves because it is with this commitment and guidance on your part that enables them to become successful teachers. Good luck in the 1996 NLIP summer session! Wanda White Coordinator, NLIP Administrative Faculty and Staff Professor David Bates Wanda White Sonya Matson John O'Meara Florrie Sutherland Karina Skov Dean, Faculty of Education Coordinator, NLIP Secretary, NLIP Acting Coordinator, NLIP Principal, NLIP Summer School Coordinator, Odaminowin Day Camp Native Student Counsellor, Native Student Support Services I I I I I 1 BL-1014 BL-1007D BL-1007C BL-1007B BL-1007 BL-1007 SC-1002 �The Program Lakehead University, in the heartland of Ojibwe country, offers a selection of Native Language courses and programs through the co-operative efforts of Languages and Education. Native Language studies are proving to be of growing interest to students of every age, Native and non-Native alike. While some students come to Lakehead especially to study in a Native Language program, others find that the study of Native Language complements their chosen programs in other fields. We have a rich heritage in the Native Languages of this country, and recently, there has been a surge of interest in this heritage. We, at Lakehead University feel privileged and proud to share in the building of the new academic tradition that will emerge as we pursue goals of excellence in N alive language learning and teaching. Program Goals - to MAINTAIN the vitality of Native Languages among members of the Native Language community, by providing opportunities for its study and creative use in the academic setting; - to DEVELOP new functions and skills, in the use of Native Languages through research, teaching and materials production; - to INTRODUCE a Native Language to those who wish to learn it through introductory and developmental courses in Cree and Ojibwe. 1~ I NATIVE LANGUAGE INSTRUCTORS' PROGRAM I.Native Language* Summer Institute 1~Native Language** Specialist [ I _J I Native Language*** Elective Courses I I I L I I I NATIVE LANGUAGE INSTRUCTORS' PROGRAM I Native I Language*** Teacher I Certification J I~ Native As A First Language Diploma* - I I Nauve I As A Second Language Diploma* J I _J I I I I I I I I I I I I I I * ** *** Lakehead University courses Ministry of Education and Training Ministry of Education and Training and Indian and Northern Affairs Canada 2 �I I I I I I I I I I I I I I I I I I I 1. Native Language Teacher Certification Program The purpose of the Native Language Teacher Certification Program is to increase the number of Native language teachers through summer programs which will prepare them to instruct in Native as a second language. It is a three summer program of four weeks duration. Students in this program will learn how to teach Native as a second language to children whose first language is English. Native language teachers who have an understanding of the structure of the Native language, pedagogical principles, methods and techniques for teaching Native as a second language will promote and maintain the teaching of Native languages. Course requirements are met through a combination of courses and student teaching. 1 .1 The Algonquian Courses (Refer to Appendices A & B for course descriptions) Native LanguageTeacher Certification Program ( NLTC) Algonquian Year One Year Two Year Three Al 1212 Al 1232 Al 2213 Ed 1571 Ed 1572 Ed 1573 Ed1351 Ed 1352 Ed1353 Ed0190 Ed0290 Ed0390 Courses in the Algonquian Series are for fluent speakers of Cree, Ojibwe, and Delaware. Also included are related languages of Montagnais, Nascapi, Potawatami, Micmac, Malecite, and Saulteaux. The intent of the Algonquian Series of courses is: to coach the student to acquire the skills of reading his/her language with comfort and comprehension, and of writing it with ease and consistency in the generally recognized orthography of his/her dialect area; to lead the student inductively to an understanding of and appreciation for the structural terms necessary to the language teaching task in the elementary and secondary schools in Ontario. These are two parallel series of courses designed to meet the language needs of the student. The Northern Series is designed for students from areas of Ontario where the language is written in syllabics. All Cree students enroll in this group, as well as Ojibwe speakers from "non- road- access" communities of Northern Ontario. The Southern Series is designed for students from areas of Ontario where the language is written in the Roman alphabet. All Delaware students enroll in this group as well as Ojibwe speakers from "road-access" communities of southern and near Northern communities. 2. Native As A Second Language Diploma This is a four summer program to educate candidates in teaching Native as a second language. This program prepares candidates to teach students whose first language is English. The courses in the first three years of the program are exactly the same as the courses for Native Teacher Certification Program except for the Practicum. Education 1598 and Education 1599 , year one and year two respectively, are supervised practica during the winter months. Course work (Refer to Appendix A & B for course descriptions) Year One Year Two Year Three Year Four Al 1212 Al 1232 Al 2213 Al 2233 Ed1571 Ed1572 Ed 1573 Ed 1574 Ed 1351 Ed 1352 Ed1598 Ed 1353 Ed 1599 Ed1354 3. Native As A First Language Diploma This is a four summer program. It provides Native language enrichment and literacy skills development. Course requirements are met through a combination of courses and winter practica. Each course is offered periodically, at least once every four years. Course work (Refer to Appendices A & B for course descriptions) 3 �I Year One YearTwo Year Three Year Four Al 1210 Al1230 Al 2211 Al 2231 Ed 1451 Ed1452 Ed1453 Ed1454 Ed1571 Ed 1572 Ed1573 Ed 1574 Ed 1598 Ed 1599 4. Native Language Summer Institute These courses are offered for degree programs and for graduates of all the first and second language programs. First language courses are designed for the student who wishes to extend his/her knowledge and do research in the area of his/her specialty as well as to any person similarly qualified. Second language courses are for students that want to learn an Algonquian language. Summer Courses (Refer to Appendices A & B for course descriptions) First Language NL2713 NL 3511 Second Language OJ 1010 OJ 1012 OJ 2001 S. ED 4744 - Native As A Second Language (Algonquian) Part II: Additional Qualification Course work (Refer to Appendices A & B for course descriptions) Prerequisite or co-requisites: AL 2211 and 2231 or AL 2231 and 2233 and O.T.C. or Temporary Letter of Standing. Successful completion of Part I (on O.T.Q.R.C), One Year of Teaching, Signature of Supervisory Officer. A consolidation and expansion of the work of Part I to develop and build on basic concepts and skills of teaching a Native language as a second language. An introduction to research skills in both Algonquian language as a second language will be included. A professional practicum will form part of the course. 4 I I I I I I I I I I I I I I I �I 'I I 23 .0 3. 0 1 I A Sessional Lecturer is expected to foster a learning environment that is conductive to scholarly learning, to treat students fairly and ethically, and to be conscientious in the preparation, organization, and revision of his/her course materials. 23. 0 3.0 2 At the commencement of each course, a Sessional Lecturer shall prepare requirements, assignments, evaluation procedures, and any other relevant material, and shall file a copy of this written information with his/her Chairperson. A Sessional Lecturer shall be available to students for academic counseling as required. 23 0. 3. 0 3 A Sessional Lecturer shall notify students and his/her Chairperson as far in advance as is practicable of the rescheduling of any instructional activity. Rescheduling shall occur only in exceptional circumstance beyond the reasonable control of the Sessional Lecturer or when prior arrangements have been made with the students and the Chairperson. 23 . 0 3.0 4 A Sessional Lecturer shall evaluate students' performance and shall supervise, when appropriate, students' research, practical work, these, and major papers, and shall set and mark any supplemental examination(s) for his/her assigned course(s). 23 0. 3 0. 5 A Sessional Lecturer shall supervise the work of teaching and laboratory assistants assigned to him/her. 23. 0 3.0 6 A Sessional Lecturer shall comply with the procedures approved by Senate for reviewing students' marks and grades and with reporting deadlines communicated to him/her by the Dean. 23. 0 3.0 7 A Sessional Lecturer shall attend Registration if required and shall arrange for the adequate supervision of his/her examinations. I I I I I I I I I I I I I I I Il. Rights and Responsibilities of Sessional Lecturers The following article from the current agreement between the Board of Governors and the Faculty Associations outlines the rights and responsibilities of all sessional lecturers. m. Dates for Summer Session Diploma in Native As A First Language 3 weeks Courses start on July8 and end on July 26,1996 Diploma in Native As A Second Language 3 weeks Courses start on July8 and end on July 26,1996 Institute Courses 3 weeks Courses start on July8 and end on July 26, 1996 4 weeks Ojibwe Courses Courses start on July3 and end on July31 ,1996 4 weeks Native Language Teacher Certification Courses start on July 4 and end on July 26,1996 IV. Cancelled Classes Classes cancelled due to illness, etc. should be re-scheduled at a time convenient to the instructor and students. 5 �I V. Schedule of Classes Classes begin on the half hour and end twenty minutes past the hour. As a courtesy to the instructor of the next class, please try to adhere to these times. VI. Course Outline A course outline is required in the Native Language Instructors' Program office before your course begins. The course outline should contain the following information: (a) course description from the calendar (refer to Appendices A & B) (b) course objectives (c) course content (d) course assignments (e) course evaluation scheme (f) course schedule (dates/content/readings) A must for every course outline. Each course outline, in addition to the above, should include the following: Incomplete Standing: It is the responsibility of the student to complete all work in accordance with the time schedule communicated by the instructor at the beginning of the course. If for some reason the student is unable to complete the course requirements on time, it is his/her responsibility to apply in writing for an extension. If granted, the students will receive an Incomplete grade and the University policy with respect to such grades will apply. If the student makes no formal application for an extension, the instructor will submit a grade based on a zero grade for the uncompleted portion of the work. This grade will hold unless a Change of Mark form is submitted by the instructor and approved by the Chairperson and Director. In courses where there are two sections, it is important that content and evaluation be similar. Please collaborate with your other half to ensure reasonable similarity. For example: AL1212 AA Western and AL 1212 AB Central/Eastern AL1232 AA Western and AL1232 AB Central/Eastern For these classes, marks and averages should be reasonably close. Please keep in touch about this. Since promptness and regular attendance are required of teachers, NLIP encourages formation of these professional habits. Please record attendance and punctuality for each class you teach. You may wish to build this in, in some way, to your evaluation scheme. Note: Students who fail to appear for any student teaching assignment (without prior permission) will automatically fail their student teaching component (i.e. ED 0190 , ED 0290 , or ED 0390). VII. Course Materials If you anticipate needing any materials with which to teach your course(s), please inform the NLIP office as soon as possible so that these may be ordered. In addition, if you plan to use a textbook in your course(s), please fill out the enclosed book order form with all possible information included and return it. If you have written, or plan to write your own text material, send a camera-ready copy by June 1 . It will be printed and placed in the L.U. Book Shop for your students. If you require a T.V. & VCR for your class, you must book this at least 2 days prior to the date required. See Sonya for more details. 6 I I I I I I I I I I I I I I I I I I �I I I I I I I I I I I I I I I I I I I VIII. Printing The Faculty of Education has guidelines regarding the printing of course materials. Course outlines, activity/worksheets, tests and exams will be printed in the print shop. Handouts such as journal articles or book chapters will not. Bring your printing to the NLIP Secretary and she will complete a requisition, then send to the Print Shop. This service takes a minimum of one full day. If prior typing is required, allow 24 hours notice to have a finished copy for printing. One venda card is provided for your course during the program. IX Reporting of Final Marks: Academic Regulations 1. Please submit your completed Class Marks Sheets for the students enrolled at the end of the course(s). The Marks Sheet must be in the Native Language Instructors' Program by Friday, July 26, 1996. 2. No '9's please: i.e. number 39, 49, 59, 69, 79, 89, 99 marks-lower the mark to an _8, or raise it to a _O so that your evaluation is clear and there is less fuss over borderline marks. 3. GRADING SYSTEM: 4. 0: this mark is assigned for academic dishonesty ONLY. 5. For students on a class list but who have attended little or not at all - assign a low mark but not 0, e.g. 1 6. WD = Withdrawn, is assigned by the Registrar's Office. 7. Please complete the sections at the bottom of the last page of the Marks Sheets for Total Number of Students, Class Average, and Distribution of Grades. Also, please remember to sign all pages. A+ A B C D E F F 90-100% 80-89% 70-79% 60-69% 50-59% 40-49% Failed O 1-39% Failed 0% Academic Dishonesty It is anticipated that faculty members will utilize an appropriate variety of assessment strategies to ensure students have adequately mastered both course content and its practical application. Marks distribution should reflect the range of natural abilities found in classes. The value of quality education should be maintained. X. Course Evaluation The Senate of Lakehead University has adapted an evaluation form for use by students at the end of each course. These forms will be distributed during the final week of classes. After the submission of marks they will be processed and returned to you. 7 �XI. Classrooms If you have problems with accessing classrooms, please contact the Security Office at 8569. Please ensure the students pick up after themselves before leaving the classroom. It is your responsibility to ensure cleanliness in the classrooms. Don't forget, they are in there for the majority of the day. XII. Identification Cards Photo equipment and staff will be available to process identification cards on July 2, 1996. This is required before faculty have library privileges. XIII. Registration and Orientation of Students Tuesday, July 2 10:00 a.m. • 2:00 p.m. Wednesday, July 3 9:00-10:00 a.m. Registration Location: Agora Orientation throughout the day Assembly at: Bora Laskin Building Auditorium XIV. Orientation for Faculty and Staff Date: Time: Location: Friday, July 5, 1996 10:00 a.m. - 12:30 p.m. Ryan Building 10:00 a.m. -10:30 a.m. Agenda General Meeting RB3046 Discipline Team Meetings Purpose: to share and discuss courses and course outlines to ensure continuity from year to year. Remember to bring your course outlines for each of your courses. Language Foundations Methods Randy Valentine Lena White Joanne LaBelle Reta Sands Tom Beardy Angela Moore John O'Meara Gary Hannam Helen Wassegijig Isadore Toulouse Shirley Williams Steve Chase Mary Lou Iahtail Donna Fiddler Violet Shawanda Florrie Sutherland Ron Kelly Susan Sandau Rubina Naogizic Sandra Peltier RB 3026 I I I I I I 1. Welcome and Introductions 2. Review of NLIP Faculty and Staff Handbook 3. Discussion and sharing of information 10:30 a.m. - 11:00 a.m. I I I RB 3027 8 RB 3046 I I I I I I I I I �I I I I I I I I I I I I I I I I 11:00 a.m . -11:30 p.m . NLTCAND NASUNAFLGroupTeam s: Purpose: To share and discuss objectives, course content, assignments, and evaluation strategies. GROU P"A" RB3026 NLTCYearOne/ NLTCYearTwo Faculty teaching Year One and Year Two courses. GROU P"B" RB3027 NLTCYearThree/ NASLYear Four/ NAFL Faculty teaching Year Three and Year Four courses, and faculty teaching Native As a First Language courses. GROU P"C" RB3 046 AssociateTeachers Purpose: To review Practicum Teaching Handbook, Student Teaching Schedules, Student Evaluation Forms, and answer any queries. PRACTICUM 0190, 0290, 0390 Florrie Sutherland, Principal and Associate Teachers. Florrie will be Chairperson for the meeting. XV. Faculty and Staff Meetings Monday, July15 ,1996 Wednesday, July 24,1996 RB 3046 4:45 p.m. 4:45 p.m. · RB 3046 (Evaluation) XVI. Faculty Workroom Responsibilities BL 2040 is a study/work room for all NLIP students daily from 7:00 p.m. to 9 :00 p.m. An additional responsibility each faculty member is required to assist students a minimum of two evenings during the summer session. During the weekends, the workroom will be available to students between 9:00 and 11:00 a.m . XVII. Timetables Timetables are provided in Appendices C1 - C6. In year one, year two and year three of the NLTC Program, Section AA will include Western Ojibwe, and most northern students, Section AB will include Central and Eastern Ojibwe. Section AC will include Cree and Syllabics students. Tapes of each student's speech are available from the NLIP Office. Students have already been assigned to classes on the basis of the above divisions. Linguists may switch students around within classes for purposes of homogeneity and inform NLIP coordinator. XVIII. Accommodations and Meals Just a reminder that cooking in the DORMS is NOT allowed. Any room changes must be done through the residence office. I I I 9 �Algonquian 1210 - Written Algonquian Structure Part I Prerequisite: Fluency in an Algonquian Language An introduction to the Algonquian Language structure and syllabic orthographic principles through the study of examples from the various Algonquian Languages represented by class members. Lectures 3 hours, Laboratory 2 hours Algonquian 1212 - Oral Algonquian Part I Prerequisite: Fluency in an Algonquian language Introduction to the analysis of spoken Algonquian languages, their structure and orthographic principles, through the study of examples from the various Algonquian languages represented by other class members. Lectures 3 hours, Laboratory 2 hours Algonquian 1230 - Written Algonquian Part II Prerequisite: Algonquian 1210 Continuation of the structural study of the Algonquian languages by the inductive approach. Reading of selected syllabic texts from various language areas and syllabic traditions for comparison purposes. Proofreading and correcting of unedited text. Advanced work in syllabics. Lectures 3 hours, Laboratory 2 hours Algonquian 1232 - Oral Algonquian Part II Prerequisite: Fluency in an Algonquian language Structural study of Algonquian languages with emphasis on conversation patterns. Students will also read selected texts and participate in selected activities requiring a standard orthography. Lectures 3 hours. Laboratory 2 hours m Algonquian 2211 - Written Algonquian Structure Part Prerequisite: Algonquian 1210 & 1230 continuation of the structural study of Algonquian Languages with the student assuming increasing responsibility for independent analysis. Contrasting phonemic and morphophonemic conventions. Introduction to Roman orthography. Lectures 3 hours, Laboratory 2 hours m Algonquian 2213 - Oral Algonquian Part Prerequisite: Algonquian 1212 & 1232 Continued study of Algonquian language structure, with students assuming increasing responsibility for independent analysis of speech patterns. Application of orthographic principles in proofreading and correcting of unedited text. Lectures 3 hours, Laboratory 2 hours. Algonquian 2231 - Written Algonquian Structure Part IV Prerequisite: Algonquian 1210 & 1230 Preparation of Algonquian structural descriptions. Summary of considerations in standardizing an orthography. Guided individual transcription project. Lectures 3 hours, Laboratory 2 hours Algonquian 2233 - Oral Algonquian Part IV Prerequisite: Algonquian 1212 & 1232 Guided individual or small group work on selected Algonquian structural and orthographic projects relating to the development of written materials of increasing difficulty in the student's own language. Lectures 3 hours, Laboratory 2 hours. IO I I I I I I I I I I I I I I I I I I I �I I I I I I I I I I I I I I I I I I I Ojibwe 1010 - Introduction to Ojibwe I Introduction to basic Ojibwe phonetics, grammar and conversation. Lectures 3 hours, Laboratory 2 hours (First Term) Ojibwe 1012 - Introduction to Ojibwe Il Prerequisite Ojibwe 1010 Development of conversational skills and practice in writing. Lectures 3 hours, Laboratory 2 hours (Second Term) Ojibwe 2001 • Intermediate Ojibwe Prerequisite Ojibwe 1010/1012 Development of basic skills. Introduction to reading materials. Lectures 3 hours, Laboratory 2 hours. NL 2713 • Algonquian Linguistics A study of the languages of the Algonquian family with particular emphasis on Ojibwe and Cree. NL 3511 - Literature: The Oral Tradition Prerequisite: One of Ojibwe 2001 or 3001, Cree 3001 or Algonquian 2231 Problems and methods of collection analysis. Research and guided projects in oral literature. 11 �Education 1351 • NASL Methods, Part I An introduction to the general principles of second language teaching, stressing development of listening comprehension and speaking skills. Structural and communicative approaches will focus at the lesson level. Micro-teaching will provide practice in the teaching methods under study. Education 1352 • NASL Methods, Part II A continuation of the topics of Part I, with the focus broadened to the unit level. The practicum will encourage originality within the bounds of second language teaching criteria, in the preparation of teaching units. Education 1353 • NASL Methods, Part m Consolidation and extension of the principles and techniques presented in Parts I and Il with emphasis on reading and writing skills and the relation of the NASL program to the school and community. Focus will be on planning a full year's program. A supervised practicum will provide opportunity to apply skills being learned by teaching a class on one of the following levels: elementary, secondary, adult. Education 1354 - NASL Methods, Part IV An examination of the psychology of second language learning as it relates to other content learning, literacy, analytic skills and literature appreciation. a supervised practicum will provide opportunity to teach a class at a level other than the one taught in Part ID. Education 1451 · NAFL Methods Part I Objectives and methods in kindergarten an primary Native Language arts, with attention to the four language skills of listening, speaking, reading, and writing. Demonstration and practice of lesson segments will provide experience in the use of the methods under study. Education 1452 - NAFL Methods Part II Objectives and methods in Native language arts for the junior and intermediate grades, with attention to the four languages skills. Teaching skills involving the methods under study will be practiced in peer teaching situations. Education 1453 • NAFL Methods Part m Building a Native Language arts program through the grades: goals, strategies, and content. Attention will be given to the relationship of Native Language to the total school curriculum, in both elementary and secondacy school programs. A practicum will provide opportunity to apply skills being learned by teaching a class at one of the following levels: elementary, secondary, adult. Education 1454 • NAFL Methods Part IV Topics appropriate to student needs will be selected from such concerns as: evaluation, remediation, enrichment, adult literacy instruction, translation skills, reading transfer, oral language development, creative writing. A supervised practicum will guide students in teaching a class at a level other than the one undertaken in Part m. 12 I I I I I I I I I I I I I I I I I I �I I I I I I I I I I I I I I I I I I I E ducati on 157 1- I ntroducti on toTeachi ng A survey of teacher ethics, classroom management skills and record keeping and planning procedures, with special attention to the relationship of core language teachers to the total school experience. Identification and use of standard classroom materials and equipment will fonn part of the course. E ducati on 157 2- The Developm ent of the Chi ld An examination of the physical, mental and emotional characteristics of children and youth through elementary and secondary school years, with emphasis on the implications in language teacher interaction. The practicum will entail production of language teaching material suitable to each age group. E ducati on 157 3-CurrentI ssuesi n ( Nati ve) LanguageE ducati on Background for this course will be laid by surveying the policies of educational agencies and professional organizations, the regulations of the Ontario Ministty of Education and other sources of help for the language teacher. Students will identify common problems facing language teachers and identify appropriate solutions to these problems. The practicum will require the completion of a curriculum project that identifies and meets the needs of the local school and relates to Ministty guidelines. E ducati on 1574 - Approaches toBi li ngualE ducati on An examination of bilingual education, its strengths and weaknesses, problems and opportunities. Factors in language maintenance and in the selection of bilingual education models will be studied. Each student will prepare curriculum material suitable for one of the models. E ducati on0 190 - E ducati on0 290 -E ducati on0 390 This series of cour ses deal with planning and implementation of NSL. At each level, there are four parts: 1. Student Teachi ng - During the first three weeks of classes, each student will teach a minimum of four times. Please note that each First year student will observe the first class and teach a minimum of three times. This includes a pre- conference, evaluation and post- conference with an Associate Teacher. . 2. Planni ng Sessi on - Students participate in the preparation of lesson plans, unit plans, and long range plans. These sessions are one hour in length during the first three weeks of classes. 3. Assem bly - In this half hour, students meet together as a group for presentations pertaining to their professional life as a teacher. These lectures take place during the fourth week of classes. 4. W orkshops - Workshops take place during the first week of classes. Each NLTC student is required to participate as part of the ED O190 , ED 0 290, and ED 0390 Practicum component and is part of the grade evaluation for that course. 13 �I C.1 Native Language Teacher Certification (Algonquian) Timetable JI UIV 1996 8:309:20 9:3010:20 NLTC (Cree) RB-3027 AL 1212AC AL 1232AC A. Moore RB-3027 AL 1212 AC AL 1232AC A Moore NLTC YR 1 (Western) RB-3046 AL 1212AA J. Labelle - NLTCYR2 (Western) RB-2044 AL 1232 AA T. Beardy NLTCYR2 (Cent/East) RB-2042 AL 1232AB R. Sands NLTCYR3 (Western) RB-3044 ED 1353 AA I. Toulouse RB-2044 RB-2042 RB-3044 RB-3026 RB-3046 AL 1212AA ED 1351 AB AL 1232AA AL 1232AB ED0390 S. Peltier S. Chase J. Labelle T. Beardy R. Sands RB-3046 ED0190 J.Labelle 10:30 NLTC YR 1 (Cent/East) RB-3026 ED 1351 AB S. Chase RB-3026 ED 0190 G. Hannam NLTCYR3 (Cent/East) RB-3024 AL2213 AB L White RB-3044 ED0390 S. Peltier RB-2042 RB-3044 RB-2025 RB-2044 ED 1572AA ED 1352AB ED 1573 AA ED 1353AB S. Williams R. Naogizic H. Wasscgijig S. Peltier 11:20 RB-3026 RB-2044 RB-3046 ED 1351 AA ED 1571 AB ED0290 S. Chase G.Hannam J. Labelle 11:30 12:20 12:30 -1:30 RB-2044 ED0290 J. Labelle RB-3044 RB-2025 ED 1573AA ED 1353AB H. Wassegijig S. Peltier RB-2042 ED 1352AB R. Nao~zic RB-2042 ED 1572AB S. Williams RB-2042 ED 1572AB S. Williams RB-3044 ED 1353 AA I. Toulouse~B-3044 AL2213 AA R. Valentine RB-3044 AL2213AA R. Valentine LUNCH fii -- 0 2:303:20 3:304:20 - RB-3046 ED 1351 AA S. Chase RB-3046 ED 1571 AA G. Hannam RB-3046 ED 1571 AA G. Hannam RB-3026 ED 1571 AB G. Hannam RB-3026 AL 1212 AB R. Sands RB-3026 AL 1212 AB R. Sands RB-2044 ED 1572AA S. Williams RB-2044 ED 1352AA R. Naogizic RB-2044 ED 1352 AA R. Naolrizic C.2 Practicum 0190 0290 0390 Student Teachin Class 1 Associate eachers * Room ear rce a.m. - I : a.m. Cenlral/Eastern Ojibwe Violet Shawanda BL 2032 Cree/Syllabics Susan Sandau BL2027 Western Ojibwe Donna Fiddler BL2039 Ron Kelly Western Ojibwe & Oji-Cree BL 2030 Plannin S. Peltier RB 3044 a.m. ear ne- : a.m.Central/Eastern Ojibwe Violet Shawanda BL2032 Susan Sandau Cree/Syllabics BL2027 Western Ojibwe Donna Fiddler BL 2039 Western Ojibwe & Oji-Cree Ron Kelly BL 2030 Plannin J. LaBelle RB 3046 ear wo - : a.m. a.m. Central/Eastern Ojibwe Violet Shawanda BL 2032 Cree/Syllabics Susan Sandau BL 2027 Western Ojibwe Donna Fiddler BL 2039 Western Ojibwe & Oji-Cree Ron Kelly BL 2030 Plannin Central/Eastern O"ibwe: Joanne LaBelle RB 2044 * Practicum assignments will be avai ab e during Onentat10n 14 RB-3024 AL2213 AB L White RB-3024 ED 1573AB H. Wassegijig RB-3024 ED 1573AB R Wassegijig I I I I I I I �I I I I I I I I I I I I I I I I I I I C.3 Practicum 0190, 0290, 0390 Workshop Sessions Each workshop will be 2 days in length and will be held on July 4 and 5. This year. only one set of workshops will be held. A limit of 25 students per workshop based on a first come first choice basis. Room numbers and class lists will be available on July 3. Workshop 1 - Contemporary Aboriginal Indian Art - Helen Wassegijig - Visual Arts Building Through slide presentations the students will learn to understand and appreciate a survey of the principal art movements in aboriginal Indian art. The fundamental principles of drawing and painting and the development of creative expression and graphic presentation through multi-media as an image-making process will be explored.. Workshop 2 - The Medicine Wheel in Anishinaabe Curriculum - Lena White - BL 2032 This workshop will focus on the introduction, description and teachings of the Medicine Wheel. Its basic features, principles and concepts will be discussed. Students will be encouraged to share and create ideas and methods for content and application in a Native language program. Workshop 3 - Birch Bark Work - Isadore Toulouse - BL 2027 Working with Birch Bark, Porcupine Quills and Sweet Grass is a very delicate task. There are certain things that the students need to know and understand before the actual process of making a particular object. The time of the Birch Bark picking is very important plus acquiring the porcupine quills during a particular time of the season and the sacredness of the Sweet-grass. All of these important factors will be discussed during the workshop. Students will be making two items that they will be taking back to their classrooms and in tum be able to teach their own students what they have learned. There will be a display of various Birch Bark material on hand for the students to see. Workshop 4 - Sounds and Songs of the Anishnaabeg - Violet Shawanda - BL 2039 This workshop will assist the NSL teacher to do his/her own songs through the use of large drum, hand drum and shakers etc. The kinds of songs can be as varied as traditional social drum songs, chant, vocables, choir-style, translated, straight traditional, and action song. Participants bring own drums, shakers etc. Also be prepared to share songs with one another. This is the only way we can hope to retain our Anishnaabemowin in a rewarding and enjoyable manner to both students and NSL teachers. Workshop 5 - Resource Exchange - Sandra Peltier - BL 2036 This workshop will focus on the types of materials a teacher can adapt, modify and develop for their use in the classroom. Students will gain ideas in establishing a resource bank of language and cultural materials. 15 �C.4 Native As A First/Second Language Diploma Timetable July 1996 NASL IV 8:30-9:20 9:30-10:20 10:30- 1 1 :20 1 1 :30-12:20 12:30-):30 1:30-2:20 2:30-3:20 BL-2040 AL 2233 J. O'Meara BL-2040 AL 2233 J. O'Meara BL-2040 ED 1574 I. Toulouse BL-2040 ED 1574 I. Toulouse BL-2040 ED 1354 G. Nahwestahbo BL-2040 ED 1354 G. Nahwe2ahbo 3:30-4:20 C.5 Ojibwe/Cree Course Timetables July 1996 t 6:00 - 9:00 p.m. Julv 3 - July 16 6:00 - 9:00 p.m. Julv 17 - July 31 6:00 - 9:00 p.m. Jutv 3- July 31 16 BL-2038 OJ 1010 E. Oskineeiish BL-2038 OJ 1012 E. Oskinee2ish BL-2036 OJ 2001 T. Beardv f I I I I I I I I I I I I I I I I I I �8:30-9:20 9:30- 10:20 10:30-1 1 :20 1 1:30-12:20 12:30- 1:30 1:30-2:20 J I I I I I I I I I I I I I I I I I C.6 Institute (Advanced) Timetable July 1996 2:30-3:20 BB-2007 NL 35 1 1 R. Valentine BB-2007 NL 351 1 R. Valentine BB-2007 NL 2713 J. O'Meara BB-2007 NL 2731 J. O'Meara 3:30-4:20 C. 7 A.Q. (Part I) Specialist Timetable July 1996 8:30-9:30 9:30-10:20 10:30- 1 1 :20 1 1 : 30-12:20 12:30-1:30 1 :30-2:20 2:30-3:20 RB-3051 ED 4743 G. Nahwe2ahbo RB-3051 ED 4743 G. Nahwe2ahbo RB-305 1 ED 4743 G. Nahwe2ahbo RB-3051 ED 4743 G. Nahwe2ahbo RB-3051 ED 4743h G. Nahwel!:8bo 3:30-4:20 17 �C.8 Native Language Instructors' Program Faculty Workroom Timetable Monday to Friday 7 p.m. - 9 p.m. Saturday & Sunday 9 a.m. - 11 a.m. July 1996 ROOM BL � '")_ D Monday Sunday 7 J. O'Meara 1 J. O'Meara 21 J. O'Meara 28 2 Wednesday Thursday 3 4 Friday 5 - J. O'Meara S. Chase Saturdav 6 W. White 8 9 10 12 13 11 R. Naogizic H. Wassegijig S. Williams F. Sutherland J. LaBelle I. Toulouse S. Peltier F. Sutherland J. LaBelle R. Sands W. White . 15 14 Tuesday �, F. Sutherland A. Moore 16 I. Toulouse G. Nahwegahbo 22 17 19 18 20 R. Valentine F. Sutherland R. Sands S. Williams .L. White R. Naogizic W. White 23 24 25 G. Nahwegahbo H. Wassegijig R. Valentine F. Sutherland F. Sutherland 29 L. White S. Peltier 30 S. Chase . 26 - 31 NOTE: The Associate Teachers, Donna Fiddler, Violet Shawanda, Ron Kelly and Susan Sandau will be involved with conference sessions with their student teachers in the evenings as scheduled by them. 18 - 27 I I I I I I I I I I I I I I I I I I �1996 NLIP Faculty and Staff I I I I I I I I I Angela Moore Violet Shawanda Wanda White Lakehead University 955 Oliver Rd. Thunder Bay, Ontario P7B SEl 807 343-8003 Steve Chase I I I I I 19 �I I I I John O'Meara Lakehead University 955 Oliver Rd. Thunder Bay, Ontario P7B 5El 807 343-8054 I I I I I I I I I I I I I I Randy Valentine Dept of Linfuistics University o Wisconsin 1168 Van Hise Hall 1220 Linden Dr. Madison, Wisconsin 53706 20 �I I I I I I I I I I I I I I I Important Numbers (807) 343-8085 Native Student Support Services (807) 343-8110 Lakehead University (807) 343-8018 Counselling (807) 343-8569 Security (807) 343-8198 N.L.I.P. Fire ( )911 Police ( )911 Ambulance ( )911 Poison Control ( )911 ( ) ( ( ( ( ( ( ( ( ( ( . L 21 ) ) ) ) ) ) ) ) ) ) �N(D)ft§ L I I I I I I I I I I I I I I I I . 22 I I � Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Anishinaabemowik - Indigenous Languages Program Historical Documents Creator An entity primarily responsible for making the resource Faculty of Education, Native Language Instructors Program Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource NLIP Faculty & Staff Handbook 1996 Subject The topic of the resource Universities Description An account of the resource Native Language Instructor Program Faculty and Staff Handbook, Faculty of Education, Lakehead University, Summer 1996. Note that some text has been redacted to preserve personal privacy. Creator An entity primarily responsible for making the resource Native Language Instructor Program Faculty of Education Lakehead University Date A point or period of time associated with an event in the lifecycle of the resource 1996-07-01 Rights Information about rights held in and over the resource Faculty of Education, Lakehead University Format The file format, physical medium, or dimensions of the resource PDF Language A language of the resource English Type The nature or genre of the resource TEXT https://digitalcollections.lakeheadu.ca/files/original/0c0ca3ac5782ddb1bee7216d69e11e87.pdf 1c5e832d669dd73a7d5ef875f385fdea PDF Text Text Native Language Instructors' Program Faculty and Staff Handbook July, 1997 Name: Address: - ·- - · �Native Language Teacher Certification Timetable July 1997 8:30-9:20 9:30 -10:20 NLTC (Cree) RB-3027 AL1212 AC AL1232 AC A. Moore RB-3027 AL 1212 AC AL1232 AC A. Moore NLTCYR1 (Western) RB-3046 AL12f2,AA T. Beardy NLTCYR1 (Cent/East) RB-3026 ED1351 AB S. Chase NLTCYR2 (Western) RB-2044 ED1572 AA L. White NLTCYR2 (Cent/East) RB-2044 ED1572 AA L. White NLTCYR3 (Western) RB-3044 AL2213 AA J. O'Meara NLTCYR3 (Cent/East) RB-3024 ED1353 AB R. Naogizic RB-3026 RB-2044 RB-2044 RB-3044 RB-3044 RB-3046 AL1212 AA ED1351 AB ED1572 AA ED1572 AA ED0390 ED0390 L. White T. McQuilter T. McQuilter S. Chase T. Beardy L. White 10:30 -11 :20 RB-3044 RB-2044 RB-2025 RB-3046 RB-3046 RB-2042 AL1232 AA AL1232 AB ED1573 AA AL2213 AB ED0190 ED0190 H. Wasscgijig T. McQuilter T. McQuilter T. Be:i!dY L. White R. Sands I 11:30 - l2:20 RB-3026 RB-2044 RB-2044 RB-3044 RB-2025 RB-3046 ED1573 AA AL2213 AB ED0290 ED1351 AA I ED 1571 AB ED0290 S. Chase T. McQuitter T. McQuiller H. Wasscgijig L. White G. Hannam I 12:30 -1:30 1 :30-2:20 . LUNCH RB-3044 RB-2042 RB-3046 RB-3026 RB-2044 RB-3024 ED1351 AA ED1571 AB AL1232 AA AL1232 AB ED1353 AA ED1353 AB R. Sands I. Toulouse R. Naogizic S. Chase G. Hannam T. Beardy 2:30 -3:20 RB-3024 RB-2044 RB-3044 RB-3046 RB-3026 RB-2044 ED1571 AA AL1212 AB ED1352 AA ED1352 AA ED1353 AA ED1573 AB G. Hannam R. Sands R. Naogizic R. Naogizic I. Toulouse H. Wassegijig 3:30 -4:20 RB-2044 RB-3044 RB-3046 RB-2044 RB-3026 RB-3024 ED1571 AA AL1212 AB ED1352 AA ED 1352 AA AL2213 AA ED1573 AB R. Naogizic R. Naogizic J. O'Meara H. Wassegijig G. Hannam R. Sands ' �I I Introduction Boozhoo! I I I I I I I I I I I I I I I I I look forward to working with you again as you join our summer NLIP team. Our student teachers rely on your commitment and dedication to help them become teachers like yourselves because it is with this commitment and guidance on your part that enables them to become successful teachers. Good luck in the 1997 NLIP summer session! Wanda White Coordinator, NLIP Administrative Faculty and Staff Professor David Bates Wanda White Sonya Matson John O'Meara Florrie Sutherland Karina Skov Dean, Faculty of Education Coordinator, NLIP Secretary, NLIP Principal, NLIP Summer School Coordinator, Odaminowin Day Camp Native Student Counsellor, Native Student Support Services I BL-1014 BL-1007D BL-1007C BL-1007B BL-1007 BL-1007 SC-1002 �The Program Lakehead University, in the heartland of Ojibwe country, offers a selection of Native Language courses and programs through the co-operative efforts of Languages and Education. Native Language studies are proving to be of growing interest to students of every age, Native and non-Native alike. While some students come to Lakehead especially to study in a Native Language program, others find that the study of Native Language complements their chosen programs in other fields. We have a rich heritage in the Native Languages of this country, and recently, there has been a surge of interest in this heritage. We, at Lakehead University feel privileged and proud to share in the building of the new academic tradition that will emerge as we pursue goals of excellence in Native language learning and teaching. Program Goals - to MAINTAIN the vitality of Native Languages among members of the Native Language community, by providing opportunities for its study and creative use in the academic setting; - to DEVELOP new functions and skills, in the use of Native Languages through research, teaching and materials production; - to INTRODUCE a Native Language to those who wish to learn it through introductory and developmental courses in Cree and Ojibwe. NATIVE LANGUAGE INSTRUCTORS' PROGRAM Native Language* Summer Institute Native Language** Specialist Native Language*** Elective Courses NATIVE LANGUAGE INSTRUCTORS' PROGRAM Native Language*** Teacher Certification * ** *** Native As A Flfst Language Diploma* Native As A Second Language Diploma* Lakehead University courses Ministry of Education and Training Ministry of Education and Training and Indian and Northern Affairs Canada 2 I I I I I I I I I I I I I I I I I I I �I I I I I I I I I I I I I I I I I I I 1. Native Language Teacher Certification Program The purpose of the Native Language Teacher Certification Program is to increase the number of Native language teachers through summer programs which will prepare them to instruct in Native as a second language. It is a three summer program of four weeks duration. Students in this program will learn how to teach Native as a second language to children whose first language is English. Native language teachers who have an understanding of the structure of the Native language, pedagogical principles, methods and techniques for teaching Native as a second language will promote and maintain the teaching of Native languages. Course requirements are met through a combination of courses and student teaching. 1 . 1 The Algonquian Courses (Refer to Appendices A & B for course descriptions) Native L anguage Teacher Certification Program (NLTC) Algonquian Year One YearTwo Year Three Al 1212 Al 1232 Al 2213 Ed 1571 Ed 1572 Ed 1573 Ed 1351 Ed 1352 Ed 1353 Ed 0190 Ed0290 Ed0390 Courses in the Algonquian Series are for fluent speakers of Cree, Ojibwe, and Delaware. Also included are related languages of Montagnais, Nascapi, Potawatami, Micmac, Malecite, and Saulteaux. The intent of the Algonquian Series of courses is: to coach the student to acquire the skills of reading his/her language with comfort and comprehension, and of writing it with ease and consistency in the generally recognized orthography of his/her dialect area; to lead the student inductively to an understanding of and appreciation for the structural terms necessary to the language teaching task in the elementary and secondary schools in Ontario. These are two parallel series of courses designed to meet the language needs of the student. The Northern Series is designed for students from areas of Ontario where the language is written in syllabics. All Cree students enroll in this group, as well as Ojibwe speakers from "non-road-access" communities of Northern Ontario. The Southern Series is designed for students from areas of Ontario where the language is written in the Roman alphabet. All Delaware students enroll in this group as well as Ojibwe speakers from "road-access" communities of southern and near Northern communities. 2. Native As A Second Language Diploma This is a four summer program to educate candidates in teaching Native as a second language. This program prepares candidates to teach students whose first language is English. The courses in the first three years of the program are exactly the same as the courses for Native Teacher Certification Program except for the Practicum. Education 1598 and Education 1599, year one and year two respectively, are supervised practica during the winter months. Course work (Refer to Appendix A & B for course descriptions) Year One Year Two Year Three Year Four Al 1212 Al 1232 Al 2213 Al 2233 Ed 1571 Ed 1572 Ed 1573 Ed 1574 Ed 1351 Ed 1352 Ed 1598 Ed 1353 Ed 1599 Ed 1354 3. Native As A First Language Diploma This is a four summer program. It provides Native language enrichment and literacy skills development. Course requirements are met through a combination of courses and winter practica. Each course is offered periodically, at least once every four years. Course work (Refer to Appendices A & B for course descriptions) 3 �Year One Year Two Year Three Year Four Al 1210 Al 1230 Al 2211 Al 2231 Ed 1451 Ed 1452 Ed 1453 Ed 1454 Ed 1571 Ed 1572 Ed1573 Ed 1574 Ed 1598 Ed 1599 4. Native Language Summer Institute These courses are offered for degree programs and for graduates of all the first and second language programs. First language courses are designed for the student who wishes to extend his/her knowledge and do research in the area of his/her specialty as well as to any person similarly qualified. Second language courses are for students that want to learn an Algonquian language. Summer Courses (Refer to Appendices A & B for course descriptions) First Language NL3551 NL3751 Second Language OJ 1010 OJ 1012 CR 1010 CR 1012 5. ED 4745 - Native As A Second Language (Algonquian) Part ID: Additional Qualification Course work (Refer to Appendices A & B for course descriptions) Prerequisite or co-requisites: O.T.C. or Temporary Letter of Standing. Successful completion of Part I & II (on O.T.Q.R.C), One Year of Teaching, Signature of Supervisory Officer. A consolidation and expansion of the work of Part I & II to develop and build on basic concepts and skills of teaching a Native language as a second language. In addition, goals, strategies, and personal qualities of leaders in Native language education will be examined. Practical activities in supervision will form part of the course. • 4 I I I I I I I I I I I I I I I I I I I �I I I I I I I I I I I I I I I I I I I II. Rights and Responsibilities of Sessional Lecturers The following article from the current agreement between the Board of Governors and the Faculty Associations outlines the rights and responsibilities of all sessional lecturers. 23.03.01 A Sessional Lecturer is expected to foster a learning environment that is conductive to scholarly learning, to treat students fairly and ethically, and to be conscientious in the preparation, organization, and revision of his/her course materials. 23 .03 .02 At the commencement of each course, a Sessional Lecturer shall prepare requirements, assignments, evaluation procedures, and any other relevant material, and shall file a copy of this written information with his/her Chairperson. A Sessional Lecturer shall be available to students for academic counseling as required. 23 . 03.03 A Sessional Lecturer shall notify students and his/her Chairperson as far in advance as is practicable of the rescheduling of any instructional activity. Rescheduling shall occur only in exceptional circumstance beyond the reasonable control of the Sessional Lecturer or when prior arrangements have been made with the students and the Chairperson. 23.03 .04 A Sessional Lecturer shall evaluate students' performance and shall supervise, when appropriate, students' research, practical work, these, and major papers, and shall set and mark any supplemental examination(s) for his/her assigned course(s). 23.03 .05 A Sessional Lecturer shall supervise the work of teaching and laboratory assistants assigned to him/her. 23 .03.06 A Sessional Lecturer shall comply with the procedures approved by Senate for reviewing students' marks and grades and with reporting deadlines communicated to him/her by the Dean. 23 .03.07 A Sessional Lecturer shall attend Registration if required and shall arrange for the adequate supervision of his/her examinations. m. Dates for Summer Session Diploma in Native As A First Language 3 weeks Courses start on July 7 and end on July 25 , 1 997 Diploma in Native As A Second Language 3 weeks Courses start on July 7 and end on July 25 , 1 997 Institute Courses 3 weeks Courses start on July 7 and end on July 25 , 1 997 6 weeks Ojibwe/Cree Courses Courses start on July 2 and end on August 1 4, 1 997 4 weeks Native Language Teacher Certification Courses start on July 3 and end on July 25 ,1 997 IV. Cancelled Classes Classes cancelled due to illness, etc. should be re-scheduled at a time convenient to the instructor and students. . 5 �V. Schedule of Classes Classes begin on the half hour and end twenty minutes past the hour. As a courtesy to the instructor of the next class, please try to adhere to these times. VI. Course Outline A course outline is required in the Native Language Instructors' Program office before your course begins. The course outline should contain the following information: (a) course description from the calendar (refer to Appendices A & B) (b) course objectives (c) course content (d) course assignments (e) course evaluation scheme (f) course schedule (dates/content/readings) A must for every course outline. Each course outline, in addition to the above, should include the following: Incomplete Standing: It is the responsibility of the student to complete all work in accordance with the time schedule communicated by the instructor at the beginning of the course. If for some reason the student is unable to complete the course requirements on time, it is his/her responsibility to apply in writing for an extension. If granted, the students will receive an Incomplete grade and the University policy with respect to such grades will apply. If the student makes no formal application for an extension, the instructor will submit a grade based on a zero grade for the uncompleted portion of the work. This grade will hold unless a Change of Mark form is submitted by the instructor and approved by the Chairperson and Director. In courses where there are two sections, it is important that content and evaluation be similar. Please collaborate with your other half to ensure reasonable similarity. For example: AL 1212 AA Western and AL 1212 AB Central/Eastern AL 1232 AA Western and AL 1232 AB Central/Eastern For these classes, marks and averages should be reasonably close. Please keep in touch about this. Since promptness and regular attendance are required of teachers, NLIP encourages formation of these professional habits. Please record attendance and punctuality for each class you teach. You may wish to build this in, in some way, to your evaluation scheme. Note: Students who fail to appear for any student teaching assignment (without prior permission) will automatically fail their student teaching component (i.e. ED 01 90, ED 0290, or ED 0390). VII. Course Materials If you anticipate needing any materials with which to teach your course(s), please inform the NLIP office as soon as possible so that these may be ordered. In addition, if you plan to use a textbook in your course(s), please fill out the enclosed book order form with all possible information included and return it. If you have written, or plan to write your own text material, send a camera-ready copy by June 1 . It will be printed and placed in the L.U. Book Shop for your students. If you require a T.V. & VCR for your class, you must book this at least 2 days prior to the date required. See Sonya for more details. 6 I I I I I I I I I I I I I I I I I �I I I I I I I I I VIIl. Printing The Faculty of Education has guidelines regarding the printing of course materials. Course outlines, activity/worksheets, tests and exams will be printed in the print shop. Handouts such as journal articles or book chapters will not. Bring your printing to the NLIP Secretary and she will complete a requisition, then send to the Print Shop. This service talces a minimum of one full day. H prior typing is required, allow an additional 24 hours notice to have a finished copy for printing. One venda card is provided for your course during the program. IX Reporting of Final Marks: Academic Regulations 1. Please submit your completed Class Marks Sheets for the students enrolled at the end of the course(s). The Marks Sheet must be in the Native L anguage Instructors' Program by Friday, July 25, 1997. 2. No '9's please: i.e. number 39, 49,59, 69, 79, 89, 99 marks - lower the mark to an _8, or raise it to a _O so that your evaluation is clear and there is less fuss over borderline marks. 3. GRADING SYSTEM: I I I B C D I I I I I I I A+ A E F F 90 -100% 80-89% 70 -79% 60 - 69% 5 0 -59% 40 - 49% Failed O1 - 39% Failed 0% Academic Dishonesty 4. 0: this mark is assigned for academic dishonesty ONLY. 5. For students on a class list but who have attended little or not at all - assign a low mark but not 0, e.g. 1 6. WD = Withdrawn, is assigned by the Registrar's Office. 7. Please complete the sections at the bottom of the last page of the Marks Sheets for Total Number of Students, Class Average, and Distribution of Grades. Also, please remember to sign all pages. It is anticipated that faculty members will utilize an appropriate variety of assessment strategies to ensure students have adequately mastered both course content and its practical application. Marks distribution should reflect the range of natural abilities found in classes. The value of quality education should be maintained. X. Course Evaluation The Senate of Lalcehead University has adapted an evaluation form for use by students at the end of each course. These forms will be distributed during the final week of classes. After the submission of marks they will be processed and returned to you. 7 �XI. Classrooms If you have problems with accessing classrooms, please contact the Security Office at 8569. Please ensure the students pick up after themselves before leaving the classroom. It is your responsibility to ensure cleanliness in the classrooms. Don't forget, they are in there for the majority of the day. XII. Identification Cards Photo equipment and staff will be available to process identification cards on July 2, 1997. This is required before faculty have library privileges. XIII. Registration and Orientation of Students Wednesday, July 2 10:00 a.m. - 2:00 p.m. Registration/Orientation Location: Agora Assembly Bora Laskin Auditorium 3:00 - 4:00 p.m. XIV. Orientation for Faculty and Staff Date: Time: Location: Friday, July 4, 1997 4:30- 6:30 Ryan Building 3046 Agenda 5:00 - 5:30 p.m. General Meeting RB3046 1 . Welcome and Introductions 2. Review of NLIP Faculty and Staff Handbook 3. Discussion and sharing of information Discipline Team Meetings Purpose: to share and discuss courses and course outlines to ensure continuity from year to year. Remember to bring your course outlines for each of your courses. 5:30 - 6:00 p.m. . L anguage RB 3026 Foundations RB 3027 Methods RB 3046 Randy Valentine Lena White Angela Moore Reta Sands Tom Beardy John O'Meara Gary Hannam Helen Wassegijig Isadore Toulouse Georgina Nahwegahbo Steve Chase Rubina Naogizic Donna Fiddler Violet Shawanda Florrie Sutherland Ron Kelly Susan Sandau 8 I I I I I I I I I I I I I I I I I I I �I I I I I I I I I I I I I I I I 6:00 • 6:30 p.m. NL TC AND NASL/NAFL Group Teams: Purpose: To share and discuss objectives, course content, assignments, and evaluation strategies. GROUP"A" RB 3026 NLTC Year One / NLTC Year Two Faculty teaching Year One and Year Two courses. GROUP'' B" RB 3027 NLTC Year Three / NASL Year Four /NAFL Faculty teaching Year Three and Year Four courses, and faculty teaching Native As a First Language courses. GROUP"C" RB 3046 Associate Teachers Purpose: To review Practicum Teaching Handbook, Student Teaching Schedules, Student Evaluation Forms, and answer any queries. PRACTICUM 0190, 0290, 0390 Florrie Sutherland, Principal and Associate Teachers. Florrie will be Chairperson for the meeting. XV. Faculty and Staff Meetings Monday, July 7 , 1997 Monday, July 14, 1997 Wednesday, July 23, 1997 4:45 p.m. 4:45 p.m. 4:45 p.m. RB 3046 RB 3046 RB 3046 (Evaluation) XVI. Faculty Workroom Responsibilities BL 2040 is a study/work room for all NLIP students daily from 7:00 p.m. to 9 :00 p.m. An additional responsibility each faculty member is required to assist students a minimum of two evenings during the summer session. During the weekends, the workroom will be available to students between 9:00 and 11:00 a.m. XVII. Timetables Timetables are provided in Appendices C l - C6. In year one, year two and year three of the NLTC Program, Section AA will include Western Ojibwe, and most northern students, Section AB will include Central and Eastern Ojibwe. Section AC will include Cree and Syllabics students. Tapes of each student's speech are available from the NLIP Office. Students have already been assigned to classes on the basis of the above divisions. Linguists may switch students around within classes for purposes of homogeneity and inform NLIP coordinator. xvm. Accommodations and Meals Just a reminder that cooking in the DORMS is NOT allowed. Any room changes must be done through the residence office. I I I . 9 �Algonquian 1212 • Oral Algonquian Part I Prerequisite: Fluency in an Algonquian language Introduction to the analysis of spoken Algonquian languages, their structure and orthographic principles, through the study of examples from the various Algonquian languages represented by other class members. Lectures 3 hours, Laboratory 2 hours Algonquian 1230 • Written Algonquian Part II Prerequisite: Algonquian 1210 Continuation of the structural study of the Algonquian languages by the inductive approach. Reading of selected syllabic texts from various language areas and syllabic traditions for comparison purposes. Proofreading and correcting of unedited text. Advanced work in syllabics. Lectures 3 hours, Laboratory 2 hours Algonquian 1232 • Oral Algonquian Part II Prerequisite: Fluency in an Algonquian language Structural study of Algonquian languages with emphasis on conversation patterns. Students will also read selected texts and participate in selected activities requiring a standard orthography. Lectures 3 hours, Laboratory 2 hours Algonquian 2211 - Written Algonquian Structure Part m Prerequisite: Algonquian1210 & 1230 continuation of the structural study of Algonquian Languages with the student assuming increasing responsibility for independent analysis. Contrasting phonemic and morphophonemic conventions. Introduction to Roman orthography. Lectures 3 hours, Laboratory 2 hours Algonquian 2213 • Oral Algonquian Part m Prerequisite: Algonquian 1212 & 1232 Continued study of Algonquian language structure, with students assuming increasing responsibility for independent analysis of speech patterns. Application of orthographic principles in proofreading and correcting of unedited text. Lectures 3 hours, Laboratory 2 hours. Algonquian 2231 • Written Algonquian Structure Part IV Prerequisite: Algonquian 1210 & 1230 Preparation of Algonquian structural descriptions. Summary of considerations in standardizing an orthography. Guided individual transcription project. Lectures 3 hours, Laboratory 2 hours Algonquian 2233 - Oral Algonquian Part IV Prerequisite: Algonquian 1212 & 1232 Guided individual or small group work on selected Algonquian structural and orthographic projects relating to the development of written materials of increasing difficulty in the student's own language. Lectures 3 hours, Laboratory 2 hours. 10 , Algonquian 1210 . Written Algonquian Structure Part I Prerequisite: Fluency in an Algonquian Language An introduction to the Algonquian Language structure and syllabic orthographic principles through the study of examples from the various Algonquian Languages represented by class members. Lectures 3 hours, Laboratory 2 hours I I I I I I I I I I I I I I I I I I I ,. �I I I I I I I I I I I I I I I I I I I Ojibwe 1010 - Introduction to Ojibwe I Introducti on t o basic Ojibwe ph onetic s, grammar and c onversati on . Lecture s 3 h ours, Lab orat ory 2 h ours (First Term) Ojibwe 1012 - Introduction to Ojibwe II Prerequi site Ojibwe 1010 Devel opment of c onversati onal skill s and practice in writing. Lecture s 3 h ours, Laboratory 2 h ours (Sec ond Term) Cree 1010 - Introduction to Cree I Introducti on t o basic Cree ph onetics, grammar and c onversation. Lectures 3 h ours, Lab oratory 2 h ours (First Term) Cree 1012 - Introduction to Cree II Prerequi site Cree 1010 Devel opment of c onversational skill s and practice in writing. Lecture s 3 h ours, Lab oratory 2 h ours (Sec ond Term) NL 3751 • Linguistics Specific problems of the oretical or applied lingui stic s. NL 3551 • Literature Prerequi site: NL 35 1 1 or NL 3531 Specific problems of extant literature or creative writing. 11 �Education 1351 - NASL Methods, Part I An introduction to the general principles of second language teaching, stressing development of listening comprehension and speaking skills. Structural and communicative approaches will focus at the lesson level. Micro-teaching will provide practice in the teaching methods under study. Education 1352 - NASL Methods, Part II A continuation of the topics of Part I, with the focus broadened to the unit level. The practicum will encourage originality within the bounds of second language teaching criteria, in the preparation of teaching units. Education 1353 - NASL Methods, Part m Consolidation and extension of the principles and techniques presented in Parts I and II with emphasis on reading and writing skills and the relation of the NASL program to the school and community. Focus will be on planning a full year's program. A supervised practicum will provide opportunity to apply skills being learned by teaching a class on one of the following levels: elementary, secondary, adult. Education 1354 - NASL Methods, Part IV An examination of the psychology of second language learning as it relates to other content learning, literacy, analytic skills and literature appreciation. a supervised practicum will provide opportunity to teach a class at a level other than the one taught in Part ill. Education 1451 - NAFL Methods Part I Objectives and methods in kindergarten an primary Native Language arts, with attention to the four language skills of listening, speaking, reading, and writing. Demonstration and practice of lesson segments will provide experience in the use of the methods under study. Education 1452 - NAFL Methods Part II Objectives and methods in Native language arts for the junior and intermediate grades, with attention to the four languages skills. Teaching skills involving the methods under study will be practiced in peer teaching situations. Education 1453 - NAFL Methods Part m Building a Native Language arts program through the grades: goals, strategies, and content. Attention will be given to the relationship of Native Language to the total school curriculum, in both elementary and secondary school programs. A practicum will provide opportunity to apply skills being learned by teaching a class at one of the following levels: elementary, secondary, adult. Education 1454 - NAFL Methods Part IV Topics appropriate to student needs will be selected from such concerns as: evaluation, remediation, enrichment, adult literacy instruction, translation skills, reading transfer, oral language development, creative writing. A supervised practicum will guide students in teaching a class at a level other than the one undertaken in Part ill. I I I I I I I I I I I I I I I I I 12 I I �I I I I I I I I I I I I I I I I I I I Education 1571 - Introduction to Teaching A survey of teacher ethics, classroom management skills and record keeping and planning procedures, with special attention to the relationship of core language teachers to the total school experience. Identification and use of standard classroom materials and equipment will form part of the course. Education 1572 - The Development of the Child An examination of the physical, mental and emotional characteristics of children and youth through elementary and secondary school years, with emphasis on the implications in language teacher interaction. The practicum will entail production of language teaching material suitable to each age group. Education 1573 • Current Issues in (Native) Language Education Background for this course will be laid by surveying the policies of educational agencies and professional organizations, the regulations of the Ontario Ministry of Education and other sources of help for the language teacher. Students will identify common problems facing language teachers and identify appropriate solutions to these problems. The practicum will require the completion of a curriculum project that identifies and meets the needs of the local school and relates to Ministry guidelines. Education 1574 - Approaches to Bilingual Education An examination of bilingual education, its strengths and weaknesses, problems and opportunities. Factors in language maintenance and in the selection of bilingual education models will be studied. Each student will prepare curriculum material suitable for one of the models. Education 0190 • Education 0290 - Education 0390 This series of courses deal with planning and implementation of NSL. At each level, there are four parts: 1. Student Teaching - During the first three weeks of classes, each student will teach a minimum of four times. Please note that each First year student will observe the first class and teach a minimum of three times. This includes a pre-conference, evaluation and post-conference with an Associate Teacher. 2. Planning Session - Students participate in the preparation of lesson plans, unit plans, and long range plans. These sessions are one hour in length during the first three weeks of classes. 3. Assembly - In this half hour, students meet together as a group for presentations pertaining to their professional life as a teacher. These lectures take place during the fourth week of classes. 4. Workshops - Workshops take place during the first week of classes. Each NLTC student is required to participate as part of the ED O 190, ED 0290, and ED 0390 Practicum component and is part of the grade evaluation for that course. ,, 13 �C.1 Native Language Teacher Certification (Algonquian) Timetable Julv 1997 ~ 8:309:20 9:3010:20 10:30 - 11:20 NL IL Y K 1 NLTCYR 1 (Cree) (Western) (Cent/F.ast) .l<H-jlfl/ .l<H-3046 RB-3026 AL 1212 AC AL 1212 AA ED 1351 AB S. Chase AL 1232AC T. Beardy A. Moore RB-3lTl/ RB-3046 RB-3026 AL 1212AC AL 1212 AA ED 1351 AB AL 1232AC T. Beardy S. Chase A. Moore RB-3046 RB-3046 ED0190 ED 0190 T. McQuilter T. McQuilter NL IL NLTCYR2 (Western) RB-2044 ED 15'/2AA L . White NLTCYR2 (Cent/East) RB-2044 ED 15'/2 AA L. White NLTCYR3 (Western) RB-3044 ED 1353AA I. Toulouse NLTCYR3 fCentl~a!.t) RB-3024 ED 1353 AB R. Naogizic RB-2044 RB-2044 RB-3044 RB-3044 ED 15'/2 AA ED 15'/2 AA ED0390 ED0390 L. White L. White T. McQuilter T. McQuilter RB-2044 RB-2044 RB-3044 RB-2025 AL 1232AA AL 1232AB ED 15'/3 AA AL2213AB T. Beardy H. Wassegijig L. White R. Sands RB-3046 11:30 - 12:20 RB-3026 RB-2044 RB-2044 RB-3044 RB-2025 ED 1351 AA ED 15'/l AB ED0290 ED0290 ED 15'/3 AA AL 2213 AB S. Chase G. Hannam T. McQuilter T . McQuilter H. Wassegijig L. White 1£,j\J LUNCH -1:30 1:302:20 2:303:20 3:304:20 RB-3026 ED 15'/1 AB G. Hannam RBAL 1212 AB R Sands - 026 ED 15'/1 AA AL 1212 AB G. Hannam R. Sands ED 1351 AA S. Chase RB-304 ED 1571 AA G. Hannam RB-2044 AL 1232 AA T. Beardv RB-2044 ED 1352AA R. Nao izic RB-2044 ED 1352AA R. Nao izic RB-2044 AL 1232AA R. Sands RB-2044 ED 1352AA R. Nao izic RB-2044 ED 15'/2AA R. Nao izic RB-3044 ED 1353 AA I. Toulouse RB-3044 AL2213 AA R. Valentine RB-3044 AL2213 AA R. Valentine C.2 Practicum 0190 0290 0390 Student Teachin * Violet Shawanda ' aJ. a BL2032 BL2027 BL2039 BL2030 RB 3044 BL2032 BL2027 BL2039 BL2030 RB-3024 ED 1353 AB R. Nao izic RB-3024 ED 15'/3 AB H. Wasse i " RB-3024 ED 15'/3 AB H. Wasse i'i I I I I RB 3046 t BL2032 BL 2027 BL 2039 BL2030 RB2044 le during Orientation 14 I I I �I I I I I I I I I I I I I I I I I I I C.3 Practicum 0190, 0290, 0390 Workshop Sessions i, Each workshop will be 2 days in length and will be held on JulJ and This year, only one set of workshops will be held. A limit of 25 students per workshop based on a first come first choice basis. Room numbers and class lists will be available on July 3. Workshop 1 - Contemporary Aboriginal Indian Art - Helen Wassegijig - Through slide presentations the students will learn to understand and appreciate a survey of the principal art movements in aboriginal Indian art. The fundamental principles of drawing and painting and the development of creative expression and graphic presentation through multi-media as an image-making process will be explored.. Workshop 2 - Birch Bark Work - Isadore Toulouse - BL 2027 Working with Birch Bark, Porcupine Quills and Sweet Grass is a very delicate task. There are certain things that the students need to know and understand before the actual process of making a particular object. The time of the Birch Bark picking is very important plus acquiring the porcupine quills during a particular time of the season and the sacredness of the Sweet-grass. All of these important factors will be discussed during the workshop. Students will be making two items that they will be taking back to their classrooms and in turn be able to teach their own students what they have learned. There will be a display of various Birch Bark material on hand for the students to see. Workshop 3 • Sounds and Songs of the Anishnaabeg - Violet Shawanda • BL 2039 This workshop will assist the NSL teacher to do his/her own songs through the use of large drum, hand drum and shakers etc. The kinds of songs can be as varied as traditional social drum songs, chant, vocables, choir-style, translated, straight traditional, and action song. Participants bring own drums, shakers etc. Also be prepared to share songs with one another. This is the only way we can hope to retain our Anishnaabemowin in a rewarding and enjoyable manner to both students and NSL teachers. Workshop 4 - To Be Announced . 15 �C.4 Native As A First/Second Language Diploma Timetable July 1997 I I NASL IV 8:30-9:20 9:30-10:20 10:30-1 1 :20 1 1 :30-12:20 12:30-1:30 1:30-2:20 2:30-3:20 3:30-4:20 BL-2040 AL 2233 R. Valentine BL-2040 AL 2233 R. Valentine BL-2040 ED 1574 I. Toulouse BL-2040 ED 1574 I. Toulouse BL-2040 ED 1354 G. Nahwegahbo BL-2040 ED 1354 G. Nahwegahbo C.5 Ojibwe/Cree Course Timetables July/August 1997 -- UJ.USWE OJ 1010 July 2 - 22 5:00 - 7:30 p.m. Monday to Thursday RB 2026 OJ 1010 July 24 - Aug 14 5:00 - 7:30 p.m. Monday to Thursday RB 2026 If__ C:HRR CR 1010 July 2 - 22 1 1 :00 a.m. - I :30 p.m. Monday to Thursday RB 3027 CR 1010 July 24 - Aug 14 1 1 :00 a.m. - 1 :30 p.m. Monday to Thursday RB 3027 -11 16 I I I I I I I I I I I I I I I I �Native Language Teacher Certification Timetable July 1997 ~- - - - r-·l - . RB-2025 RB-3044 RB-2044 RB-3046 RB-3046 RB-2042 AL 1232 AA AL 1232 AB ED 15 73 AA AL 22 13 AB ED 0 190 ED 0 190 H. Wasscgijig L. White T. McQuilter T. McQuilter T. Beardy R. Sands ~ I RB-2044 RB-3026 RB-3046 ED 135 1 AA ED 15 7 1 AB ED 0290 G. Hannam T. McQuilter S. Chase LUNCH RB-2044 RB-3026 RB-3046 ED 135 1 AA ED 15 7 1 AB AL 1232 AA G. Hannam T. Beardv S. Chase RB-2044 RB-3026 RB-3046 ED 15 7 1 AA AL 1212 AB ED 1352 AA R. NaoJ?;izic G. Hannam R. Sands RB-2044 RB-3026 RB-3046 ED 15 71 AA AL 1212 AB ED 1352 AA R. Nao2izic G. Hannam R. Sands RB-2025 RB-3044 RB-2044 ED 0290 ED 15 73 AA AL 22 13 AB T. McQuilter H. Wassegijig L. White 1 I=== ======== IL =-=== I I RB-2042 AL 1232 AB R. Sands RB-2044 ED 1352 AA R. Nao2izic RB-2044 ED 1352 AA R. Naoe:izic RB-3044 ED 1353 AA I. Toulouse RB-3044 AL2213 AA R. Valentine RB-3044 AL 22 13 AA R. Valentine RB-3024 ED 1353 AB R. Naoe:izic RB-3024 ED 15 73 AB H. Wassegijig RB-3024 ED 15 73 AB H. Wassegijig ~ - l I I r _II_ I I n 3 :30-4:20 NLTC YR3 (Cent/East} RB-3024 ED 1353 AB R. Naogizic RB-3044 RB-3044 RB-2044 RB-2044 RB-3026 RB-3046 ED 0390 AL 1212 AA ED 135 1 AB ED 15 72 AA ED 15 72 AA ED 0390 L. White T. McQuilter T. McQuilter L. White T. Beardy S. Chase I 2:3 0-3:20 NLTC YR 3 (Western} RB-3044 ED 1353 AA I. Toulouse - - 1:30 -2:20 NLTC YR 2 (Cent/East} RB-2044 ED 15 72 AA L. White NLTC YR 2 (Western} RB-2044 ED 15 72 AA L. White - I 12:3 0-1:30 NLTC YR 1 (Cent/East) RB-3026 ED 135 1 AB S. Chase L L 1 1:3 0- 12:20 I 10:3 0-1 1 :20 NLTC YR 1 (Western} RB-3046 AL 12 12 AA T. Beardy II 8:3 0-9 :20 9:30- 10 :20 NLTC (Cree} RB-3027 AL 1212 AC AL 1232 AC A. Moore RB-3027 AL 1212 AC AL 1232 AC A. Moore I �I I I I I I I I I I I I I I I I I C.6 Institute (Advanced) Timetable July 1997 8:30-9:20 9:30-10:20 I 0:30-1 I :20 1 1 :30-12:20 12:30-1:30 1:30-2:20 2:30-3:20 BB-2007 NL 3551 R. Valentine BB-2007 NL 3551 R. Valentine BB-2007 NL 3751 J. O'Meara BB-2007 NL375l J. O'Meara 3:30-4:20 C. 7 A.Q. (Part Ill) Specialist Timetable July 1997 8:30-9:20 9:30-10:20 10:30-1 1 :20 1 1 :30-12:20 12:30-1:30 I I l:30-2:20 RB-3051 ED 4745 G. Nahweeabo RB-3051 ED 4745 G. Nahweeahbo RB-3051 ED 4745 G. Nahwe2ahbo RB-3051 ED 4745 G. Nahwe2ahbo RB-3051 ED 4745 G. Nahwe2ahbo 2:30-3:20 J 3:30-4:20 17 �- C.8 Native Language Instructors' Program Faculty Workroom Timetable Monday to Friday 7 p.m. • 9 p.m. Saturday & Sunday 9 a.m. • 11 a.m. July 1997 ROOM BL 2036 Tuesday Mondav Sunday 7 6 F. Sutherland 1 8 2 3 9 10 c L. White T. McQuiller d J. O'Meara I. Toulouse H. Wassegijig � 14 13 F. Sutherland J. O'Meara A. Moore 20 J. O'Meara 27 21 G. Nahwegahbo F. Sutherland 28 °""lV'Il.. 'ti ..,.:<Jl' 16 15 I. Toulouse Saturday 4 5 J. O'Meara W. White S. Chase Friday Wednesday Thursday F. Sutherland 11 T. Beardy T. McQuilter 12 W. White 17 19 18 R. Sands H. Wassegijig R. Naogizic W. White R. Valentine F. Sutherland G. Nahwegahbo J. O'Meara A. Moore T. Beardy R. Valentine F. Sutherland L. White S. Chase 29 23 24 30 31 25 NOTE: The Associate Teachers, Donna Fiddler, Violet Shawanda, Ron Kelly and Susan Sandau will be involved with conference sessions with their student teachers in the evenings as scheduled by them. 26 I I I I I I I I I I I I I I I I I 18 �I I I 1997 NLIP Faculty and Staff Violet Shawanda I I I I I Steve Chase I I I I I I I I Emma Oskineegish 19 �I Susan Sandau Florrie Sutherland I I I John O' Meara Lakehead University 955 Oliver Rd. Thunder Bay, Ontario P7B 5El 807 343-8054 I Randy Valentine Dept of Linguistics University of Wisconsin 1168 Van Hise Hall 1220 Linden Dr. Madison, Wisconsin 53706 I I I I I I 20 �I I I I I I I I I I I I I I I Important Numbers Native Student Support Services (807) 343-8085 Lakehead University (807) 343-8110 Counselling (807) 343-8018 Security (807) 343-8569 N.L.I.P. (807) 343-8198 Fire ( ( ( ( Police Ambulance Poison Control )911 )911 )911 )911 ( ) ( ) ( ) ( ) ( ) ( ) ( ) ( ) ( ) ( ) ( ) 21 �NCOfIT1&§ I I I I I I I I I 22 I I I I I I I I I � Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Anishinaabemowik - Indigenous Languages Program Historical Documents Creator An entity primarily responsible for making the resource Faculty of Education, Native Language Instructors Program Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource NLIP Faculty & Staff Handbook 1997 Subject The topic of the resource Universities Description An account of the resource Native Language Instructor Program Faculty and Staff Handbook, Faculty of Education, Lakehead University Summer 1997. Note that some text has been redacted to preserve personal privacy. Creator An entity primarily responsible for making the resource Native Language Instructor Program Faculty of Education Lakehead University Date A point or period of time associated with an event in the lifecycle of the resource 1997-07-01 Rights Information about rights held in and over the resource Faculty of Education, Lakehead University Format The file format, physical medium, or dimensions of the resource PDF Language A language of the resource English Type The nature or genre of the resource Text https://digitalcollections.lakeheadu.ca/files/original/f336ff3ab4d545521d5872fd737ed9e8.pdf 2af3fa1c1da6e59b273f0264c46cbb62 PDF Text Text I I I I I I I I I I I I I I I I I Native Language Instructors' Program Faculty and Staff Handbook July, 1998 Name:---��_______;;:.......,;;.___----=---Address: _____________ �I I I I I I I I I I I I I I I I I Introduction Boozhoo! I welcome you to our summer NLIP team. Our student teachers rely on your commitment and dedication to help them become teachers like yourselves because it is with this commitment and guidance on your part that enables them to become successful teachers. Good luck in the 1998 NLIP summer session! Wanda White Coordinator, NLIP Administrative Faculty and Staff Dr. Fenley Scott Wanda White Sonya Matson John O'Meara Florrie Sutherland Karina Skov Acting Dean, Faculty of Education Coordinator, NLIP Secretary, NLIP Principal, NLIP Summer School Coordinator, Odaminowin Day Camp Native Student Counsellor, Native Student Support Services I BL-1014 BL-1007D BL-1007C BL-1007B BL-1007 BL-1007 SC-1002 �I I ' I I I I I I I I I• I I I I I I I •I �I I I I I I I I I I I I I I I I I I I LAKEHEAD UNIVERSITY FA CULTY OF EDU C A TION M EMO R AN DUM TO: FROM: DATE: SUBJECT: ALL FACULTY David Bates, Dean August 1997 SECRETARIAL ASSIGI\�IENTS The following policy with respect to work priorities and demands placed on secretaries is intended to provide as much support as possible for F aculcy needs. -:t The priority for completion of work by secretaries is: tST: ADMINISTRATION (reception, responding to inquiries from students and the public, phones, 2ND: TEACHING (course oudines, teaching materials, examinations, etc.) 3RD: ScHOLARLYWORKAND RESEARCH (conference papers, journal articles, absrraets, proposals). Your letters, filing, records, etc.) research cyping work may have to wait a while to be done, depending on ocher demands on the secretary. They all try to respond as well as they can. Smaller jobs are easier to accommodate than large ones. Your files may be on the hard disk of your secretary's computer, but the office computers are not for faculty use. Please use another computer on campus or your personal computer if you want to work on your files. You should keep disk copies of all your files for your own security. -:r Faxes must be sent by your secretary; personal faxes muse be identified as being personal and the cover page will be held. -:r Please don't ask secretaries to type book manuscripts or to perform the role of a research assistant by transcribing/recording data (qualitative or quantitative). Such tasks should be paid for as extra contract work out of a research grant (or from other sources) by the faculty member concerned. Secretaries' normal working hours by collective agreement are 8:30 am to 4:30 pm. Faculty may NOT request secretaries to complete work outside these hours. Overtime may only be authorized by the Dean. Secretaries are entided to two breaks and a lunch break. Please respect this time and do noc expect staff co work through their lunch or coffee breaks. Secretaries are not expected to do photocopying for faculty. You are responsible for your own photocopying. There are two kinds of demands which are sometimes placed on secretaries which can be avoided: EXCESSIVE (in terms of time expected to be expended on a single task), and LAST-MINUTE DEMANDS (in which ongoing work is expected to be put aside so that a faculty member's personal deadline can be met). Your continued cooperation and understanding with respect to these policies - which are of benefit co the Faculty as a whole - is appreciated. DEMANDS NOTE: Faculty assignments to secretaries are on the reverse. �The Program Lakehead University, in the heartland of Ojibwe country, offers a selection of Native Language courses and programs through the co-operative efforts of Languages and Education. Native Language studies are proving to be of growing interest to students of every age, Native and non-Native alike. While some students come to Lakehead especially to study in a Native Language program, others find that the study of Native Language complements their chosen programs in other fields. We have a rich heritage in the Native Languages of this country, and recently, there has been a surge of interest in this heritage. We, at Lakehead University feel privileged and proud to share in the building of the new academic tradition that will emerge as we pursue goals of excellence in Native language learning and teaching. Program Goals - to MAINTAIN the vitality of Native Languages among members of the Native Language community, by providing opportunities for its study and creative use in the academic setting; - to DEVELOP new functions and skills. in the use of Native Languages through research, teaching and materials production: - to INTRODUCE a Native Language to those who wish to learn it through introductory and developmental courses in Cree and Ojibwe. NATIVE LANGUAGE INSTRUCTORS' PROGRAM Native Language* Summer Institute Native Language** Specialist Native Language*** Elective Courses NATIVE LANGUAGE INSTRUCTORS' PROGRAM Native Language*** Teacher Certification * ** *** Native As A First Language Diploma* Native As A Second Language Diploma* Lakehead University courses Ministry of Education and Training Ministry of Education and Training and Indian and Northern Affairs Canada 2 l I I 1 I 1 I I I I I I I I I I I I I �I I I I I I I I I I I I I I I I I I I 1. Native Language Teacher Certification Program The purpose of the Native Language Teacher Certification Program is to increase the number of Native language teachers through summer programs which will prepare them to instruct in Native as a second language. It is a three summer program of four weeks duration. Students in this program will learn how to teach Native as a second language to children whose first language is English. Native language teachers who have an understanding of the structure of the Native language, pedagogical principles, methods and techniques for teaching Native as a second language will promote and maintain the teaching of Native languages. Course requirements are met through a combination of courses and student teaching. 1.1 The Algonquian Courses (Refer to Appendices A & B for course descriptions) Native Language Teacher Certification Program (NLTC) Algonquian Year One Year Two Year Three Al 1212 Al 1232 Al 2213 Ed 1571 Ed 1572 Ed 1573 Ed 1351 Ed 1352 Ed 1353 Ed 0190 Ed 0290 Ed 0390 Courses in the Algonquian Series are for fluent speakers of Cree, Ojibwe, and Delaware. Also included are related languages of Montagnais, Nascapi, Potawatami, Micmac, Malecite, and Saulteaux. The intent of the Algonquian Series of courses is: to coach the student to acquire the skills of reading his/her language with comfort and comprehension, and of writing it with ease and consistency in the generally recognized orthography of his/her dialect area; to lead the student inductively to an understanding of and appreciation for the structural terms necessary to the language teaching task in the elementary and secondary schools in Ontario. These are two parallel series of courses designed to meet the language needs of the student. The Northern Series is designed for students from areas of Ontario where the language is written in syllabics. All Cree students enroll in this group, as well as Ojibwe speakers from "non-road-access" communities of Northern Ontario. The Southern Series is designed for students from areas of Ontario where the language is written in the Roman alphabet. All Delaware students enroll in this group as well as Ojibwe speakers from "road-access" communities of southern and near Northern communities. 2. Native As A Second Language Diploma This is a four summer program to educate candidates in teaching Native as a second language. This program prepares candidates to teach students whose first language is English. The courses in the first three years of the program are exactly the same as the courses for Native Teacher Certification Program except for the Practicum. Education 1598 and Education 1599, year one and year two respectively, are supervised practica during the winter months. Course work (Refer to Appendix A & B for course descriptions) Year One Year Two Year Three Year Four Al 1212 AI 1232 Al 2213 Al 2233 Ed 157 I Ed 1572 Ed 1573 Ed 1574 Ed 1351 Ed 1352 Ed 1598 Ed 1353 Ed 1599 Ed 1354 3. Native As A First Language Diploma This is a four summer program. It provides Native language enrichment and literacy skills development. Course requirements are met through a combination of courses and winter practica. Each course is offered periodically, at least once every four years. Course work (Refer to Appendices A & B for course descriptions) 3 �Year One Year Two Year Three Year Four Al 1210 Al 1230 Al 2211 Al 2231 Ed 1451 Ed 1452 Ed 1453 Ed 1454 Ed 1571 Ed 1572 Ed 1573 Ed 1574 Ed 1598 Ed 1599 4. Native Language Summer Institute These courses are offered for degree programs and for graduates of all the first and second language programs. First language courses are designed for the student who wishes to extend his/her knowledge and do research in the area of his/her specialty as well as to any person similarly qualified. Second language courses ate for students that want to learn an Algonquian language. Summer Courses (Refer to Appendices A & B for course descriptions) First Language NL 3531 NL 3711 Second Language OJ 1010 OJ 1012 CR 1010 CR 1012 5. ED 4743 - Native As A Second Language (Algonquian) Part I: Additional Qualification Course work (Refer to Appendices A & B for course descriptions) Prerequisite or co-requisites: O.T.C. or Certificate of Qualification (Limited/Restricted). 4 I I 1 I 1 I I I I I I I I I I I I I I �I I I I I I I I I I I I I I I I I I I II. Rights and Responsibilities of Sessional Lecturers The following article from the current agreement between the Board of Governors and the Faculty Associations outlines the rights and responsibilities of all sessional lecturers. 23.03.01 A Sessional Lecturer is expected to foster a learning environment that is conductive to scholarly learning, to treat students fairly and ethically, and to be conscientious in the preparation, organization. and revision of his/her course materials. 23.03.02 At the commencement of each course, a Sessional Lecturer shall prepare requirements, assignments, evaluation procedures, and any other relevant material, and shall file a copy of this written information with his/her Chairperson. A Sessional Lecturer shall be available to students for academic counseling as required. 23.03.03 A Sessional Lecturer shall notify students and his/her Chairperson as far in advance as is practicable of the rescheduling of any instructional activity. Rescheduling shall occur only in exceptional circumstance beyond the reasonable control of the Sessional Lecturer or when prior arrangements have been made with the students and the Chairperson. 23.03.04 A Sessional Lecturer shall evaluate students' performance and shall supervise, when appropriate, students' research, practical work, these, and major papers, and shall set and mark any supplemental examination(s) for his/her assigned course(s). 23.03.05 A Sessional Lecturer shall supervise the work of teaching and laboratory assistants assigned to him/her. 23.03.06 A Sessional Lecturer shall comply with the procedures approved by Senate for reviewing students' marks and grades and with reporting deadlines communicated to him/her by the Dean. 23.03.07 A Sessional Lecturer shall attend Registration if required and shall arrange for the adequate supervision of his/her examinations. III. Dates for Summer Session Diploma in Native As A First Language Not offered Diploma in Native As A Second Language 3 weeks Courses start on July 13 and end on July 31, 1998 3 weeks Institute Courses and end on July 31, 1998 13 July on Courses start Ojibwe/Cree Courses 6 weeks Courses start on July 6 and end on August 17, 1998 4 weeks Native Language Teacher Certification Courses start on July 6 and end on July 31, 1998 IV. Cancelled Classes Classes cancelled due to illness. etc. should be re-scheduled at a time convenient to the instructor and students. 5,r �V. Schedule of Classes Classes begin on the half hour and end twenty minutes past the hour. As a courtesy to the instructor of the next class, please try to adhere to these times. VI. Course Outline A course outline is required in the Native Language Instructors' Program office before your course begins. The course outline should contain the following information: (a) course description from the calendar (refer to Appendices A & B) (b) course objectives (c) course content (d) course assignments (e) course evaluation scheme (f) course schedule (dates/content/readings) A must for every course outline. Each course outline, in addition to the above, should include the following: Incomplete Standing: It is the responsibility of the student to complete all work in accordance with the time schedule communicated by the instructor at the beginning of the course. If for some reason the student is unable to complete the course requirements on time, it is his/her responsibility to apply in writing for an extension. If granted, the students will receive an Incomplete grade and the University policy with respect to such grades will apply. If the student makes no formal application for an extension, the instructor will submit a grade based on a zero grade for the uncompleted portion of the work. This grade will hold unless a Change of Mark form is submitted by the instructor and approved by the Chairperson and Director. In courses where there are two sections, it is important that content and evaluation be similar. Please collaborate with your other half to ensure reasonable similarity. For example: AL 1212 AA Western and AL 1212 AB Central/Eastern AL 1232 AA Western and AL 1232 AB Central/Eastern For these classes, marks and averages should be reasonably close. Please keep in touch about this. Since promptness and regular attendance are required of teachers, NLIP encourages formation of these professional habits. Please record attendance and punctuality for each class you teach. You may wish to build this in, in some way. to your evaluation scheme. Note: Students who fail to appear for any student teaching assignment (without prior permission) will automatically fail their student teaching component (i.e. ED 0190. ED 0290, or ED 0390). VII. Course Materials If you anticipate needing any materials with which to teach your course(s), please inform the NLIP office as soon as possible so that these may be ordered. In addition, if you plan to use a textbook in your course(s), please fill out the enclosed book order form with all possible information included and return it. If you have written, or plan to write your own text material, send a camera-ready copy by June 1. It will be printed and placed in the LU. Book Shop for your students. If you require a T.V. & VCR for your class, you must book this at least 2 days prior to the date required. See Sonya for more details. 6 l I I I I I I I I I I I I I I I I �I I I I I I I I I I I I I I I I I VIII. Printing The Faculty of Education has guidelines regarding the printing of course materials. Course outlines, activity/worksheets, tests and exams will be printed in the print shop. Handouts such as journal articles or book chapters will not. Bring your printing to the NLIP Secretary and she will complete a requisition, then send to the Print Shop. This service takes a minimum of one full day. If prior typing is required, allow an additional 24 hours notice to have a finished copy for printing. One venda card is provided for your course during the program. IX Reporting of Final Marks: Academic Regulations 1. Please submit your completed Class Marks Sheets for the students enrolled at the end of the course(s). The Marks Sheet must be in the Native Language Instructors' Program by Friday, July 31, 1999. 2. No '9's please: i.e. number 39, 49, 59, 69, 79, 89, 99 marks - lower the mark to an _8, or raise it to a _O so that your evaluation is clear and there is less fuss over borderline marks. 3. GRADING SYSTEM: A+ A B C D E F F 90 - 100% 80 - 89% 70- 79% 60-69% 50 - 59% 40- 49% Failed 0 l - 39% Failed 0% Academic Dishonesty 4. 0: this mark is assigned for academic dishonesty ONLY. 5. For students on a class list but who have attended little or not at all - assign a low mark but not 0, e.g. 1 6. WD = Withdrawn, is assigned by the Registrar's Office. 7. Please complete the sections at the bottom of the last page of the Marks Sheets for Total Number of Students, Class Average. and Distribution of Grades. Also, please remember to sign all pages. It is anticipated that faculty members will utilize an appropriate variety of assessment strategies to ensure students have adequately mastered both course content and its practical application. Marks distribution should reflect the range of natural abilities found in classes. The value of quality education should be maintained. X. Course Evaluation The Senate of Lakehead University has adapted an evaluation form for use by students at the end of each course. These forms will be distributed during the final week of classes if an evaluation is scheduled. After the submission of marks they will be processed and returned to you. 7 �XI. Classrooms If you have problems with accessing classrooms, please contact the Security Office at 8569. Please ensure the students pick up after themselves before leaving the classroom. It is your responsibility to ensure cleanliness in the classrooms. Don't forget, they are in there for the majority of the day. XII. Identification Cards Photo equipment and staff will be available to process identification cards on July 6, 1998 in the main library. This is required before faculty have library privileges. XIII. Registration and Orientation of Students Monday, July 6 10:00 a.m. - 2:00 p.m. Tuesday, July 7 9:00 a.m. - 10:00 a.m. 10:00 a.m. - 12:00 p.m. Registration Location: Agora Assembly - Bora Lask.in Auditorium Orientation Friday, July l O & Saturday, July 1 1 Room TBA Sault College Workshops with Sam Senecal 9:00 a.m. - 4:00 p.m. XIV. Orientation for Faculty and Staff Date: Time: Location: Friday, July 10, 1998 10:00 a.m. - 1 1:30 a.m. BL 1024 I Agenda 10:00 - 10:30 a.m. General Meeting BL 1024 1. Welcome and Introductions 2. Review of NLIP Faculty and Staff Handbook 3. Discussion and sharing of information 10:30 - 1 1 :00 a.m. Discipline Team Meetings Purpose: to share and discuss courses and course outlines to ensure continuity from year to year. Remember to bring your course outlines for each of your courses. Language Foundations Methods Randy Valentine Lena White Angela Moore Reta Sands Tom Beardy John O' Meara Gary Hannam Helen Wassegijig Isadore Toulouse Georgina Nahwegahbo Shirley Williams Steve Chase Rubina Naogizic Donna Fiddler Violet Shawanda Florrie Sutherland Ron Kelly Susan Sandau Tony McQuilter BL 1024 BL 1024 8 I I 1 I I I I BL 1024 I I I I I I I I I �I I I I I I I I I I I I I I I I I I I 11:00 - 1 1:30 a.m. NLTC AND NASL/NAFL Group Teams: Purpose: To share and discuss objectives, course content, assignments, and evaluation strategies. GROUP "A" NLTC Year One / NLTC Year Two Faculty teaching Year One and Year Two courses. GROUP "B" NLTC Year Three / NASL Year Four /NAFL Faculty teaching Year Three and Year Four courses, and faculty teaching Native As a First Language courses. GROUP "C" Associate Teachers Purpose: To review Practicum Teaching Handbook, Student Teaching Schedules, Student Evaluation Forms, and answer any queries. PRACTICUM 0190, 0290, 0390 Florrie Sutherland, Principal and Associate Teachers. Florrie will be Chairperson for the meeting. XV. Faculty and Staff Meetings Thursday, July 16, 1998 Tuesday, July 2(t.jj 998 Wednesday, July 29, 1998 4:45 p.m. 4:45 p.m. 4:45 p.m. BL 2034 BL 2034 BL 2034 (Evaluation) XVI. Faculty Workroom Responsibilities BL 2031 is a study/work room for all NLIP students daily from 7:00 p.m. to 9:00 p.m. An additional responsibility each faculty member is required to assist students a minimum of two evenings during the summer session. During the weekends, the workroom will be available to students between 9:00 and 11:00 a.m. XVII. Timetables Timetables are provided in Appendices C1 - C6. In year one, year two and year three of the NLTC Program, Section AA will include Western Ojibwe, and most northern students, Section AB will include Central and Eastern Ojibwe. Section AC will include Cree and Syllabics students. Tapes of each student's speech are available from the NLIP Office. Students have already been assigned to classes on the basis of the above divisions. Linguists may switch students around within classes for purposes of homogeneity and inform NLIP coordinator. XVIII. Accommodations and Meals Just a reminder that cooking in the DORMS is NOT allowed. Any room changes must be done through the residence office. 9 �Algonquian 1210 - Written Algonquian Structure Part I Prerequisite: Fluency in an Algonquian Language An introduction to the Algonquian Language structure and syllabic orthographic principles through the study of examples from the various Algonquian Languages represented by class members. Lectures 3 hours, Laboratory 2 hours Algonquian 1212 - Oral Algonquian Part I Prerequisite: Fluency in an Algonquian language Introduction to the analysis of spoken Algonquian languages, their structure and orthographic principles, through the study of examples from the various Algonquian languages represented by other class members. Lectures 3 hours. Laboratory 2 hours Algonquian 1230 - Written Algonquian Part II Prerequisite: Algonquian 1210 Continuation of the structural study of the Algonquian languages by the inductive approach. Reading of selected syllabic texts from various language areas and syllabic traditions for comparison purposes. Proofreading and correcting of unedited text. Advanced work in syllabics. Lectures 3 hours. Laboratory 2 hours Algonquian 1232 - Oral Algonquian Part II Prerequisite: Fluency in an Algonquian language Structural study of Algonquian languages with emphasis on conversation patterns. Students will also read selected texts and participate in selected activities requiring a standard orthography. Lectures 3 hours, Laboratory 2 hours Algonquian 2211 - Written Algonquian Structure Part III Prerequisite: Algonquian 1210 & 1230 continuation of the structural study of Algonquian Languages with the student assuming increasing responsibility for independent analysis. Contrasting phonemic and morphophonemic conventions. Introduction to Roman orthography. Lectures 3 hours. Laboratory 2 hours Algonquian 2213 - Oral Algonquian Part III Prerequisite: Algonquian 12 1 2 & 1232 Continued study of Algonquian language structure, with students assuming increasing responsibility for independent analysis of speech patterns. Application of orthographic principles in proofreading and correcting of unedited text. Lectures 3 hours, Laboratory 2 hours. Algonquian 2231 - Written Algonquian Structure Part IV Prerequisite: Algonquian 1210 & 1230 Preparation of Algonquian structural descriptions. Summary of considerations in standardizing an orthography. Guided individual transcription project. Lectures 3 hours. Laboratory 2 hours Algonquian 2233 - Oral Algonquian Part IV Prerequisite: Algonquian 1212 & 1232 Guided individual or small group work on selected Algonquian structural and orthographic projects relating to the development of written materials of increasing difficulty in the student's own language. Lectures 3 hours, Laboratory 2 hours. 10 l I I I I I I I I I I I I I I I I I �11 I I I I I I I I I I I I I I I I I Ojibwe 1010 - Introduction to Ojibwe I Introduction to basic Ojibwe phonetics, grammar and conversation. Lectures 3 hours, Laboratory 2 hours (First Term) Ojibwe 1012 - Introduction to Ojibwe II Prerequisite Ojibwe I O I O Development of conversational skills and practice in writing. Lectures 3 hours, Laboratory 2 hours (Second Term) Cree 1010 - Introduction to Cree I Introduction to basic Cree phonetics, grammar and conversation. Lectures 3 hours. Laboratory 2 hours (First Term) Cree 1012 - Introduction to Cree II Prerequisite Cree 1010 Development of conversational skills and practice in writing. Lectures 3 hours. Laboratory 2 hours (Second Term) NL 3711 - Native American Applied Linguistics Introduction to problems and research methods. NL 3531 - Composition Expository and creative writing, research and guided project. n �Education 1351 - NASL Methods, Part I An introduction to the general principles of second language teaching, stressing development of listening comprehension and speaking skills. Structural and communicative approaches will focus at the lesson level. Micro-teaching will provide practice in the teaching methods under study. Education 1352 - NASL Methods, Part II A continuation of the topics of Part I, with the focus broadened to the unit level. The practicum will encourage originality within the bounds of second language teaching criteria, in the preparation of teaching units. Education 1353 - NASL Methods, Part III Consolidation and extension of the principles and techniques presented in Parts I and II with emphasis on reading and writing skills and the relation of the NASL program to the school and community. Focus will be on planning a full year's program. A supervised practicum will provide opportunity to apply skills being learned by teaching a class on one of the following levels: elementary, secondary, adult. Education 1354 - NASL Methods, Part IV An examination of the psychology of second language learning as it relates to other content learning, literacy, analytic skills and literature appreciation. a supervised practicum will provide opportunity to teach a class at a level other than the one taught in Part III. Education 1451 - NAFL Methods Part I Objectives and methods in kindergarten an primary Native Language arts, with attention to the four language skills of listening, speaking, reading, and writing. Demonstration and practice of lesson segments will provide experience in the use of the methods under study. Education 1452 - NAFL Methods Part II Objectives and methods in Native language arts for the junior and intermediate grades, with attention to the four languages skills. Teaching skills involving the methods under study will be practiced in peer teaching situations. Education 1453 • NAFL Methods Part III Building a Native Language arts program through the grades: goals. strategies, and content. Attention will be given to the relationship of Native Language to the total school curriculum, in both elementary and secondary school programs. A practicum will provide opportunity to apply skills being learned by teaching a class at one of the following levels: elementary, secondary, adult. Education 1454 - NAFL Methods Part IV Topics appropriate to student needs will be selected from such concerns as: evaluation, remediation, enrichment, adult literacy instruction, translation skills, reading transfer, oral language development, creative writing. A supervised practicum will guide students in teaching a class at a level other than the one undertaken in Part III. 12 I I I I I I I I I I I I I I I I I I I �I I I I I I I I I I I I I I I Education 1571 - Introduction to Teaching A survey of teacher ethics, classroom management skills and record keeping and planning procedures, with special attention to the relationship of core language teachers to the total school experience. Identification and use of standard classroom materials and equipment will form part of the course. Education 1572 - The Development of the Child An examination of the physical, mental and emotional characteristics of children and youth through elementary and secondary school years, with emphasis on the implications in language teacher interaction. The practicum will entail production of language teaching material suitable to each age group. Education 1573 - Current Issues in (Native) Language Education Background for this course will be laid by surveying the policies of educational agencies and professional organizations, the regulations of the Ontario Ministry of Education and other sources of help for the language teacher. Students will identify common problems facing language teachers and identify appropriate solutions to these problems. The practicum will require the completion of a curriculum project that identifies and meets the needs of the local school and relates to Ministry guidelines. Education 1574 - Approaches to Bilingual Education An examination of bilingual education, its strengths and weaknesses, problems and opportunities. Factors in language maintenance and in the selection of bilingual education models will be studied. Each student will prepare curriculum material suitable for one of the models. Education 0190 - Education 0290 - Education 0390 This series of courses deal with planning and implementation of NSL. At each level, there are four parts: 1. Student Teaching - During the first three weeks of classes, each student will teach a minimum of four times. Please note that each First year student will observe the first class and teach a minimum of three times. This includes a pre-conference, evaluation and post-conference with an Associate Teacher. 2. Planning Session - Students participate in the preparation of lesson plans, unit plans, and long range plans. These sessions are one hour in length during the first three weeks of classes. 3. Assembly - In this half hour, students meet together as a group for presentations pertaining to their professional life as a teacher. These lectures take place during the fourth week of classes. 4. Workshops - Workshops take place during the first week of classes. Each NLTC student is required to participate as part of the ED O190, ED 0290. and ED 0390 Practicum component and is part of the grade evaluation for that course. I I I I 13 �I C.1 Native Language Teacher Certification (Algonquian) Timetable NLTC (Cree) RB-3027 8:30- AL 1 2 1 2 AC 9:20 A. Moore NLTC YR 1 (Western) RB-3046 AL 1 2 1 2 AA T. Beardy JUIY I 1998 NLTC YR 1 (Cent/East) RB-3026 ED 1 3 5 1 AB S. Chase NLTC YR 2 (Western) RB-3044 ED 1 572 AA S. Williams NLTC YR 2 (Cent/East) RB-3024 ED 1 352 AB L. White NLTC YR 3 NLTC YR 3 (Cent/East) (Western) RB-2044 RB-2044 ED 1 353 ED 1 353 I. Toulouse I. Toulouse RB-3044 RB-3024 RB-2044 RB-2044 RB-3026 RB-3046 RB-3027 ED 0390 9:30- AL 1 2 1 2 AC AL 1 2 1 2 AA ED 1 3 5 1 AB ED 1 572 AA ED 1 352 AB ED 0390 S. Chase T. McQuilter T. McQuilter S. Williams L. White T. Beardy 1 0:20 A. Moore RB-3046 RB-3027 10:30 AL 1 232 AC ED 0 1 90 - A. Moore T. McQuilter 1 1 :20 RB-3046 1 1 :30 ED 1351 AA S. Chase 1 2:20 1 2:30 - 1 :30 RB-3027 RB-3046 1 : 30- AL 1 232 AC ED 1 35 1 AA 2:20 A. Moore S. Chase RB-3046 2:30ED 1 57 1 AA 3:20 G. Hannam RB-3046 3:30ED 157 1 AA 4:20 G. Hannam - RB-3044 RB-3046 RB-3024 RB-2044 AL 1 232 AA AL 1 232 AB ED 1 573 ED 0 1 90 T. McQuilter T. Beardy R. Sands H. Wassegijig RB-3026 RB-3044 RB-2044 RB-3044 ED 0290 ED 1 57 1 AB ED 0290 ED 1 573 G. Hannam T. McQuilter T. McQuilter H. Wassegijig RB-2044 ED 1 573 H. Wassegijig RB-2044 ED 1 573 H. Wassegijig LUNCH RB-3026 ED 157 1 AB G. Hannam RB-3026 AL 1 2 1 2 AB R. Sands RB-3026 AL 1 2 1 2 AB R. Sands RB-3044 AL 1 232 AA T. Beardy RB-3044 ED 1 352 AA R. Naogizic RB-3044 ED 1 352 AA R. Naogizic RB-3024 AL 1 232 AB R. Sands RB-3024 ED 1 572 AB S. WiHiams RB-3024 ED 1 572 AB S. Williams RB-2044 AL 22 1 3 AA J. O'Meara RB-2044 AL 22 1 3 AA J. O'Meara RB-2044 ED 1 353 I. Toulouse C .2 Pracf1cum 0190' 0290' 0390 Student Teach"m� * Class Associate Teachers Room Year Three - 9:30 a.m. - 10:30 a.m. Central/Eastern Ojibwe Violet Shawanda BL 2032 Cree/Syllabics Susan Sandau BL 2027 Western Ojibwe Donna Fiddler BL 2039 Western Ojibwe & Oji-Cree Ron Kelly BL 2030 Planning Tony McQuilter RB 3044 Year une - 1 0:jO a.m. - I I ;jO a.m. Central/Eastern Ojibwe Violet Shawanda BL 2032 Cree/Syllabics Susan Sandau BL 2027 Western Ojibwe Donna Fiddler BL 2039 Western Ojibwe & Oji-Cree Ron Kelly BL 2030 Planning Tony McQuiher RB 3046 Year Two - 1 1 :JO a.m. - I l:JO a.m. Central/Eastern Ojibwe Violet Shawanda BL 2032 Cree/Sy llabics Susan Sandau BL 2027 Western Ojibwe Donna Fiddler BL 2039 Western Ojibwe & Oji-Cree Ron Kelly BL 2030 Planning Central/Eastern Ojibwe: Tony McQuilter RB 2044 * Practicum assignments will be available durmg Onentauon 14 RB-2042 AL 22 1 3 AB L. White RB-2042 AL 22 1 3 AB L. White RB-2044 ED 1 353 I. Toulouse l I I I I I I I I I I I I I I I I �I I I 0 0 0 I I I I I I I C.3 Practicum 0190, 0290, 0390 Workshop Sessions Each workshop will be 2 days in length and will be held on July 8 and 9. This year, only one set of workshops will be held. A limit of 25 students per workshop based on a first come first choice basis. Room numbers and class lists will be available on July 7. Workshop 1 - Contemporary Aboriginal Indian Art - Helen Wassegijig - BL 2031 Through slide presentations the students will learn to understand and appreciate a survey of the principal art movements in aboriginal Indian art. The fundamental principles of drawing and painting and the development of creative expression and graphic presentation through multi-media as an image-making process will be explored.. Workshop 2 - Birch Bark Work - Isadore Toulouse - BL 2039 Working with Birch Bark, Porcupine Quills and Sweet Grass is a very delicate task. There are certain things that the students need to know and understand before the actual process of making a particular object. The time of the Birch Bark picking is very important plus acquiring the porcupine quills during a particular time of the season and the sacredness of the Sweet-grass. All of these important factors will be discussed during the workshop. Students will be making two items that they will be taking back to their classrooms and in turn be able to teach their own students what they have learned. There will be a display of various Birch Bark material on hand for the students to see. Workshop 3 - Sounds and Songs of the Anishnaabeg - Violet Shawanda - BL 2027 This workshop will assist the NSL teacher to do his/her own songs through the use of large drum, hand drum and shakers etc. The kinds of songs can be as varied as traditional social drum songs, chant, vocables, choir-style. translated, straight traditional, and action song. Participants bring own drums, shakers etc. Also be prepared to share songs with one another. This is the only way we can hope to retain our Anishnaabemowin in a rewarding and enjoyable manner to both students and NSL teachers. Workshop 4 - Story Telling and the Uses of the Talking Circle - Delores Wawia - BL 2030 The students will be exposed to the meaning and the uses of the Talking Circle. The students will be introduced to the art of story telling. Both the talking circle and story telling are useful teaching devices that can be incorporated into Native language teaching to enrich the classes. 15 �C.4 Native As A First/Second Language Diploma Timetable July 1998 NASL IV 8:30-9:20 9:30-10:20 10:30- 1 1 :20 1 1 :30- 1 2:20 BL-2040 AL 2233 R. Valentine BL-2040 AL 2233 R. Valentine BL-2040 ED 1 574 I. Toulouse I BL-2040 ED 1 574 I. Toulouse 1 2:30- 1 :30 1 :30-2:20 2:30-3:20 BL-2040 ED 1 354 G. Nahwe1mhbo BL-2040 ED 1 354 G. Nahwegahbo 3:30-4:20 C.5 Ojibwe/Cree Course Timetables July/August 1998 OJIHWE OJ 1010 I UJ.'I.' CR 1010 July 6 • 24 5:00 • 7:30 p.m. Monday to Thursday RB 3051 July 6 • 24 1 1 :00 a.m . • l :30 p.m. Monday to Thursday RB 3027 July 27 • Aug 1 7 5:00 • 7:30 p.m. Monday to Thursday RB 3051 July 27 . Aug 1 7 1 1 :00 a.m. • I :30 p.m. Monday to Thursday RB 3027 OJ 1012 16 CR 1012 l I I I I I I I I I I I I I I I I �C.6 Institute (Advanced) Timetable July 1998 I 8:30-9:20 9:30-10:20 10:30- 1 1 ;20 1 1 :30- 12:20 I I I I I 1 2:30- 1 :30 1 :30-2:20 2:30-3:20 B B-2007 NL 37 1 1 R. Valentine 8B-2007 NL 37 1 1 R. Valentine 3:30-4:20 C. 7 A.Q. (Part I) Specialist Timetable July 1998 8:00-9:20 9:30- 10:20 I 0:30- 1 1 :20 I I I I I I BB-2007 NL 3531 J. O'Meara 88-2007 NL 3531 J. O'Meara 1 1 :30- 1 2:20 12:30- 1 :30 1 :30-2:20 2:30-3:20 3:30-4:20 RB-305 1 ED 4743 D. MorJ?an RB-3051 ED 4743 D. MorJ?an RB-3051 ED 4743 D. Mornan RB-305 1 ED 4743 D. Mornan RB-305 1 ED 4743 D. Mor}!an RB-305 1 ED 4743 D. MorJ?an RB-305 1 ED 4743 D. Morgan 17 �C.8 Native Language Instructors' Program Faculty Workroom Timetable Monday to Friday 7 p.m. - 9 p.m. Saturday & Sunday 9 a.m. - 11 a.m. July 1998 ROOM BL 2031 6 5 Wednesda_y Thursday Tuesday Monday Sunday 8 7 2 9 Friday 3 Saturday IO 4 11 W. White 12 J. O'Meara 19 J. O'Meara 26 J. O'Meara 16 13 14 15 I. Toulouse R. Valentine G. Nahwegahbo S. Williams 20 25 24 23 21 22 R. Valentine F. Sutherland T. Beardy A. Moore S. Chase S. Williams W. White T. Beardy L. White F. Sutherland A. Moore G. Nahwegahbo F. Sutherland 27 I. Toulouse F. Sutherland 28 T. McQuilter H. Wassegijig F. Sutherland H. Wassegijig 30 29 R. Naogizic L. White F. Sutherland R. Sands 18 17 R. Sands R. Naogizic W. White 31 NOTE: The Associate Teachers, Donna Fiddler, Violet Shawanda, Ron Kelly and Susan Sandau will be involved with conference sessions with their student teachers in the evenings as scheduled by them. Wanda White will be available in the NLIP office for student consultations Monday to Friday from 7:00 - 9:00 p.m. Gary Hannam will be conducting Computer workshops every Tuesday and Thursday from 7:00 - 9:00 p.m. 18 I I I I I I I I I I I I I I �I I I I N(0)1rIE§ I I L I I I I I I I I I I I I 19 � Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Anishinaabemowik - Indigenous Languages Program Historical Documents Creator An entity primarily responsible for making the resource Faculty of Education, Native Language Instructors Program Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource NLIP Faculty & Staff Handbook 1998 Subject The topic of the resource Universities Description An account of the resource Native Language Instructor Program Faculty and Staff Handbook, Faculty of Education, Lakehead University, Summer 1998 Creator An entity primarily responsible for making the resource Native Language Instructor Program Faculty of Education Lakehead University Date A point or period of time associated with an event in the lifecycle of the resource 1998-07-01 Rights Information about rights held in and over the resource Faculty of Education, Lakehead University Format The file format, physical medium, or dimensions of the resource PDF Language A language of the resource English Type The nature or genre of the resource Text https://digitalcollections.lakeheadu.ca/files/original/bee5a5d5a9787a259e05ed279e126f8b.pdf f2ae2720880a8ec71e35c4143bfc98c1 PDF Text Text I I I I I I I I I I I I I I I I I I Native Language Instructors' Program Faculty and Staff Handbook July, 1999 Name: Address: ------------- ____ ________ ..;....__ �Introduction Boozhoo! I welcome you to our summer NLIP team. Our student teachers rely on your commitment and dedication to help them become teachers like yourselves because it is with this commitment and guidance on your part that enables them to become successful teachers. I I I I I I I I I I I I I I Good luck in the 1'99 NLIP summer session! cxfl.'1J Wanda White Coordinator. NLIP a� {; _, ,5<,"tl4,•?-4\J ope Fannell Administrative Faculty and Staff A<:tins Dean, Faculty of Education Dr. Coordinator, NLIP Wanda White Senya Matson� �4.. Secretary, NLIP John O'Meara Principal, NLIP Summer School Florrie Sutherland Lila Tabachak Coordinator, Odaminowin Day Camp Native Student Counsellor, Native Student Support Services I BL-1014 BL-1007D BL-10070 BL-1007B BL-1007 BL-1007 SC-1002 �The Program Lakehead University, in the heartland of Ojibwe country, offers a selection of Native Language courses and programs through the co-operative efforts of Languages and Education. Native Language studies are proving to be of growing interest to students of every age, Native and non-Native alike. While some students come to Lakehead especially to study in a Native Language program, others find that the study of Native Language complements their chosen programs in other fields. We have a rich heritage in the Native Languages of this country, and recently, there has been a surge of interest in this heritage. We, at Lakehead University feel privileged and proud to share in the building of the new academic tradition that will emerge as we pursue goals of excellence in Native language learning and teaching. Program Goals - to MAINTAIN the vitality of Native Languages among members of the Native Language community, by providing opportunities for its study and creative use in the academic setting; - to DEVELOP new functions and skills, in the use of Native Languages through research, teaching and materials production; - to INTRODUCE a Native Language to those who wish to learn it through introductory and developmental courses in Cree and Ojibwe. NATIVE LANGUAGE INSTRUCTORS' PROGRAM Native Language* Summer Institute Native Language** Specialist Native Language*** Elective Courses NATIVE LANGUAGE INSTRUCTORS' PROGRAM Native Language*** Teacher Certification * ** *** Native As A First Language Diploma* I Native As A Second Language Diploma* Lakehead University courses Ministry of Education and Training Ministry of Education and Training and Indian and Northern Affairs Canada I I I I I I I I I I I I I I I I I �I I 1. Native Language Teacher Certification Program The purpose of the Native Language Teacher Certification Program is to increase the number of Native language teachers through summer programs which will prepare them to instruct in Native as a second language. It is a three summer program of four weeks duration. Students in this program will learn how to teach Native as a second language to children whose first language is English. Native language teachers who have an understanding of the structure of the Native language, pedagogical principles, methods and techniques for teaching Native as a second language will promote and maintain the teaching of Native languages. Course requirements are met through a combination of courses and student teaching. 1.1 The Algonquian Courses (Refer to Appendices A & B for course descriptions) I I I I I I I I I I I I I Native Language Teacher Certification Program (NLTC) Algonquian Year One Year Two Year Three Al1212 Al1232 Al2213 Ed1571 Ed1572 Ed1573 Ed 1351 Ed 1352 Ed 1353 Ed 01 90 Ed 02 90 Ed 0390 Courses in the Algonquian Series are for fluent speakers of Cree, Ojibwe, and Delaware. Also included are related languages of Montagnais, Nascapi, Potawatami, Micmac, Malecite, and Saulteaux. The intent of the Algonquian Series of courses is: to coach the student to acquire the skills of reading his/her language with comfort and comprehension, and of writing it with ease and consistency in the generally recognized orthography of his/her dialect area; to lead the student inductively to an understanding of and appreciation for the structural terms necessary to the language teaching task in the elementary and secondary schools in Ontario. These are two parallel series of courses designed to meet the language needs of the student. The Northern Series is designed for students from areas of Ontario where the language is written in syllabics. All Cree students enroll in this group, as well as Ojibwe speakers from "non-road-access" communities of Northern Ontario. The Southern Series is designed for students from areas of Ontario where the language is written in the Roman alphabet. All Delaware students enroll in this group as well as Ojibwe speakers from "road-access" communities of southern and near Northern communities. 2. Native As A Second Language Diploma This is a four summer program to educate candidates in teaching Native as a second language. This program prepares candidates to teach students whose first language is English. The courses in the first three years of the program are exactly the same as the courses for Native Teacher Certification Program except for the Practicum. Education 15 98 and Education1599, year one and year two respectively, are supervised practica during the winter months. Course work (Refer to Appendix A & B for course descriptions) Year One Year Two Year Three Year Four Al1212 Al 1232 Al 2213 Al 2233 Ed1571 Ed1572 Ed 1573 Ed1574 Ed 1351 Ed 1352 Ed 1598 Ed 1353 Ed 1599 Ed 1354 3. Native As A First Language Diploma This is a four summer program. It provides Native language enrichment and literacy skills development. Course requirements are met through a combination of courses and winter practica. Each course is offered periodically, at least once every four years. Course work (Refer to Appendices A & B for course descriptions) 3 �Year One Year Two Year Three Year Four Al1210 Al1230 Al2211 Al2231 Ed1451 Ed1452 Ed1453 Ed1454 Ed1571 Ed1572 Ed1573 Ed1574 Ed1598 Ed1599 4. Native Language Summer Institute These courses are offered for degree programs and for graduates of all the first and second language programs. First language courses are designed for the student who wishes to extend his/her knowledge and do research in the area of his/her specialty as well as to any person similarly qualified. Second language courses are for students that want to learn an Algonquian language. Summer Courses (Refer to Appendices A & B for course descriptions) First Language NL�3!tl NLm!- 9%13 Second Language OJ 1010 OJ 1012 CR1010 CR1012 5. ED 4743 - Native As A Second Language (Algonquian) Part I: Additional Qualification Course work (Refer to Appendices A & B for course descriptions) Prerequisite or co-requisites: O.T.C. or Certificate of Qualification (Limited/Restricted). 4 I I I I I I I I I I I I I I I I �I I I I I I I I I I I I I I I I Il. Rights and Responsibilities of Sessional Lecturers The following article from the current agreement between the Board of Governors and the Faculty Associations outlines the rights and responsibilities of all sessional lecturers. 23.03.01 A Sessional Lecturer is expected to foster a learning environment that is conductive to scholarly learning, to treat students fairly and ethically, and to be conscientious in the preparation, organization, and revision of his/her course materials. 23.03.02 At the commencement of each course, a Sessional Lecturer shall prepare requirements, assignments, evaluation procedures, and any other relevant material, and shall file a copy of this written information with his/her Chairperson. A Sessional Lecturer shall be available to students for academic counseling as required. 23.03.03 A Sessional Lecturer shall notify students and his/her Chairperson as far in advance as is practicable of the rescheduling of any instructional activity. Rescheduling shall occur only in exceptional circumstance beyond the reasonable control of the Sessional Lecturer or when prior arrangements have been made with the students and the Chairperson. 23.03.04 A Sessional Lecturer shall evaluate students' performance and shall supervise, when appropriate, students' research, practical work, these, and major papers, and shall set and mark any supplemental examination(s) for his/her assigned course(s). 23.03.05 A Sessional Lecturer shall supervise the work of teaching and laboratory assistants assigned to him/her. 23.03.06 A Sessional Lecturer shall comply with the procedures approved by Senate for reviewing students' marks and grades and with reporting deadlines communicated to him/her by the Dean. 23.03.07 A Sessional Lecturer shall attend Registration if required and shall arrange for the adequate supervision of his/her examinations. ill. Dates for Summer Session Diploma in Native As A First Language Not offered Diploma in Native As A Second Language 3 weeks Courses start on July �and end on July J.G,,1'999..J 1D �¥ ·;;u1v o Institute Courses 3 weeks Courses start on July 1"2--and end on July� I-99Et,, .;>j ;;;fUlu ID 6 weeks Ojibwe/Cree Courses Courses start on July'S-and end on August 16, �,,) 4- ;;;:J,£'1/V 4 weeks Native Language Teacher Certification Courses start on July '5. and end on July 30, [999.. 'f IV. Cancelled Classes ;;).'j'?CA� Classes cancelled due to illness, etc. should be re-scheduled at a time convenient to the instructor and students. 5 �V. Schedule of Classes Classes begin on the half hour and end twenty minutes past the hour. As a courtesy to the instructor of the next class. please try to adhere to these times. VI. Course Outline A course outline is required in the Native Language Instructors' Program office before your course begins. The course outline should contain the following information: (a) course description from the calendar (refer to Appendices A & B) (b) course objectives (c) course content (d) course assignments (e) course evaluation scheme (f) course schedule (dates/content/readings) A must for every course outline. Each course outline. in addition to the above, should include the following: Incomplete Standing: It is the responsibility of the student to complete all work in accordance with the time schedule communicated by the instructor at the beginning of the course. If for some reason the student is unable to complete the course requirements on time. it is his/her responsibility to apply in writing for an extension. If granted, the students will receive an Incomplete grade and the University policy with respect to such grades will apply. If the student makes no formal application for an extension, the instructor wilJ submit a grade based on a zero grade for the uncompleted portion of the work. This grade will hold unless a Change of Mark form is submitted by the instructor and approved by the Chairperson and Director. In courses where there are two sections, it is important that content and evaluation be similar. Please collaborate with your other half to ensure reasonable similarity. For example: AL 1212 AA Western and AL 1212 AB Central/Eastern AL 1232 AA Western and AL 1232 AB Central/Eastern For these classes, marks and averages should be reasonably close. Please keep in touch about this. Since promptness and regular attendance are required of teachers, NLIP encourages formation of these professional habits. Please record attendance and punctuality for each class you teach. You may wish to build this in, in some way. to your evaluation scheme. Note: Students who fail to appear for any student teaching assignment (without prior permission) will automatically fail their student teaching component (i.e. ED 0190, ED 0290, or ED 0390). VII. Course Materials If you anticipate needing any materials with which to teach your course(s), please inform the NLIP office as soon as possible so that these may be ordered. In addition, if you plan to use a textbook in your course(s), please fill out the enclosed book order form with all possible information included and return it. If you have written, or plan to write your own text material, send a camera-ready copy by June 1 . It will be printed and placed in the L.U. Book Shop for your students. If you require a T.V. & VCR for your class, you must book this at least 2 days prior to the date required. See Sonya for more details. I I I I I I I I I I I I I I I I �VIII. Printing The Faculty of Education has guidelines regarding the printing of course materials. Course outlines, activity/worksheets, tests and exams will be printed in the print shop. Handouts such as journal articles or book chapters will not. Bring your printing to the NLIP Secretary and she will complete a requisition, then send to the Print Shop. This service takes a minimum of one full day. If prior typing is required, allow an additional24 hours notice to have a finished copy for printing. One venda card is provided for your course during the program. IX Reporting of Final Marks: Academic Regulations I 1. Please submit your completed Class Marks Sheets for the students enrolled at the end of the course(s). The Marks Sheet must be in the Native Language Instructors' Program by Friday, July 31, 1999. 2. No '9's please: i.e. number 39.49,5 9, 69, 79,89, 99 marks - lower the mark to an _8, or raise it to a _O so that your evaluation is clear and there is less fuss over borderline marks. 3. GRADING SYSTEM: 4. 0: this mark is assigned for academic dishonesty ONLY. 5. For students on a class list but who have attended little or not at all - assign a low mark but not 0, e.g. I 6. WD = Withdrawn, is assigned by the Registrar's Office. 7. Please complete the sections at the bottom of the last page of the Marks Sheets for Total Number of Students, Class Average, and Distribution of Grades. Also, please remember to sign all pages. I I I I I I I I A+ A B C D E F F 90 -1 00% 80-89% 70-79% 60 -69% 5 0 -5 9% 40 -49% Failed O 1 -39% Failed 0% Academic Dishonesty It is anticipated that faculty members will utilize an appropriate variety of assessment strategies to ensure students have adequately mastered both course content and its practical application. Marks distribution should reflect the range of natural abilities found in classes. The value of quality education should be maintained. X. Course Evaluation The Senate of Lakehead University has adapted an evaluation form for use by students at the end of each course. These forms will be distributed during the final week of classes if an evaluation is scheduled. After the submission of marks they will be processed and returned to you. 7 �XI. Classrooms If you have problems with accessing classrooms, please contact the Security Office at 8569. Please ensure the students pick up after themselves before leaving the classroom. It is your responsibility to ensure cleanliness in the classrooms. Don't forget, they are in there for the majority of the day. XII. Identification Cards Photo equipment and staff will be available to process identification cards on July 6, 1998 in the main library. This is required before faculty have library privileges. XID. Registration and Orientation of Students ���'f 10:00 a.m. - 2:00 p.m. s Registration Location: Agora .lAJE!), ·FYeSaay, July"610:00 a.m. - 12:00 p.m. Orientation Wednesday, July 'b Thum:l_ay, July'8 J/(t!£J '7 NLTC Workshf>Ps -fF l Friday, July"9- �/ Assembly - Bora Laskin Auditorium 10:00 a.m. - 11:00 a.m. c::� .3flf �July'1-& S�y. July W,.Room TBA Sault College Workshops with Sam Senecal 9:00 a.m. - 4?00 p.fii.'" t--�) c� XIV. Orientation for Faculty and Staff q .--01.1 - I : l'1J Date: Time: Location: , �tJV?J friday, July"9; m9 8:30 a.m. - I 0:00 a.m. BL 1024 Agenda 8:30 - 9:00 a.m. General Meeting BL 1024 1. Welcome and Introductions 2. Review of NLIP Faculty and Staff Handbook 3. Discussion and sharing of information 9:00 - 10:00 a,m, Discipline Team Meetings Purpose: to share and discuss courses and course outlines to ensure continuity from year to year. Remember to bring your course outlines for each of your courses. Language BL 1024 Foundations BL 1024 Methods BL 1024 Randy Valentine LeuaW1tite­ Angela Moore John O'Meara Tom Beardy Gary Hannam Helen Wassegijig Isadore Toulouse Rubina Naogizic O,lores Wawia .s«weChase­ Susan Sandau Donna Fiddler V-ielet-Shawanda­ Reta Sands 'Feey MoQuilter 8 I I I I I I I I I I I I I I I I �I I I I I I I NLTC AND NASL/NAFL Group Teams: Purpose: To share and discuss objectives, course content, assignments, and evaluation strategies. GROUP "A" NLTC Year One / NLTC Year Two Faculty teaching Year One and Year Two courses. GROUP "B" NLTC Year Three / NASL Year Four /NAFL Faculty teaching Year Three and Year Four courses, and faculty teaching Native As a First Language courses. GROUP "C" Associate Teachers Purpose: To review Practicum Teaching Handbook, Student Teaching Schedules, Student Evaluation Forms, and answer any queries. PRACTICUM 0190, 0290, 0390 Florrie Sutherland. Principal and Associate Teachers. Florrie will be Chairperson for the meeting. XV. Faculty and Staff Meetings ffll 99 \ 4:45 p.m. Thursday, July 2f01: 4:45 p.m. Tuesday, July Wednesday, July 28-, 1� 4:45 p.m. ,;;,f:; 'c).)1111> BL 2034 BL 2034 BL 2034 (Evaluation) XVI. Faculty Workroom Responsibilities BL 2031 is a study/work room for all NLIP students daily from 7:00 p.m. to 9:00 p.m. An additional responsibility each faculty member is required to assist students a minimum of two evenings during the summer session . During the weekends, the workroom will be available to students between 9:00 and 11:00 a.m. on Saturday and 7 to 9 p.m. on Sunday evenings. I I I I I I I XVII. Timetables Timetables are provided in Appendices C 1 - C6. In year one, year two and year three of the NLTC Program, Section AA will include Western Ojibwe, and most northern students, Section AB will include Central and Eastern Ojibwe. Section AC will include Cree and Syllabics students. Tapes of each student's speech are available from the NLIP Office. Students have already been assigned to classes on the basis of the above divisions. Linguists may switch students around within classes for purposes of homogeneity and inform NLIP coordinator. XVIII. Accommodations and Meals Just a reminder that cooking in the DORMS is NOT allowed. Any room changes must be done through the residence office. 9 �Algonquian 1210 • Written Algonquian Structure Part I Prerequisite: Fluency in an Algonquian Language An introduction to the Algonquian Language structure and syllabic orthographic principles through the study of examples from the various Algonquian Languages represented by class members. Lectures 3 hours. Laboratory2 hours Algonquian 1212 - Oral Algonquian Part I Prerequisite: Fluency in an Algonquian language Introduction to the analysis of spoken Algonquian languages, their structure and orthographic principles, through the study of examples from the various Algonquian languages represented by other class members. Lectures 3 hours, Laboratory2 hours Algonquian 1230 • Written Algonquian Part II Prerequisite: Algonquian 12 10 Continuation of the structural study of the Algonquian languages by the inductive approach. Reading of selected syllabic texts from various language areas and syllabic traditions for comparison purposes. Proofreading and correcting of unedited text. Advanced work in syllabics. Lectures 3 hours, Laboratory2 hours Algonquian 1232 - Oral Algonquian Part II Prerequisite: Fluency in an Algonquian language Structural study of Algonquian languages with emphasis on conversation patterns. Students will also read selected texts and participate in selected activities requiring a standard orthography. Lectures 3 hours. Laboratory2 hours Algonquian 2211 - Written Algonquian Structure Part III Prerequisite: Algonquian 12 10 & 12 30 continuation of the structural study of Algonquian Languages with the student assuming increasing responsibility for independent analysis. Contrasting phonemic and morphophonemic conventions. Introduction to Roman orthography. Lectures 3 hours, Laboratory2 hours Algonquian 2213 - Oral Algonquian Part III Prerequisite: Algonquian 12 12 & 12 32 Continued study of Algonquian language structure, with students assuming increasing responsibility for independent analysis of speech patterns. Application of orthographic principles in proofreading and correcting of unedited text. Lectures 3 hours, Laboratory2 hours. Algonquian 2231 - Written Algonquian Structure Part IV Prerequisite: Algonquian 12 10 & 12 30 Preparation of Algonquian structural descriptions. Summary of considerations in standardizing an orthography. Guided individual transcription project. Lectures 3 hours, Laboratory2 hours Algonquian 2233 • Oral Algonquian Part IV Prerequisite: Algonquian 12 12 & 12 32 Guided individual or small group work on selected Algonquian structural and orthographic projects relating to the development of written materials of increasing difficulty in the student's own language. Lectures 3 hours, Laboratory2 hours. 10 I I I I I I I I I I I I I I I I I �I I I I I I I I Ojibwe 1010 - Introduction to Ojibwe I (Severn Dialect) Introduction to basic Ojibwe phonetics, grammar and conversation. Lectures 3 hours, Laboratory 2 hours (First Term) Ojibwe 1012 - Introduction to Ojibwe II (Severn Dialect) Prerequisite Ojibwe 1010 Development of conversational skills and practice in writing. Lectures 3 hours. Laboratory 2 hours (Second Term) Cree 1010 - Introduction to Cree I Introduction to basic Cree phonetics, grammar and conversation. Lectures 3 hours, Laboratory 2 hours (First Term) Cree 1012 - Introduction to Cree II Prerequisite Cree1 010 Development of conversational skills and practice in writing. Lectures 3 hours. Laboratory 2 hours (Second Term) �1 ) f'iL J.� � NL tiJ.J - Algo11qoian-binguisti�s A·studyofdrtrlaDgllages of rbe l:\lgoaqwaR-ftuniiy-wtltlf'pm'tttnlar...... emptrasis-on-Qjibwe--and-Gr-ee.�'(/ � ,.,-.-, NL 3251 - T-ranslation S,f/c.cr l1L TJrf1 c....- JL-­ SpecifiG-prt,ble111s of trans]adorr. .Sf�-1.;IJL . I I I I I I 1I �Education 1351 - NASL Methods, Part I An introduction to the general principles of second language teaching, stressing development of listening comprehension and speaking skills. Structural and communicative approaches will focus at the lesson level. Micro-teaching will provide practice in the teaching methods under study. Education 1352 · NASL Methods, Part II A continuation of the topics of Part I, with the focus broadened to the unit level. The practicum will encourage originality within the bounds of second language teaching criteria, in the preparation of teaching units. Education 1353 - NASL Methods, Part III Consolidation and extension of the principles and techniques presented in Parts I and II with emphasis on reading and writing skills and the relation of the NASL program to the school and community. Focus will be on planning a full year's program. A supervised practicum will provide opportunity to apply skills being learned by teaching a class on one of the following levels: elementary, secondary, adult. Education 1354 • NASL Methods, Part IV An examination of the psychology of second language learning as it relates to other content learning, literacy, analytic skills and literature appreciation. a supervised practicum will provide opportunity to teach a class at a level other than the one taught in Part III. Education 1451 - NAFL Methods Part I Objectives and methods in kindergarten an primary Native Language arts, with attention to the four language skills of listening, speaking, reading, and writing. Demonstration and practice of lesson segments will provide experience in the use of the methods under study. Education 1452 - NAFL Methods Part II Objectives and methods in Native language arts for the junior and intermediate grades, with attention to the four languages skills. Teaching skills involving the methods under study will be practiced in peer teaching situations. Education 1453 • NAFL Methods Part III Building a Native Language arts program through the grades: goals, strategies, and content. Attention will be given to the relationship of Native Language to the total school curriculum, in both elementary and secondary school programs. A practicum will provide opportunity to apply skills being learned by teaching a class at one of the following levels: elementary, secondary, adult. Education 1454 · NAFL Methods Part IV Topics appropriate to student needs will be selected from such concerns as: evaluation, remediation, enrichment, adult literacy instruction, translation skills, reading transfer, oral language development, creative writing. A supervised practicum will guide students in teaching a class at a level other than the one undertaken in Part III. 12 I I I I I I I I I I I I I I I I �Education 1571 - Introduction to Teaching A survey of teacher ethics. classroom management skills and record keeping and planning procedures, with special attention to the relationship of core language teachers to the total school experience. Identification and use of standard classroom materials and equipment will form part of the course. Education 1572 - The Development of the Child An examination of the physical, mental and emotional characteristics of children and youth through elementary and secondary school years, with emphasis on the implications in language teacher interaction. The practicum will entail production of language teaching material suitable to each age group. Education 1573 - Current Issues in (Native) Language Education Background for this course will be laid by surveying the policies of educational agencies and professional organizations, the regulations of the Ontario Ministry of Education and other sources of help for the language teacher. Students will identify common problems facing language teachers and identify appropriate solutions to these problems. The practicum will require the completion of a curriculum project that identifies and meets the needs of the local school and relates to Ministry guidelines. I I I I I I Education 1574 - Approaches to Bilingual Education An examination of bilingual education, its strengths and weaknesses, problems and opportunities. Factors in language maintenance and in the selection of bilingual education models will be studied. Each student will prepare curriculum material suitable for one of the models. Education 0190 - Education 0290 - Education 0390 This series of courses deal with planning and implementation of NSL. At each level, there are four parts: 1. Student Teaching - During the first three weeks of classes, each student will teach a minimum of four times. Please note that each First year student will observe the first class and teach a minimum of three times. This includes a pre-conference, evaluation and post-conference with an Associate Teacher. 2. Planning Session - Students participate in the preparation of lesson plans, unit plans, and long range plans. These sessions are one hour in length during the first three weeks of classes. 3. Assembly - In this half hour, students meet together as a group for presentations pertaining to their professional life as a teacher. These lectures take place during the fourth week of classes. 4. Workshops - Workshops take place during the first week of classes. Each NLTC student is required to participate as part of the ED O 190, ED 0290, and ED 0390 Practicum component and is part of the grade evaluation for that course. 13 �C.1 Native Language Teacher Certification (Algonquian) Timetable July 1999 NLTC (Cree) RB-3027 8:30- AL1 232 AC 9:20 A. Moore NLTC YK I (Western) RB-3046 ED 15 71 AA G. Hannam J C YK 2 (Ccu� tern} NLI NLTC YR 2 (Cent/East) RB-3026 RB-3044 RB-3024 AL 121 2 AB AL 1232 AA AL1 232 AB R. Sands T. Beardy L. White NLTC YR 3 (Western} RB-2044 ED1 35 3 I. Toulouse I NLTC YR 3 (Cent/East) RB-2044 ED 1 353 I. Toulouse RB-3027 RB-3046 RB-3026 RB-3044 RB-3024 RB-2044 RB-2044 9:30- AL1 232 AC ED15 71 AA AL 1 212 AB AL1 232 AA AL1 232 AB ED 0390 ED 0390 1 0 :20 A. Moore G. Hannam R. Sands T. Beardy L. White T. McQuilter T. McQuilter 10:30 - 11 :20 11 :30 - 1 2:20 1 2:30 -1 :30 1 :302:20 RB-3046 RB-3046 RB-3044 ED 01 90 ED 0190 ED1 35 2 T. McQuilter T. McQuilter R. Sands RB-3044 ED1 35 2 R. Sands RB-2044 ED15 73 H. Wassegijig RB-3046 RB-3026 RB-3044 RB-3044 RB-2044 ED1 351 AA ED15 71 AB ED 0290 ED 0290 ED15 73 S. Chase G. Hannam T. McQuilter T. McQuilter H. Wassegijig RB-2044 ED15 73 H. Wassegijig RB-2044 ED15 73 H. Wassegijig LUNCH RB-3046 RB-3026 RB-3044 ED1 351 AA ED15 71 AB ED1 35 2 S. Chase G. Hannam R. Sands RB-3027 RB-3046 RB-3026 RB-3044 2:30- AL1 212 AC AL1 212 AA ED1 35 1 AB ED15 72 3:20 A. Moore T. Beardy S. Chase D. Wawia RB-3044 ED1 35 2 R. Sands RB-2044 RB-2042 AL 221 3 AA AL 221 3 AB J. O'Meara L. White RB-3044 ED15 72 D. Wawia RB-2044 RB-2042 AL 221 3 AA AL 2213 AB J. O'Meara L. White RB-3027 RB-3046 RB-3026 RB-3044 RB-3044 RB-2044 3:30- AL1 21 2 AC AL 121 2 AA ED 1351 AB ED 15 72 AA ED15 72 AB ED1 35 3 4:20 A. Moore T. Beardy S. Chase D. Wawia D. Wawia I. Toulouse C.2 Practicum 0190, 0290 0390 Student Teachin * Class ear hree - 9:30 a.m. - 10:30 a.m. Central/Eastern Ojibwe Cree/Syllabics Western Ojibwe Western Ojibwe & Oji-Cree Plannin ear ne - 10: a.m. - 1 1 : 0 a.m. Central/Eastern Ojibwe Cree/Syllabics Western Ojibwe Western Ojibwe & Oji-Cree Plannin Associate Teachers Violet Shawanda Susan Sandau Bonna Fiddler J.ld.u. Rrii .(U,(,IJ..l t'....., ,. Room BL 2032..., BL 2027 BL 2039 ...,. BL 2030 Susan-Bebonan��1.1< D_ ,. .'�'41'1'$ T-0ny-Meeutlter ' tfhv1 RB 3044 14 I I I I I I I RB-2044 ED1 353 I. Toulouse I I I I �I I I I I I I I I I I I I I Year Two - 1 1 : 0 a.m. - 12:30 a.m. Central/Eastern Ojibwe Cree/Syllabics Western Ojibwe Western Ojibwe & Oji-Cree Plannin Central/Eastern Ojibwe: �"'"'"'..., !,f(,f.lA\.r-., 11 ,/• . IL,. V.ialehShawanda 1) s .. �� � )J,,,,.. . «j � �. .......... � "W"' Susan Bebcnang 'l/l J I.J,Jn, Tony..McQuilter · . BL 2032 BL 2027 BL 2039 BL 2030 RB 3046 C.3 Practicum 0190, 0290, 0390 Workshop Sessions Each workshop will be 2 days in length and will be held on July�di This year, only one set of workshops will be held. A limit of 25 students per worksh� based on a first come first choice basis. Room numbers and class lists will be available on July '1-.. .?> Workshop 1 - Introduction to Double Vowel Syllabic Writing System - BL 2039 In the Anishinaabemowin, there are different writing systems involved because of the different dialects. The syllabic writing system is mainly used in Cree, Oji-Cree and Northwestern Ojibwe dialects. This workshop will asist the participants to make that first step to learning system. The participants are asked to bring their own writing paper and pencil/pen. Workshop 2 - Birch Bark Work - Isadore Toulouse - BL 2031 Working with Birch Bark, Porcupine Quills and Sweet Grass is a rydelicate task. There are certain things that the students need to know and understand before actual process of making a particular object. The time of the Birch Bark picking is very impo t plus acquiring the porcupine quills during a particular time of the season and the sacredness o e Sweet-grass. All of these important factors will be discussed during the workshop. Students will be making two items tha ey will be taking back to their classrooms and in tum be able to teach their own students what they ve learned. There will be a display of various Birch Bark material on hand for the students to see. Workshop 3 - The Ontario Curriculum, Grades 9 & 10 Native Language 199 - Violet Shawanda - BL 2027 This is an introduction to the new Ontario Curriculum Do , rades 9 and 10, Native Languages 1999. It will be implemented in Ontario seconduo�nools starting in September 1999 for students in Grade 9 and in September 2000 for stude · Grade 1O. "This document replaces the sectio ·n The Common Curriculum: Policies and Outcomes, Grades 1 - 9, ages, and the parts of the curriculum guideline entitled Native 1995 that relate to Native L Languages, Part A: P ·eyand Program Considerations, Primary, Junior, Intennediate, and Senior Divisions 1987 relate to Grade 10. This document is designed for use in conjunction with its companionJ.i· ce, The Ontario Curriculum, Grade 9 and 10: Program Planning and Assessment, 1999, which contains infonnation relevant to all disciplines represented in the curriculum." Note: The main focus will be the place of Native Languages in the Curriculum. Workshop 4 - Developing Native Curriculum - BL 2030 This workshop will be conducted in two languages, Anihshininiimowin/Oji-Cree and English. The team will describe how they are developing curriculum with the help and assistance of elders, parents and community members. The presentation will explain the process required to develop community based outcomes in addition to planning units and how111aterials can be produced by students and staff. A variety of activities and strategies will be presented to be used for teaching reading, writing and oral and visual communications in both languages<All activities will be based on topics in the Languages Together (Shibogama Education) currfc'ulum and expectations from the new Ontario Curriculum. A video of some program highlights will be shown and there will be time for an exchange of ideas and discussion. 15 �C.4 Native As A First/Second Language Diploma Timetable July 1999 NASL IV 8:30-9:20 9:30- 10:20 I 0:30- 1 1 :20 1 1 :30- 12:20 BL-!640 AL 2233 R. Valentine Bt::2040AL 2233 R. Valentine Bl::·l04£L ED 1574 I. Toulouse t6 o<o of I I I I I Bb2040 I Db-2040 ED 1354 R. Naol!izic Bb»18 ED 1 354 R. Naol!izic I ED 1 574 I. Toulouse 12:30- 1 :30 1 :30-2:20 2:30-3:20 3:30-4:20 C.5 Ojibwe/Cree Course Timetables July/August 1999 OJIBWE ('111?.ll' OJ 1010 CR 1010 July S - 22 5:00 • 7:30 p.m. Monday to Thursday RB 305 1 July 5 - 22 1 1 :00 a.m. • 1 :30 p.m. Monday to Thursday RB 3027 July 26 - Aug 16 5:00 - 7:30 p.m. Monday to Thursday RB 3051 July 26 - Aug 16 1 1 :00 a.m. - I :30 p.m. Monday to Thursday RB 3027 OJ 1012 CR 1012 I I I I I I I 16 I �I I I I I I I I I I I I I I I I I I C.6 Institute (Advanced) Timetable July 1999 8:30-9:20 9:30- 10:20 I 0:30- 1 1 :20 1 1 :30-12:20 sa iee:1 NL tH-3 3-5 J I J. O'Meara BB !!007 NLffii- ?1f?/ / J. O'Meara 12:30-1 :30 1 :30-2:20 2:30-3:20 BB•200'1 N� 33)3 R. Valentine 88 ;;!GER NL m+ 3b/3 R. Valentine 3:30-4:20 C. 7 A.Q. (Part I) Specialist Timetable July 1999 8:00-9:20 RB-3051 ED 4743 9:30- 10:20 RB-305 1 ED 4743 I 0:30- 1 1 :20 RB-305 1 ED 4743 1 1 :30-1 2:20 RB-3051 ED 4743 1 2:30-1 :30 1 :30-2:20 RB-3051 ED 4743 2:30-3:20 RB-3051 ED 4743 3:30-4:20 RB-3051 ED 4743 17 �C.8 Native Language Instructors' Program Faculty Workroom Timetable Monday to Friday 7 p.m. - 9 p.m. Saturday 9 a.m. - 11 a.m. Sunday 7 p.m. - 9 p.m. July 1999 Sunday ROOM BL 2031 5 4 Wednesday Thursday Tuesday Monday 6 7 Friday 8 2. Saturday 31 9 10 W. White 12 11 J. O'Meara F. Sutherland A�� 14 13 I. Toulouse R. Valentine T. McQuilrer fl. \llawia P- � 15 F. Sutherland H. Wassegijig � 17 fit:. Naegitle W. White 19 24 23 20 2 1 4 /?UmiJ. R. Valentine f!?tinthcdand T. Beardy $ McQuilla A. Moore S. Chase J. O'Meara F. Sutherland T. Beardy e:=Wfffle D. Wawia W. White 18 {) ,- ..... J )) WtWJ{,0 '� 11,, 26 28 / ' 29 27 hitiI. Toulouse Sit€fitm"" le:fl,tt� .,jg, Iii 11 J. O'Meara i S-1he1hmd -- R Sr.mets .,,- B f!SiW•wt= 25 T_ t •-- - � - 30 - �if.,:� ,_l,1 ,_,,, ,!JY. .�-0 �-�?- �«-1t. �V'N� NOTE: The Associal� Teac�ers, ��-=-- - �:-... 1 ,., �let l:townndtt, 31.1:,un _ _ ,� ,6 and Susan Sandau w11J be involved wtth conference sessions with their student teachers in the evenings as scheduled by them. Wanda White will be available in the NLIP office for student consultations Monday to Friday from 7 :00 - 9 :00 p.m. Gary Hannam will be conducting Computer workshops every Tuesday and Thursday from 7 :00 - 9:00 p.m. 18 31 I I I I I I I \I I I I I I I I I I �I I N<OYirIE§ I I I I I I I I I I I I I 19 � Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Anishinaabemowik - Indigenous Languages Program Historical Documents Creator An entity primarily responsible for making the resource Faculty of Education, Native Language Instructors Program Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource NLIP Faculty & Staff Handbook 1999 Subject The topic of the resource Universities Description An account of the resource Native Language Instructor Program Faculty and Staff Handbook, Faculty of Education, Lakehead University, Summer 1999 Creator An entity primarily responsible for making the resource Native Language Instructor Program Faculty of Education Lakehead University Date A point or period of time associated with an event in the lifecycle of the resource 1999-07-01 Rights Information about rights held in and over the resource Faculty of Education, Lakehead University Format The file format, physical medium, or dimensions of the resource PDF Language A language of the resource English Type The nature or genre of the resource Text https://digitalcollections.lakeheadu.ca/files/original/99bbf50d0f136e2a4eb47a36818ce296.pdf 1df87f6ac9464f973b18727b752f8291 PDF Text Text NATIVE LANGUAGE INSTRUCTORS' PROGRAM PROFILES FACULTY AND STAFF SUMMER 1994 �Native Language Instructors' Program Profiles of Faculty and Staff Summer 1994 Angela Moore AL1210: Written Algonquian Part I - NAFL Cree Language Consultant Angela's home is Constance Lake First Nation. Her career goal in Native language education makes her an asset to our NLIP program. Along with her many years of teaching experience from 1971 to 1990 for the Hearst Board of Education, Angela has been involved in development of Cree curriculum, translation, and as a Sessional Lecturer and Consultant at NLIP. Angela possesses a Certificate in teaching Native language and a Teacher Assistant Certificate. She has served as Cree Language Consultant and Translator for various projects sponsored by Timmins Cultural Centre> Hearst Board of Education and the Ontario Government AL1212AA: Oral Algonquian Part I (Western) Joanne LaBelle Joanne is from Longlac #77 First Nation. She is a graduate of the Native Language Instructors' Program earning her Diploma in Native As a Second Language. She is currently employed by the Lakehead District Roman Catholic Separate School Board as a Native Language Teacher. Joanne teaches at St. Patrick High School, St. Jude School> and Our Lady of Charity, teaching grades Kindergarten to Grade 12. Before moving to Thunder Bay, Joanne taught grades JK- Grade 8 for the Geraldton Roman Catholic Separate School Board. Joanne has been involved in community service in Thunder Bay and in her home community, and one of these activities was her role as President for the Local Chapter of the Ontario Native Women Association. Her special interests and goals are learning more about our culture and customs, styles of traditional dancing and regalia, and languages spoken. Reta Sands AL1212AB: Oral Algonquian Part I (Central/Eastern) AL1232AB: Oral Algonquian Part II (Central/Eastern) Reta is a member of Walpole Island First Nation located in southwestern Ontario. Reta received her Ontario Teaching Certificate from London Teachers College. Her career as a teacher began in Woodstock, Ontario in 1963. The following year, she began teaching in her home community at Walpole Island First Nation and has taught there since. In 1988, Reta received her Bachelor of Arts Degree from Lakehead University. Reta continued her studies and eventually received her Bachelor of Education Degree in 1990. Reta has been on NLIP faculty team since its implementation in 1981. She began participating as Associate Teacher in Practicum courses, and is now teaching Oral Algonquian courses. Through the summers, she has taken Advanced "Institute" courses in Native languages. Reta is an avid volunteer in her home community serving on several committees, some of which focus on Native language retention. AL1232AA: Oral Algonquian Part II (Western) Rubina Naogizic In 1976, Rubina began to pursue her studies in Native language education. At the University of Western Ontario, she completed four summers of the Native Language Teacher Training in 1979. In 1986, she received her Permanent Letter of Standing for Teaching Algonquian in Ontario. Rubina continued to pursue her studies at Algoma University and Lakehead. In 1991, Rubina received her Ontario Teaching Certificate from Nipissing University. Since 1975 to the present, Rubina has been employed by the Sault Ste Marie Disnict Roman Catholic Separate School Board as a Native Language Teacher. During 1987-89, she was seconded to the Ministry of Education as Native Language Consultant for the Northwestern Ontario Region. Rubina participated in Writing and Design Committees for P.0.N.A. documents and Native language curriculum resources. She keeps busy giving various education and curriculum development workshops for NSL teachers. �Profiles p. 2 AL2213AA: Oral Algonquian Part m (Western) AL2213AB: Oral Algonquian Part III (Central/Eastern) We are pleased to have Chuck join us again this summer. A graduate from Hamline University in SL Paul, and his subsequent programs in Summer Institute of Linguistics, and other various college programs, and his recent studies at the Centre for Second Language Instruction at the University of Saskatchewan, he brings with him much linguistic knowledge to share with us. Chuck's experiences include positions as Linguist/franslator and Consultant for Native language teachers in the past few years. Early in his career, Chuck began to work on Indian publications, literature and translation. Chuck's achievements include publications such as, to mention a few, "Anami'e Nagamonan (Chippewa Hymns), "Moons of Winter. Collection of Northern Ojibwa stories by Nonnan Quill", and "Tales of the Ojibwa" Ojibwe texts and inductive grammar studies. Charles Fiero Randy Valentine AL2233: Oral Algonquian Part IV NL3551: Literature Since the summer of 1982, Randy has been on our NLIP faculty team. His interest, involvement, and commitment to Algonquian linguistics makes him a valuable resource and a Sessional Lecturer in our program. In 1991, he attained a doctorate degree, Ph.D. in Linguistics from the University of Texas at Austin. Other professional experiences include being a Computer Consultant, Instructor, and Research Assistant for various workshops and projects. He has done some work as co-editor and author of some Ojibwe publications which are being used by our structure and orthography courses. Alice Olsen Williams NL3251: Translation: Old and Contemporary Expression Alice is a well-known artist, and has had exhibitions of her unique quilts, one at the Thunder Bay Art Gallery in 1992. Alice is a holder of an Ontario Teaching Certificate from Lakehead University. She also has a Bachelor of Arts Degree in Sociology and Native Studies from Trent University. In 1993, Alice took Advanced language courses in research offered by the Native Language Instructors' Program. Alice believes that making quilts is one way of learning and expressing ourselves and our culture. The art, designs, motifs and the images all have significant meanings and encompass the teachings of the Anishnaabeg and expresses for us the gifts of the Creator. Gary Hannam ED1S71AA: Introduction to Teaching (Western) ED1571AB: Introduction to Teaching (Central/Eastern) ED0190: Practicum ED0290: Practicum In 1989, Gary joined our NLIP faculty team and has returned every summer to teach. Gary comes from Nova Scotia where he keeps busy as Principal for Annapolis Royal N.S. and is a candidate for a Master in Education at St. Mary's University. His academic qualifications include a Bachelor of Arts Degree from SL Mary's and a Diploma in Educational Administration from Dalhousie University. In 1987-88, Gary was selected as an exchange teacher to the U.K. from Nova Scotia. He is a recipient of an Excellence in Education Award from the Province of Nova Scotia. His career teaching and program development focused on literature-based language arts, and supervision and development of a holistic teaching model for P-6. �Profiles p. 3 Jeanne Grubin ED1351AA: NASL Methods Part I (Western) (ED14S1 combined with ED1351AA) ED1351AB: NASL Methods Part I (Central/Eastern) Workshop IA and 1B: "Adapting Existing Materials Innovative Approaches" A busy educator, Jeanne brings with her many years of teaching experience. She received her Ontario Teaching Certificate in 1967. Jeanne completed the Specialist Certificate AQ program in Native As a Second Language at Lakehead University in 1991. Her other qualifications include Special Education and Guidance Specialist taken at Nipissing University. Jeanne worked as a Native Language Consultant for the Ministry of Education in 1989 - 90 and continued her consultant duties at Ojibwe Cultural Foundation in 1990 - 92. During the years 1971-89, Jeanne taught at Cecil Facer School in Sudbury. She keeps busy as instructor for local community and college programs, and as presenter/facilitator for education workshops. Jeanne comes from Wikwemikong First Nation, Manitoulin Island. Sllirley Williams ED1572AA: Development of the Child (Western) ED1572AB: Development of the Child (Central/Eastern) Presently a candidate for a Master in Environmental Studies Degree at York U Diversity, Shirley has found time to join our NLIP faculty team. Shirley received her Bachelor of Arts Degree from Trent University in 1983. Pursing her studies in Native language education, Shirley attained her Diploma in Native As a Second Language at Lakehead in 1989. She attended University of Oklahoma in 1991 receiving a certificate in curriculum writing. Serving on many committees, and being involved in community service, she keeps busy giving various cultural and language workshops. Shirley has published some Native language books and articles to be used as curriculum resources. Her activities include duties as Elder and Consultant for the Sweetgrass First Nations Language Council Inc. located at Woodland Cultural Centre in Brantford. Shirley's home community is Wikwemikong First Nation, Manitoulin Island. Stephen Chase ED1573AA (Western) / ED1573AB (Central/Eastern) Current Issues in Native Language Education Stephen's home is Armstrong, Ontario where he has been teaching Grades 9 - 10 since 1991. He received his Master in Education Degree in 1985. He completed Part I of the Principals' Qualification Program at Lakehead University. His academic and professional appointments include positions as Assistant Professor and Sessional Lecturer at Lakehead during 1985-91. Stephen joined our NLIP faculty team in 1987 and has returned every summer except in 1992 to teach courses. Stephen is much involved in community service work and as presenter for various workshops on bilingual and bicultural education. Brian Maznevski ED1352AA: NASL Methods Part II (Western) ED1352AB: NASL Methods Part II (Central/Eastern) ED0190, ED0290, ED0390: Practicum Workshop SA and SB: "Music and Drama... " Brian has taught for NLIP for many summers and returns again for another busy session. His teaching career as an elementary school teacher began in 1977, and since 1988 has been teaching at Northbrae Public School in London, Ontario. Brian's special interest is in Music and Computers. His academic achievements include a Specialist in Special Education, Bachelor of Education. and Bachelor of Science from the University of Toronto. �Profiles Virginia Henry p.4 ED1353AB: NASL Methods Part III (Central/Eastern) ED1354: NASL Methods Part IV Virginia is from Saugeen First Nation. In May 1994 Convocation, she graduated with First Class Standing receiving a Diploma in Native As a Second Language. Virginia is also the recipient of the Dr. Henriette Seyffert Memorial Prize Award for attaining the highest average in Native Language Studies. She firmly believes in implementing and incorporating Native methods in teaching. Her knowledge and experience in Native traditions and customs will be an asset to our program. She is employed by the Lambton County Board teaching at Lansdowne School and at S.C.I.T.S. (High School), and also teaches an Adult Continuing Education Program. Virginia is a member of the Cuniculum Writing Team for Lambton County Board. Her contributions to NLIP has been as President for the NLIP Student Council and as an Elder. She keeps busy serving as an Elder, Spiritual Leader and Translator for the Anishnaabe Kendaaswin Publishing Project in Muncey. Isadore Toulouse ED1353AA NASL Methods Part III (Western) ED1574: Approaches to Bilingual Education Presently residing in Toronto, Isadore is a member of the Wikwemikong First Nation. He is a candidate for a Bachelor of Arts Degree from Trent University expecting to graduate this year. In 1992, Isadore graduated from NLIP with a Diploma in Native As a Second Language. This is his fourth year with the York Region Board of Education teaching Grades 1 - 12 at Sutton schools. He is busy establishing a First Nations Study Centre at the Sutton District High School. Isadore's other teaching assignment is with the Toronto Board of Education teaching a Continuing Education Adult Program held at the Native Canadian Centre of Toronto. His special interests and hobbies focus on arts and crafts, and following the Pow-wow trail. Ernestine Buswa ED0190, ED0290, ED0390: Practicum, Associate Teacher Workshop 7A and 7B: "Herbal Medicine" Ernestine is Ojibwe-Odawa from the North Shore of Georgian Bay. Her classroom teaching career spans 26 years working for and with both Native and non-Native educators. She has been involved in all levels of education; local, provincial, and national for a total of 35 years. Ernestine earned her Ontario Teacher's Certificate at North Bay Teachers College. Her other academic achievements include a Primary Education Certificate from the Ministry of Education, a Bachelor of Arts Degree from Laurentian University, a Permanent Elementary School Teacher's Certificate, Standard 4, and is a candidate for a Degree in Master of Education. Along with her career in teaching, Ernestine has been involved in curriculum development and cultural education, herbal medicine, coordinating conferences, and being an Elder for our First Nations people. Jean Shawana ED0190, ED0290, ED0390: Practicum, Associate Teacher Workshop 3A and 3B: "Curriculum & Medicine Wheel Jean joined our NLIP faculty a few years ago and returns this summer to share her knowledge and experience in teaching and traditional values. Jean earned her Ontario Elementary Teaching Certificate at Hamilton Teacher's College in 1975. She graduated with a Diploma in Social Services from Cambrian College in 1972. Jean's work in education and social services included positions such as Teacher/Principal, Administrator, Researcher, Advisor, and Economic Development Officer. Jean comes from Serpent River First Nation where she is kept busy with local government responsibilities. She is also busy giving workshops and doing consultant work in Native education. �p.5 Profiles Violet Shawanda ED0190, ED0290, ED0390: Practicum, Associate Teacher Workshop 6A and 6B: "Teaching NSL to Adult Classes" Violet joined our NLIP faculty team as Associate Teacher and Workshop Instructor in 1992. Violet's career objective is in the revitalization of our Native languages. She earned her "Teaching An Algonquian Language as a Second Language11 Specialist Certificate at the Native Language Instructors' Program in 1991. Other additional qualifications include Language Arts, Media I, Special Education Specialist, and Visual Arts Specialist Violet is a holder of the Ontario Teaching Certificate. Since 1989, she has taught Ojibwe at New Credit Day Care Centre, Hagersville Secondary School, Mohawk College, Hamilton Native Friendship Centre and New Credit First Nation School. Violet worked as Native Implementor for the PONA documents for the Ministry of Education. Along with her teaching duties, Violet has been involved in curriculum and program development designing Ojibwe language programs for all levels from day care to adult Susan Sandau ED0190, ED0290, ED0390: Practicum, Associate Teacher Susan has been involved in Native language education since 1973. In the last twenty-one years, she has been employed by the Hearst Board of Education teaching Native language to grades one to eight She provided assistance in introducing and implementing a Native Language Program for the Primary Level at the Constance Lake First Nation Day School. Susan received her Diploma in Native As a Second Language in 1987 at NLIP. Her professional activities include curriculum development, teaching Special Education in remedial classes and computer math at Primary and Junior levels. She is presently serving as Vice-President for the Ontario Native Women's Association in Hearst/Constance Lake. Ronald Kelly ED0190, ED0290, ED0390: Practicum, Associate Teacher Ronald is from Onigaming First Nation. From September 1978 to February 1994, Ronald was employed as a Classroom/Native Language Teacher teaching all grades, Primary, Junior and Intermediate. He earned his Ontario Teachers Certificate, and the Diploma in Native Teacher Education at Lakehead University in 1978. He also earned his Specialist Certificate in Teaching Algonquian As a Second Language in 1991 at NLIP. This is the third summer Ronald will be with NLIP as Associate Teacher for the Practicum courses. Elizabeth Achneepineskum Workshop IA and 1B: "Native Arts and Crafts Elizabeth graduated from NLIP in 1992 with a Diploma in Native As a Second Language. She has taken Advanced Courses in the "Institute" Program. Elizabeth teaches at Henry Coaster Memorial School in Ogoki Post.. She taught the Practicum Workshop "Native Arts and Crafts" last summer and is returning again to teach the same workshop. �p.6 Profiles Kathleen Greene Workshop 2A and 2B: "The Role of Traditional Teachings in the Home & School Kathleen of the Golden Eagle Clan is from Iskutewisakaygun #39 Independent First Nation (Shoal Lake, Ontario). She attained her Registered Nurse Certificate at St. Boniface Hospital in Winnipeg, and a Bachelor of Social Work Degree at the University of Manitoba. Kathleen keeps busy with her duties as Elder and Consultant for the Anishnaabeg people. She gives workshops on Traditional Teachings, Counselling and Healing. Florrie Sutherland Principal: NASL for Children Program For three summers 1990-92, Florrie was Associate Teacher for NLIP. She returns to join our faculty as Principal. She attained her Native Language Teacher Certification at NLIP in 1989. Last September, Florrie returned to Lakehead as a full-time student in a program offered by the Department of Indigenous Learning. She is a member of the Constance Lake First Nation, and taught the Native Language Program at the Constance Lake Day School during the period 19831988. Previous to that for four years, she worked with emotionally-disturbed children, ages 4 to 17, at Browndale Native Program at Thunder Bay Florrie keeps busy doing volunteer work with various Native awareness programs and activities. Tom Beardy OJ1010: Introduction to Ojibwe I OJ1012: Introduction to Ojibwe II A recent graduate of the Native Language Instructors' Program, receiving his Diploma in Native As a Second Language, Tom has been busy as a Teacher and Translator in Ojibwe and/or Oji-Cree. Since 1989, he has been teaching Ojibwe courses during Fall/Winter sessions, and is a faculty member for NLIP during the summer. Tom has done an enormous amount of work translating legal terminology, for a project sponsored by the Nishnawbe-Aski Legal Services Corporation. A number of publications are now available for use by court interpreters and other personnel involved in the Euro-Canadian legal system. He is kept busy providing translation services for various programs and agencies. Laura James OJ2011: OJ3011: Field Study Ojibwe Immersion Laura attained her Bachelor of Arts Degree and her Bachelor of Education Degree at Lakehead University in 1991. That summer, she attended University of British Columbia as a candidate for a Master of Education Degree. Laura has taken advanced courses in Native languages offered by NLIP. Last year, she taught the Native Language Program at Pelican Falls First Nation High School, and previous to that, taught at St. Patrick High School in Thunder Bay. She has worked as a Linguist Assistant for research projects at Cat Lake First Nation and also at Lakehead University • During Mental Health workshops held at Confederation College, Laura participated as a Translator. �Profiles p. 7 Video Specialist Keith Clarke Keith's career goal is in broadcasting. In 1991 after completing high school with an Honours Ontario Secondary School Graduation Diploma, he enrolled in the Broadcasting: Radio and Television Program at Confederation College and he is in his graduating year 1994. He just completed his placement at Thunder Bay Television. He has taken courses in WordPerfect 5.1 and Photography. In 1991 from January to December working as a volunteer for Pickering Cable, he received a Pickering Cable Service Award for Outstanding Service. Keith's experiences include working as Theatre Technician for North Bay Arts Centre in 1989. Student Counsellor: NLIP Max Dokuchie This will be the second summer Max will be with us as Student Counsellor. Max enjoys working with people and as his future career goal, he will continue helping people. In 1992, Max graduated from the University of Manitoba, and went on to continue his studies in law at the University of Windsor. He is a candidate for L.L.B. in May 1995. His involvement in community activities include community legal aid work, assisting Native students with library research, group activities at Nanibijou Family and Cultural Centre, Manitoba Wheelchair Sports Association and development of a summer swim program for Esso Swim Canada. In 1989-92, he competed at. both National and International Competitions for the University of Manitoba Swim Team. George Rusnak Residence Assistant: NLIP George has completed the first year of the Native Family Worker Program at Confederation College where he made the Dean's List for academic achievement. This past year, George did his placement as Recreation Assistant at the Nanabijou Family and Cultural Centre providing assistance and planning activities. In 1992, he attained his Secondary School Graduation Diploma at St Patrick Secondary School. George has a St. John's Ambulance First Aid Certificate and a Hockey Coaching Level 1 Certificate. His special interest area is in sports; baseball and hockey. Coordinator: Odaminowin Day Camp Program Karina Skov A young ambitious individual, Karina looks forward to working as Coordinator once again. This will be her third summer with the program. With the skills and abilities she has in children's programming, the participants of the Odaminowin Day Camp can look forward to an exciting summer which offers a blend of cultural, educational and recreational experiences. Karina is currently enrolled in the Native Family Worker Program at Confederation College and expects to graduate in May 1995. She is a three time recipient of the Dean's List Certificate. Along with her Ontario Secondary School Graduation Diploma, Karina took other courses on behaviour and cross-cultural ethics. She likes to volunteer working with youth groups and team sports. Camp Counsellor: Odaminowin Carrie Atatise In September 1992, Carrie enrolled in the Native Family Worker Program at Confederation College and expects to graduate in May 1995. She did her field placement at Nanabijou Family and Cultural Centre. In June 1992, she attained her Ontario Secondary School Graduation Diploma at Geraldton Composite High School. Since 1988, her summer employment in various settings include working at the Longlac #58 Day Care Centre, and at Lac La Croix First Nation working as a Community Development Worker, Band Administrative Assistant, Receptionist and Recreation Worker. Carrie's related training include Crisis Intervention, Word Perfect 5.1, and has a Standard First Aid - St John Ambulance. Carrie is a fluent speaker of Ojibwe. �Profiles p. 8 Camp Counsellor: Odaminowin Tracy Kennedy Currently a student at Confederation College in the Child and Youth Worker Program, Tracy brings with her, skills and abilities in programming for children. She is a three time recipient of the Dean's List Certificate and expects to graduate in May 1995. She attained her Ontario Secondary School Graduation Diploma at Quinte Secondary School in 1990. Her related experiences include working as Program Coordinator for the Thunder Bay Boys and Girls Club (Jan.-Apr. 93), as Supply Teacher for Hastings Board of Education, and as Teacher's Assistant at Quinte Secondary School. Tracy holds Certificates in Basic Rescuer and CPR, Total Quality Improvement, Crisis Prevention and Intervention, Standard First Aid and Self Defense. Tracy volunteered as Camp Counsellor for Odaminowin during the summers of 1993 and 1992. Lila Tabachak Camp Counsellor: Odaminowin Last summer, Lila enrolled in the Child and Youth Worker Program at Confederation College. She did her field placement at Faye Peterson Transition House (Jan. 94 - May 94). Lila attained her Ontario Secondary School Graduation Diploma from Lakehead Board of Education Continuing Education Program. She has a Certificate in First Aid and CPR, and attended workshops on "Sexual Aggression: Treatment, Assessment and Policy", and "Children Who Witness Abuse: Treatment and Assessment Lila volunteered at Ogden Community Centre assisting children in recreation and ans and crafts. She also volunteered at Dawson Court and was involved in the "Adopt a Grandparent" program, which is visiting an Elder once a week for three months. Carmen Collings Camp Counsellor: Odaminowin Currently a student at Confederation College, Cannen finished her second year in the Child and Youth Worker Program. She attained her Ontario Secondary School Graduation Diploma at Stratford Central Collegiate High School. Cannen did her field experiences at Bruce J. McKitrick Centre, Creighton Youth Services, and at Vance Chapman School working with children and youth. She also worked at Shakespeare Public School in Stratford assisting in language arts and supervision. Her related experience includes working as Camp Counsellor for Optimism Place Phase II during the summer of 1991, and as a Child Care Worker in 1989-92. The Certificates she has are, CPI - National Crisis Prevention Institute Certification and St. John's Ambulance First Aid Carmen has attended some workshops on behaviour and child abuse. Camp Counsellor: Odaminowin Linda Gibbons Linda is presently completing the second year of the Child and Youth Worker Program at Confederation College. Linda is able to understand and speak some basic Ojibwe. In 1991, she received her Ontario Secondary School Graduation Diploma, and went on to complete her 6 Ontario Academic Credits in June 1992 at Rainy River High School. She did her field placements at Bruce J. McKitrick Centre and at Meno Bimahdizewin Child and Family Services. Her other experiences include working as a Resident Assistant for Sibley Hall Residence at Confederation College. Related courses taken are "Resident Assistant to Resident Manager" which includes counselling and intervention skills, and a credit course for "Non-Violent Crisis Intervention Training and Restraint Holds". Linda holds a Certificate, St. John's Ambulance Standard First Aid. � Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Anishinaabemowik - Indigenous Languages Program Historical Documents Creator An entity primarily responsible for making the resource Faculty of Education, Native Language Instructors Program Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource NLIP Profiles Faculty and Staff 1994 Subject The topic of the resource Universities Description An account of the resource Native Language Instructor Program Profiles of Faculty and Staff 1994 with courses taught Creator An entity primarily responsible for making the resource Native Language Instructor Program Faculty of Education Source A related resource from which the described resource is derived Lakehead University Date A point or period of time associated with an event in the lifecycle of the resource 1994-07-01 Rights Information about rights held in and over the resource Faculty of Education, Lakehead University Format The file format, physical medium, or dimensions of the resource PDF Language A language of the resource English Type The nature or genre of the resource Text https://digitalcollections.lakeheadu.ca/files/original/60c059080aa1170176ab2f5c44860f20.pdf 44f3a9382b824511ae2c35be8b63787f PDF Text Text NATIVE LANGUAGE INSTRUCTORS' PROGRAM l?ROFlLES FACULTY AND STAFF SUMMER 1995 I • 1, , �• Native Language Instructors' Program Profiles of Faculty and Staff Summer 1995 Angela Moore AL1212AC: Oral Algonquian Part I (Cree) AL1232AC: Oral Alaonquian Part n (Cree) AL1210AA: Written Algonquian Part I • NAFL Ange1a's home is Cons1ance Lake Fll'St Nation. Along wilh her nineteen years of teaching experience for the Hearst Board of Education, Angela has been involved in development of Cree curriculwn, eranslation. and as a Sessional Lecturer and Consullant 81 NLIP. Ange1a possesses a Certificate in teaching Nalive language and a Teacher Assistant Certificate. She has saved as Cree Language Consultant and Translator for various projects sponsored by Timmins Cultural Centre, Hearst Board of Education and the Ontario Government Joanne LaBelle AL1212AA: Oral Algonquian Part I (Western) ED0190AA: Practicum Planning (Western) ED0290AA and ED0290AB: Practicum Planning Joanne is a NLIP graduate earning hf'Z Diploma in Native As a Second Language. She is currently employed by the Lakehead District Roman Catholic Separaie School Board as a Nalive Language Teacher. Joanne teaches 81 St Patrick High School. St Jude School. and Saaed Heart School. teaching grades Kindergarten to Grade 12. Before moving to Thunder Bay, Joanne taught grades JK - Grade 8 for lhe Gmtldton Roman Catholic Separale School Board. Reta Sands AL1212AB: Oral Algonquian Part I (Central/Eastern) AL1232AB: Oral Algonquian Part II (Central/Eastern) Reta received her Ontario Tcacher•s Certificate from London Teachers College. Her career as a teachf'Z began in 1963 and has been teaching in her home community 81 Walpole Island Fust Nation. Reta continued her sbldies part-time, and eventually received her Bachelor of Arts Degree in 1988, and her Bachelor of Education Degree in 1990 from Lakehead University. Reta has been on NI.IP faculty team since its implementation in 1981. She began participating as Associate Teacher in Practicum courses. and is now teaching Oral Algonquian coUJSCS. Tom Beardy AL1232AA: Oral Algonquian Part D (Western) AL2213AA: Oral Algonquian Part ID (Western) Tom received his Diploma in Nalive As a Second Language in 1993. Since 1989,he has taught Native language courses during the summer and fall/winter term 81 Lakehead University. Tom is presently involved in a Severn Ojibwe cmriculum project developing courses of swdy for the lnlroductory, lntennediate and Advanced Ojibwe courses. Tom has done an enonnous amount of work in consulting and ttansl81ion.projects. Several publications of his glossaries on "legal terms" are now available. AL2213AB: Oral Algonquian Part m (Central/Eastern) Lena is presently Coordina&or of the Native Language Instructors• Program. She auained her Master's Degree 81 York University in 1985. Hee area of concenttation focused on Nalive languages and culture. Lena has been on NLIP faculty team since the program •s implementation in 1981. Her past activities include roles as consultant. teacher and researcher. Lena Odjig White John O'Meara AL2233AA: NL2711: (biography not available 81 time of printing) Oral Algonquian Part IV • NASL Introduction to Native North American Linguistics �• Profiles p. 2 Jeanne Grubin ED1J51AA: NASL Methods Part I (Western) ED1351AB: NASL Methods Part I (Central/Eastern) Workshop 4A and 4B: "Songs In the Classroomtt Jeanne received her Ontario Teacher's CertificaJe in 1967. Jeanne completed lhe Specialist Certificate - Additional Qualification program in Native As a Second Language at Lalcehead University in 1991. Her other qualifications include Special Education and Guidance Specialist 1aken at Nipissing Univmity. Jeanne worlced as a Native Language Consultant for the Ministry of Education in 1989/90 and continued her consultant duties at Ojibwe Cultural Foundation in 1990 -1992. During the years 1971-89, Jeanne taught at Cecil Facer School in Sudbury. Gary Hannam ED1571AA: Introduction to Teaching (Western) ED1571AB: lntroductio■ to Teacbin1 (Central/Eastern) ED0190AB: Practicum Planning (Central/Eastern) In 1989, Gary joined our NLIP faculty team. He comes from Nova Scotia where he kee� busy as Principal for Annapolis Royal N.S. and is a candidate for a Master in Education at SL Mary's University. His academic quaJifications include a Bachelor of Arts Degree from SL Mary's and a Diploma in Educational Administration from Dalhousie University. In 1987-88, Gary was selected as an exchange teacher to the U.K. from N. S. He is a recipient of an Excellence in Education Award from the Province of Nova Scolia. Shirley Williams ED1572AA: Development or the Child (Western) ED1572AB: Development or the Child (Central/Eastern) Shirley is a candidate for a Master in Environmental Studies Degree at Yode University. She received her Bachelor of Arts Degree from Trent Univmi.ty in 1983 and attained her Diploma in Native As a Second Language in 1989. She attended Univmi.ty of Oklahoma in 1991 receiving a certificaJe in curriculum writing. Shirley has published some Native language curriculum resources. Her activities include duties as Elder and Consultant for the Sweetgrass First Nations Language Council Inc. She is a full-time faculty member at Trent University in Pererborough, Ontario. ED1352AA: NASL Methods Part Il (Western) Theresa Hoy ED1352AB: NASL Methods Part II (Central/Eastern) Nowquaibzhllcgoqual Ther� graduated in 1992 receiving her Diploma in Native As a Second Language. She earned her Bachelor of Education Degree at Lalcehead Universily and her Ontario Teacher•s Certificaie in 1992. Theresa earned her Bachelor of Arts Degree in Native Studies from Laurentian University in 1989. Her career experience as a Native language teacher has been with the Sudbury Board of Education, It.aching grades 1 10 8. Helen Wassegijig ED157JAA: Current Issues In Native Language Education (Western) ED1573AB: Current Issues iD Native Language Education (C/E) Helen is a recent graduate receiving her Diploma in Native As a Second Language. She is a1so a recipient of the William A. West Medal as a student with the highest ranking in the NLIP program. Helen earned her Bachelor of Fine Arts Degree and her Bachelor of Visual Arts Degree from the University of Ottawa. She continued her studies receiving her Master of Arts Degree from Carlcton Univcnity. Helen has five years experience teaching Ojibwe. She has aaught at Algonquin College, Odawa Native Friendship Cenare and the University of Montreal. Isadore Toulouse ED1353AA: NASL Methods Part III (Western) ED1574AA: Approaches to Bilingual Education In 1992, Isadore graduated from NLIP with a Diploma in Native As a Second Language. Isadore is a candidate for a Bachelor of Arts Degree from Trent University. This is his fifth year with the York Region Board of Education teaching Grades l - 12 at Sutton schools. Isadore's other teaching wignment is with the Toronto Board of Education It.aching a Continuing Education Adult Program held at the Native Canadian Centre of Toronto. �Profiles p. 3 Sandra Peltier ED1353AB: NASL Methods Part Ill (Central/Eastern) ED0390AA and ED0390AB Practicum Planning Workshop 6A and 68: "Resource Exchange and Development" Sandra just finished her tenn conrract as Anishinabeg Language Consultant for the Woodland Cultural Centte at Brantford. In 1991, Sandra graduated from Lakehead University receiving her Part 3 Specialist Certificate in Native As a Second Language. In 1983, she earned ha Ontario Teacher's Certificate at Lakehead. Last year, she received her Bachelor of Arts Degree also from Lakehead University. Sandra's experience includes various roles as a Native language teacher, as an education/social counsellor and as a consultant. Mary Lou lahtail ED13S4AA: NASL Methods Part IV ED4743: Native As a Second Language Specialist • A.Q. Part I Mary Lou graduated with an Ontario Teacher's Certificate at McMaster University in 1975. She received her 3·Part Specialist Certificate in Native As a Second Language in 1991 at Lakehead University. Currently. she is a candidate for a Degree in F.ducation and Law in Native SWdies 81 Laurentian University. Mary Lou has perfonned various roles, one of them as "District Officer" for 3 years for lhe Ombudsman of Ontario, Tunmins and James Bay area. She has experience as a Cree teacha, consultant, counsellor, and translator. In 1977, she was appointed and is still presently serving as Justice of the Peace on and for the Province of Ontario in Attawapislcat and Moosonee areas. Violet Shawanda ED0190, ED0290, ED0390: Practicum • Associate Teacher Workshop SA and SB: "Teaching a NSL Secondary Program" Violet joined our NLIP faculty team as Associate Teacher and Workshop Instructor in 1992. She earned her "Teaching An Algonquian Language as a Second Language" Specialist Certificate 81 Lakehead in 1991. Other additional qualifications include Language Ans, Media I, Special F.ducation Specialist, and Visual Ans SpecialisL Violet is a holder of the Ontario Teacher's Certificate. Since 1989, she has taught Ojibwe at New Credit Day Care Centre, Hagersvilte Secondary School, Mohawk College, Hamilton Native Friendship Centte and New Credit Fust Nation School This past year, Violet taught Ojibwe courses at McMaster University. Susan Sandau ED0190, ED0290, ED0390: Practicum • Associate Teacher CR1010: Introduction to Cree • Part I CR1012: Introduction to Cree - Part II For 21 years, Susan was employed by the Hearst Board of Education teaching Native language to grades one to eighL She assisted in introducing and implementing a Native Language Program for the Primary Level 81 lhe Constance Lake First Nation Day School. Susan received her Diploma in Native As a Second Language in 1987. Her experience include curriculum development, teaching Special F.ducation in remedial classes and computer math • Primary and Junior. ED0190, ED0290, ED0390: Practicum . Associate Teacher Ronald Kelly Ronald is from Onegaming First Nation. From Sepicmber 1978 to February 1994, Ronald was employed as a Classroom/Native Language Teacher reaching all grades, Primary, JW1ior and lntennediale. He earned his Ontario Teacher's Certificate, and the Diploma in Native Teacher F.ducation at Lakehead University in 1978. He also earned his Specialist Certificate in Teaching Algonquian As a Second Language in 1991. Dona Fiddler ED0190, ED0290, ED0390: Practicum • Associate Teacher In 1987, Dona graduated with a Diploma in Native As a Second Language. She is a recipient of a Certificate of Appreciation from Program Council West for recognition in her work on a team to improve curriculum development and implementation. Dona is presently employed by the Lalcehead District Separate School Board, 1eaehing Native language programs at Our Lady of Charity School and Bishop Gallagher School. �Profates p.4 Workshop 1A and 1B: "Native Arts and Crartsu Elizabeth graduated from NLIP in 1992 with a Diploma in Native As a Second Language. She has taken Advanced Courses in the "Institute" Program. Elizabeth teaches at Henry Coaster Memorial School in Ogolci PosL Elizabeth Achneepineskum Workshop 3A and 3B: "Medicine Wheel Circle or Liren Doris will be completing her Diploma program in Native As a Second Language this summer. She has been teaching Ojibwe at Sault College, and has been extensively busy working on computer-assisted programming on Native language. Because she also has been gaining knowledge and has presented several workshops on the Medicine Wheel, she agreed to do the practicum workshop on this topic for the NLTC students. Doris Boissoneau OJ1010: Introduction to Ojibwe I OJ1012: Introduction to Ojibwe II Laura earned her Bachelor of Arts Degree and her Bachelor of Education Degree at Lakehead University in 1991. She has taught Native Language Programs at Pelican Falls Fust Nation High School, and at St Patrick High School in Thunder Bay. Laura worked as Linguist Assistant for research projects at Cat Lake First Nation and also at Lakehead University . This past year, she taught Ojibwe courses during the falVwinter tenn at the Faculty of Education. Laura James NL3531: Composition OJ2001: Intermediate Ojibwe {biography not available at time of printing) Elsie Stoney NLIP Counsellor Elder-in-Residence Workshop 2A and 2B: "The Role or Traditional Teachings in the Home & SchooP' Kathleen of the Golden Eagle Clan is from lskutewisalcaygun #39 Independent Fust Nation (Shoal Lake, Onlario). She atlained her Registered Nurse Certificate at SL Boniface Hospilal in Winnipeg, and a Bachelor of Social Work Degree at the University of Manitoba. Kathleen keeps busy with her various roles as Elder, Counsellor, Traditional Teacher and Consultant for the Anishnaabeg people. Katl,/een Greene Florrie Sutherland Principal: Student Teaching and NASL ror Children Program Florrie atlained her Native Language Teacher Certification in 1989 and is presently a full-time student in a B.A. degree program offered by the Department of Indigenous Leaming. Florrie was Associate Teacher for NLIP in 1990-92. She !aught the Native Language Program at the Constance Lake Day School during the period 1983-1988. Previous to that for 4 years, she worked with emotionally-disturbed children, ages 4 to 17, at BrowndaJe Native Program at Thunder Bay. Coordinator: NASL for Children and Odaminowin This will be Karina's fourth summer with the program. With the skills and abilities she has in children's programming, the participants of the Odaminowin Day Camp can look forwanJ to another exciting summer. Karina just graduated in May 1995 receiving her Diploma in Native Family Worker Program at Confederation College. During her years of study, she achieved and maintained her academic status on the Dean's List Along with her Ontario Secondary School Graduation Diploma, Karina took other courses on behaviour and cross-cultural ethics. Karina Skov � Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Anishinaabemowik - Indigenous Languages Program Historical Documents Creator An entity primarily responsible for making the resource Faculty of Education, Native Language Instructors Program Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. 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For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Lakehead University Collection Description An account of the resource Photographs from Lakehead University's history: people, events, and campus. Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. 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Title A name given to the resource Lakehead University Collection Description An account of the resource Photographs from Lakehead University's history: people, events, and campus. Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource No Identification Information Subject The topic of the resource People University Life Creator An entity primarily responsible for making the resource Published in Agora Date A point or period of time associated with an event in the lifecycle of the resource 1996-11 Identifier An unambiguous reference to the resource within a given context UG6-AV-I-386-A People Published in the Agora Unidentified Person https://digitalcollections.lakeheadu.ca/files/original/4/702/UG6-AV-I-14.jpg 5e3ddc2e195b6a6fd9db5c48a1fcf979 Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Lakehead University Collection Description An account of the resource Photographs from Lakehead University's history: people, events, and campus. Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource No Information Subject The topic of the resource People University Life Creator An entity primarily responsible for making the resource Published in Agora Identifier An unambiguous reference to the resource within a given context UG6-AV-I-14 Date A point or period of time associated with an event in the lifecycle of the resource 1994-1 Unidentified Person