Our Mission

Tribal Education Department’s National Assembly (TEDNA) is a Native run non-profit that seeks to provide ongoing resources for professional development; providing technical assistance to tribal education departments looking to craft more comprehensive educational systems. Specifically, TEDNA seeks to assemble and collectively represent sovereign nations’ education departments. TEDNA accomplishes this by fostering effective relationships with government agencies, education agencies, and organizations, in addition to providing support and encouragement for each tribes’ right to define and achieve its own education goals specific to their community. TEDNA represents Tribal Nations reclaiming our sovereignty in education; through the empowerment of establishing tribal education departments or the re-establishment of the tribal education departments, tribal nations are positioning our Nations into the drivers’ seats of leading our nations through educational settings such as early childhood, K12, college, and/or career readiness initiatives.

Weekly Bulletin

I. The purposes of STEP are to:

(1) Promote Tribal self-determination in education;

(2) improve the academic achievement of Indian children and youth; and

(3) promote the coordination and collaboration of Tribal educational agencies (TEAs) (as defined in the official notice) with State educational agencies (SEAs) and local educational agencies (LEAs) to meet the unique education and culturally related academic needs of Indian students.

Google has created Teach From Home which is a temporary hub of information and tools to help teachers during the coronavirus (COVID-19) crisis. This hub of resources includes information on how to get started with your online classroom, provides tech support, as well as information on approaches that other teachers are taking.

For Education

COVID-19 Oklahoma Educational Resources

TEDNA has created a resource document to support our communities and Education Specialists during the Coronavirus pandemic and throughout any prolonged school closures. It is maintained by Tribal Education Departments National Assembly, but as you will see, many of the resources were shared/created by external organizations and partners.

This document includes information on

- Moving your classes to an online platform
- Internet and online platform access
- Teaching and talking about the Coronavirus
- Academic Learning Resources

The U.S. Department of Education has created a FAQ page for grantees regarding the Coronavirus (COVID-19) answering questions about compensation, travel, and conference costs that are otherwise allowable costs under applicable program statutes and regulations.

If you have additional questions or comments related to these questions and answers, please contact your Department program officers or send your questions to the following email address: COVID-19@ed.gov.

News

The Sovereign Community School Needs Your Support

The Sovereign Community School Foundation is seeking $250,000 to support distance learning through May 2020 and to meet a budget shortfall for the 2020-2021 school year.

Sovereign Community School has shown indigenized education practices and culturally relevant teaching works for Native students. In the first year, the students have demonstrated a 300 percent growth per NWEA State Assessments. Indigenous educators, relatable curriculum, and a caring community have been central to the success of Sovereign Community School. It is the only place in Oklahoma where Native students have a safe place to be exactly who they were created to be. The enrollment numbers for next year already show a significant increase and the Foundation’s goal is to make this incredible experience available to more indigenous youth.

Please make a donation to help the fledgling school continue and expand to serve more Native students.

charity.gofundme.com/sovereigncommunityschoolfoundation

Speaking Up Against Racism Around The New Coronavirus

When reports of this novel virus—first detected in China in December—started spreading to other countries, racialized fear began to manifest in public discourse.

Since the virus began to spread, people who identify as Asian American or Pacific Islander (AAPI) have been subjected to racist comments and jokes online or in person, and to isolating behavior from those who are afraid of catching the virus.

Times like these remind us that we must continuously disrupt and address issues of hate and bias, which often find their way into schools.

Supporting Students With Learning Disabilities During School Closures

Last month, as schools across the nation began to close, Teaching Tolerance reached out to our community to learn what you needed to support your students and their families through this crisis. One response that we received again and again a call for guidance about how to serve students with disabilities after transitioning to distance learning.

To provide that guidance, we reached out to our friends at the California Collaborative for Educational Excellence with a series of questions. We’re grateful to Dr. Judy Elliott and Dr. George Batsche for their answers.

District Responses to Coronavirus: Examples to Follow

Advocate for students and families during this crisis by using this resource to evaluate your district’s response to the coronavirus pandemic and offer recommendations for changes.

Category: Uncategorized

Mission

Our Mission

Weekly Bulletin

Weekly Bulletin

COVID-19 Oklahoma Educational Resources

News

The Sovereign Community School Needs Your Support

Recommended Articles

Speaking Up Against Racism Around The New Coronavirus

Supporting Students With Learning Disabilities During School Closures

District Responses to Coronavirus: Examples to Follow

Membership

Benefits of a Membership