Brainerd Public Schools is looking to enhance its approach to Indigenous education. Recent discussions revealed several areas for improvement, including hiring practices, student data handling, observance of Indigenous People’s Day, and leadership training.
On February 10, the School Board heard from the American Indian Parent Advisory Committee. They voted against the district’s current practices, indicating that Brainerd Public Schools is not meeting the needs of Indigenous students. This vote is required annually under Minnesota law.
Committee members acknowledged progress made over the past year, expressing gratitude to school leaders for:
- Cultivating Indigenous education programs, especially at Riverside and Brainerd Learning Center.
- Including American Indian families in hiring for the new Indigenous liaison and coordinator roles.
- Attending American Indian Parent Advisory Committee meetings.
- Supporting student representatives on School Board committees.
- Hiring a new Indigenous education liaison.
- Implementing the Dream Catcher program and providing training for staff.
- Assigning Andrea Rusk and Jessica Haapajoki as direct supervisors for Indigenous education.
Kayla Schubert, a committee member, noted that past recommendations have sometimes been seen as critical. She emphasized the importance of working together respectfully. “We aren’t here to oppose you; we’re here to improve the system,” she said.
The committee provided four recommendations aimed at achieving meaningful improvements this year:
1. Hiring Practices
The first recommendation stresses the importance of including the parent committee in hiring for the new Ojibwe language course. Although the district made efforts to start the course, it overlooked involving Indigenous representatives in hiring a teacher, missing a vital opportunity to honor commitments to Indigenous families.
2. Student Data
The second suggestion focuses on enhancing data accuracy and transparency. Committee members reported difficulties in obtaining complete student outcome data. They noticed inconsistencies in special education services and disciplinary actions involving Indigenous students. These discrepancies can undermine trust in the data overall.
3. Indigenous People’s Day
The third recommendation relates to the observance of Indigenous People’s Day, which Minnesota law requires schools to recognize. Unfortunately, the planning for this observance began too late, leaving teachers without the necessary resources to meet the legal requirements. However, a successful effort was noted at Forestview Middle School with their responsive curriculum. The recommendation is to enhance support for teachers, providing them with the resources they need.
4. Leadership Training
Lastly, the fourth recommendation calls for sustainable leadership training. The committee highlighted that educating district leaders about Indigenous education laws has largely fallen on the shoulders of parents and community volunteers. With frequent leadership changes, this has become increasingly difficult. Ensuring that all leaders are well-informed about these guidelines is essential for creating a consistent and supportive educational environment.
Committee member Govinda Budrow likened the situation to trying to nurture a plant with polluted water. “Just going through the motions doesn’t foster true growth,” she said. “We have to address the underlying issues for real change.”
The School Board now has 60 days to respond to these recommendations.
Theresa Bourke has been covering Brainerd city government and education since joining the Dispatch in July 2018.
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