Native Counsellor Training Program - NCTP Essential Skill Program or Initiative Elements 1. Title of Initiative Native Counsellor Training Program - NCTP 2. Delivery Organization (Name) Sector Not for Profit First Nations, Métis, Inuit Business Other (Ontario Native Education Counselling Association - ONECA) 3. Contact Details Roxane Manitowabi Executive Director Ontario Native Education Counselling Association 37A Reserve Road, Naughton, Ontario, P0M 2M0 Tel: (705) 692-2999 Fax (705) 692-9988 Email - oneca@oneca.com 4. Website or Other Information Source http://www.oneca.com/nctp.html 5. Funder(s) Indian & Northern Development Affairs Canada (INAC) Ontario Ministry of Education Amount of funding Funding information not disclosed 6. Other Partners involved Partner name Role Responsibilities ONECA Delivery of Program Curriculum, staffing, coordination OSCA Quality Assurance Conduct Program Review Ministry of Education Certification Provide certification for the program 7. Third Party Contractors involved Name Role Responsibilities N/A 8. Location (Name of city, community, etc.) Naughton, Ontario 9. Location Type Urban Sudbury, Ontario Rural Fly-in (accessible only by air) First Nations, Métis, Inuit community Prison Other: Scope of Program National Provincial/territorial Local Special interest group (in-house program) First Nations, Inuit and Métis Essential Skills Applications Inventory 1
10. Target Audience Age Youth (15-25) Adult Other (specify): Gender Male Female Other (Specify): Group First Nations Inuit Métis 11. Participant Eligibility Criteria: 1. High School diploma OR successfully completed grade 11 and have at least 1 year Counselling experience OR successfully completed and passed the GED and have at least 5 years counselling experience 2. Be a mature student and a letter of recommendation from either a First Nation Administrator or an official of the Native Organization 3. Submit proof of a current First Aid/CPR certificate, a criminal records check, and recent TB test. 4. Sign an drug/alcohol abstinence agreement 12. Year Program/Initiative Started 1977 13. Year Program/Initiative Ended Ongoing Why did the program end? 14. of Initiative Certificate in Counselling offered through ONECA and Overview Ontario Ministry of Education. Curriculum focuses on the study of education counselling theories and techniques from a First Nations perspective and provides the opportunity for on the job application. Topics covered Counselling practicum & theories School & career guidance Sociology of Native people Education systems in Ontario Native issues Information process/career planning Field practicum Cultural & Community Activities Duration of program (# of sessions) Offered over a 3 year period 5 weeks per year held during the month of July and the first week in August. Students attend classes daily from 8:00 5:00 daily for the entire 5 weeks. They would do the same number of hours per session. Translating into 200 contact hours of class during the 5 weeks and a total of 600 hours for the entire program. length of each session Students attend classes daily 8:00am to 5:00pm 15. Number of times offered per year 1 16. Number of participants per intake unlimited 17. Completion rate (%) 98% First Nations, Inuit and Métis Essential Skills Applications Inventory 2
18. Which Essential Skills are covered Reading Text (check all that are covered) Document Use Numeracy Writing Oral Communication Working with Others Thinking Skills Computer Use Continuous Learning 19. Main Objectives Train First Nation Education Counsellors and equip them with the skills and knowledge to provide career support to communities. 20. Does the program include special emphasis on: Culture (check all that apply) Language Tradition 21. Type of Intervention: (Check more than one if Awareness Building applicable) Assessment of skills Development of Learning Plan Training or Skill Development Tool Development Other: Using traditional tools and knowledge to support students in career selection and counselling 22. Type of delivery approach: Lecture (check all that apply) Seminar, discussion Personal reflection-awareness training Project/Theme Based Skill practice by participants in sessions Skill practice by participants in work place Interview/consultation with stakeholders Other: 23. Staff/Practitioner Training and Background The majority of our staff are First Nation and have the qualifications that are outlined in job descriptions. 24. Tools and Resources Used to Implement program (e.g., assessment tools, video tapes of practice, etc.) Journals, practicum, video tapes, triads, group sessions, resource people, guest lecturers, traditional elders, guest lecturers, essays. 25. Difficulties or Barriers encountered Students often have difficulty accessing funding to participate in the program. First Nations, Inuit and Métis Essential Skills Applications Inventory 3
26. Monitoring and Evaluation Mechanisms. Please provide details on how you assess the following: Achieving general program goals Faculty and staff prepare lesson plans and learning plans that are linked to curriculum outcomes Lesson and learning plans are reviewed by coordinator to ensure they meet curriculum outcomes Policy manuals are made available to all staff OSCA and the NCTP committee review the program curriculum to ensure that it is meeting the goals Tracking program adherence by participants Students are provided with a student policy manual Students are expected to maintain an average of 50% Value is assigned to each assignment Students are evaluated by staff Weekly staff meetings to identify students at risk Tracking program adherence by Staff Students evaluate staff and program Staff are provided with policy manual which they are expected to adhere to Staff are evaluated by the coordinator Regular staff meetings NCTP committee review the staff evaluations and make recommendations Assessing participant skill attainment Students are evaluated on skills and knowledge through regular testing Students are evaluated by placement supervisors (Part III) A rubric is used to assess skill attainment Students participate in triads to demonstrate knowledge and practice skills Graduate follow-up after completion to track employment rates and see if they are working in the field of study Assessing participant knowledge Students and staff are evaluated acquisition Rubric is used to evaluate knowledge acquisition Students need to demonstrate their knowledge by producing a video, through coordination of events, ie. career fair and through group participation Students have an opportunity to practice their skills in Part III during their placement Assessing changes in participant attitudes Students are evaluated on participation Students demonstrate growth and understanding of content Improved skills, writing and computer use increases self-confidence Program Impact including key results or Personal growth and development outcomes Self confidence Employment in the field of study First Nations, Inuit and Métis Essential Skills Applications Inventory 4
Students have the Essential Skills to work in the field of study Students are utilizing and implementing the tools and skills they have acquired from the program in the work place Graduates often refer other students to the program Graduates often apply to work with the program 27. Lesson Learned Support services are a critical component to delivering any program It is important to have the language and culture embedded into the program Having Aboriginal faculty and elders on staff are essential and have had a huge impact on retention Transitions are made easier if students have support on the other end We need to increase the number of trained aboriginal counsellors in our communities Each person who participates in the program has something to offer. One size fits all approach does not work, we need to be prepared to expect the un-expected and meet the challenges of diversity. 28. Reporting (what and to whom) Regular reporting: Evaluation of staff by students, and the coordinator Site visit by OSCA and a year-end report is provided to them Coordinator provides a written report to the ONECA board of directors ONECA provides an interim and final report to MOE ONECA provides a written report to INAC Graduate follow-up report to MOE ONECA reports to the memberships at the AGM First Nations, Inuit and Métis Essential Skills Applications Inventory 5