| Phase II Field Development: Moving
Towards Action Recommendation 5
That ONLC make every effort to effect the requirement that MTCU consultants
receive the same cultural, orientation training as the practitioners.
An annual symposium with the ONLC Board of Directors and Staff and MTCU
consultants who evaluate Native literacy programs should be made a requirement.
Objective 2
To improve the capacity of the ONLC to support its constituents
Face to face contact, surveys, email and phone calls have been utilized
to collect, solidify and prioritize the issues that present as barriers
to good service, in the 26 Native Literacy programs. Written responses
were received from 21/26 programs. The ONLC now has a program profile
for 21 of the 26, placing it in a much improved position of support and
advocacy.
Phase II Field Development: Moving Towards Action Recommendation
1
That the Ontario Native Literacy Coalition in concert with Ministry of
Training, Colleges and Universities, create and employ a full time position
of Native Literacy Field Development Worker.
Phase II Field Development: Moving Towards Action Recommendation
3
That Practitioners be provided with an opportunity to participate in proposal
writing workshops to develop their abilities to pursue other funding sources
as their individual programs require.
Phase II Field Development: Moving Towards Action Recommendation
4
That the Ontario Native Literacy Coalition set up as direct link from
the website, an independent online discussion group specifically for programs
to provide feedback, evaluation of the Field development Worker impact,
and New Practitioner/New Board Member Orientation needs.
Objective 3
To support processes toward the articulation of the Holistic Approach
to Native Literacy.
Although this was a recommendation that emerged from Phase I, during the
course of Phase II Working Towards Action, articulation of the Holistic
Approach did not present as a priority with the field. The field was surveyed
to determine how they incorporate the holistic approach. A wheel (see
page 26) has been created to represent the variety of strategies that
practitioners use to maintain a holistic approach within their programs.
In addition, practitioners meet the needs of their learners through their
attention to Native Learning styles. This information has been presented
in table form (see Charts).
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