Robert Jerome Email & Phone Number

Ottawa, Canada

I am the Program Coordinator for an Urban Aboriginal Alternative School that is operated in partnership with Odawa Native Friendship Centre and the Ottawa-Carleton District School Board (OCDSB). My role is to provide administrative support, work closely with the Friendship Centre and local school board to deliver educational opportunities for Urban Aboriginal students who attend the program. Additionally my role includes engaging and developing partnerships with local agencies to provide a rewarding educational experience for students.

Toronto, Canada Area

Currently on academic leave

Aboriginal Education, Teaching ESL to Native Children, Teaching in a MulticulturalSetting.* Responsible for creating course content for Pre-Service Teacher candidates for all three divisions and deliveringcourse material.* Utilizing Ministry of Education policy guidelines for ensuring success for First Nations, Métis and Inuitstudents.* Reviewing and understanding the historical trauma within education in relation to First Nations people in NorthAmerica as it relates to societal issues within First Nation communities.* Conceptualizing a framework of understanding of strained relationships through Treaties and mismanagementof power by levels of government.* Looking at social issues that First Nations people face in communities such as suicide, family violence, abuse ofalcohol and drugs.* Reviewing administrative policies that pertain to on-reserve schools such as funding, the availability ofcommunity resources that deal with issues concerning students.* Creating discourse between non-native and native people in regards to Post-secondary learning.* Advising students on possible career avenues of teaching in remote northern communities.* Discussed and presentenced best teaching practices for a multicultural setting. Looked at the issues surroundingmulticultural education as well as what new comers are experiencing in a Canadian educational setting.

Native Language Instructors Program Summer Residence Coordinator* Responsible for coordinating and placing Native Summer Language Instructor students into residence for themonth of July as well as created a database of contact names of returning students and their residencepreferences.* Worked in conjunction with the Conference services to meet the needs of the students who were bringingfamily for the duration of the summer program and students without families.* Revised a Student Code of Conduct manual for the Native Language Instructor Students in regards to LakeheadUniversity policies, guidelines for student behaviour, and class attendance.* Enforced university residences policies concerning living in residence as well as advising students oninappropriate behaviours concerning the use of drugs and alcohol.* Updated contacts in student manual in regards to Family services, which included Women’s Shelters, FoodBanks and Emergency Crisis service providers.* Worked in conjunction with various university departments such as finance in regards to student residence fees,and food services to accommodate student meal plans.* Maintained a close working relationship with the Lakehead University Security Services to ensure safetyamongst students, their families, residence staff and the general public.* Primary duty of the Summer Residence Coordinator after placing students in residence was to provide a 24 hourpresence with the Assistant Residence Coordinator to handle a variety of situations from student house lockouts,information on city services and caring for students who are in mental or physical duress until EMS andSecurity Personal arrived on scene.

Urban Aboriginal Task Force Thunder Bay, ON* Worked in partnership with various First Nation organizations in Thunder Bay, ON to create a snapshot of howUrban Aboriginal people in the City of Thunder Bay view their relationship within the urban setting.* Following an Indigenous research process whereby stakeholders reaching consensus, a series of questions werecreated that included race relations, social justice, accessing city services and economic status.* Contacting and working with city service providers which included Social Service Agencies, Post-secondaryinstitutions and Health agencies research findings included that racial incidents along with verbal or physicalviolence was prevalent amongst the shared lived experience of Urban Aboriginal peoples in Thunder Bay.Service agencies were working towards a better understanding of issues that First Nations people faced whileliving in Thunder Bay, utilizing the research data gathered that policies were to be created and improvementswould materialize.; Nanibijou Project Steering Committee: Along with the Dean of Graduate Studies and Deans from Educationand Arts and the Department of Indigenous Learning promoted the initiative to recruit and retain qualified FirstNations Graduate students for Graduate programs within the academy.* Humanities 101 Advisory Committee: As part of this committee worked in conjunction with the City ofThunder Bay’s social agencies to attract non-traditional learners to Lakehead University.

Toronto, Canada

Supported two programs with Friendship Centres across Ontario. The Alternative Secondary School Program which provided an opportunity for Urban Aboriginal students to obtain their Ontario Secondary School Diploma and the Apatisiwin Program which provides Employment and Training supports for Urban Aboriginal people in Ontario.

Research assistant as part of a Social Sciences and Humanities Research Council funded research team workedin partnership with Nishnawbe Aski Nation in Northwestern Ontario to conduct community based interviews onthe status of education in 9 communities (7 communities are accessible by air service only).* Within the research there were interviews conducted with Chief/Council, Elders, School Administration andParents/Community members. My role was to conduct interviews with Parents/Community members in theirplace of residence.* We followed an Indigenous research protocol where we would only conduct interviews when invited and eachcommunity was prepared for our visits. Reasoning for following such protocols are historically whenconducting research within First Nations communities many times the cultural considerations were notrespected.* Out of our researching findings policies were created by Nishnawbe Aski Nation to ensure the needs of theircommunities are being meet in regards to education for future generations.

The six communities that the Keewaytinook Okimakanak Northern Chiefs are comprised of, are remote fly-incommunities; parts of their portfolio are Mental Health services. My role in the research process was to conducta program evaluation of the Mental Health Program the Keewaytinook Okimakanak offers to its communitymembers. The research findings from conducting telephone interviews would guide and facilitate future policiesin regards to mental health service delivery in the communities.* Program evaluation of the Talking Together Program that Nishnawbe Aski Nation (NAN) Legal ServicesCorporation provides to its community members in regards to Child Protection. Offering an Aboriginal disputeprocess to discuss resolution to child protective services in a culturally appropriate manner.* My role as researcher was to contact front line service child protection members in regards to the effectivenessof the Talking Together program and with the findings provide justification to funding providers to continue theTalking Together program in the First Nations communities that NAN Legal services.

Joint Phd Educational Studies, Educational Studies

Education record

Masters Of Education, Educational Studies

Bachelors Of Education, Education

Education record

Bachelors Of Arts

Education record

Education record