"Alaska is only a good fit if I’m here for the kids!"

The Cross-Cultural Competence (C3) Program supports educators in building resilient cultural identities while reflecting on the lenses through which they view their students and communities, their relationship-building, and their teaching practices. Educators who come through C3 gain the tools, support, and confidence to sustainably build welcoming school spaces that reflect and honor the cultures of their communities. One vital part of the yearlong program is Near Peer Mentors, C3 alumni who return to the program to support a cohort of new teachers in their regions. For National Mentoring Month, we’re delighted to share this reflection from C3 Near Peer Amanda Cox in Dillingham.

The overcast skies and the snow flurries are not the only things that can cloud our vision as teachers in Alaska. Upon arrival, we undergo culture shock, exhaustion, and immense and swift changes in climate, time, space, and employment. Village life places challenging demands on even the most seasoned staff. Difficulties with communication, housing, cultural adjustments, and starting a new job can create tremendous intrinsic pressure and discomfort. For all of these reasons, and for all of the reasons I can’t think of, C3 Near Peer mentors become a lifeline for support, guidance, and the comfort of a shared experience.

I am currently in my second year in Alaska. I am a Near Peer, a teacher, a Social Worker, and an on-call Domestic Violence and Sexual Assault advocate. As a Near Peer, I’m tasked with mentorship of the new teachers. As a teacher, I am dutifully obligated to provide classroom supports. As a Social Worker, I am called to ensure that all students and staff are treated with dignity and equity. It is on this platform that I am able to foster teacher well-being and retention.

Near Peer mentors can also provide fellowship for new teachers. I have hosted a couple of gatherings at my home to promote connectedness and inclusion among staff. I invite not only new teachers, but tenured teachers and district level staff as well. A safe space is created to provide everyone with a place where they are comfortable sharing their thoughts, concerns, fears, successes and joys.

Being a Near Peer mentor has also provided an opportunity for sharing my insights and philosophy of teaching in Alaska. I participate in the Near Peer program because I believe that we can collectively combat the inequities and hardship that impact our students and communities. This requires a great deal of cultural competency and a genuine desire to serve this population. It is upon this springboard that I am prompted to share a collection of concepts that have inspired me … guided me … grounded me … and ultimately, safeguarded my personal growth and evolution in my new environment.

1. Be an observer. It is tempting to come into Alaska with a cape and a sword. Now is a time to be an active learner. Setting aside everything I think I know, I’m able to open my mind, embrace differences, listen to critical feedback, and absorb a new culture. I can advocate for change, but not demand it, and this can only happen once I’ve discerned what the issues actually are.

2. Relationship building is a priority. This might at first seem obvious, but I’ve watched far too many teachers flail in confusion when the kids don’t love their content as much as they do and behave accordingly. Classroom management begins with connections. Even students feeling unmotivated or uninterested in a class will participate for a teacher they like. Connecting with the students is paramount. Food is a reliable source for establishing these bonds.

3. Be culturally aware and sensitive. Again, this begins by observing. The way of things is regarded in a different light in these regions. While it is completely acceptable to ask people questions about themselves and their lives, it is in poor taste to try and make any one person the expert of their culture. Observation, then, becomes a powerful tool.

4. Get ready for spring. To be fair, this phenomenon actually begins occurring in the winter time, right before contracts come out to be exact. The mood changes. The kids experience what I affectionately refer to as “collective anxiety”. There is inquisition and an ongoing emotional wrestling match these kids experience as they try to determine, “Is she coming back next year?” It is a genuine struggle for them and it taps into every real and imagined insecurity they have regarding their educational environment. They witness some teachers flee without warning which is courteous when compared to the few that use the classroom as their personal psychiatry appointment before an involuntary departure. Some will lie and smile and tell the kids they are coming back the following year. Some intend to return but don’t and a few actually remain. The kids have seen and heard it all, yet they eagerly hold on to the hope that YOU are somehow different. I also coach volleyball and participate in as many school events as I can. My ongoing presence brings the students much needed reassurance.

5. Choose the students!! Any person or anything that attempts to rob my emotional, physical, mental or spiritual energies must be discarded. Being the only adult in the room with these kids, it is my responsibility to ensure that I am a well-adjusted individual. I do whatever fulfills my heart, inspires my mind, soothes my soul, and brings me balance. I need it. It is imperative to have these self-care regimens in place BEFORE arriving in Alaska. The students deserve a whole and complete person to captain the classroom ship. Remote teaching is not the place to heal wounds, find myself, become rich, or have an adventure. While many unexpected personal surprises await, I implore: Make this journey FOR the students. They will absolutely know if you don’t.

If this all sounds daunting then my message has been received. The natural question remains: “Why teach in remote Alaska?” I would love to insert a beautifully orchestrated video that reveals every student’s face, but that is unrealistic. Instead, I’ll just tell you some of the rewarding experiences I’ve had.

· My students thrive. They have a safe space, a safe person, and an advocate in me! More to the point, THEY know this!

· The peaceful silence of my village brings a deafening solace.

· The Nushagak River offers a tide system that reflects the highs and lows of this endeavor.

· The eagles, the fox, the ravens, the moose, and the beluga whales all bring their own messages. I listen.

· Summer opportunities for teachers abound in this state. Find them. Participate. Be changed.

· Making new connections. I have a few people that have imprinted on my heart and are clearly in my life forever.

· Empowerment. It’s only in impossible situations that I can truly embrace my actual strength.

I asked the kids before posting this, “What do y’all want new teachers to know before coming to Alaska?” They stared at me blankly, looked around at each other, and remained speechless. Honestly, I don’t remember my classroom ever being so quiet. Confused by their response, I clarified: “Guys, this is your opportunity to provide input and let teachers know what you want and need…” Again, crickets. Then, from the mouth of one of my more reserved students, came the resounding, yet unexpectedly expected reply: “Are you coming back next year?”