The Native American Teacher Retention Initiative (NATRI) is more than a workforce development program — it is a pathway toward education sovereignty, representation, and healing for the Mashpee Wampanoag Tribe and our relatives in Aquinnah.
At a time when Indigenous teachers make up less than one percent of educators nationwide, NATRI is working to ensure Native voices are present in classrooms, school systems, and educational leadership — spaces where decisions about our children have too often been made without us.
What NATRI Is
NATRI is a federally funded, multi-year program administered through the Mashpee Wampanoag Tribe’s Education Department. Funded by a grant through the U.S. Department of Education, Office of Indian Education, the initiative supports Indigenous students, aspiring teachers, and current educators by providing academic guidance, professional development, financial assistance, and cohort-based support.
Since its inception, NATRI has invested more than $80,000 directly into teachers and undergraduates — supporting both educator retention in the classroom and students pursuing teaching degrees.
Why It Matters Now
Roxanne Mills Brown, Education Director for the Mashpee Wampanoag Tribe, said NATRI represents an important step toward education sovereignty.
“This is an opportunity for us to heal, to learn from our history, and to move forward,” Brown said. “For too long, outside systems have defined what our future looks like without understanding our culture. NATRI helps us move from being on the outside of the school system to being active participants within it.”
Building Representation and Supporting Students
Brad Lopes, former NATRI Program Manager and current Education Manager for the Aquinnah Wampanoag Tribe, emphasized the impact Native educators have on student success.
“When students see themselves reflected in their teachers and curriculum, they do better,” Lopes said. “NATRI allows us to bring Tribal presence directly into schools and strengthen sovereignty within those systems.”
NATRI currently supports more than 15 participants, including students working toward education degrees, paraprofessionals, and classroom teachers pursuing advanced credentials
Honoring Our Legacy, Building the Future
Both Brown and Lopes highlighted the Tribe’s long tradition of educators and the importance of visibility.
“There has always been a strong history of Wampanoag teachers,” Lopes said. “We want our children to see teaching as a real and respected path.”
Brown noted that increasing Native presence in classrooms keeps the Tribe visible and relevant in today’s world.
“This work ensures our children are not defined by outsiders,” she said. “It allows them to be seen, heard, and empowered.”
Participant Voices: Why NATRI Matters
For Jannel Carey, becoming a teacher was rooted in both healing and responsibility.
“Like many Natives, my school experience was traumatic,” Carey shared. “I felt I needed to take those negative experiences and turn them into positives for other Native children.”
After returning to the Cape and taking a pay cut to re-enter the classroom, NATRI provided critical support.
“The stipends helped with personal expenses and classroom supplies,” Carey said. “I was also able to request funds for culturally appropriate books and materials for my students.”
Equally important, she said, was reconnecting with community.
“I left Mashpee for twenty years, and NATRI helped me reconnect with my Tribal community,” she said.
Cassie Averett, a San Carlos Apache Tribal member and Assistant Primary Teacher at Weetumuw School, described NATRI as both practical and empowering.
“Before NATRI, knowing where to start and who to talk to was overwhelming,” Averett said. “NATRI helped me navigate professional development, build my academic résumé, and — most importantly — build confidence.”
She noted that the cohort model creates meaningful connection.
“Meeting others in the cohort is powerful,” she said. “Teachers can share ideas, challenges, and resources. That support matters.”
Averett also emphasized the deeper impact of Native educators in mainstream systems.
“Our children need to know they are smart, capable, and can succeed,” she said. “Community starts with support — and sometimes that starts with one trusted Native person in the classroom.”
Honoring Our Legacy, Building the Future
Both Brown and Lopes highlighted the Tribe’s long tradition of educators and the importance of visibility.
“There has always been a strong history of Wampanoag teachers,” Lopes said. “We want our children to see teaching as a real and respected path.”
Brown added that NATRI ensures Native communities are seen as contemporary and forward-looking.
“This work allows our children to be seen and heard — not defined by outsiders,” she said.
What’s Next
As the program continues, NATRI will focus on strategic recruitment and sustainability, with a target of approximately four new participants per year. By the end of the grant period, the program aims to support up to eight additional Native educators, including high school students, college students, and individuals considering a return to higher education.
Through NATRI, the Mashpee Wampanoag Tribe continues to invest in education as a powerful tool for representation, opportunity, and self-determination.
