Meet the IESLN Backbone Team

Nara Nayar—a Technical Assistance Consultant at the American Institutes for Research—co-leads the Indigenous Student Identification Project. While she is not affiliated with any Tribe, Nara has more than 25 years of experience working in education research, evaluation, technical assistance, and policy at the state and local levels and has more than a decade of experience working with Indigenous education issues at the state and national levels. Her background also includes career and technical education and transitions from K–12 education to college and the workforce. Nara holds a master’s degree in education from Stanford University and a graduate certificate in Indigenous education leadership from Kansas State University.

Traci Maday-Karageorge—a Senior Technical Assistant at the American Institutes for Research and a citizen of the Bad River Band of Lake Superior Ojibwe—co-leads the Indigenous Student Identification project. She specializes in conceptualizing, organizing, and facilitating a range of professional learning experiences in both virtual and in-person formats for teachers and Tribal, district, and state leaders. Traci has 20 years of experience working on issues related to American Indian education. She has delivered 60 virtual technical assistance sessions for Office of Indian Education discretionary grantees related to grant management, program content, and grantee-specific needs. Recently, she co-developed and co-delivered a series of 14 virtual workshops for two strands of professional learning about fostering a supportive working environment for Anishinaabe educators, and she designed a three-part virtual learning series for teachers of American Indian English language learners.

Marissa Spang—a Researcher at the American Institutes for Research and a citizen of the Northern Cheyenne and Crow Nations in Montana—serves as an Indigenous education researcher and subject-matter expert for the Indigenous Student Identificationproject.With more than 15 years of experience working in urban, rural, and Tribal community settings, Marissa strives to build consensual and collaborative relations with Tribes, families, and students. Her work also includes designing STEM learning environments for teachers and students that weave together Indigenous and Western science, implementing educational systems change, and conducting program evaluation. She holds a master’s degree in learning sciences and human development from the University of Washington.

Johanna Jones—a Senior Technical Assistant at the American Institutes for Research and a citizen of the Seminole Nation of Oklahoma—serves as a subject-matter expert for the IndigenousStudent Identification project. Her primaryresponsibilities include supporting Indian education through a myriad of methods, such as curriculum review, capacity building, policy implementation, professional development, needs assessments, and relationship building. She has conducted work to incorporate Indigenous pedagogical frameworks inall areas of education, including educator preparation programs, early education, health and well-being, engagement, and learning supports. Johanna also has extensive experience working with state, local, and Tribal education agencies, institutions of higher education, national organizations, boards of education, legislative members, Tribal councils, and communities who are underserved. She holds a master’s degree in curriculum and instruction from Boise State University and is the final stages of her doctoral dissertation.

Mandy Smoker Broaddus—a Practice Expert in Indian Education at Education Northwest and a citizen of the Assiniboine and Sioux Tribes of the Fort Peck Reservation in Montana —serves as a subject-matter expert for the Indigenous Student Identification Project. She is also a member of the National Advisory Council on Indian Education. Mandy has servedin many different roles in Montana: at the Tribal college, in K–12 education, and at the state education agency level. She led Montana’s Indian Education for All, which served as a model for many other states seeking to include American Indian identity, culture, and history in their education systems. In 2015, she received the National Indian Educator of the Year award from the National Indian Education Association. She is also a published writer and poet.