How were your four chosen competencies used in the implementation of your project?

I will apply my new understandings to my leadership growth by continuing to make the transition between the elementary and middle school more appropriate and smoother for the native students I serve. I will also use my voice and understandings to propel change in attitudes and understandings with the administration staff of the middle school so they are more informed on the difference between equality and equity when it comes to our students.

Foundational Competency:

*Diversity, Equity, and Cultural Competence

Collaborate Purposefully:

Developing to Performing

Foundational Competency:

*Diversity, Equity, and Cultural Competence

Collaborate Purposefully:

Developing to Performing

*Develop and exhibit an appreciation and acceptance for the differences among, between, and within cultural groups.

Collaboration was increased as my team was able to be honest about our strengths and weaknesses as teachers when working with the cultural group at our school. As a team we engaged in ongoing self education through the teacher learning hub from Montana's Office of Public Instruction as well as reading everything we could get our hands on about supporting students with difficult childhood experiences.

Through this learning we were able to create learning environments which included cultures other than the mainstream culture of the curriculum. Science and Social Studies were taught to encourage the traditional ways and perspectives of the students. For example, the social studies book covers the westward expansion from a positive western view. This teaches the students that it was a good thing to have the settlers come in and take over. They are not given the perspective of their ancestors and in turn are unaware of the biases and the treaties that were broken. These topics are intertwined with the curriculum or sometimes super-ceded the curriculum due to it being the source for most of their future learning. In addition we were able to facilitate involvement with our Instructional Coach to understand our planning process and data gathering in the decision making process. Growth mindset, mindfulness, and goal setting at a teacher level as well as a student level helped students and other grade levels see the importance of shared perspectives in the success of the students.

*Explain the strengths and limitations of their skills and /or organizational practices when interacting with other cultural groups.

Strengths and limitations of skills and organizational practices in my building stem from a history of mistrust and lack of encouragement. Due to the fact the fifth grade team does not come from the community of Crow Agency, nor are any of us part of the Crow Tribe, it has taken awhile for us to gain the trust of the other teachers and for them to understand the power of collaboration. This year we worked to build relationships and understanding, which them transferred to the students. Limitations....limits are only put upon us by our own insecurities. This year we attempted to break them down and bulldoze our way to a better school.

*Engage in ongoing self education and self improvement.

Evidence:

*Create learning environment for students and/or adults to include and value cultures beyond their own.

*Involve students, parents, colleagues, and/or community members from various cultures to create opportunities and activities that celebrate and value cultural differences.

*Explain the limitations of their skills and practices when engaging with other cultural groups and take steps to adjust behavior based on self reflection.

Two Chosen Overarching Competencies

*Reflective Practice: Help to create conditions to encourage reflection among colleagues and administrators.

Engage in leadership opportunities both inside and outside of the classroom and school.

Make strategic plans that are informed by data and reflective analysis.

Evidence: Increase awareness of teacher leadership and growth areas by use of needs assessment, formal surveys, and or informal surveys.

Serve as a teacher leader both inside and outside of the classroom and or school.

Improve practice and or professional growth by using data analysis or SMART goals.

*Communication:

Acknowledge the challenge of successful teaching and learning and willingly address and meet those needs.

Share messages to inspire others.

Evidence:

Understand school’s challenges and needs that impact teaching and learning and/or system effectiveness.

Arranged for more collaboration time with fifth grade team.

Continued communication with the administration from the middle school.

Instructional Leadership Competencies:

Community Awareness, Engagement, and Advocacy:

*Emerging: Recognize the unique needs, culture, and context of the students and advocate for their learning and well being.

Demonstrate awareness of their community by advocating for unique students needs with sensitivity to culture and context.

*Evidence: Middle school staff attends Restorative Justice? Trauma Informed summer training.

Artifact: