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Identify the part(s) of your plan you were able to implement (given the nature of leadership work, your project may actually continue beyond submission of your Capstone Portfolio).

There were 11 major steps in my action plan. Thus far I have been able to complete all 11 steps for five math IEFA lessons. The first step was to decide if I would focus on ELA or math for my Capstone project. I decided rather quickly that I would start with math due to previously working with the math District coach and knew I would need her assistance when working through the next two steps. The second step in my plan was to determine the critical concepts and learning targets I would focus on within the lessons. This took more time to investigate, as I wanted to make sure that each of my choices adequately reflected a key concept taught in fourth grade. Step three was very similar to step two. This step, however, took my ideas and aligned them with the fourth-grade mathematics standards. My fourth step meant meeting with IEFA coaches to focus on tribal affiliation and ties. I wanted to make sure that the connections I made, did have meaning to the culture of that specific Montana tribe. The fifth step in my action plan took quite a bit of time. During this step, I needed to conduct research and find the materials I needed for each lesson. I was grateful that I was able to again call upon the District coaches when needed. Step six took the longest amount of time as this was the portion of my action plan that required me to build the lessons. I focused on making sure the connection between the concept being taught and the connection to the tribe was still relevant. During the building of the lessons, I also made sure to complete electronic versions and printable versions for teachers to utilize in their classrooms. The seventh step was the fun part. I was able to test the lesson myself, as well as ask my fellow educators to test the lesson in their classrooms. In the eighth step, I would adjust the lesson if needed, so it could be retested in the ninth step. After all of that hard work, I would complete the tenth step and ask the District level coaches for feedback. Much of this was done verbally when meeting in person. This allowed me to thoroughly understand their ideas and thoughts on the lessons presented. Finally, I completed the eleventh step and made any final adjustments needed. 

Do Artifact 2 - Screenshot of my IEFA Math Lesson files within my Google Drive. This is where everything would be linked and the originals lived until attached to math Simple Plans. 

Do Artifact 3

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How successful was your action plan at addressing the challenge?

My action plan was successful as I was able to complete five different math IEFA supplemental lessons for teachers to utilize that directly connected with core concepts and standards being taught. Four of the five lessons are live and accessible by others within the district. One of the lessons is not yet, as the resource that is needed for this lesson has been harder to come by than originally expected. The initial feedback I have received on how easy the lessons are to access and use has been great and has supported my overarching competencies. 

Do Artifact 6 and 7 - Messages from fellow fourth-grade teachers with their first impressions on the new IEFA lessons. 

Which stakeholders and  practices or programs were impacted? 

For this first stage of my project, fourth-grade teachers in the district, as well as, District Coaches in IEFA and math will benefit the most from the lessons. These lessons will be posted to the Billings Public School’s website in both IEFA and math, allowing easy access for all. This will grant teachers the opportunity to closely tie Montana tribal culture into their everyday instruction. 

How do you know (cite evidence)?

When I asked my fellow fourth-grade teachers and DIstrict coaches for feedback on the lessons, I received positive results. My fourth-grade colleagues emailed me their thoughts, while I received verbal feedback that was documented from others, specifically my fourth-grade IEFA lead teacher mentor who assisted me greatly in designing and implementing this project. I consider my project to be successful for fourth grade. One would hope in due time that the project could be expanded to incorporate more grade levels, either done by others or by myself. 

Do Artifact 8 and 9 - Emails I received from fellow fourth-grade teachers in the district. They were able to access the lessons, look through them, click on the links, and see how the lesson functioned as a whole.

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

By developing these lessons that are embedded within Montana tribal culture, I have practiced my two leadership competencies - Continuing Learning and Education and technological facility while building each lesson itself from the idea to the actual creation of the lesson. Within each lesson, I have included overview information for teachers, so they understand what the lesson is about, the Montana tribe association, as well as the connection to culture. This was done as a way to allow educators to continue their learning within education. Within each lesson, I also linked and created various technological components that are a one-click function for teachers. By doing this I not only expanded my technological facilitation but also opened up doors for other teachers who are not necessarily tech-savvy or comfortable using technology in the classroom. 

While working on my project, I conducted research that allowed me to focus on how to explore and challenge inequity. As I researched I kept in mind the specific reasons I chose this foundational competency. I wanted to make better connections between the cultural differences that are among Montana tribal communities and IEFA lessons that offer both teacher and student growth in understanding. My main challenge was when researching ensuring the validity of what I was discovering and how I envisioned it fitting into my project. I was very grateful for the guidance I received from the District coaches, as they were able to ensure my choices and the connections I wanted to make were valid. Also utilizing the Seven Essential Understandings assisted me in making sure that the lessons emulated the appropriate level of connectivity to Montana tribes. 

Finally, my leadership pathway - Instructional Leadership - Coaching and Mentoring- in designing these lessons, I became more confident in my abilities as a lead teacher. I have found a new level of comfort when working with my fourth-grade colleagues, other teachers within the district, and the District coaches. Leadership is done through open lines of communication, and remembering it is ok to always ask for help when needed. I believe this project will be an attribute to other teachers and the district. It has also made me realize that I can be a leader in many other facets of my life. 

Do Artifact 11 - The overview of the lesson provides a bit of background knowledge on the connection to the Montana tribe. In this case, Bannock bread is a traditional bread of the Crow (Apsaalooke) tribe. This specific overview details Essential Understandings Individual Diversity (2), Cultural Continuum (3), and Historical Perspective (6). This artifact also shows the technological facilitation that is associated with the lesson, as many of them are listed in the resources, as well as throughout the document for easy access

Do Artifact 12 - Seesaw exit ticket. This exit ticket is identical to the one that can be printed. However, with just a couple of clicks, teachers can pump this digital version out to their classrooms. This was done with the hopes of allowing those non-tech teachers the opportunity to utilize technology more within the classroom, and further their understanding of Seesaw, as well as my own while creating it.

Do Artifact 15 - Place Value and Bison - Bison are a critical component of tribal survival thus many Montana tribes have cultural connections to bison. This lesson incorporates the following Essential Understandings - Individual Diversity (2), Cultural Continuum (3), and Historical Perspective (6). 

Do Artifact 16 - Tepees and Multiplication - Tepees are utilized as housing option for different tribes, this lesson is specific to the Crow (Apsaalooke) and their connection to the tepee. This lesson incorporates the following Essential Understandings - Individual Diversity (2), Cultural Continuum (3), and Historical Perspective (6).

Do Artifact 17 - Fry Bread and Fractions - Fry bread is a staple food for many American Indian tribes. Specifically,  to Billings, Fry bread is made and sold at Crow Fair (a celebration of Crow culture at Crow Agency). During this festival, many individuals dance, wear traditional attire, speak in their traditional language, and share their cultural values. This lesson utilizes the Essential Understandings - Individual Diversity (2), and Cultural Continuum (3). 

Do Artifact 18 - Bannock Bread - Fraction Multiplication - This lesson on Bannock bread depicts another traditional Montana tribe food. This particular lesson is centered around the story Awasis and the World-Famous Bannock by Dallas Hunt. This lesson includes the Essential Understandings - Individual Diversity (2), Cultural Continuum (3), and Historical Perspective (6).

Do Artifact 19 - Beading and Symmetry - This lesson pertains specifically to the Northern Cheyenne (Tsisistas) tribe and how they use beadwork to adorn their clothing. This lesson on beading and symmetry is focused on the Essential Understandings - Individual Diversity (2), and Cultural Continuum (3). 

What obstacles, if any, did you encounter?  How did you address them?

The main obstacle I encountered was awaiting other individual’s responses, as well as finding a time to connect with my mentor when convenient for both of us. I would finish a portion of my project and like most people want immediate feedback. Considering the audience that I was waiting to hear from, there were times when it took a day or two for a response. I found it challenging to remain patient and continually hound them with email after email.

Given the outcomes, describe any changes you might make to the Capstone Project’s action plan.

I would adjust my Capstone Project’s action plan to include the use of my fourth-grade IEFA mentor teacher. I realized when I started working on building the lessons that I needed more guidance than I expected. This was purely to discuss my ideas, and revamp my ideas. I also would have wanted to implement further lesson testing in my action plan. For example, I would be more specific on the number of times a lesson was taught. I feel this would have provided me with further feedback, something that is valuable in a Capstone Project.