Learn

Describe your Capstone Challenge and how you identified it.

For my Capstone Challenge, I investigated the need for a further curriculum that connects to student culture. Many of the students within Billings Public Schools are of Native American descent and therefore have a tribal affiliation. There is a missing component when connecting Indian Education for All (IEFA) lessons for the district. Many of them are stand-alone lessons that, although promoting student learning, take a lot of teaching time. There needs to be a simplified way for educators to be able to access IEFA lessons that take a shorter amount of time and can support the original math or ELA lesson being taught. This would foster connectivity among students and their tribal cultures while learning the content standard for that grade level at that specific time of the school year.

Learn Artifact 1 and 2 - A survey was sent out to teachers within Billings Public Schools. Out of 11 responses, only 4 teachers said that they use current IEFA lessons in their classrooms (1). When asked if the lessons were shorter and able to be utilized with ease, all 11 teachers responded that they would use them when applicable (2).

Describe your diverse stakeholders and how you selected them, such as colleagues, parents, students, association members, community members, state and local partners, etc.

My diverse stakeholders include colleagues and educators across grade levels. This was chosen as a way to determine where each need lies within the idea of designing “easy to use” Indian Education for All (IEFA) lessons. I wanted to choose diverse stakeholders that allowed for varying perspectives. My colleagues include but are not limited to district coaches within the IEFA, math, and ELA departments, as well as, my principal at my school. The educators that are my stakeholders include kindergarten through 5th grade teachers. 

Learn Artifacts 3 and 4 - These two artifacts outline the stakeholders in my Capstone project and show that across the district there is a need to update the IEFA lessons for easy use by educators. 

Why is it important for your diverse stakeholders that the Capstone be addressed?

The coaches at the district level, as well as, many of my current educator partners will see the benefits of incorporating ready-to-use IEFA lessons as part of ELA and math supplement lessons. In doing so, educators will be able to address cultural components within their everyday core curriculum. These smaller “add-on” lessons will offer additional learning and support of a concept, reiterating already taught concepts with additional practice.

In what ways will addressing the Capstone Challenge promote or support the foundation competencies? 

Creating new IEFA Lessons for my Capstone Challenge will support my foundational competency - Explore and Challenge Inequity. Currently, the lessons that are available for teacher use are found on the Office of Public Instruction (OPI) website. These lessons are lessons that do not directly connect with the concept or core curriculum being taught in the classroom within Billings Public Schools. I am determined to make connections for my students between personal identity and cultural backgrounds. I also understand the need for knowledge of cultural differences among individuals and their environments. While designing these lessons I will focus on the 7 Essential Understandings Regarding Montana Indians. I find that this competency allows me to focus on IEFA lessons that will help display Montana American Indian tribes.

Is it your intention to broaden the existing vision, values, and/or culture of the instruction or to create a cultural shift?  Explain.

I intend to broaden the existing vision, values, and culture within the IEFA lessons. The current lessons offer connectivity to tribal communities, however, there could be more opportunities for students to connect with the material being taught. Ideally, by offering more opportunities for IEFA lessons, students will be able to make further connections with their tribal culture and understand that educators see the importance of student connectivity within learning. I will complete this utilizing the 7 Essential Understandings outlined by the Office of Public Instruction in Montana.

Why might this strategy be a viable solution for your Capstone Challenge?

Billings Public Schools currently has a strong foundation for its core curriculum. Throughout the district, there are many students with tribal affiliations. By creating IEFA lessons that are connected to the tribal communities of Montana, students will be able to take pride in their cultural connections and backgrounds. 

On which two Overarching Competencies will you focus on addressing your Capstone Challenge?  Why are they relevant? 

The two overarching competencies I will be focusing on are Continuing Learning and Education and Technological Facility. Both of these are important within my Capstone Challenge because as I design and build out the lessons and resources for teachers to use, I will need to continue my learning and education, specifically regarding Montana tribes. I will also need to incorporate technological facilitation when creating and designing key components of the lessons for educators to access. 

Which Leadership Pathway competency will you focus on in your Capstone Challenge?  Why is it relevant? 

Within my Capstone Challenge, I will focus on Instructional Leadership, specifically focusing on Coaching and Mentoring. This will be connected to my Capstone Challenge as I am hoping to guide my fellow educators in implementing more culturally diverse lessons while making connections and ties to the current core curriculum. By creating new IEFA lessons that align with the current core curriculum, teachers will be able to access additional components of lessons that will foster connectivity with students and staff.

With whom will you work in addressing your Capstone Challenge?  Who else might you recruit beyond your own cultural and/or professional identity group?

I will work with the coaches at the District Level, as well as many of my current educator partners. I want them to see the benefits of incorporating ready-to-use IEFA lessons as part of ELA and math supplement lessons. I believe they will see a benefit in making a connection to the core curriculum, as well as enjoying that they are easily accessible and user-friendly. I will also work with my IEFA teacher mentor whom I have worked with in preparation for presenting at the IEFA symposium. 

Which resources (such as people, money, programs, time and space, etc.) do you have to address in your Capstone Challenge?   What resources will you need?  How will you obtain them?

Due to past experiences with the District Level coaches, I have the support from them in creating these lessons. This is important for the success of my project, in that they see the value in what my Capstone is about. I will also be working with educators to receive feedback on design elements. I will remain in touch with my colleagues (specifically those who have had experience with IEFA lessons), as well as the District Level coaches to ensure I have the correct resources that ensure tribal affiliation and connectivity are accurate and that the curriculum I am utilizing aligns with the current core curriculum.