Context

Educational Context

I attended the University of Montana and graduated in 1993 with a BA in Elementary Education.  After subbing in the Florence Carlton School District, I was offered a position in August of 1994, teaching a kindergarten/transistional first grade combination class.  For 9 years, I continued teaching transistional first grade until a first grade position was available.  Upon completion of 20 years in first grade, I retired from teaching in June, 2024.  

During my teaching career, I was involved extensively in our Child Assistance Team and Social and Team Building Commitees in order to improve student achievement and improve staff morale.  Additionally, I served on our Outdoor Classroom Committee to help maintain a native Outdoor Classroom on our school campus.  I was accepted into the ECOS program at the University of Montana and used this opportunity to certify the Outdoor Classroom in Florence as a National Wildlife Federation Schoolyard Habitat.

Upon joining my local, state and national unions at the beginning of my teaching career, I served in many areas of leadership in my local union such as building representative, secretary, vice-president and president.  Additionally, I served on the negotiations team for many years.  I enjoyed attending conventions sponsored by my state and national unions.  Furthermore, I was honored to be part of the  MFPE McGarvey Scholar Program and NEA's "See Educators Run" training in 2023.  Upon retirement, I have continued to stay involved with school and union issues as a retired member.

Florence, MT is a rural committee, 20 miles south of Missoula, MT.  We are a K-12 school with 830 students currently enrolled.  5 of our students are identified as Native Americans.  Around 30% of our student population qualifies for free and reduced lunch.  

How does awareness of your own biases, experiences of privilege, and personal values inform your chosen Capstone Project?

The small community of Florence doesn't have a great deal of diversity.  As I reflect on my awareness of my own biases, I think I have tended to over compensate for a perceived stereotype or discrimination, especially when it comes to the Indigenous peoples in Montana.  There is a reverence around them including their traditions and history.   I have talked to other educators in the Florence district and there is a feeling of fear when it comes to meeting the Indian Education for All curriculum standards, teachers are so scared of offending our Indigenous peoples. When I attended the IEFA conference in October of 2024, I realized we just need to reach out to our Indigenous members and leaders to ask questions and get suggestions.  My own biases of fear are based on not feeling confident and even feeling embarrassed that I have much more to learn about the Indigenous cultures and language.  

My experiences of privilege are uncomfortable to share, especially in this time in our world as we watch the national news.  I grew up in Anaconda, MT., another small town with little diversity.  I never experienced discrimination when it came to applying for jobs, attending college or working in schools.  I never experienced fear when I saw the flashing lights of a police car behind.  I've always felt safe while shopping, attending events or even walking home at night.  There are feelings of shame when it comes to privileges I have experienced however this has been an opportunity for me to appreciate them.  The realization of the inequities when it comes to privilege is very profound. 

My personal values are reflected in my choice to help Florence School to better implement meaningful IEFA activities.  While I was attending the University of Montana, I had a spanish class with the most beautiful Native American woman.  I loved her wool patterned jacket and longed to have one just like hers.  We didn't interact much but she was so smart and articulate.  I certainly grew up in an era when Native American people were portrayed on TV as savages.  I had heard messages that Native Americans didn't work, lived off of welfare and drunk most of the time.  Listening to this woman erased the stereotypes that existed.  The quarter of school finished and most students headed home for the holiday break.  Due to my work schedule, I remained on campus and heard the horrific news that my classmate had been killed in a car crash.  I was absolutely devastated.  I thought about her jacket and her beautiful hair.  Her life was cut so short.  I went to pick up my final grade from a stack of envelopes outside the spanish room.  There was an envelope with her name on it.  I lost my breath for a moment, touching it softly, saying a prayer for her family.  Knowing this woman, although for such a brief time, established a value set that included respect and admiration for our Indigenous peoples.  

At the beginning of the TLI program, at which level (emerging, developing, performing, or transforming) in the progressions did you place yourself for each of your four chosen competencies?  Provide a rationale for each claim.

1.  My first chosen competency is Explore and Challenge Inequity from the Diversity, Equity and Cultural Competence.  I would put myself at the developing level for this competency.  I have engaged in ongoing self-education and self-reflection regarding cultural differences and equity.  Attending the IEFA conference and several workshops by Tami Elser, I have been able to gather information and a great appreciation for our Montana tribes.  In addition, I was involved in organizing an Immigration Feast every November in which my students had the opportunity to learn about different countries and cultures.  

2. My second chosen competency is Facilitating Collaborative Relationships with the Instructional Leadership.  I consider myself developing in this area.  I have engaged in collaborative discussion with colleagues about learning and teaching.  I also have participated in group like professional learning communities and teacher-based teams.  Serving on the Team Building Committee at school has given me many experiences to plan collaborative events to build staff cohesion such as trivia and Pictionary competitions, outdoor games and a place for staff members to showcase their personal talents.  

3. My third chosen competency is Communication housed in the Overarching Competencies.  I am in the developing level in this area.  I have shared the importance of student-centered goals in instruction.  I would meet weekly with members of the K-5 staff to discuss best practices for students within my role in the Child Assistance Team.  I am proud to be a teacher known to have an open door for staff members to discuss ideas or problems with me.  

4. My fourth chosen competency is Interpersonal Effectiveness within the Overarching Competencies.  I have created a shared vision based on student needs.  I have also developed strong relationships with colleagues based on mutual trust and a shared vision for student learning.  My leadership roles in my local union have helped me to develop interpersonal effectiveness.  

Describe your work with diverse stakeholders, shared learning experiences, and how you anticipate your leadership pathway mindset might evolve during the TLI process.

As a K-12 school, there are many diverse stakeholders at the Florence Carlton School.  Being able to have an Tribal flag presentation assembly for all the students, we were able to create a shared learning experience for all.  I also worked with other teachers to create a shared folder with information for the IEFA curriculum implementation.  In this folder, we shared book ideas, lesson plans and the cultural significance of each flag.  I am hoping these experiences will help evolve a great IEFA program at Florence School.  

Describe how your awareness of those from different cultures, experiences, and backgrounds informs your chosen project.

Beginning with the workshops I attended from Tammi Elser years ago, I have built my awareness of what we should and shouldn't be teaching within the IEFA guidelines.  Knowing how the importance of sharing accurate and respectful information lead me to the path of choosing IEFA as my TLI project.  Meeting members of our Indigenous peoples at the IEFA conference gave me an opportunity to gain more knowledge that I am able to share with others at Florence Carlton School.  

Fellow's Name: Lisa Verlanic

Fellow's Affiliate: FCEA