Official JAG competency wording: Identify occupational interests, aptitudes, and abilities
Category: Career Development
Source themes: self-awareness, career exploration, strengths assessment
Source: JAG Competencies Descriptions.docx.
Open this competency in the learning workspace
Reviewed OSEU and Wolakota interview connections
A1 — Identify occupational interests, aptitudes, and abilities
Explore A1 · Succeeding in Both Worlds - Jesse Taken Alive - OSEU 2 · OSEU 2
Reviewed teaching connection (Supporting): The speaker gives examples of education, work, athletics, and language coexisting within identity. Students can consider interests and belonging without assuming career development requires abandoning cultural identity. Occupational matching still needs career information.
Updated for Proposed August 9, 2024: The revised standard retains the meaning supported by the cited interview passage. Original JAG–interview approval retained.
Everyone needs to know we do live in two worlds. I loved sports…I say loved because I can only talk about them now. As they do that, they say “The older you get, the better you were.” I loved to referee basketball until I got sick. To do those types of things…my late mother was an accomplished bowler…my late father was inducted into the South Dakota basketball hall of fame. I illustrate those things to let people know we do live in two worlds. You can succeed in both worlds. Of course, I’m just talking about athletics, but nevertheless, you can succeed in those. Like…our son… graduating from UND…working with the congressional offices out there…coming home and understanding our language. All of those wonderful things…working in a field that’s pretty tough right now…working with our suicide prevention department. Really tough. But we can and will continue, and we should continue, to live in both worlds. But as they tell us, “Be Lakota first.” Carry that with a lot of humility. I want people to know that you can do both, you should do both.
Learn About: What examples does Jesse Taken Alive give of succeeding in two worlds while retaining identity?
Learn From: What interests, strengths, or commitments would you want to carry into a future learning or work setting? You may use a fictional person.
05 Wolakota Project Video Transcripts and URLs.docx · WP-0131; video VDxjrf_KsQk; passage containing: You can succeed in both worlds.. Teaching interpretation is separate from official wording and the interviewee’s account.
A1 — Identify occupational interests, aptitudes, and abilities
Explore A1 · Pride In Where I Come From - Victor Douville - OSEU #2 · OSEU 2
Reviewed teaching connection (Supporting): The account offers an identity-based starting point for identifying interests and strengths. Students still need additional occupational exploration and aptitude evidence.
Updated for Proposed August 9, 2024: The short passage supports the overall understanding of identity and strength without establishing a traditional-to-contemporary continuum. Original JAG–interview approval retained.
So everybody has pride in where they come from… and that's really one of the things that we teach…try to teach the tribe members… because they lost that self-identity.
Learn About: What does Douville say about belonging and self-identity?
Learn From: How might a chosen source of belonging support someone’s self-concept?
05 Wolakota Project Video Transcripts and URLs.docx · WP-0022 · video ID kq7VdO-W0JM · cited transcript passage. Teaching interpretation is separate from official wording and the interviewee’s account.
A1 — Identify occupational interests, aptitudes, and abilities
Explore A1 · Learning Crafts from Grandmother - Pearl Kennedy-Colombe - OSEU #3 · OSEU 3
Reviewed teaching connection (Supporting): Her remembered interest in craft work offers an example of noticing an interest through experience. Students can identify an interest without assuming interest alone establishes aptitude.
Updated for Proposed August 9, 2024: The revised standard retains the meaning supported by the cited interview passage. Original JAG–interview approval retained.
So just watching her I learned how to do that.
Learn About: What does Kennedy-Colombe describe learning by watching her grandmother?
Learn From: What would you observe, practice, and ask about when learning a new skill?
05 Wolakota Project Video Transcripts and URLs.docx · WP-0048 · video ID yJMJMzNSX9o · cited transcript passage. Teaching interpretation is separate from official wording and the interviewee’s account.
A1 — Identify occupational interests, aptitudes, and abilities
Explore A1 · My Role in My Community - Ricky Gray Grass - OSEU #7 · OSEU 7
Reviewed teaching connection (Supporting): Ricky Gray Grass describes counseling, liaison work, and organizing a youth run that brought people from different communities together. This supports A1 by inviting students to identify interests in helping and community work.
Updated for Proposed August 9, 2024: New connection to the overall current understanding. No specific OSEU standard alignment is claimed. Original JAG–interview approval retained.
You know, I worked in the school systems, I worked as a counselor at treatment centers, but now I'm just more like a consultant, liaison, grandpa for hire, that kind of person. You know, I do a spiritual run every June around the Black Hills based on a creation story, the race around the Black Hills. And so, I get a lot of youth that are part of that. And then we did the prayer run to Standing Rock last year in October, I think it was the end of September and October. And then we did another prayer run with a young Hopi boy from Flagstaff, Arizona to Standing Rock. Some of my boys ran for nine days with the boys straight to Standing Rock. So, you know, we made a lot of connections and made family and friends on that run. And, you know, opened a lot of minds.
Learn About: What details in this passage support the speaker’s account of community leadership? What would you need to hear in the full interview before interpreting it?
Learn From: How could you identify interests in helping and community work? Use a fictional or classroom example if you prefer, and explain which part of the speaker’s account informed your approach.
05 Wolakota Project Video Transcripts and URLs.docx · WP-0016; https://www.youtube.com/watch?v=z3_itpFdzME; opening passage. Teaching interpretation is separate from official wording and the interviewee’s account.
A1 — Identify occupational interests, aptitudes, and abilities
Explore A1 · Heroes & Technology - Donald Montileaux pt 1 OSEU #7 · OSEU 7
Reviewed teaching connection (Supporting): Donald Montileaux describes wanting to be an art teacher, learning from Oscar Howe and Herman Red Oak, and returning to communities for workshops. This supports A1 by inviting students to identify an artistic occupational interest.
Updated for Proposed August 9, 2024: New connection to the overall current understanding. No specific OSEU standard alignment is claimed. Original JAG–interview approval retained.
When I left the reservation, it was probably like in the 50s, you know, like 52, 53, 1952, 1953. When you're young, you never see anything. I never knew we were really poor. You know, I just thought, well, we don't have any bread today. You know, no big deal. But I guess we were. You know, as I look back, I know that we were poor and we had a hard time living and stuff like that. But with my education and when I came back, I wanted to be a teacher. I always wanted to be an art teacher. And I always had this one guy that I really admired. His name was Oscar Howe. He was my hero. He was an art teacher at the University of South Dakota, professor. He had a family, which was really cool. I wanted to have a family. He lived in a real fine house. And he also was an artist. And that was my main thing. And Oscar, he portrayed everything I wanted to be. So he was my hero.
Learn About: What details in this passage support the speaker’s account of career role models? What would you need to hear in the full interview before interpreting it?
Learn From: How could you identify an artistic occupational interest? Use a fictional or classroom example if you prefer, and explain which part of the speaker’s account informed your approach.
05 Wolakota Project Video Transcripts and URLs.docx · WP-0034; https://www.youtube.com/watch?v=MvCawhY_FT0; opening passage. Teaching interpretation is separate from official wording and the interviewee’s account.
A1 — Identify occupational interests, aptitudes, and abilities
Explore A1 · Second Language Learners - Stephanie Charging Eagle - OSEU #3 · OSEU 3
Reviewed teaching connection (Supporting): Stephanie Charging Eagle describes a career addressing Lakota second-language learners and education as a tool for needed work. This supports A1 by inviting students to identify interests in language and education work.
Updated for Proposed August 9, 2024: New connection to the overall current understanding. No specific OSEU standard alignment is claimed. Original JAG–interview approval retained.
My whole career has been based on really…putting out the word about the learners who are now coming into our schools as second language learners of Lakota language. And that’s a concern because it’s unlike English as a second language or any language as a second language…because indigenous languages are connected to kinship…to the land…to everything. It goes back to being connected with the…who we are…our homelands…we say there’s a saying that…the people who…the immigrants who came to this country can go home to wherever their ancestors are from. But we have no homeland. This is our homeland. Our homeland is where we are. We don’t have the luxury of being able to going somewhere and saying, “We’re going home.” So we have to make the best of the situation. And education is one avenue for that.
Learn About: What details in this passage support the speaker’s account of education and language? What would you need to hear in the full interview before interpreting it?
Learn From: How could you identify interests in language and education work? Use a fictional or classroom example if you prefer, and explain which part of the speaker’s account informed your approach.
05 Wolakota Project Video Transcripts and URLs.docx · WP-0095; https://www.youtube.com/watch?v=Vdf2sVz4Uew; opening passage. Teaching interpretation is separate from official wording and the interviewee’s account.
A1 — Identify occupational interests, aptitudes, and abilities
Explore A1 · Nun or Checkout Clerk - April Fallis - OSEU 2 · OSEU 2
Reviewed teaching connection (Supporting): April Fallis recalls her mother asking what she wanted to become and her childhood interest in a nun’s or checkout clerk’s work. This supports A1 by inviting students to identify occupational interests.
Updated for Proposed August 9, 2024: New connection to the overall current understanding. No specific OSEU standard alignment is claimed. Original JAG–interview approval retained.
My mom would sometimes sit and…she’d talk… and…”What do you want to be when you grow up?” Mine was a nun. Or I wanted to be a nun or…I wanted to be a…what do you call it at the grocery store? A clerk? A checkout clerk? I don’t know why, but just the way they do it. Being a nun…I don’t know if it’s because my mom…when I was born, a nun named me. My mom asked her…or she asked mom what she was going to name me. She told her she didn’t really know…she didn’t have a name picked out. She said, “Well, name her April. She was born in the month of April.” So that’s how I got my name.
Learn About: What details in this passage support the speaker’s account of early career interests? What would you need to hear in the full interview before interpreting it?
Learn From: How could you identify occupational interests? Use a fictional or classroom example if you prefer, and explain which part of the speaker’s account informed your approach.
05 Wolakota Project Video Transcripts and URLs.docx · WP-0112; https://www.youtube.com/watch?v=FG2Sf0chai0; opening passage. Teaching interpretation is separate from official wording and the interviewee’s account.
Human Shaped Learning connection
Chapter 17: Identity and Learning
Reviewed teaching connection: Reviewed connections: A1. Also supported by A1 competency. Invite an identity or values map using students’ chosen interests, experiences, or fictional examples.
Human Shaped Learning with Front Matter.docx · Ch. 17, actual manuscript pp. 127–133; Strategies for Centering Identity
Chapter 10: Teaching from the Heart
Suggested teaching connection: Suggested teaching connection for purpose and care, based on A1 competency. Connect the task to student interests, greet learners warmly, and listen before interpreting their needs.
Human Shaped Learning with Front Matter.docx · Chapter 10: Teaching from the Heart
Chapter 24: The Importance of Connection Beyond the Classroom
Suggested teaching connection: Suggested teaching connection for community application, based on A1 competency. Connect the goal with a suitable community example, mentor, or real-world task.
Human Shaped Learning with Front Matter.docx · Ch. 24, actual manuscript pp. 173–179; How Teachers Can Foster Connection
Plan with these recommendations and select more HSL chapters.