Official JAG competency wording: Demonstrate commitment to an organization
Category: Leadership & Self-Development
Source themes: loyalty, dedication, professional responsibility
Source: JAG Competencies Descriptions.docx.
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Reviewed OSEU and Wolakota interview connections
E30 — Demonstrate commitment to an organization
Explore E30 · Traditions of Compassion, Help and Respect - Sidney Byrd - OSEU #7 · OSEU 7
Reviewed teaching connection (Supporting): The speaker describes helping one another and mutual dependence as sources of community strength. This supports considering cooperation and shared responsibility while OSEU 7.1 asks learners to analyze values that reinforce the philosophy and strength of tribal communities over time.
Updated for Proposed August 9, 2024: The teaching concerns values supporting communities through change, now addressed by 7.1; revised 7.3 focuses on continuing the way of life. Original JAG–interview approval retained.
See, in the traditional way, that was not a part of what I was doing. Three things. Have compassion for one another. Have compassion for one another. Help one another. Be the first to help your neighbor. Finally, he said, Kichonihampo. Have respect for one another. If you do these three things, our nation will rise, we'll live, survive. Do these three things. And I got to thinking, you know, that's true. These old wise men tell us these things. Three elements for living. If we do those things, we'll survive. So we can depend on each other to help one another. That's what makes us strong. So I'm a firm believer in that, the traditional way. So, one day, we're going to stand accountable for our actions. And what are we going to say? Are we going to say, we followed the tenets, the teachings of the one we call Wanikia. We have the most powerful gift this world has ever known. You know what it is? It's love. Any problem can be solved with love. Our problem is, we don't use it. So we create problems. There'll be no more wars. There will no longer be selfish people, greedy people. There will be sharing and giving. Our problem is we don't take it. So we create problems. I can't ever forget the wisdom of these old men, Kakosha, Lenakichuyo, remember these things. So we would treat everybody like we want to be treated by ourselves, love one another. So I'm now in the sunset of my life and I'll hang on as long as I can but following those teachings will make the difference in our lives.
Learn About: What three teachings does Sidney Byrd identify, and how does he connect them to a community’s strength?
Learn From: What is one contribution you could choose to make that helps a group become stronger?
05 Wolakota Project Video Transcripts and URLs.docx · WP-0153; video o29NO-UyUXk; passage containing: So we can depend on each other to help one another.. Teaching interpretation is separate from official wording and the interviewee’s account.
E30 — Demonstrate commitment to an organization
Explore E30 · The Oceti Sakowin Circle - Stephanie Charging Eagle - OSEU #7 · OSEU 7
Reviewed teaching connection (Supporting): The speaker links individual responsibility and sharing knowledge with a stronger circle. This supports examining initiative and contribution while keeping OSEU 7.3’s continuation of the way of life explicit.
Updated for Proposed August 9, 2024: The revised standard retains the meaning supported by the cited interview passage. Original JAG–interview approval retained.
We are all individuals in the circle, but as individuals, we have the responsibility to carry on the teachings, to do what needs to be done, to continue to make that circle strong. And that is what I think Oceti Sakowin is, and that as an adult who can speak the language, who has some knowledge of the teachings, it is my responsibility as an individual to share that so the circle becomes stronger, and I believe that is what that essential understanding is. We are the same as anybody else. We do have rights, as all South Dakota citizens do. We do have the same needs, desires, and some are different because culturally we are diverse. But my prayer is that as an educator, as a member of the Oceti Sakowin, that someday we will all have the understanding of each other. Not just that they understand us, but that we also understand our neighbors within this state of South Dakota.
Learn About: What responsibility does Stephanie Charging Eagle describe for an individual within the circle?
Learn From: What is something you know or can do that could contribute to a group’s work?
05 Wolakota Project Video Transcripts and URLs.docx · WP-0181; video 4KErY_ZfZUs; passage containing: as individuals, we have the responsibility to carry on the teachings. Teaching interpretation is separate from official wording and the interviewee’s account.
E30 — Demonstrate commitment to an organization
Explore E30 · Being a Vessel for Sharing - Stephanie Charging Eagle - OSEU #7 · OSEU 7
Reviewed teaching connection (Supporting): Stephanie Charging Eagle describes lifelong learning and sharing good knowledge as a responsibility to people. This supports E30 by inviting students to connect commitment with contribution to a community.
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.
I've lived a long life and I've learned so much, experienced so much, but you know the bottom line is I still go back to the ancestors, to people who have that wisdom, that knowledge. And one of the things that, one of the teachings that has, that I learned and that was constantly reiterated was that this knowledge, this wisdom is not yours. You are only the vessel, the vehicle to share with others who also have that right. And so as I, at this point in my life, I have come to that realization that that's where I need to be, to share, to share the good and the positive. But to the people who it belongs to, but and to the people who will use it in that way.
Learn About: What details in this passage support the speaker’s account of sharing knowledge? What would you need to hear in the full interview before interpreting it?
Learn From: How could you connect commitment with contribution to a community? 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-0074; https://www.youtube.com/watch?v=2gLBvBHyXcU; opening passage. Teaching interpretation is separate from official wording and the interviewee’s account.
E30 — Demonstrate commitment to an organization
Explore E30 · Recording Elders to Save the Language - Janelle Williams - OSEU 3 · OSEU 3
Reviewed teaching connection (Supporting): Janelle Williams describes recording Elders, employee language classes, and local college curriculum for willing learners. This supports E30 by inviting students to consider contribution to a community’s continuing 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.
At this point, we are preserving. We are at that point now. I mean…we are in dire need. We do have a program at the tribe who do work with the elders. They are being recorded. On Mondays, the employees are able to go to the class. It’s during lunch hour of course. We do have that option to attend. They have come up with a curriculum over at our local college to help anybody that’s willing to learn and teach it within the schools.
Learn About: What details in this passage support the speaker’s account of community learning resources? What would you need to hear in the full interview before interpreting it?
Learn From: How could you consider contribution to a community’s continuing 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-0102; https://www.youtube.com/watch?v=dcnT_9oP-zE; opening passage. Teaching interpretation is separate from official wording and the interviewee’s account.
Human Shaped Learning connection
Chapter 13: Fostering Collaboration and Community in the Classroom
Reviewed teaching connection: Reviewed connections: E30. Use a shared task with meaningful roles, turn-taking, paraphrasing, and feedback.
Human Shaped Learning with Front Matter.docx · Ch. 13, actual manuscript pp. 99–105; Practical Strategies for Collaboration
Chapter 5: Relationship, Engagement, and Agency: A Learning Story
Suggested teaching connection: Suggested teaching connection for participation, based on E30 competency. Give students a meaningful role in a shared task and let them make decisions about how to contribute.
Human Shaped Learning with Front Matter.docx · Ch. 5, actual manuscript pp. 42–48; Agency Emerges from Trust
Chapter 25: Moving Forward—Creating Human-Shaped Learning Communities
Suggested teaching connection: Suggested teaching connection for shared ownership, based on E30 competency. Invite students to shape a shared goal, choose responsibilities, and reflect on how the group learns together.
Human Shaped Learning with Front Matter.docx · Ch. 25, actual manuscript pp. 180–186; chapter opening and conceptual discussion
Plan with these recommendations and select more HSL chapters.