Official JAG competency wording: Evaluate a career plan to determine post-secondary options
Category: Life Survival
Source themes: career assessment, education planning, decision-making
Source: JAG Competencies Descriptions.docx.
Open this competency in the learning workspace
Reviewed OSEU and Wolakota interview connections
G38 — Evaluate a career plan to determine post-secondary options
Explore G38 · Educational Self Determination - Whitney Rencountre - OSEU #7 · OSEU 7
Reviewed teaching connection (Supporting): The speaker describes educational opportunities, tribal colleges, barriers, and confidence. Students can examine education pathways and goals with OSEU 7’s development context. Current program requirements must be checked separately.
Updated for Proposed August 9, 2024: The revised standard retains the meaning supported by the cited interview passage. Original JAG–interview approval retained.
The opportunities are there, you know, for our people, our Native peoples, to use education as a great tool to better their families, to better themselves, put ourselves, our people, into a place where we're, you know, the current time we're in is self-determination. And so, through that process, the availability of more tribal colleges, the access to education, access to no longer have to deal with so many roadblocks, you know, that's great to have that, and it is there. But I think also we need to take it a step further in terms of the powers that be, the individuals that have the power to teach, individuals that have the power to kind of create a society where we really have to do a little more than just offering, you know, the tribal colleges and scholarships and things. I mean, those are great, but I think it also starts if we as a society could, our leaders in education, our leaders in South Dakota and throughout, if we show a willingness to kind of create, to go above and beyond in terms of, you know, not necessarily making up for what happened in our history, but at least showing a willingness to bring that to the table. You know, what can we do to work together, what can we do to, because, you know, as the coordinator for the Ate Ape Program in Rapid City, South Dakota, for the last six years now, I've learned so much about how our culture and how we can help our Native students feel good about being who they are, and that they're no longer living in a society where they feel like they're a minority. Maybe their traditional culture, their traditional ways, they don't connect that in their mind, in their hearts, with maybe a negative implication of, you know, they're different. But when we can kind of make that more of a mainstream, you know, acknowledgement, so to speak, between non-Natives and Native administrators, teachers, people in the, the leaders in the state, then it kind of gives you a sense of confidence. It gives you a sense of, you know, more better, you know, self-esteem. All those things are risen to a point where just because we're different, we're no less, you know, and so you can kind of see. So the availability of all the tribal colleges, things like that, those are very, that's a great, and that's a great step forward, but now we need to take it a step further in terms of acknowledging, you know, our differences don't, don't divide us.
Learn About: What opportunities and additional changes does Whitney Rencountre say matter for educational self-determination?
Learn From: What would you want to know about an education pathway, and what support could help you investigate it?
05 Wolakota Project Video Transcripts and URLs.docx · WP-0090; video zCeFCJcWCtg; passage containing: the availability of more tribal colleges, the access to education. Teaching interpretation is separate from official wording and the interviewee’s account.
G38 — Evaluate a career plan to determine post-secondary options
Explore G38 · College for Tribal Members - Janelle Williams - OSEU 7 · OSEU 7
Reviewed teaching connection (Supporting): Janelle Williams describes tribal encouragement for postsecondary education and the need to address barriers. Students can identify questions to ask about local support. The interview’s historical figures are not current statistics.
Updated for Proposed August 9, 2024: The revised standard retains the meaning supported by the cited interview passage. Original JAG–interview approval retained.
We wanted our tribal members to get post-secondary education and just somewhat be able to provide for their families. And the tribe wanted to give that encouragement. And so far, if you took the total of ourtribal membership, we went from, I want to say, pretty close to 1%. We're now at pretty close to 6% of 13,000 tribal members attending post-secondary, which is great. But right now we are trying to figure out how we can help the barriers, starting from early childhood into high school. What are the barriers? How can we get them to stay in school, go to school, and hopefully that will help the rates a little bit more.
Learn About: What barriers and supports does Janelle Williams say the community needs to understand?
Learn From: What local support could a student investigate, and what questions would they ask?
05 Wolakota Project Video Transcripts and URLs.docx · WP-0101; video NyR3H6X5d9U; passage containing: How can we get them to stay in school. Teaching interpretation is separate from official wording and the interviewee’s account.
G38 — Evaluate a career plan to determine post-secondary options
Explore G38 · I Owe A Lot to My Grandmother - Janelle Williams - OSEU 4 · OSEU 4
Reviewed teaching connection (Supporting): Williams describes encouragement to become educated. Students can consider who supports post-secondary exploration, alongside separate research into actual options and requirements.
Updated for Proposed August 9, 2024: The revised standard retains the meaning supported by the cited interview passage. Original JAG–interview approval retained.
She had taught me a lot. And when I see my children and my grandchildren, I always stop and think that this day I was mother and this day I was grandma.
Learn About: What roles and responsibilities does Williams describe across generations?
Learn From: How might understanding a role change the way someone supports a learner?
05 Wolakota Project Video Transcripts and URLs.docx · WP-0100 · video ID y7ucjjmJEcY · cited transcript passage. Teaching interpretation is separate from official wording and the interviewee’s account.
G38 — Evaluate a career plan to determine post-secondary options
Explore G38 · 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 G38 by inviting students to consider education needed for a chosen direction.
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 consider education needed for a chosen direction? 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.
G38 — Evaluate a career plan to determine post-secondary options
Explore G38 · 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 G38 by inviting students to consider local college learning opportunities.
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 local college learning opportunities? 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.
G38 — Evaluate a career plan to determine post-secondary options
Explore G38 · Addressing OSEU 7 with Cheryl Medearis · OSEU 7
Reviewed teaching connection (Supporting): Cheryl Medearis describes tribal colleges expanding access to education and preparing teachers and people in different fields. This supports G38 by inviting students to investigate postsecondary opportunities.
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'll speak to that from a perspective of what tribal institutions have done for the people in not just our area, but the tribal college movement is probably, in my perspective, one of the strongest movements that ever occurred. From a personal basis, I may never have gotten a college education. I don't know that. It may have taken me even longer had Sinté not been where it was when it was. And I date back to Sinté-Gleska College when the institution wasn't really trusted to be on its own. So my diploma reads the University of South Dakota because they proctored and granted the degrees and helped develop the curricula. But that's been one of the strongest impacts that I see.
Learn About: What details in this passage support the speaker’s account of tribal colleges and opportunity? What would you need to hear in the full interview before interpreting it?
Learn From: How could you investigate postsecondary opportunities? 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-0104; https://www.youtube.com/watch?v=t3MjIUIMBdg; opening passage. Teaching interpretation is separate from official wording and the interviewee’s account.
G38 — Evaluate a career plan to determine post-secondary options
Explore G38 · Addressing OSEU Two with Cheryl Medearis · OSEU 2
Reviewed teaching connection (Supporting): Cheryl Medearis connects acceptance of identity with educational possibility and recalls leaving school after moving and not fitting in. This supports G38 by inviting students to reflect on educational options and barriers.
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.
To me, that's one of the strongest of the essential understandings. To be able to give people and our children, our students, our students at the college, university level, the understanding that they are okay who they are and that they can learn and be whatever they want to be. And sometimes I sell them, but sometimes I do. I share my story of walking away from school because it wasn't important. My family moved from one area to the other in South Dakota, from one ranch community to another where I grew up. I was accepted for who I was, although they sometimes thought I was strange because I lived with my grandparents because the rural school wasn't open at that time. It was like, don't you have a mom or dad? And to just go back and to share how school wasn't important to me.
Learn About: What details in this passage support the speaker’s account of belonging in education? What would you need to hear in the full interview before interpreting it?
Learn From: How could you reflect on educational options and barriers? 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-0107; https://www.youtube.com/watch?v=UIjZvXPc4t4; opening passage. Teaching interpretation is separate from official wording and the interviewee’s account.
Human Shaped Learning connection
Chapter 15: Incorporating Reflection into Daily Practice
Reviewed teaching connection: Reviewed connections: G38. Offer a brief reflection on evidence, strategies, strengths, and one next step.
Human Shaped Learning with Front Matter.docx · Ch. 15, actual manuscript pp. 113–119; Why Reflection Matters / Types of Reflection in the Classroom
Chapter 1: The Power of Relationship in Education
Suggested teaching connection: Suggested teaching connection for relationships, based on G38 competency. Begin with an invitation to share an interest or question; listen closely and acknowledge each learner’s contribution.
Human Shaped Learning with Front Matter.docx · Chapter 1: The Power of Relationship in Education
Chapter 10: Teaching from the Heart
Suggested teaching connection: Suggested teaching connection for purpose and care, based on G38 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
Plan with these recommendations and select more HSL chapters.