Official JAG competency wording: Demonstrate initiative and proactivity
Category: Workplace Skills
Source themes: self-motivation, problem-solving, leadership
Source: JAG Competencies Descriptions.docx.
Open this competency in the learning workspace
Reviewed OSEU and Wolakota interview connections
H61 — Demonstrate initiative and proactivity
Explore H61 · 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.
H61 — Demonstrate initiative and proactivity
Explore H61 · Relatives Teaching - Jace DeCory - OSEU 3 · OSEU 3
Reviewed teaching connection (Supporting): The encouragement to continue striving supports taking initiative in learning. Students can identify a purposeful first step instead of waiting to be told every action.
Updated for Proposed August 9, 2024: The revised standard retains the meaning supported by the cited interview passage. Original JAG–interview approval retained.
Even him in his humility…and knowing that you can’t know everything…but you should continue to strive to know those things. Don’t ever give up.
Learn About: What does DeCory say about humility and continuing to learn?
Learn From: How could recognizing a gap in knowledge support a practical next step?
05 Wolakota Project Video Transcripts and URLs.docx · WP-0190 · video ID ppq7tfAgB2s · cited transcript passage. Teaching interpretation is separate from official wording and the interviewee’s account.
H61 — Demonstrate initiative and proactivity
Explore H61 · Heroes & Technology with Donald Montileaux pt 2 - OSEU 7 · OSEU 7
Reviewed teaching connection (Supporting): Donald Montileaux describes computers, the internet, websites, and virtual exploration as opportunities for learning beyond games. This supports H61 by inviting students to take initiative in exploring a topic.
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.
There's opportunities that exist now that we never had when I was young, you know, like I'm 67 years old. But I think, like, the internet, you know, and, like, the computers, and there's, you don't have to be stagnant, you don't have to be isolated, because with those tools that you have, you can be worldwide. I mean, I got a website that's worldwide, you know, and I didn't. It's not because I did it, it's because the technology that's available out there did it. You know, so use it, utilize it, you know, you can go to your schools and get on it, you know. Don't just play the games, don't sit there and play games, challenge yourself to do something on it, you know, look at things. I travel the world, because I have MapQuest. I went to Rome last night, I was in Rome, you know, I've been on the street, because the technology's there to do it.
Learn About: What details in this passage support the speaker’s account of technology for learning? What would you need to hear in the full interview before interpreting it?
Learn From: How could you take initiative in exploring a topic? 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-0033; https://www.youtube.com/watch?v=rYcZ1e-QY7Q; opening passage. Teaching interpretation is separate from official wording and the interviewee’s account.
H61 — Demonstrate initiative and proactivity
Explore H61 · David Bald Eagle & the Selection of Chiefs of the United Indigenous Nations - OSEU 7 · OSEU 7
Reviewed teaching connection (Supporting): David Bald Eagle describes reluctance to take a leadership role, missed meetings, and being asked to serve as a chief. This supports H61 by inviting students to consider when taking initiative is needed.
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.
Four of us were picked as a team, and the four, they never came to the meetings, and I couldn't say anything because I was picked as one of the four. No leader, nothing, so I never did say anything. I didn't call a meeting together or anything like that, but they did call a meeting of the chiefs together on this reservation two or three times, and no one went, just the two of us. And the other guy wasn't picked as a team, just myself and this guy attended. The other three chiefs, they never did come, or this one passed away, this one passed away, so the other three didn't show up. So I decided, well, one of these days they might call a meeting, and I didn't pay attention until they invited me, where this call came from this morning, from Puerto Rico. They invited me down there, but they didn't tell me about picking any chiefs or anything.
Learn About: What details in this passage support the speaker’s account of taking leadership? What would you need to hear in the full interview before interpreting it?
Learn From: How could you consider when taking initiative is needed? 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-0058; https://www.youtube.com/watch?v=iLx2KTnyL1A; opening passage. Teaching interpretation is separate from official wording and the interviewee’s account.
H61 — Demonstrate initiative and proactivity
Explore H61 · 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 H61 by inviting students to take initiative in sharing useful knowledge.
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 take initiative in sharing useful knowledge? 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.
H61 — Demonstrate initiative and proactivity
Explore H61 · Lakota Language Study in South Dakota - Lowell Amiotte - OSEU 3 · OSEU 3
Reviewed teaching connection (Supporting): Lowell Amiotte recalls bilingual education work and asking a national office to include Native language programs. This supports H61 by inviting students to take initiative to seek support.
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 parents spoke Lakota. They always used it around each other when they didn’t want us kids to know what they were talking about. My mother went to the Holy Rosary Mission which is now Red Cloud. She got the idea that you can’t make anything of yourself in this country unless you know English. So, they thought, our kids are going to know English…and we are not going to be so worried about them learning Lakota. However, down at Rocky Ford, a lot of people would come and visit our grandparents…and we had spent our summers there. And they would speak in Lakota to each other. And all of us kids would sit there and be like “What’s going on?” We saw it was important to them, very important. So, I’m kind of proud of this fact…when I was working at Black Hills State…in the Center of Indian Studies there…we wrote the first grant to bring bilingual into South Dakota…the bilingual programs.
Learn About: What details in this passage support the speaker’s account of language advocacy? What would you need to hear in the full interview before interpreting it?
Learn From: How could you take initiative to seek support? 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-0076; https://www.youtube.com/watch?v=_o6nYJbuqxc; opening passage. Teaching interpretation is separate from official wording and the interviewee’s account.
H61 — Demonstrate initiative and proactivity
Explore H61 · Dakota Language Revitalization - Dr. Sherry Johnson & Dr. Nadine Eastman - OSEU #3 · OSEU 3
Reviewed teaching connection (Supporting): Sherry Johnson and Nadine Eastman describe their sister’s work producing Dakota curriculum, cards, signs, and a language-based game. This supports H61 by inviting students to identify initiative in creating learning resources.
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.
Dr. Nadine Eastman: We want to talk about language because…I want you to know that I’m the youngest sister and she’s the oldest sister…and in between us is our middle sister, Tammy…and in our reservation, her job is…what’s her official title?...Lakota Language Director at Dakota Language Institute…she’s a director. And she has been trying to preserve our language. We’re all concerned about losing our language. So, for years and years now, she has been working on making curriculum materials in Dakota for the schools and individuals. She has a program through Transparent Languages, a UNKNOWN WORD program, just for assisting Dakota that we use in our schools.
Learn About: What details in this passage support the speaker’s account of language revitalization? What would you need to hear in the full interview before interpreting it?
Learn From: How could you identify initiative in creating learning resources? 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-0087; https://www.youtube.com/watch?v=5V7mbNGrxqg; opening passage. Teaching interpretation is separate from official wording and the interviewee’s account.
H61 — Demonstrate initiative and proactivity
Explore H61 · 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 H61 by inviting students to seek a learning opportunity proactively.
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 seek a learning opportunity proactively? 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.
H61 — Demonstrate initiative and proactivity
Explore H61 · This is Who We Are - Janelle Williams - OSEU 2 · OSEU 3
Reviewed teaching connection (Supporting): Janelle Williams connects language and culture with daily values and describes boarding-school impacts on intergenerational language transmission. This supports H61 by inviting students to consider a personal contribution to sustaining knowledge.
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.
This is our way of life. This is who we are. The language, the culture…it’s not a religion. It’s something we live every day. It is value. It starts in the home. My grandmother went to boarding school. My grandmother didn’t want that for her children, what she went through. I feel they just never taught…so it just got lost along the way. It just wasn’t taught. She was probably under the assumption that they were going to come and take them. She didn’t want them to be treated the way she was. And so, she just never taught them. My grandmother remembered, so it just wasn’t passed on. I know when I was born, my grandmother knew the language, but she didn’t speak. We did go to sun dance and ceremony and to powwows, but we just didn’t speak. I don’t want to be the generation where it’s lost.
Learn About: What details in this passage support the speaker’s account of language and identity? What would you need to hear in the full interview before interpreting it?
Learn From: How could you consider a personal contribution to sustaining knowledge? 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-0103; https://www.youtube.com/watch?v=9bJTXfy30pk; opening passage. Teaching interpretation is separate from official wording and the interviewee’s account.
Human Shaped Learning connection
Chapter 5: Relationship, Engagement, and Agency: A Learning Story
Reviewed teaching connection: Reviewed connections: H61. 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 2: How Relationships Shape Student Learning
Suggested teaching connection: Suggested teaching connection for agency, based on H61 competency. Offer students choices connected to their interests and acknowledge their ideas before guiding the task.
Human Shaped Learning with Front Matter.docx · Ch. 2, actual manuscript pp. 21–27; chapter opening and conceptual discussion
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