Official JAG competency wording: Demonstrate effective leadership skills
Category: Character Development
Source themes: influence, motivation, role modeling
Source: JAG Competencies Descriptions.docx.
Open this competency in the learning workspace
Reviewed OSEU and Wolakota interview connections
P127 — Demonstrate effective leadership skills
Explore P127 · Showing Rather Than Telling - Whitney Rencountre - OSEU #4 · OSEU 4
Reviewed teaching connection (Supporting): The speaker describes roles, balance, and learning through watching adults. This provides an example of how role clarity and modeled behavior support shared work, within the kinship context of OSEU 4.
Updated for Proposed August 9, 2024: The revised standard retains the meaning supported by the cited interview passage. Original JAG–interview approval retained.
Yeah, kinship rules, you know, once again, they were established, they were set up in a way that, you know, really helped our society have a flow in terms of, you know, the balance was there. The balance of everyday life, everyone knew their role, we knew what needed to be done, and we never spent time questioning why those needed to be done. It was just a simple, but great way of life that we lived. And then the come of settlers and Christopher Columbus and, you know, all of this that came, you know, in Custer, all of these experiences have really changed our kinship roles to now adjusting to today's society, where I would say there's a lack of really clearly defined roles for our children to follow. I mean, we talk about role models, we talk about individuals to kind of lead the way, but if we don't have the tools ourselves to really establish a society where we can foster our traditional kinship values and roles that we had, it really makes it difficult. So we almost have to go to that place, we have to challenge ourselves as teachers, as educators, as parents, to really work on ourselves personally, you know, to not live in a way where you have addictions, where you have behaviors, where you're not allowing students to grow. I think so much over time, a long time ago our grandparents and our parents spent time helping students learn tools by watching, but nowadays our role is so, there's such a challenge that our grandmothers, our grandfathers spend more time trying to control the future of our grandchildren. Our parents spend so much time telling the students, telling our kiddos what not to do, rather than showing them what to do, because our students are so in a place where they don't have the basic tools, you know, available to them and they're setting their own lives in their daily, you know, whether it's trauma or whether it's other experiences they may have had. And so if we could get to that place and that point within ourselves, it starts with us as individuals. And so as a teacher, as a person, those are the things that we have to utilize, you know, and develop those tools for ourselves first.
Learn About: How does Whitney Rencountre distinguish showing young people what to do from telling them what not to do?
Learn From: What would a helpful role model show in a task or group situation you choose?
05 Wolakota Project Video Transcripts and URLs.docx · WP-0092; video lWB36dcZVt4; passage containing: everyone knew their role. Teaching interpretation is separate from official wording and the interviewee’s account.
P127 — Demonstrate effective leadership skills
Explore P127 · 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.
P127 — Demonstrate effective leadership skills
Explore P127 · Generosity & Sharing - Victor Douville - OSEU #7 · OSEU 7
Reviewed teaching connection (Supporting): His account of a generous leader frames leadership as taking care of people. Students can contrast leadership by service with leadership by status while retaining the account’s community context.
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.
We have to be able to work out things as a group rather than individuals.
Learn About: What does Victor Douville connect with mutual sharing and working as a group?
Learn From: How could shared responsibility change a fictional team’s choices?
05 Wolakota Project Video Transcripts and URLs.docx · WP-0019 · video ID mlUJIlizrf8 · cited transcript passage. Teaching interpretation is separate from official wording and the interviewee’s account.
P127 — Demonstrate effective leadership skills
Explore P127 · Traditional Values - Whitney Rencountre - OSEU #2 · OSEU 7
Reviewed teaching connection (Supporting): The source offers a service-centered example of leadership. Students can identify actions that demonstrate leadership instead of treating a title as proof of effectiveness.
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.
His most valuable belongings were always given to his people. He took care of people.
Learn About: How does Rencountre describe the responsibilities of a leader?
Learn From: How could a leader demonstrate care for others in a fictional school or work group?
05 Wolakota Project Video Transcripts and URLs.docx · WP-0089 · video ID Y1qOR4OYQZI · cited transcript passage. Teaching interpretation is separate from official wording and the interviewee’s account.
P127 — Demonstrate effective leadership skills
Explore P127 · 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 P127 by inviting students to examine leadership through service.
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 examine leadership through service? 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.
P127 — Demonstrate effective leadership skills
Explore P127 · 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 P127 by inviting students to examine leadership as a responsibility to others.
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 examine leadership as a responsibility to others? 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.
P127 — Demonstrate effective leadership skills
Explore P127 · Pick-Sloan Act & Loss of Honesty - Vernon Ashley - OSEU #6 · OSEU 6
Reviewed teaching connection (Supporting): Vernon Ashley describes land losses, tribal leadership, government formation, and seeking legal expertise. This supports P127 by inviting students to identify leadership responses to community needs.
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.
While I was in the service from 1942 to 1946, in 1943, the Corps of Engineers and the Bureau of Indian Affairs went to me before Congress to explain to him what the Pick's long plan was to do, to harness the Missouri and build these earthen dams and inundate thousands of acres of land. But the general of the Corps of Engineers was Pick, and he was a stubborn guy, and so he said, we don't have to contact the tribes, we'll take their land by condemnation. That all these things I faced when I came back from, that was in 1943, so I was discharged in 1946, and then went into tribal leadership role, and faced all these big problems. And the first thing, we had to form a government.
Learn About: What details in this passage support the speaker’s account of honesty and public responsibility? What would you need to hear in the full interview before interpreting it?
Learn From: How could you identify leadership responses to community needs? 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-0069; https://www.youtube.com/watch?v=tOoTVjNEbf4; opening passage. Teaching interpretation is separate from official wording and the interviewee’s account.
P127 — Demonstrate effective leadership skills
Explore P127 · 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 P127 by inviting students to consider leadership through helping others learn.
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 consider leadership through helping others learn? 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.
P127 — Demonstrate effective leadership skills
Explore P127 · Navigating Two Cultures for Change - Lowell Amiotte - OSEU #6 · OSEU 7
Reviewed teaching connection (Supporting): Lowell Amiotte describes navigating two cultures and working within policies and procedures to improve conditions for future generations. This supports P127 by inviting students to examine leadership directed toward future generations.
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 been in education for a long time and I had to work with a lot of those policies and procedures. And a lot of people fight them. And the reason I was selected to start with at Black Hills was because I could navigate between two cultures. And I kind of knew the policies and procedures to go by. I always thought that aim played a really big role. You know, the radical people thought they were so radical. But they would come in and point out a lot of things that were wrong. And then less radical people like me could look at those things and say, How are we going to improve them? Through the system rather than attacking the system. So policies and procedures are very important too. I think if they're not followed, you can see what happens just right here in the state if people violate the policies and procedures and don't follow them.
Learn About: What details in this passage support the speaker’s account of working for change? What would you need to hear in the full interview before interpreting it?
Learn From: How could you examine leadership directed toward future generations? 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-0075; https://www.youtube.com/watch?v=krWq0E2wIyc; opening passage. Teaching interpretation is separate from official wording and the interviewee’s account.
P127 — Demonstrate effective leadership skills
Explore P127 · 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 P127 by inviting students to consider advocacy as leadership.
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 consider advocacy as leadership? 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.
P127 — Demonstrate effective leadership skills
Explore P127 · 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 P127 by inviting students to consider leadership through sustained 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.
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 consider leadership through sustained 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-0087; https://www.youtube.com/watch?v=5V7mbNGrxqg; opening passage. Teaching interpretation is separate from official wording and the interviewee’s account.
P127 — Demonstrate effective leadership skills
Explore P127 · 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 P127 by inviting students to consider advocacy through education.
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 consider advocacy through education? 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.
Human Shaped Learning connection
Chapter 25: Moving Forward—Creating Human-Shaped Learning Communities
Reviewed teaching connection: Reviewed connections: P127. 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
Chapter 2: How Relationships Shape Student Learning
Suggested teaching connection: Suggested teaching connection for agency, based on P127 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
Chapter 5: Relationship, Engagement, and Agency: A Learning Story
Suggested teaching connection: Suggested teaching connection for participation, based on P127 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
Plan with these recommendations and select more HSL chapters.