Official JAG competency wording: Develop a career or educational plan which reflects personal goals, interests, and skills
Category: Dreamwork
Source themes: career planning, strategic vision, personal goals
Source: JAG Competencies Descriptions.docx.
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Reviewed OSEU and Wolakota interview connections
Q128 — Develop a career or educational plan which reflects personal goals, interests, and skills
Explore Q128 · 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.
Q128 — Develop a career or educational plan which reflects personal goals, interests, and skills
Explore Q128 · I Owe A Lot to My Grandmother - Janelle Williams - OSEU 4 · OSEU 4
Reviewed teaching connection (Supporting): Her emphasis on education across generations supplies a relational context for educational planning. Students can identify sources of support; the account does not lay out admissions or career 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.
Q128 — Develop a career or educational plan which reflects personal goals, interests, and skills
Explore Q128 · 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 Q128 by inviting students to connect goals, interests, and 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.
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 connect goals, interests, and 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-0034; https://www.youtube.com/watch?v=MvCawhY_FT0; opening passage. Teaching interpretation is separate from official wording and the interviewee’s account.
Q128 — Develop a career or educational plan which reflects personal goals, interests, and skills
Explore Q128 · David Bald Eagle Tells About His Hollywood Career - OSEU 7 · OSEU 7
Reviewed teaching connection (Supporting): David Bald Eagle recalls explaining his wish to leave Hollywood to his agent and keeping a relationship open for future work. This supports Q128 by inviting students to reconsider a career direction as needs change.
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 played in two or three, and I'd worked with Disney for a while, and right on the set I just worked with them, and I was a gunslinger, you know, and then the smog started to bother me. It was just okay, but it started to bother me, just getting into my eyes and everything, just getting worse, so I told the agent that was with me, and she said, well, if it's better for you, if you want to quit, I'll still stay on as your agent, she said, but if we need you, we'll call you. So I said, I'm going home, and I just packed up my stuff, got in my car and took off. Didn't look back, I didn't look back, I just kept on coming. I got back home, and I went out to my dad's place, ranch, back at the old place, and told him about my eyesight and everything, and here the Hollywood called me and told me I could work from home.
Learn About: What details in this passage support the speaker’s account of career transitions? What would you need to hear in the full interview before interpreting it?
Learn From: How could you reconsider a career direction as needs change? 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-0055; https://www.youtube.com/watch?v=T4ALf0YGzWg; opening passage. Teaching interpretation is separate from official wording and the interviewee’s account.
Q128 — Develop a career or educational plan which reflects personal goals, interests, and skills
Explore Q128 · Connections to Land and People - Lowell Amiotte - OSEU #1 · OSEU 2
Reviewed teaching connection (Supporting): Lowell Amiotte describes connections to places, education, and people and choosing where he belongs. This supports Q128 by inviting students to consider place and belonging in a plan.
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.
We're very connected to the land here. I've been really lucky. I got to spend ten years in Spearfish working at Black Hills State, and I went to school there. So I kind of feel that that's home. I'm connected to that. I am from Pine Ridge, and I'm connected to that through the people, the animals, and everything. And then to Rapid City. I went to school here and so I'm lucky, you know, I have all those connections to the land here in this area. And I think the inner connection with the people has been very important to make that connection to the land. All the people are the ones who make it worthwhile to be in a certain area. And I chose to identify with Indian people. A lot of people look at me and say, “Who are you, Indian?” I say, “Yeah, I mean, you know, I wouldn't know that, you know.” So it's been the Indian people who I've really enjoyed and wanted to be with.
Learn About: What details in this passage support the speaker’s account of belonging and place? What would you need to hear in the full interview before interpreting it?
Learn From: How could you consider place and belonging in a plan? 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-0077; https://www.youtube.com/watch?v=yuGkJE--5hw; opening passage. Teaching interpretation is separate from official wording and the interviewee’s account.
Q128 — Develop a career or educational plan which reflects personal goals, interests, and skills
Explore Q128 · 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 Q128 by inviting students to connect a personal goal with 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.
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 connect a personal goal with 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-0095; https://www.youtube.com/watch?v=Vdf2sVz4Uew; opening passage. Teaching interpretation is separate from official wording and the interviewee’s account.
Q128 — Develop a career or educational plan which reflects personal goals, interests, and skills
Explore Q128 · 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 Q128 by inviting students to connect educational opportunities with personal goals.
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 connect educational opportunities with personal goals? 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.
Q128 — Develop a career or educational plan which reflects personal goals, interests, and skills
Explore Q128 · Story of Audrey - Delores Taken Alive - OSEU 3 · OSEU 3
Reviewed teaching connection (Supporting): Delores Taken Alive recalls Audrey’s focus on reading, understanding instructions, and students’ subsequent education and work. This supports Q128 by inviting students to connect skill development with educational goals.
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.
First 2 min and 40 sec all in Lakota. I had a friend named Audrey. She was from across the ocean…a place called…a country called England. And she came to America to teach. Her and her husband came to Standing Rock and they taught. She was very, very interested in teaching our children how to read. She found out that that’s where the importance lies. Once you read and understand, you will understand any subject area because you will understand the instructions. She concentrated really hard on reading. She really got a lot of students to read. Some of the students now are in college or out of college. They have good jobs. That’s where that training began. She used to come to us…she lived in Fort Yates, North Dakota…and she used to come and visit us at our home in Little Eagle, South Dakota. She always brings us oranges and coffee. She always brings those too. We sit down and share stories.
Learn About: What details in this passage support the speaker’s account of reading and lifelong opportunity? What would you need to hear in the full interview before interpreting it?
Learn From: How could you connect skill development with educational goals? 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-0123; https://www.youtube.com/watch?v=2ms_UZpCAyQ; 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: Q128. Also supported by Q128 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 Q128 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 1: The Power of Relationship in Education
Suggested teaching connection: Suggested teaching connection for relationships, based on Q128 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
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