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Montana State University Research Paper PIIKANI SCHOOL LEADERSHIP by Omaksaakoomapi Bradford Roy Hall A dissertation submitted in partial fulfillment of the requirements for the degree of Doctor of Education MONTANA STATE UNIVERSITY Bozeman, Montana July 2018 ©COPYRIGHT by Omaksaakoomapi Bradford Roy Hall 2018 All Rights Reserved ii DEDICATION This dissertation is dedicated to my late friend/adopted sister, Aaniiih Nakoda school leader Dr. Lynette Chandler. She inspired me with her words of encouragement and by the example she set for leaders in her community as the founder of the White Clay Immersion School. iii ACKNOWLEDGEMENTS This dissertation would not have been made possible without the generosity and mentorship of Laura and Bob Gervais, and the assistance of their granddaughter-in-law Ninette Brown. My family for their support during the many years I attended MSU- Bozeman and worked on this dissertation, my parents Ted and Janel Hall, my siblings Brian and Leslie, my late grandparents Miles and Doris Anderson, Alvin and Ardis Hall. My extended family of uncles, aunts, cousins, and adopted siblings for their support throughout this dissertation process, Waverly Engebretson, Cindy Anderson, Jessica Racine, Gheri Hall, Cinnamon Crawford, Tara Guardipee, Latrice Tatsey. My Blackfeet Community College family who showed their support throughout the dissertation process, Rachel Wippert, Linda Sue Racine, Merelle Vaile, Helen Jean Augare-Carlson, Melissa Little Plume-Weatherwax, Carol Murray, Lola Wippert Betty Henderson-Matthews, Danelle Gray, Alonzo Grant, Nellie Calotte, Sarah Derosier, Shannon Connelly, Aaron Lafromboise, Joe Rutherford, Rhrista Sinclair, Dr. Billie Jo Kipp, and the Facilities Committee. This dissertation would not have been possible without the technical and professional assistance of filmmakers, Madison McClintock and Jeff Ryhner, as well as transcriptionist and editor, Katherine Bell. My colleagues at MSU and abroad, Dr. William Ruff, Dr. Christine Stanton, Dr. Jioanna Carjuzaa, Dr. Sweeney Windchief, Amanda Brown, Francesca Pine-Rodriguez, Lisa Perry, Mary Anne Hansen, Catherine Johnson, Dr. Michael Munson, Dr. Anita Gopal, Dr. Renee Holt, Dr. Dodie White Eagle, and the late Renee Wellman. iv FACILITIES ACKNOWLEDGEMENTS My sincere thanks to the Browning Public Schools for their generosity in allowing me the use of their facilities, especially Dixie Guardipee, James Russell, Jennifer Hall- Reed, and Billie Jo Juneau; and to the staff of Head Smashed In World Heritage Site Buffalo Jump, in Alberta, Canada, especially Conrad Little Leaf. FUNDING ACKNOWLEDGEMENTS This dissertation would not have been possible without the financial and academic support provided by Blackfeet Community College, the AIHEC Native Research Center for Health NARCH) grant, and the MSU-Bozeman Indian Leadership Education and Development (ILEAD) project. v TABLE OF CONTENTS 1 INTRODUCTION ............................................................................................................1 Definition of Terms..............................................................................................................3 Foundations of Piikani Leadership ......................................................................................5 Challenge (Problem) Statement ...........................................................................................7 Purpose Statement ................................................................................................................8 Conceptual Framework ........................................................................................................9 Blackfeet Educational Standards (2005) and School Leadership ......................................12 Overview of Project Methods ............................................................................................15 Introduction Summary: Significance of the Project ..........................................................15 2. LITERATURE REVIEW ..............................................................................................17 Introduction ........................................................................................................................17 Piikani Leadership Challenge ............................................................................................18 Honesty: Transparency, Communication, and Relational Trust ........................................27 Respect: Stakeholder Engagement, Culturally Responsive Schooling, and Self- Determination ....................................................................................................................31 Generosity: Collective Commitments, Student-Centered Innovation, and Flexibility ......41 Spirituality: Personal Integrity, Self-Sustaining Practices, and Ceremony ......................51 Courage: Self-Efficacy, Bravery, and Sacrifice .................................................................55 Humility: Humor, Professional Growth, Shared Governance, and Mentorship ................61 Compassion: Situational Awareness, Responsiveness, and Commitment.........................68 Literature Review Summary ..............................................................................................71 3 METHODOLOGY .........................................................................................................73 Introduction ........................................................................................................................73 Methodological Approach .................................................................................................75 Overview ................................................................................................................75 Community-Centered Digital Storywork (CCDS) ................................................78 Piikani Situational Research ..................................................................................82 Role of the Researcher ...........................................................................................86 Researcher Positionality ........................................................................................91 Purposeful Selection ..............................................................................................94 Co-Researcher Information ....................................................................................95 Research Procedures .........................................................................................................96 Data Sources and Information ...............................................................................96 Analysis and Dissemination .................................................................................102 Trustworthiness ....................................................................................................105 Methodology Summary ..................................................................................................107 vi TABLE OF CONTENTS CONTINUED 4 PII-KANI-OMAH-TAN-IS-TAI-SSI-HPI “HOW WE COME TO KNOW THE UNIVERSE WORKS” .................................................................................................110 Case Study Overview .......................................................................................................111 Noonaki’s School Leadership Stories ..............................................................................113 Who is Noonaki? ..................................................................................................113 Noonaki’s Formal Education ...............................................................................114 Noonaki’s School Leadership Journey and Self Rediscovery .............................118 Noonaki’s School Leadership Challenge .............................................................125 5 OKA-MOTSI-TAAPI-YII-SIN [HONESTY] OR “LIVING RIGHTEOUS” ................129 Transparency ....................................................................................................................130 Communication ................................................................................................................140 Students ................................................................................................................140 Teachers and Staff Members ...............................................................................142 Parents ..................................................................................................................142 Relational Trust ................................................................................................................143 6 AIN-NAK-OWE [RESPECT] “IT SHOWS’ .................................................................157 Stakeholder Engagement .................................................................................................159 Students ................................................................................................................159 Teachers ...............................................................................................................167 Staff Members ......................................................................................................170 Parents and Community .......................................................................................173 Culturally Responsive Schooling (CRS) ........................................................................178 Self Determination
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