Oglala Lakota CollegeGraduate Studies Department

LakM 613 Lakota Woitancan na Kokicanye kin un Oegleyapikte[Lakota Foundations for Leadership/Management]

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CATALOGUE DESCRIPTION

This course is the introductory course to the graduate program. Students will explore Lakota philosophy and theology as the foundation of Lakota leadership/management. Students will examine Lakota leadership and management by studying strategies of contemporary and historical Lakota leaders and managers, thereby developing management skills to address the unique environment of the reservation. Lakota values are emphasized in this course: respect, generosity, and humility. Lakota language will be spoken as much as possible during class hours.

GRADUATE PROGRAM VISION

It is the vision of the Graduate Program to foster Wolakota within professionals as they continue in their training to become leaders and managers; Lakota leaders who will live, preserve, and continue the Lakota way of life for coming generations. The ultimate goal is the establishment of a Lakota university.

GRADUATE PROGRAM PHILOSOPHY/MISSION STATEMENT

Graduate program is committed to the belief that the leaders and managers who will take the Lakota into the 21st century must have a foundation in Lakota language, spirituality, belief, values, thought and philosophy. Delivery of the curriculum is guided by the principle that Lakota leaders work for, with and among the people, rather than for personal or material gain. The rigor of the program will be a source of pride for dedicated professionals. Our graduates strive to demonstrate Wolakota, excellence and confidence as they translate theory into quality practice.

PROFESSIONAL GRADUATE PROGRAM THEME:

OYATE TA WOWASI through sovereignty, self-sufficiency, and decolonization.

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PURPOSE OF GRADUATE PROGRAM

The purpose of the graduate program at Oglala Lakota College is to develop individual management and leadership skills that are harmonious with Lakota values. Further, the knowledge base of the graduate program is designed to produce students with expanded intellectual application, independence in reading and research, using critical thinking skills in decision making, and ability to design and implement change through strategic planning.

GRADUATE PROGAM OBJECTIVES

Oglala Lakota College’s graduate programs of study are designed to expand understanding of contemporary society through a full application of the Lakota culture and its world relationships; increase knowledge in a particular area; to challenge values and philosophy; to encourage independent research and implementation; to develop and refine communication skills; to foster reflective thinking processes; to provide intellectual stimulation and a foundation for continued study.

PROFESSIONAL GRADUATE PROGRAM GOAL(S):

To graduate potential leaders to fill leadership roles in every aspect of Wolakolkiciyapi- Everything Lakota

PROFESSIONAL GRADUATE PROGRAM OUTCOME(S);

1. To integrate their knowledge and demonstrate qualities necessary for Wolakota Leadership.

2. To specify and implement how Lakota values, belief systems and life-styles of leaders and managers impact people and societies.

3. To recognize and practice listening, Lakota oratory skills, and other appropriate methods in the expression of Lakota values.

OGLALA LAKOTA COLLEGE VISION

Wouspe Ihun iyan Hci Lakota Oyate Kin Akta Ic’ickagapi Kte lo (Rebuilding the Lakota Nation through Education)

OGLALA LAKOTA COLLEGE MISSION AND PURPOSES

Oglala Lakota College is chartered by the Oglala Sioux Tribe. Its mission is to provide educational opportunities that enhance Lakota life. These opportunities include: community services; certificates; GED; associate, bachelor and graduate degrees. Oglala Lakota College provides a framework of excellence for student learning of knowledge, skills and values toward a Piya Wiconi—a new beginning for harmony in fulfillment of aspirations and dreams. Oglala Lakota College is committed to continuous improvement through outstanding teaching, research, community services and assessment:

Tribalo Provides the Lakota with outstanding graduates.o Promotes the study and practice of sovereignty.o Works with tribal entities toward building our nation.

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o supports graduates in achieving meaningful work and healthy lifestyles

Communityo Supports local communities in development and in working with their

educational systems.o Engages people as active, productive members of their tiospaye, communities

and organizations.o Offers frameworks for leadership development in context of communities and

organizations.o Provides lifelong learning through continuing education and community

activities.Cultural

o Utilizes Lakota cultural values in all learning frameworks.o Celebrates Lakota culture including sacred songs and ceremonies.o Researches, studies and disseminates Lakota language, culture and philosophy.o Provides leadership to maintain and revitalize Lakota culture in a diverse

changing environment.Academic

o Encourages high student learning expectations through active and collaborative learning frameworks, student faculty interaction, enriching educational experiences, research and a supportive campus environment.

o Practices open enrollment and supports student success towards graduation.o Provides knowledge, skills and values for self-fulfillment, civic involvement and

making a living in a diverse world.o Works with other institutions and agencies to further College interests.

INTEGRATION OF THE PROGRAM AREA GRADUATE KNOWLEDGE BASE

The graduate program reflects the professional theme, goals and objectives in each course through specific class assignments, classroom activities, and assessment strategies all designed to meet essential program outcomes.

COURSE OVERVIEW:

This course is an in-depth analysis of the foundations of Lakota leadership and management and of the strategies employed by leaders in traditional and contemporary situations, with an emphasis on the Oglala of the Pine Ridge Reservation. The foundation of Lakota leadership and management rests on the bedrock of Lakota identity—the unique spiritual and philosophical thought that distinguishes the Lakota from all other Native peoples and from non-Indians. This thought is crystallized in the complex structure of Wakan Tanka, the systematic ordering of the initial chaotic forces of this world before the emergence of Lakota ancestors onto its surface, the founding of the Oceti Sakowin, and the gift of the sacred pipe and its seven related ceremonies.

The traditional roles and responsibilities of Lakota leaders, leadership characteristics of mainstream and traditional Lakota leaders, and the similarities and differences between traditional Lakota leadership and management strategies and those strategies evident on the Pine Ridge Reservation today will be examined. The course will conclude by proposing leadership and management strategies that incorporate Lakota thought and that may be implemented on the reservation now and in the future.

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REQUIRED TEXTS:

American Psychological Association (2008) Publication manual of the American Psychological Association (6th ed.). Washington, DC: American Psychological Association

Brown, J. E., (1953). The Sacred Pipe: Black Elks account of the seven rites of the Oglala Sioux.

Young Bear, S., & Theisz, R. (1994). Standing in the Light: A Lakota Way of seeing. Lincoln and London: University of Nebraska Press

Marshall, J. (2004 ). The journey of Crazy Horse. New York,New York: Penguin Group

Supplemental Material:

Bear Shield, M., Two Dogs, R., Broken Nose, R., Moves Camp, R., Around Him, J., & Bad Wound, E., (2000). Lakota Mental Health Assessment, Evaluation & Diagnosis for Children of a different Way.Wakanyeja Pawicayapi, Inc. Porcupine, SD.

Berg, B.L. (2004). Qualitative research methods: For the social sciences (5thed.). Boston: Pearson, Allyn and Bacon.

One Feather, V. (1972). Itancan. Spearfish, SD: Black Hills State College.

One Feather, V. (1972). Tiospaye. Spearfish, SD: Black Hills State College.

METHODS OF INSTRUCTION:

Inquiry based. Lectures will be held in conjunction with guest speaker (subject to availability). Attendance and participation is required. Face-to-face class time is devoted to reading, writing, discussing, and researching.

1. Inquiry 2. Lecture and readings3. Research4. Group discussions, live and online via Moodle5. Hand on research /or article critiques/reviews6. Cooperative learning7. Class and individual readings8. Guest lecturers (subject to availability)9. Media presentations (subject to availability)

COURSE LEARNING OUTCOMES: When students have completed this course they will:

1. Identify and develop an awareness of the qualities necessary for Wolakota Leadership within their communities.

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2. Recognize the Lakota philosophy and theology as the foundation of Lakota Leadership and Management.

3. Evaluate Lakota Leadership and Management strategies of historical and contemporary Lakota Leaders.

4. Develop Lakota Leadership and Management disposition.5. Model their understanding of kinship and Lakota protocol.6. Practice Lakota values of respect, generosity, and humility in the classroom, between

colleagues and within the research process.7. Utilize the Lakota language in their classroom, between colleagues and within the

research process.

COURSE REQUIREMENTS AND ASSIGNMENTS:

Assigned Readings: Each student will complete all assigned reading from the texts and supplementary materials as specified on the calendar and assigned by instructor. Each student will come to class prepared to synthesize any aspect of the assigned reading in the form or written and oral analysis. If there are questions about the reading, bring those to class. Students are required to integrate reading material into their daily, assigned course work.

Online research and activities: Students must apply for a Woksape Tipi library card. Online research and in house library research is a requirement when building oral and written reports. Research will be conducted both in class and out of class.

Class Activities: Students will be expected to attend and participate in all class activities and discussions. Discussion can be posted on line via Moodle as assigned by instructor. Individual or group activities may be assigned for completion in class. These may include discussion of problems or exercises related to assigned readings, discussion of topics being covered in class, oral reports, or in class research. Students will utilize the Lakota Language in their classroom, between colleagues as much as possible. Students will be expected to integrate their knowledge of Wolakota Leadership within the classroom. Students will practice Lakota values of respect generosity and humility in the classroom, between colleagues, and the community. Class products submitted through Moodle. Field trips will be offered depending on the schedule and weather. Presenters will be sought depending on availability. Each class is worth 20 points broken down in equal parts for attendance and in class participation (15 classes = 300).

Article Critiques:

In place of midterm exam a total of 3 article critiques are required to be completed by midterm. This project will require you to locate, read, critically analyze and share with your classmates a peer reviewed journal article. The critiques will be completed using the article critique format provided to you and uploaded to Moodle. Presentations should be in power point format.

The article critique format helps to briefly summarize the article; 2) identify the research methods used; 3) provide an example of how the author (s) displayed their data; 4) discuss how reliability and validity were established; and 5) give your own assessment of the research.

Together we will identify one article or the instructor may provide you with the first article. You will then select the remaining 2 articles to use for your critiques. The article you select must be uploaded to Moodle along with the completed article critique. It is important that you identify an idea for research at the beginning of the class. This will assist you in selecting articles along the

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research topic to be used in your Community Action Project (CAP) or School Community Action Project (SCAP). Each article critique is worth 25 points for a total of 75 points. These are due every Saturday at 11:55 pm, as scheduled and must be uploaded to Moodle no later than 11:55 pm.

The first two article critiques will be allowed a rewrite to increase initial scores. Rewrites are only allowed for those students who have turned the homework in before or have met the deadline. The remaining article critique score is final, no rewrite. Any late articles will result in a zero and cannot be rewritten.

Mini-projects: We recognize the variety of qualitative research strategies; however, for the purpose of this class we will incorporate two types. This class will have two mini projects each of which is designed to give you hands-on experience with a qualitative research technique(s).Criteria for evaluation include: quality of the project and report (see rubric); following directions given for the projects; use of insights from class and assigned readings relevant to the projects; timely submission; and preparedness to discuss your projects in class on the date that the projects are due. Keep in mind, the mini-projects are not research projects per se, but, rather, exercises in techniques that incorporate research strategies. Each mini project is worth a total of 100 points.

Students are strongly encouraged to select topics for their mini projects that have direct application to their CAP/SCAP project in Leadership. In addition, Education Administration Candidates should consider integrating the portfolio indicators within their article critiques and mini projects vice versa. Students are encouraged to incorporate both the Wolakota perspective and Wopasi process.

Project descriptions:

a. Mini-project #1 -- unobtrusive, archival, or documentary data. The purpose of this project is to evaluate Lakota Leadership and Management strategies of historical Lakota leaders. This project will help to identify and develop an awareness of qualities necessary for Wolakota Leadership. Note: pay close attention to the type social structure in which they are a leader of. We will begin ‘discussing’ qualitative research involving these types of data gathering techniques and will continue this with information on content analysis, a technique for analyzing such data. This mini-project will involve locating, gathering, and carrying out a preliminary analysis of unobtrusive, archival, or documentary data. You should begin thinking about the type of data that might be of most interest to you.

This mini-project should result in a short paper (no more than 4 pages) in which you: (1) describe the data that you used for this mini-project and how you selected the data (sampling technique, if appropriate); (2) discuss your methods for analyzing the data; (3) report tentative findings from your data; and (4) discuss your experiences in working with this type of data. Your paper will be due_____________. You should also be prepared to share your project in class _______________.

b. Mini-project #2 –Qualitative interviewing.The purpose of this project is to evaluate Lakota Leadership and Management strategies of contemporary Lakota Leaders. To continue to identify and develop an awareness of qualities and disposition necessary for Wolakota leadership within your community. Note: pay close attention to the type social structure in which they are a leader.

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This mini-project will require that you conduct two intensive face-to-face interviews with a current contemporary leader and traditional leader who you view as an excellent role model in regarding their leadership disposition, philosophy, and strategies. Your assignment should include 1) a copy of your interview guide; 2) a complete, verbatim transcript of your interview, including jottings and observer comments; and 3) a short paper (approximately 4 pages) in which you describe the research experience, and conduct a preliminary analysis of your data. This written assignment will be due______________. You should be prepared to share the results of your project in class_____________________.

5. Oral Report/ presentation: Students will report, reflect and recommend further strategies within institutions and tactics used by leaders developed from their mini projects. Students will deliver two professional 20 minute power point presentation to report on their Mini projects to the entire classes using Lakota introductory protocol. Training on developing Power Point presentations will be incorporated into the coursework if needed during the first class. This power point presentation should be uploaded to Moodle. The first mini project presentation is due on______________. The second is due on___________________. Each oral report/presentation is worth 100 points, a total of 200 points. (See oral report rubric)

6. Final Examination: A final take-home examination will be completed. Each student will complete an examination which will consist of essay questions developed from the textbook, assigned readings and class discussions. Remember that all answers should be in your own summative review; however, if you integrate citations to support your answer, you MUST provide a citation using APA format. Final Exam will be distributed on ___________________and will be due at 10 pm on_______________________.

COURSE EVALUATION:

The grade for the course will be distributed as follows:

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grade of 79.4% or less will not count towards program.

COURSE EXPECTATIONS:

Assignments

Graduate students are expected to hand in their best work. All work should be spell-checked, proofread, using proper sentence structure and paragraph format. All work should be handed in

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Requirements/assignments

Possible Points earned

Attendance/participation 300Article Critiques 75Mini project 1 100Mini project 2 100Oral reports/presentations 200Final Exam 100

Total 875

Range of possible points % % Grade

784 875 89.5% 90% A696 783 79.5% 80% B609 695 69.5% 70% C521 608 59.5% 60% D

<520 <60% <60% F

using APA style of writing with proper citations. If a paper is received without being proofread, it will be turned back without comments and must be then returned into the instructor after being proofread. If this happens you may fall behind and it will be extremely difficult to catch up.

Missed or late assignments

This is a condensed course, therefore, late or missed assignments cannot be made up and will result in a zero if not turned in by the due date. Graduate Students are encouraged to get the homework in on time to meet the deadlines. The instructor understands unforeseen occurrences and events. In such cases it is up to the student to inform the instructor and make other arrangements for the homework prior to due date and time. If the student contacts the instructor after the fact, it will result in a zero. Class participation points cannot be made up, in order to retain at least 50 % of the points, you are responsible for contacting the instructor prior to the start of class. Students are responsible for all work assigned and due dates of the assignments. If contact happens after the start of class, it will result in a zero. Due dates are not extended if a student is unexcused and absent from class.

If work is due by the end of class and your absence was approved, the work will be considered late and docked 25% of the possible participation points earned. You are responsible for any homework assigned and due dates of homework assigned during class. Unexcused absences result in a zero and zeros cannot be re-graded or made up. If no work is due at the end of class then the zero for participation points cannot be made up.

Due to the course evaluation system, a zero can greatly reduce your range of points earned. Therefore, be proactive when submitting your assignments.

Uncompleted Assignments

There are very serious consequences for not completing every requirement of this course. If any requirement is not fulfilled, then a zero (0) is entered for its component of your final grade. So, be very diligent about completing every course requirement, no matter how insignificant it seems.

Attendance Policy

Students are expected to attend all classes during the semester, you are reminded to incorporate the targets Lakota values for this course: respect, courage, humility, and generosity. If you are not present for group discussion and activities, then you and your colleagues will suffer from lack of input. Every student has a unique perspective and is a valued contribution to this course. In addition, you will miss the lectures. According to current graduate policy, missing a total of 9 course contact hours will result in you being dropped from the class. Excused absences will be recorded as excused, however, you will not receive the participation points. Student must contact the instructor prior to being excused. Only the instructor can determine an excused absence. Keep in mind that this is a condensed hybrid course, once you get behind, it will be extremely difficult for you to catch up. Therefore, it is critical that you make every effort to attend all classes and upload homework.

In the case of a field trip, students who cannot attend will be required to make arrangements in advance to avoid being counted as an unexcused absence. For those students who cannot attend, alternative in class work equivalent to the time spent on the field trip, will be assigned. For example 6 hours of class time missed = 6 hours of work, researching and writing, etc. All work

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must be emailed to the instructor by the end of the regular scheduled day and time of class, 3:00 pm.

Class make up

If a class meeting is cancelled due to weather or any other reason, we will make it up at a time and place to be announced or during make-up week.

Internet and email access

Graduate Students are required to utilize the OLC email address provided through OLC. This course requires that you have access to both a computer and the Internet. These services are available at the college centers for your convenience and use. You are expected to use your OLC email account and to check it at least every other day. Assignments and messages will be emailed to you.

You are responsible for making sure that your OLC account is active and that you know how to use it. Be sure to send a cc of all your email messages to yourself so that you have a copy of your work. You will be attaching Word and Excel documents in .doc, .docx, .xls, and .xlsx format to email messages, so be sure you are familiar with how to do this.

Moodle requirements

This course will incorporate Moodle within the face to face classroom online learning environment as provided through OLC’s Virtual Campus. Students will be expected to submit all homework assignments using Moodle. Moodle can be accessed through the OLC website http://moodle.olc.edu/.

Students must have a current version of Windows or Mac OS and Internet access. Minimum browser requirements are: Internet Explorer 8.0, Firefox 3.0, Safari 3.0, or another equivalent level browser. Students will logon to the course using their OLC provided username and password. If a student experiences difficulty accessing the course content in Moodle it is his/her responsibility to contact the instructor, graduate studies program and/or technology support services for assistance. Written assignments must be submitted in .doc or .docx format.

Cell Phones, Pagers and Other Electronic Devices

During class time, you are expected to devote all your time to course content. Please turn off your cell phone, pager or other such device before class starts. It is not respectful to the rest of us in this course to do these things. Please follow the College Center rule that says cell phones are to be turned off in classrooms. If you are required to use your computer during class time, please use it to do class work.

Academic Integrity

Plagiarism is an ethical violation that is not tolerated at OLC. Consistent with the rules and regulations of OLC, all written work by students should be the result of the individual student's research, thought, preparation, and writing efforts. Plagiarism (copying any part of someone else's work without proper citation) and work that is prepared by others outside of the enrolled class and submitted as original work by the student is reason for punitive actions which may include

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dismissal and other serious actions by the college. A student may be expelled and barred from further classes in a hearing of academic dishonesty.

Importance of Rules [One Feather, 1974, p. 1]

In all times of history, it has been necessary for each group of people to have rules of conduct which everyone follows. The smallest group has certain ways of governing itself so that life runs smoothly. The same is true of a large nation. In the family, there are rules such as being on time [to] eat, encouraging good behavior of all persons in the family, and forbidding certain types of behavior. The rules vary from one family to another just as the rules vary slightly from one country to another. The important thing is that it is necessary for any group to have rules or laws by which to live.

Disabilities

If you have a disability for which you are or may be requesting an accommodation, it is recommended that you contact both your instructor and the OLC Coordinator of Support Services (455-6040) in beginning of the semester.

COURSE OVERVIEW

LakM 513LakotaWoitancannaKokicanye kin un Oegleyapikte [foundations of Leadership and management]

Lena ecun kun pi kte[Course Outline]Oko (week): Topical content

Wanji (one) Welcome. Introduction of course and students. Wakan Tanka and the Lakota cosmos. Students will begin to create and communicate their vision beginning with identity. Read from Text. Article critique due____________________. ______________qualitative strategies.

Numpa (two) What is Lakota philosophy? Critical thinkingYamni (three) Lakota protocol, wotakuye (relatives), Article Critique due

__________________.Qualitative methods: unobtrusive data, existing, data, etc.

Topa (four) Seven sacred rightsZaptan (five) Seven sacred rights Article Critique due __________________.Sakpe (six) Traditional Lakota Leadership - Oceti SakowinSakowin (seven) Traditional Lakota Leadership - Oceti Sakowin – Gerald One

Feather Guest Speaker. To recognize the Lakota philosophy and theology as the foundation of Lakota leadership and Management. Students present on their Genealogy.Reading from text.

Saglogan (eight) researchNapciyunka (nine) Historical and traditional leaders and leadership.Wikcemna (ten) Presentations of Mini Project one (1): Historical leadershipAke wanji (eleven) Lakota Theology and Philosophy: Integration historical and

contemporary leadership and management.Ake numpa (twelve) Contemporary LeadershipAke yamni (thirteen) Models of integration historical and contemporary leadership and

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management.Ake topa (fourteen) Presentations of Mini Project two (2) Contemporary Leadership:

administerAke zaptan (fifteen) Final exam

LAKOTA PROTOCOL IN THE CLASSROOM:

In the Handbook for Graduate Study, the description for this and every other graduate course includes the following sentence: The Lakota language will be spoken as much as possible during class. All of us are not speakers of Lakota language, therefore the course cannot be conducted entirely in that language.

Nevertheless, we will make a good faith effort to incorporate the Lakota language into our classes in a good manner. We will do this in a manner that is both respectful of the language and relevant to us as members of the Oglala Lakota College academic community.

The idea of an academic community is directly linked to the vision of Oglala Lakota College. This is stated on page two of this syllabus. The College’s vision statement is: Learning Lakota ways of life in community -Wolakolkiciyapi. We will incorporate Lakota language in two standardized and conventionalized situations within our classroom community. One is at the beginning of each class and the other is at the end of each class.

Beginning of Class

At the beginning of every class, we will shake hands and greet each other in Lakota Language. We will use standardized greetings and replies. Those of you who are speakers will have to be patient with the rest of us. When possible, help others. Be supportive, not critical. And those who are not speakers, you will have to practice, listen and speak. Be brave, not shy. This is not a language course, so let’s stick to a very limited set of greetings and responses so all of us can participate. These greetings and responses are basic lessons in using Lakota protocol in our conversation that we all carry on every day in English in similar types of settings.

[Greeting] [Reply]

Tanyan wacin yanke [ye or yelo]. [Han (women) or Hau(men)].Tanyan wacin yanke.It’s good to see you. Yes. It’s good to see you.

Tonitukta [he (women) or hwo(men)]?Mawaste.Nis?How are you? I am good. And you?

Taku eniciyapi [he (women) or hwo (men)]? [Your Name] emaciyapi.What is your name? My name is [Your Name].

During Class

There are a number of common words or phrases that we might wish to use during classes. For right now, there is just this one word. But if we choose, we may add words to this list.

Pilamaya.

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Thank you.

End of Class

At the end of each class, we will all shake hands and greet each other in Lakota:

Toksa ake wacinyan kin kte.[Han or Hau].Toksa ake wacinyankin kte.I will see you again later. Yes. I will see you again later.

This is list of words and phrases that we should be familiar with for this course. Remember, this is not a language class. This is our attempt of incorporating the Lakota language into our classroom using a standardized manner that each of us can comprehend and practice. It is one of our classroom rules, and as Deloria (1944) states, “All peoples who live communally must first find some way to get along together harmoniously and with a measure of decency and order. This is a universal problem. Each people, even the most primitive, have solved it in its own way. And that way, by whatever rules and controls it is achieved, is, for any people, the scheme of life that works.”(p. 24)

Our class is a small group. Let’s practice the habit of shaking each other’s hand and greeting one another in Lakota. Doing so will not make us more Lakota, but it will remind us of who we are and hopefully inspire us to strive for excellence in our thoughts, words and actions. Another protocol practiced within the classroom includes everyone; each of you will be asked to Wocekiye and share Woksape, or words of wisdom and encouragement, with your classmates. This will be done at the beginning and the end of each class.

This is an opportunity for you to practice your public speaking in a friendly and supportive environment. These are not long speeches. You will be asked ahead of time to give Woksape. You may decline, but by the end of the course you will each give Woksape a number of times. If you wish to do this on a particular day, please let me know as soon as possible. Remember, these protocols do not make our class Lakota. Nor do they follow precisely the protocol practiced outside the college. But they are an effort to incorporate Wolakolkiciyapi into our classroom. Thank you for participating and for supporting these efforts.

Disclaimer

Information contained in this syllabus was, to the best knowledge of the instructor, considered correct and complete when distributed for use at the beginning of the semester. Instructor reserves the right to make changes in this syllabus in collaboration with the class.

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REFERENCES

Deloria, E (1944) Speaking of Indians. Lincoln: University of Nebraska Press.

Educational Leadership Constituents Council-National Policy Board for Educational Administration (2002) Standards for advanced programs in educational leadership for principals, superintendents, curriculum directors, and supervisors. Washington, DC: Author.

Foliotek (2011) e-folio systems

Oglala Lakota College (nd).Cover page of work expectation form. PiyaWiconi, SD.

Oglala Lakota College (2001) Handbook for graduate studies. Piya Wiconi, SD: Author

OLC Graduate Studies Department (2010) Graduate Studies handbook: Master of Arts in Lakota leadership & management, and Lakota leadership & management emphasis in educational administration. Kyle, SD: Author

Berg, B.L. (2004). Qualitative research methods: For the social sciences (5thed.). Boston: Pearson, Allyn and Bacon.

Black Elk, W., & Lyon, W. S. (1817). Black Elk: The sacred ways of the Lakota. San Francisco: Harper & Row.

Cajete, G. (1994). Look to the mountain: An ecology of indigenous education. Skyland, NC: Kivaki Press.

Deloria, B., Foehner, K. &Scinta, S. (Eds.). (1999). Spirit and reason: The Vine Deloria, Jr., reader. Golden, CO: Fulcrum Publishing.

Hassrick, R. (1964). The Sioux: Life and customs of a warrior society. Norman, OK: University of Oklahoma Press.

Marshall, J. III. (2001). The Lakota way. New York, New York: Preguin Compass

Powers, W. (1975).Oglala religion. Lincoln, NE: University of Nebraska Press.

Tuhiwai Smith, L. (1999). Decolonizing Methodologies. London & New York : Zed Books Ltd & University of Otago Press Dunedin

Walker, J. (1982). Lakota society (R. DeMallie, Ed.). Lincoln, NE: University of Nebraska Press.

Walker, J. (1980). Lakota belief and ritual (R. DeMallie and E. Jahner, Eds.). Lincoln, NE: University of Nebraska Press.

Walker, J. (1917). The sun dance and other ceremonies of the Oglala division of the Teton Dakota. New York: The American Museum of Natural History.

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Appendix A

OGLALA LAKOTA COLLEGE

GRADUATE STUDIES DEPARTMENT

Scoring rubric for research paper/writing assignments/literature reviews

Course name here

Instructor Name:

Student Name:     ________________________________________

CATEGORY 4 3 2 11 Research/paper

/assignment topicTopic/subject is clear, though it may/may not be explicitly stated.

Topic/subject is generally clear though it may not be explicitly stated.

Topic/subject may be vague.

Topic/subject is unclear or confusing.

2 Introduction(organization)

The introduction is inviting, states the main topic (objective, or purpose) and previews the structure of the paper.

The introduction clearly states the main topic (objective, or purpose) and previews the structure of the paper, but is not particularly inviting to the reader.

The introduction states the main topic(objective, or purpose), but does not adequately preview the structure of the paper nor is it particularly inviting to the reader.

There is no clear introduction of the main topic (objective, or purpose) or structure of the paper.

3 Body(Content)

Elaboration consists of specific, developed details.

Elaboration consists of some specific details.

Elaboration consists of general and/or undeveloped details, which may be presented in a list-like fashion.

Elaboration is sparse; almost no details.

4 Literature Sources are related to Sources have minor Sources have An attempt has been

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(content) and supportive of the topic/subject.

weaknesses in relatedness to and/or support of the topic/subject.

major weaknesses in relatedness to and/or support of the 5topic/subject.

made to add sources and or support information, but it was unrelated or confusing.

5 Sources(content)

All sources used are credible and cited correctly using APA style writing.

All sources used are credible and most are cited correctly. using APA style writing

Most sources used are credible and cited correctly. using APA style writing

Many sources used are less than credible (suspect) and/or are not cited correctly. using APA style writing

6 Mechanics of writing(conventions)

Exhibits Outstanding control of grammatical conventions appropriate to the writing task: sentence formation; standard usage including agreement, tense, and case; and mechanics including use of capitalization, punctuation, and spelling.

Writer makes 1-5 errors in grammar or spelling that distract the reader from the content.

Exhibits good control of grammatical conventions appropriate to the writing task: sentence formation; standard usage including agreement, tense, and case; and mechanics including use of capitalization, punctuation, and spelling.

Writer makes 5-8 errors in grammar or spelling that distract the reader from the content.

Exhibits reasonable control of grammatical conventions appropriate to the writing task: sentence formation; standard usage including agreement, tense, and case; and mechanics including use of capitalization, punctuation, and spelling.

Writer makes 8-10 errors in grammar or spelling that distract the reader from the content.

Exhibits minimal control of grammatical conventions appropriate to the writing task: sentence formation; standard usage including agreement, tense, and case; and mechanics including use of capitalization, punctuation, and spelling.

Writer makes more than 10 errors in grammar or spelling that distract the reader from the content.

7 Organization(organization)

Organization is a logical progression of ideas/events and is unified and complete.

There is a logical progression of ideas/events and is reasonably complete, although minor lapses may be present.

One or more major lapses in the logical progression of ideas/events is evident.

Ideas/events are presented in a random fashion.

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8 Maintains focus. Maintains focus on topic/subject throughout response.

May exhibit minor lapses in focus on topic/subject.

May lose or may exhibit major lapses in focus on topic/subject.

May fail to establish focus on topic/subject.

9 Transitions (Organization)

A variety of thoughtful transitions are used. They clearly show how ideas are connected.

Transitions clearly show how ideas are connected, but there is little variety.

Some transitions work well; but connections between other ideas are fuzzy.

The transitions between ideas are unclear or nonexistent.

10 Conclusion (Organization)

The conclusion is strong and leaves the reader with a feeling that they understand what the writer is “getting at.”

The conclusion is recognizable and ties up almost all the loose ends.

The conclusion is recognizable, but does not tie up several loose ends.

There is no clear conclusion, the paper just ends.

Total 40 30 20 10

Exemplary = 35-40 Good = 25-30 Acceptable= 15-20 Unacceptable = 0-10

Appendix B

Oglala Lakota CollegeGraduate Studies Department

Oral Presentation Rubric: __________________________

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Instructor Name:

Student Name:     ________________________________________ CATEGORY 4 3 2 1

1 Wotakuye (kinship) Exemplary in modeling kinship and Lakota protocol within the presentation.

Good in modeling kinship and Lakota protocol within the presentation

Acceptable in modeling kinship and Lakota protocol within the presentation

Unacceptable in modeling kinship and Lakota protocol within the presentation

2 Lakota Disposition Exemplary demonstration

Lakota values of respect,

generosity, and humility in the

presentation and between

colleagues

Good demonstration Lakota values of respect, generosity, and humility in the presentation and between colleagues

Acceptable demonstration Lakota values of respect, generosity, and humility in the presentation and between colleagues

unacceptabledemonstration Lakota values of respect, generosity, and humility in the presentation and between colleagues

3 Lakota Language use Use of the Lakota language in their introduction of

themselves ,during their

presentationand answers 2 questions in

Lakota language.

Use of the Lakota language in their introduction of

themselves with 1- 3 Lakota

words during their presentation

and answers 1 questions using

Lakota Language

Use of the Lakota language in their introduction of

themselves with no attempt during their

presentation and makes an attempt

to answer questions in the

Lakota Language

Does not use of the Lakota

language in their introduction of

themselves ,during their

presentationWith no

attempts to answer

questions in Lakota

Language.4 Context Appropriate

VocabularyUses vocabulary appropriate for the audience. Extends audience vocabulary by defining words that might be new to most of the audience.

Uses vocabulary appropriate for the audience. Includes 1-2 words that might be new to most of the audience, but does not define them.

Uses vocabulary appropriate for the audience. Does not include any vocabulary that might be new to the audience.

Uses several (5 or more) words or phrases that are not understood by the audience.

5 Content Shows a full understanding of the topic. Integrates Lakota concepts throughout

Shows a good understanding of the topic.Integrates Lakota 2-3 concepts within topic

Shows a good understanding of parts of the topic.Integrates 1 Lakota concepts in topic

Does not seem to understand the topic very well. Does not Integrate Lakota concepts in topic

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6 Stays on Topic Stays on topic all (100%) of the time.

Stays on topic most (99-90%) of the time.

Stays on topic some (89%-75%) of the time.

It was hard to tell what the topic was.

7 Time-Limit Presentation is 5-6 minutes long.

Presentation is 4 minutes long.

Presentation is 3 minutes long.

Presentation is less than 3 minutes OR more than 6 minutes.

8 Volume Volume is loud enough to be heard by all audience members throughout the presentation.

Volume is loud enough to be heard by all audience members at least 90% of the time.

Volume is loud enough to be heard by all audience members at least 80% of the time.

Volume often too soft to be heard by all audience members.

9 Comprehension Student is able to accurately answer almost all questions posed by classmates about the topic.

Student is able to accurately answer most questions posed by classmates about the topic.

Student is able to accurately answer a few questions posed by classmates about the topic.

Student is unable to accurately answer questions posed by classmates about the topic.

10 Preparedness Student is completely prepared and has obviously rehearsed.

Student seems pretty prepared but might have needed a couple more rehearsals.

The student is somewhat prepared, but it is clear that rehearsal was lacking.

Student does not seem at all prepared to present.

11 Enthusiasm Facial expressions and body language generate a strong interest and enthusiasm about the topic in others.

Facial expressions and body language sometimes generate a strong interest and enthusiasm about the topic in others.

Facial expressions and body language are used to try to generate enthusiasm, but seem somewhat faked.

Very little use of facial expressions or body language. Did not generate much interest in topic being presented.

12 peer evaluation Fills out peer evaluation completely and always gives scores based on the presentation rather than other factors (e.g.,

Fills out almost all of the peer evaluation and always gives scores based on the presentation rather than other factors (e.g.,

Fills out most of the peer evaluation and always gives scores based on the presentation rather than other factors (e.g.,

Fills out most of the peer evaluation but scoring appears to be biased.

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person is a close friend).

person is a close friend).

person is a close friend).

Total scores 42 36 24 12Exemplary = 39-42 Good = 30-36 Acceptable= 18-24 Unacceptable = 0-12

Appendix C

ELCC AND SD DEPARTMENT OF EDUCATION COMPETENCY STANDARDS:

The above course learning outcomes are designed to meet the following state, specialized professional accreditation, and/or OLC Graduate Studies Department Objectives; and to reinforce the Lakota virtues inherent in the four directional model of Bear Shield et al (2000).

All graduate students admitted into the Lakota Leadership and management: Education Administration degree is required to upload a sample of coursework in the key indicator areas, in an electronic format such as M/S Word, Excel, Adobe pdf, or other software format. You should therefore maintain an electronic copy of all substantive course assignments such as major essays, research bibliographies and program analyses for the portfolio.

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ELCC Standards #1, 3, 4, 5. See Educational Leadership Constituents Council, National Policy Board for Educational Administration (2002) Standards for advanced programs in educational leadership for principals, superintendents, curriculum directors, and supervisors. As adopted by the SD State Competencies. See State of South Dakota administrative rules.§24:16:09:01 inclusive.

OLC Comprehensive Portfolio Key Indicator # Indicators 1, 2, 3, 4, 5, 10, 11, 14, 15, 16, 17, 18.See Comprehensive portfolio for administrators and Foliotek (2011) e-folio system.

OLC Graduate Studies Department Objectives one (1) and two (2) see OLC Graduate Studies Catalog (2011).

Key Indicator 1: Define vision, and discuss the role of the educational Lakota leader in developing this vision. [ELCC 1.1] [SD State Competency #6][Lakota values: wisdom and courage] LakM 513 Lakota Foundations for Leadership and Management, LakM 533 Lakota Social Organization, LMEA 703 Instructional SupervisionKey Indicator 2: How can a Lakota leader best articulate components of the vision, and what Lakota leadership ways of knowing and doing are necessary to implement and support the vision? [ELCC 1.2] [SD State Competency #7] [Lakota values: wisdom and courage] LakM 513 Lakota Foundations for Leadership and Management, LakM 533 Lakota Social Organization, LMEA 703 Instructional SupervisionKey Indicator 3: Identify and discuss specific strategies (grounded in the literature and the Lakota philosophy and belief system) that may be used by a Lakota leader to promote the implementation of a shared vision. [ELCC 1.3] [SD State Competencies #6 & #7] [Lakota values: wisdom and courage]LakM 513 Lakota Foundations for Leadership and Management, LakM 533 Lakota Social Organization, LMEA 703 Instructional Supervision, LMEA 713 School Administration, LMEA 796 Principal InternshipKey Indicator 4: Provide at least three examples of specific strategies (grounded in literature and Lakota philosophy and belief system) for guiding a climate of continuous improvement among educational staff and community members [ELCC 1.4] [SD State Competencies #6, #1, #7] [Lakota values: wisdom and courage] LakM 513 Lakota Foundations for Leadership and Management, LakM 533 Lakota Social Organization, LMEA 703 Instructional SupervisionKey Indicator 5: Provide at least three examples of specific strategies (grounded in literature and Lakota philosophy and belief system) for involving various stakeholders and community members in the entire process of developing, implementing, and maintaining the vision. [ELCC 1.5] [SD State Competencies #1, #3, #5, #6] [Lakota values: wisdom and courage]LakM 513 Lakota Foundations for Leadership and Management, LakM 533 Lakota Social Organization, LMEA 713 School AdministrationKey Indicator10: Discuss strategies (based on scholarly literature and Lakota philosophy and belief system) for reinforcing student’s foundation in Lakota history, values, thought and philosophy, and for students to develop leadership skills that will provide a catalyst for change. [Lakota values: respect, generosity, wisdom, fortitude, courage and humility] LakM 513 Lakota Foundations for Leadership and Management, LakM 533 Lakota Social Organization, LMEA 703 Instructional SupervisionKey Indicator 11: Provide recommendations of cutting edge strategies (based on scholarly literature and Lakota philosophy and belief system) for schools to effectively utilize organizational planning that aligns resources to the learning needs of students. [ELCC 3.1] [SD State Competencies #5 & #6] [Lakota values: patience and fortitude]LakM 513 Lakota Foundations for Leadership and Management, LMEA 713 School Administration, LMEA 743 School FinanceKey Indicator 14: Discuss the nature of the symbiotic relationship between schools and the Oyate (larger community) that they serve, including Tiwahe (families), Tiospaye (extended family), community agencies, grassroots, etc. [ELCC 4.1] [SD State Competency #3][Lakota values: patience and fortitude] LakM 513 Lakota Foundations for Leadership/Management, LakM 533 Lakota Social Organization, LMEA 713 School Administration, LMEA 723 Counseling Theories and Socio-Culture Foundations, LMEA 796 Principal Internship

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Key Indicator 15: Identify cultural, economic, community agencies and grassroots organizations in your area. Discuss the importance of educators reaching out to these community resources (based on scholarly literature and Lakota philosophy and belief system). [ELCC 4.2] [SD State Competency #3][Lakota values: patience and fortitude] LakM 513 Lakota Foundations for Leadership/Management, LakM 533Lakota Social Organization, LMEA 713 School Administration, LMEA 796 Principal InternshipKey Indicator 16: What is the role of the school leader in mobilizing community resources to achieve the school’s vision (based on scholarly literature and Lakota philosophy and belief system)? [ELCC 4.3] [SD State Competency #3][Lakota values: patience and fortitude] LakM 513 Lakota Foundations for Leadership/Management, LakM 533 Lakota Social Organization, LMEA 703 Instructional Supervision, LMEA 796 Principal InternshipKey Indicator 17: What is your understanding of the terms integrity, fairness and ethics according to Lakota values? How are they interrelated? How can they be distinguished? How does the application of your understanding of integrity aid in respecting the rights of others in your interactions culturally? Compare this understanding to ethical systems used in leadership. [ELCC 5.1] [SD State Competency #5][Lakota values: knowledge and wisdom] LakM 513 Lakota Foundations for Leadership/Management, LakM 533 Lakota Social Organization, LMEA 713 School Administration, LMEA 796 Principal InternshipKey Indicator 18: Describe the commonly recognized systems of ethical decision making available to the Lakota educational leader. How do these systems help in your interacting with others with fairness? [ELCC 5.2] [SD State Competency #5][Lakota values: knowledge and wisdom] LakM 513 Lakota Foundations for Leadership/Management, LakM 533 Lakota Social Organization, LMEA 713 School Administration, LMEA 796 Principal InternshipKey Indicator 19: Describe moral based terms that may be used to enhance and clarify communicating ethical decisions. What is meant by a personal code of ethics? What is a professional code of ethics? Describe your own personal code as it compares or contrasts to the professional code for the organization supporting your area of interest i.e. AASA (American Association of School Administrators), NASSP (National Association of Secondary School Principals), and NAESP (National Association of Elementary School Principals).[ELCC 5.3][Lakota values: knowledge and wisdom] LakM 513 Lakota Foundations for Leadership/Management, LakM 533 Lakota Social Organization, LMEA 713 School Administration, LMEA 796 Principal Internship

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