Rural School Leadership

Janice DeVore Littlebear taught in Mountain View, Dgheyaytnu (Anchorage), and has mentored early career teachers with the Alaska Statewide Mentor Project (ASMP). She served as Director of the Teacher Education program at Alaska Pacific University and continues to lead ASMP’s efforts to support teaching through culture throughout Alaska.Robert S. (Bob) Thompson has served as a teacher and principal in urban and rural Alaska for the last 35 years. He was involved with the State System of Support Coaching Program since its inception and served as the Managing Director of the program for four years. He now continues his consulting work from his home in Palmer, Alaska.Christian P. Wilkens is an Associate Professor at the State University of New York, Brockport. He taught in Dzánti K’ihéeni (Juneau), Alaska, worked for the Alaska Department of Education, and has served as a school improvement coach in Kivaliñiq (Kivalina), Teelay (Tetlin), Gitr’ingith Chagg (Anvik), and Qalqaq (Lower Kalskag).

• Introduction Chapter 1: Rural Alaska SchoolsJanice DeVore Littlebear, Sean Asikluk Topkok, Christian P. WilkensChapter 2: Being NewRobin Jones, Meghan RedmondChapter 3: Cross-Cultural LeadershipRobert S. ThompsonChapter 4: Adapting Curriculum Carol ThompsonChapter 5: Career, Technical and Subsistence Education Christian P. WilkensChapter 6: Teaching through Culture Abby Qirvan AugustineChapter 7: Academic Success: Leadership that Drives Change Robert S. ThompsonChapter 8: Small K-12 Schools Evelyn Willburn, Deidre Jenson, Benjamin GloverChapter 9: School Climate, Safety and Learning Lesa Meath, Janice DeVore LittlebearChapter 10: Supervision: Improving, Recruiting and Keeping Good Teachers Robert S. Thompson, Christian P. WilkensChapter 11: New Directions: Learning from Others Janice DeVore Littlebear, Robert S. Thompson, Christian P. WilkensEpilogue AcknowledgementsAppendix A: Tribes in Alaska by Location Appendix B: Alaska Standards for Culturally Responsive Schools Appendix C: Alaska Indigenous Languages MapGlossaryReferencesAbout the EditorsAbout the Authors

Given the increasing cultural diversity within our American school system, it is imperative that we are mindful of the stories, culture, values, and lived experiences that are told from the Indigenous perspective. When school culture and community values are aligned, students, families, and teachers will feel more empowered and supported. In order to be an effective leader, it is important for leaders to understand the people they are serving and working alongside, building connections to who they are and what they value.