Land Acknowledgment 

As the author of "Leading with Purpose" and a resident who calls Angoon, Alaska, home, I am profoundly grateful and humbled to live and work on the ancestral lands of the Tlingit people of Angoon. As I continue to benefit from the resources and beauty of this land, I acknowledge the sacrifices and resilience of the Tlingit people of Angoon, who have faced and overcome immense challenges while continuing to protect and celebrate their sovereignty, culture, and traditions. This acknowledgment comes from a place of deep respect and gratitude for the Tlingit community, whose enduring presence and stewardship.

Dr. Ralph M. Watkins

Dedication

This book is dedicated to the Indigenous peoples of Alaska, with whom I have had the immense honor of participating as a school leader. For that, my gratitude to these communities knows no bounds; they have shown me how to move forward and proved to be a worthy partner and better neighbor in their struggle for educational sovereignty. The colorful traditions of these cultures have been an invaluable source of knowledge and experience in piecing together the fundamentals detailed in this text.

To my wife, Jolene Watkins, thank you for supporting me through this long journey. Your support, strength, patience, and encouragement have allowed me to do this work with a full heart and open mind.

This book is also dedicated to my sister, Heather Lgeik'i Powell, whom I am fortunate enough to call my sister. We are connected by blood, but our love for the Tlingit people unites us for all eternity. The continued vitalization of Tlingit culture and paying it forward for generations to come binds us in a pursuit larger than ourselves.

I stand in solidarity with Alaska Native people and pledge to do right by them through cultural and educational recognition and so much more. May the common ground this book represents be the one we all share, but more importantly, an instrument for all wishing to collaborate.

Preface

Significant progress has been made to enhance the success of Indigenous students through strategies like place-based and experiential learning, culturally relevant curricula, and engagement with communities and tribes. Motivated by these efforts and addressing historical legacies and systemic racism, notable advancements have been achieved over the past twenty years. Although graduation rates for students identifying as American Indians/Alaska Natives (AIAN) have improved nationally (National Center for Educational Statistics (NCES), 2019), the persistent academic performance gaps between AIAN and White students highlight the need for continued focus on educational equity for Indigenous communities.

An area that has been explored by researchers like John Hattie is the role of the school leader. What has been largely overlooked by researchers is the role of Non-Native school leaders serving in predominately Native schools, which this book will explore. It presents a leadership framework based on five critical pillars designed to assist non-Native leaders in managing and navigating the complexities of leading in these predominately Native spaces. These pillars represent foundational dispositions emphasizing respect, understanding, and integrating Indigenous perspectives within educational leadership for effective engagement in predominantly Native schools. These include gaining knowledge and appreciating Native educational sovereignty, decolonizing leadership practices, broadening the teaching of Indigenous knowledge beyond isolated curricular experiences, transitioning from cultural responsiveness to culturally affirming practices that celebrate Native identity, and moving towards genuine co-construction of decision-making with Native stakeholders.

This book will elaborate on each of these areas with examples and practical solutions, enabling non-Native leaders to better support the healing of Native students in their schools and take responsibility for the ongoing decolonization efforts. This framework addresses current educational gaps and fosters educational leadership that respects and actively promotes Indigenous rights and perspectives in education.

Purpose of This Book

This book provides a leadership framework to guide non-Native school leaders aspiring to lead with respect, empathy, and a commitment to transforming the educational paradigm for Native students. It presents a reimagined educational system that supports Native students' academic pursuits while preserving their cultural identity. The framework has five pillars: embracing Native educational sovereignty, decolonizing leadership practices, prioritizing Indigenous knowledge, culturally affirming practices, and meaningful collaboration. This framework provides non-Native school leaders with an operational structure and strategies to ensure Native students leave school with their language, culture, and identities intact. It helps non-Native school leaders address systemic barriers faced by Native students while honoring and embracing the rich tapestry of Indigenous cultures and educational sovereignty.

Each pillar represents a crucial aspect of culturally affirming leadership. This book provides educational leaders with actionable insights and reflective practices.

As you explore this material, do so with an open heart and willingness to self-reflect. Leadership in predominantly Native spaces is not merely about implementing policies but building relationships, understanding cultural nuances, and committing to ongoing growth and learning. This framework can assist school leaders in creating educational environments where all students, particularly Native learners, thrive.

As leaders serving in schools, specifically schools that serve predominately Native schools, understanding the context in which leadership is actuated is a priority.

As we continue to share and promote the Leadership Framework for the non-Native School Leader Serving in Predominately Native Schools, and its five pillars of Educational Sovereignty, Decolonizing Leadership Practices, Prioritization of Indigenous Knowledge, Culturally Affirming Leadership Practices, and Collaboration, the following data highlights the importance on ensuring that school leaders serving in predominately Native spaces understand the context and purpose of their leadership roles.

The Non-Native School Leader Leadership Framework provides a roadmap for non-Native school leaders to navigate the complexities of serving in predominantly Native-enrolled schools.

A foundational commitment for non-Native school leaders is to embrace Culturally Affirming Practices. By prioritizing culturally affirming practices, leaders ensure that the curriculum reflects the histories, cultures, and perspectives of Native Peoples. This involves incorporating Native languages, traditions, and knowledge systems into the classroom while challenging stereotypes and biases perpetuating colonial narratives.

What seems intuitive may not be for other non-Native school leaders serving in predominately Native schools. Some may need help to embrace this new paradigm. I’ve given it some thought, and this is what I think. While every individual's reasons may vary, here are some potential reasons a non-Native school leader might be reluctant to embrace the concept of Native Educational Sovereignty