250 CRITICAL THEORY AND LEADERSHIP PRACTICES
opportunity afforded by the one credit field experience integrated into the school and
community course. I LEAD candidates whohad not assumed a teacher leadership role were
uncertain about taking on this role or considered it inappropriate to assert themselves as
leaders until invited by on-site leaders. Conversely, school leaders judged leadership ability
based on self-initiated leadership activities. American Indian learners are often reluctant to
engage in an activity when they do not feel confident (Cleary & Peacock, 1998).
Traditionally, American Indians are mentored into leadership positions by Elders. However,
school administrators inculcated by the dominant culture expect those who aspire to
leadership to assert their leadership within the school as teacher leaders. Strategies must be
developed to bridge the difference in cultural expectations. To create meaningful educational
experiences for all leadership candidates, program leaders must formalize processes that
ensure the on-site support is available for aspiring leaders throughout the program of study
when authentic instruction is a goal.
In many states in the Northwest and Northern Plains, American Indian educators capable
of leading and improving schools on or near Indian Reservations are needed. Yet, many
otherwise capable individuals are held back by cultural assumptions and institutionalism.
Even within a structure designed to facilitate leadership initiative, American Indian teachers
were reluctant to step into a leadership role without on-site encouragement and invitation by
local leaders. Current school leaders must begin to understand the need for building
leadership capacity and act by inviting all teachers to take on roles outside their classrooms.
Principal preparation programs must address the issue as well by questioning the assumptions
held by aspiring leaders and facilitating on-site support for graduate students when the
program begins, not when it ends.
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