Decolonizing Education: A Soul-Led Approach to Native American High Schools

Welcome to another powerful episode of the Healer Within Podcast with host and hypnotist, Amy Marohn. In this episode, we dive deep into what it truly means to decolonize education with guest and high-school principal, Gina Bluebird. We explore how this visionary leader is dismantling historical biases, reclaiming sovereignty, and building entirely new paradigms that honor indigenous youth and ancestral wisdom in Native American culture. 

Tune in as we break down the core pillars of shifting from institutional assimilation to a soul-led, culturally revitalized educational model.

1. Dismantling Institutional Biases & Reclaiming Sovereignty

To create true equity, we must first disrupt the legacy systems designed to erase identity. This segment covers how leaders are rewriting the rules of modern schooling:

• Flipping the Script on Assimilation: Recognizing that legacy education systems historically acted as tools for colonization, a soul-led leader actively transforms the learning space to restore the culture and positive identity that was systematically taken.
• Breaking Free from Institutional Borders: Stepping completely outside traditional school feeder patterns and rigid district boundaries to build a "choice" model intentionally designed for students who thrive outside the mainstream education. 

2. Validating Native Knowledge Systems & Ancestral Wisdom

True education goes far beyond standard textbooks. Here, we discuss the vital importance of anchoring the curriculum in indigenous roots and community-led learning:

• Centering Local Indigenous History: Moving past standardized narratives to place local Native American history, tribal perspectives, and indigenous language front and center in the curriculum.
• Elevating Oral Traditions & Elders: Integrating community elders into the daily educational framework, utilizing storytelling and traditional crafts to teach real-world lessons and impart wisdom.
• Hands-on, Immersive Learning: Honoring historical, ancestral ways of learning through direct observation, movement, and tangible experience rather than confining students to lectures, paperwork, or screens.

3. Creating a Culturally Responsive, Equitable Environment

A school should be a sanctuary for growth. We explore how to cultivate a daily environment rooted in energetic alignment and collective healing:

• Daily Energetic Anchoring: Shifting the campus vibe from a rigid "have to" to a welcoming "get to" mentality by grounding the start of every single morning in community drumming, singing, and traditional song.
• Healing Identity to Combat Systemic Trauma: Directly addressing the psychological weight of historical racism and oppression by cultivating a safe environment focused on presence, proactivity and collective healing.
• Leading as a Conscious Conductor: Stepping back from the urge to micromanage and instead trusting the team is sent with a higher purpose, allowing the leader to hold the vision while guiding the community forward from a grounded, unshakeable center.

A Note for Spiritual & "Blue Ocean" Entrepreneurs

Stepping outside the mainstream to cultivate an entirely new, sovereign paradigm—whether it is an innovative school model or an intentional, mission-driven business—demands immense spiritual and emotional stamina. Holding the vision for a collective while navigating systemic challenges can easily lead to operating on an empty tank, causing you to lose your alignment as a conscious conductor.

If you are navigating a challenging "Dark Season" of heavy stress, rapid evolution, or high-stakes leadership transitions, you don’t have to walk the tightrope alone.

Ready to reset your energetic frequency and realign with your higher purpose? Reach out today for personalized Dark Season Support to anchor your leadership, protect your energy, and reclaim your unshakeable center—both personally and professionally. Here's the link to schedule a confidential consultation. 

#ConsciousLeadership #BlueOceanStrategy #EducationModels #LeadershipCoaching #AncestralWisdom #NativeAmericanEducation

Transcript

Healer Within Podcast Transcript

June 24, 2026, Season 5, Episode 11

Decolonizing Education: A Soul-Led Approach to Native American High Schools

Speaker 1 (00:02):

Hi there, and welcome back to Healer Within podcast. This is Amy Marohn hypnotherapist and host. Today we have a wonderful guest, Gina Bluebird. She is a high school principal at a Choice Native American School in Washington. Hello, Gina.

Speaker 2 (00:21):

Hello, <laugh>. Good to see you, Amy. Oh, good to see

Speaker 1 (00:25):

You. And, and just to let our viewers and listeners know what the topic of today's podcast is. We're going to be exploring Blue Ocean Education models, and these are schools that operate outside the mainstream high school experience. And Gina's going to share a little bit more about what makes this high school choice Native American High School in Washington State, different from other mainstream schools,

Speaker 2 (01:00):

Instream schools. Yes. Yes.

Speaker 1 (01:02):

Yeah.

Speaker 2 (01:03):

Yeah. So, would you like me to

Speaker 1 (01:05):

Jump, you wanna start maybe by answering that, that loaded question?

Speaker 2 (01:09):

Sure.

Speaker 1 (01:09):

What makes this school and, and, and I can't even just drill it down and make it even simpler, like, what makes this school a choice school? Because that's an interesting phrase that a lot of listeners might not be familiar with.

Speaker 2 (01:26):

Yes. So a choice school is just referring to students and families choose to bring their kids to our school. Mm-Hmm <affirmative>. We have two major high schools in the district, and then we have two choice high schools. Mm-Hmm <affirmative>. Within our district. Mm-Hmm <affirmative>. And they, and students and families, they choose to come here. There is no boundaries to abide by. There is we don't have a feeder middle school. Meaning we're not assigned to any middle school where students will, will come here when they're done with middle school. Okay. That's all that choice means. Okay. and, and the other part of that is being a choice school means that we do education a little differently here. Okay.

Speaker 1 (02:23):

Talk about that. So what does that look like on the inside educationally?

Speaker 2 (02:29):

So, we are also located on the, on a reservation here in Washington State. Mm-Hmm <affirmative>. So the tribe has they have noticed and, and they've known that school needs to look different for, for their students for the native students and the tribal students that that were, so we're located on the reservation, and so we just know that school, the way education is done currently is not conducive to the learning of our native students. Mm-Hmm <affirmative>. Because historically the way we have always learned, but is by, you know, observation, hands-on. Mm-Hmm <affirmative>. Learning from our elders, learning learning, and then being out into the, being out in the world. Mm-Hmm <affirmative>. And school, the is not that way, you know? Mm-Hmm <affirmative>. We're in the classroom with books, with lecture, with questions to answer on paper or, or on the computer.

Speaker 2 (03:45):

So many of our students weren't as successful in school. Mm-Hmm <affirmative>. So we had to think about how can we think about school in another way to, so it's successful for our native students. Mm-Hmm <affirmative>. Also the other piece is that, you know, historically students, students went to school at board, and it wasn't a, you know, it just wasn't it wasn't a pleasant time. Mm-Hmm <affirmative>. You know, it was the time of when native people of this country were, were being colonized mm-hmm <affirmative>. We were being forced out of our families and being forced to go to boarding school, which then disconnected us from, from our, our home life with parents, grandparents, and our community mm-hmm <affirmative>. Which disconnected us from our culture, our language, our way of living and being mm-hmm <affirmative>. And having to learn a new, a different way mm-hmm <affirmative>. Which then inter, which then disrupted our way of growing the developing.

Speaker 2 (05:00):

And now we're looking at generations later, we have students who are, who are struggling, they struggle with reading, with math, with taking tests. So all of those, all of that that encompassed students were, were struggling. A great deal. So we needed to think about how can we, and this goes into part of my philosophy, be becoming an educator mm-hmm <affirmative>. Knowing the history of what school was for native people. And it was a, actually, it was a tool for colonization mm-hmm <affirmative>. To assimilate mm-hmm <affirmative>. Students. and the way I came into education is thinking about how can we make school a tool to give back what was taken from native people

Speaker 1 (06:02):

Mm-Hmm <affirmative>.

Speaker 2 (06:04):

Which giving back culture, giving back that positive self identity that they once had mm-hmm <affirmative>. Because through that, through the system, through the colonization native students, children who then grew up to be adults lost connection with that, with their identity. Hmm. Which then, you know, then now we're talking about, now we're talking about like racism and oppression and discrimination and mm-hmm <affirmative>. Which then leaves somebody with a very negative self identity mm-hmm <affirmative>. Or a, a very a an identity that needs some healing. Mm-Hmm <affirmative>. So in coming, becoming an educator, I was like, what can we do? And how can we give back to native students what was taken from their ancestors?

Speaker 1 (07:03):

Wow.

Speaker 2 (07:05):

And that comes into the language. You know, there's native people across, we, we always say across Indian country, which mm-hmm <affirmative>. What we're saying is across North America. Mm-Hmm <affirmative>. You know, tribe has a rich culture with song, with ceremony, with ways of being and understanding and how we are connected with to the world, you know, how we're connected to the earth and to each other. Mm-Hmm <affirmative>. And so we then become, through colonization and assimilation, we have lost some of those practices and way of being Sure the songs, you know, we've lost some of our songs, we've lost language and mm-hmm. There's some tribes who've lost all of it and, and now it's like gone, you know? Mm-Hmm. It's gone forever.

Speaker 1 (08:02):

Well, sure. Well, and, and, and Gina, you know, I'm, I'm absorbing everything that, that you are saying about Choice Schools and in particular Native American Choice schools. And, and what I hear you saying is the importance of having the cultural component being integrated into the culture of the school and the curriculum mm-hmm <affirmative>. I

Speaker 2 (08:33):

Absolutely,

Speaker 1 (08:34):

What, what I can also extra extrapolate from what you're saying is a certain degree of customization or personalized approach. And then what I can also glean is the integration of more of a hands-on learning mm-hmm <affirmative>. That, that also correlates with more of the traditional classroom.

Speaker 2 (09:01):

Yes.

Speaker 1 (09:01):

Did I miss anything from what you shared? Because I just wanted to unpack it a little bit.

Speaker 2 (09:08):

Yes,

Speaker 1 (09:08):

Mm-Hmm

Speaker 2 (09:08):

<Affirmative>. So yes, absolutely everything you said. So at our school, we do have language class mm-hmm <affirmative>. We have language class. We teach the history from a native perspective mm-hmm <affirmative>. We teach history from what we teach across the United States, the history of of colonization and assimilation, but then we also are very local and how, and, and what we teach as well. And, and ensuring that the local history is also front and center beautiful.

Speaker 2 (09:48):

And, and that we also think about on learning and exhibition learning and, and, you know, exploring and really looking at who are, you know, who are you, who are we and really getting into like, what are those passions and mm-hmm <affirmative>. But also, you know, we, every morning we start our day with drumming and singing, and it's a grounding our day. Mm-Hmm. So we look at that and, and songs, and and there is a little dancing, you know mm-hmm. To some traditional dancing to some of the songs that are that are sung. And yeah. So we, so we just, even if, if students feel like, you know, why do we have to do this every day, you know mm-hmm <affirmative>. And it's like, well, it is not a, a have to, it's like you get to Yeah.

Speaker 1 (10:47):

Completely. Well, and, and the other thing that I, I wanna also bring into this conversation is, you know, you had highlighted the important role of the elders mm-hmm <affirmative>. In your culture and in your community. How is that integrated into your educational culture

Speaker 2 (11:09):

At your school? Yes, it is just a, a very important component. Like we invite elders in to come in and, and teach, you know, it's like we, we kind of leave it open, whatever they wanna come in and teach mm-hmm <affirmative>. Whether it is how to make a, a craft some weaving or, or beading. Sometimes it's a, it's a lesson about a particular, you know, we might be going through something here at school, and so an elder can come in and, and do a lesson around that. And, and a lot of times it's using stories, you know? Yeah. You are using storytelling Yeah. To teach that lesson. And we have something called Tony's teachings. Mm-Hmm. And Tony is one of our community members. And and we can call him an elder, although, you know, he is he, he'll joke and say, you know, I'm not quite there yet, but, you know but he, you know, to the kids, to the students, he is definitely an elder. And so he comes in and has a story to tell that always has a message behind it, or a teaching behind it. And so that's, you know, that having elders in our, in our spaces is so important.

Speaker 1 (12:25):

Oh, beautiful. And

Speaker 2 (12:26):

Just remembering

Speaker 1 (12:27):

It, it, it's it's a beautiful educational model that you are on the, I I, I think of you as a pioneer, because, you know Gina, you have just completed your first year in Yes. Leadership role, <laugh>. And I wanna talk more about that be because as you know, as a hypnotherapist and a blue ocean coach, I'm mostly working with people whom I consider to be lightworkers. Mm-Hmm <affirmative>. Or either entrepreneurs or c-suite executives, including administrators who are very intentional in their career path mm-hmm <affirmative>. And tend to be more spiritually oriented. Mm-Hmm <affirmative>. So, you know, you, you've been teaching for many, many decades mm-hmm <affirmative>. You could have taught anywhere at all on this planet with your rich background and all of the wisdom that you've gleaned across these decades. Why do you suppose <laugh>, this position, position drew you in? Can you, can you talk a little bit about why, why, why are you here?

Speaker 2 (13:53):

Well, that is a great question. You know, I've always been a believer in allowing, you know, allowing my creator to guide me. 'cause I know my decisions, my great thinking about my life has always been not the best, you know, the, my own thinking, my best thinking, you know, the worst places. So early in my life, I would say that needing to, that there was situations in my life that just brought me to my knees, and I had to go deep within and, and sit in prayer and go to ceremony to really get guidance in my life. Mm-Hmm <affirmative>. And, and guidance from my higher, and, and what I learned from, from that, as a, as a younger adult mm-hmm <affirmative>. Is that the creator has never, has never steered me in the wrong direction. Mm. Mm-Hmm <affirmative>. Listen, quiet the mind and listen and listen to the message of, of the creator.

Speaker 2 (15:06):

That has always led me in, in the right direction. And, you know, 25 years ago, if you would've told me, I here be a principal at a high school, I would've just laughed and said, no way, <laugh>. That is not my path. Like Uhhuh <affirmative>. But because I always did the next right thing mm-hmm <affirmative>. And always listened my, my prayers, my intention, my communication with higher power was always like, you know, please lead me in the right direction. Allow me to see see the, the right path for who I am. Mm-Hmm <affirmative>. As a young, at the time, as a young woman, and, and it always seemed like I had doors open up and I knew if, if there's a door that opened up for me, it's gotta be a reason. I just like, oh, I just prayed for something and here's this door. Can see where it leads me, even if I'm not sure what the, and that's, it's that kind of thinking and that kind of connection that has really got me here.

Speaker 2 (16:23):

Yeah. And where I am currently in Washington, I remember there was a time, I would say maybe 15 years ago that we visit, 'cause we lived in Portland, Oregon. Mm-Hmm <affirmative>. My husband, he is from the, he grew up in Seattle. Mm-Hmm <affirmative>. And he's also native. He is from, he's a native from Oregon Warm Springs tribe. And I'm actually Ogalala Lakota from Pine Ridge, South Dakota. Mm-Hmm <affirmative>. But I've lived in the northwest for, gosh, 30 years or more. Mm-Hmm <affirmative>. And I remember when my husband would bring me up to Washington to, we would just visit, and every time I came here, it was raining or it was gray. And I would say, gosh, every time we go there, it is always raining and it's gray. You know, how do people live here? But there was one summer that we came here and we were out at the bay, and it was so beautiful, like, just the scenery, I just wanted to sit and, and just be with the scenery.

Speaker 2 (17:31):

Mm-Hmm. Like it was so beautiful. Like, I got God's creation, you know, that's how I was feeling about it, Uhhuh. And when we decided to move here, I was researching different schools and communities mm-hmm <affirmative>. To be, be, you know, to work at. And the area, this area that I'm in here in Tila, Washington, they were, so when I met with the, she was cultural specialist and another, she a tribal member who was working at the school at the time. And I met with the two ladies. It was like an instant connection, and I just enjoyed them. They showed me around the school, they gave me this, you know, little tour of the campus mm-hmm <affirmative>. And it was just a connection. Yeah. You know, they were very open and hospitable and kind, and they continued to recruit me for <inaudible>. And I just felt, I was like, I need to teach there.

Speaker 1 (18:46):

Yeah.

Speaker 2 (18:46):

I need go there and teach. Yeah.

Speaker 1 (18:47):

It feels right.

Speaker 2 (18:48):

It feels right.

Speaker 1 (18:49):

It feels right. Everything you're describing are these, you know, happens a lot of times that are intuitive mind.

Speaker 2 (18:59):

Right.

Speaker 1 (18:59):

Or our sense of, I call it clear sentient. We just have or clear cognizance, deep inner knowing that, that, like, this is for me. Mm-Hmm. This feels right. And so we lean into it now. Yeah. I'm going to switch gears a little bit, and I love that, that you're sharing with us more about, you know, that deep inner knowing of like, Hey, this might be the right geographic area. Mm-Hmm <affirmative>. There's the, the water and the mountains and the clean sea air, all the things mm-hmm <affirmative>. Right. Very much resonated with you. Yeah. And then this magical group of people Yes. Who had all of these similar core values, the it factor <laugh> that made you feel comfortable and right at home. Now, I know that the first year of anyone look, you know, working in a new leadership role brings forth some, some big challenges. <Laugh>

Speaker 2 (20:06):

Oh yeah. <Laugh>.

Speaker 1 (20:07):

Yeah. So, and they, I I say teachable moments and essentially sometimes forced to evolve a little bit quicker than we wanna, but I'm wondering, you know, what, what wisdom can you share with listeners or viewers on or higher moments of wisdom in your new leadership role? What did, what did you learn about yourself as a leader? Year one now? Yeah. Fully completed

Speaker 2 (20:39):

Again, you know, going back to you know, I, I truly, I, I truly felt the creator brought me to this place and put me in all the, in front of all the right people, the right times to be in this position. Mm-Hmm <affirmative>. And I, you know, it was never my intention to be a principal. I thought I would just be a teacher my whole career. Mm-Hmm <affirmative>. And I would retire as such. But then as you grow and you evolve and you develop you start thinking differently about yourself Yeah. About what you're doing, about, you know, the, those you are impacting mm-hmm <affirmative>. And and, and again, you know, just being in front of the right people, you know, I went into, I went back to school, I went back to grad school for a second time mm-hmm <affirmative>. To I thought, well, let me, I'll get my admin degree and maybe I'll, I'll go and, and work in, you know, maybe I'll be a dean or maybe I'll work at the district office or something.

Speaker 2 (21:47):

Yeah. But I didn't think principal. Yeah. My friend and I did a program, an online program together. Mm-Hmm <affirmative>. We both wanted support getting through an online program mm-hmm <affirmative>. So we did the program, and after coming out, this position came open at, at this at the high school. Wow. And I thought, well, I didn't want to go to high school, be a high school principal. If anything, I would've been like an assistant principal at the elementary. Yeah. But then I was encouraged to apply and just see what happens. So I did mm-hmm <affirmative>. And and that is even a story within itself. Like, I didn't even get an interview. The interview process happened mm-hmm <affirmative>. The, the panel was pretty vast and the panel didn't, like, didn't really get those who had any of the, any of those that were being interviewed. Mm-Hmm <affirmative>. You know, they, they didn't connect with them really.

Speaker 2 (22:49):

And they were like, well, how come you didn't inter How come the one native principal, the one native candidate, how come she did not get an interview mm-hmm <affirmative>. And so the superintendent was like, well, I didn't know we had one. So she goes back to find my application. And and they called me and, and she asked, can you come in and for an interview? And I just happened to be getting ready to leave my house. Yeah. going towards going into town. Going into town. 'cause I lived, you know, like 10 miles. She, she said, can you come in for an interview at some point? I was like, well, I'm just on my way to town. And so I went right there and I got interviewed and Uhhuh, by the end of the day, I was offered a position. And I was like, wow.

Speaker 2 (23:43):

Well, being in this position, there is a lot. And I knew, like, I know as a leader, you can't please everyone. Yeah. And, and sure you're going to make decisions that not everyone is going to agree with. Yes. Then we'll ruffle feathers and I will have to, you know, them explain myself or, and so I already knew that coming in mm-hmm <affirmative>. And so I was prepared, and I'm pretty good about not taking things personal. Okay. I can separate, you know, that. And so really exercising that part of myself, you know, not taking things personal, but know that decisions are made based upon factors. Yeah. What is the best No, what, what's best for the whole mm-hmm <affirmative>. And what's best for the whole isn't always best for one individual. Yeah.

Speaker 1 (24:35):

Oh gosh. That's a piece of wisdom, isn't it? <Laugh>, right? <Laugh>,

Speaker 2 (24:41):

Yes. Right. For sure. Uhhuh <affirmative>. So just having all of that, you know, in my thought process, but I really feel like coming in, like I I feel like I had a, I just feel like I had guidance all along the way, and even protection at times. Yeah. protection and even like the right thing to say sometimes. Yeah. Because, you know, because we just, you don't know sometimes. Yeah. But then it's like when you're walking with your higher self and you're walking with higher purpose Yeah. And you're always open to the message of your higher power mm-hmm

Speaker 1 (25:25):

<Affirmative>.

Speaker 2 (25:26):

They can come and, and, and like, work through you or work with you and work alongside you. Yes. And I truly feel like that's where I've been this year. Yeah. Because it's been some of the most challenging work mm-hmm <affirmative>. But it's also been some of the most rewarding. Yeah.

Speaker 1 (25:45):

Completely. Well, I wanna talk about, and then that's so beautifully articulated, even in my role, I, I, I speak a lot about, you know, energies or wisdoms coming, wisdom coming through me instead of from me <laugh>, right? Yeah. You call it the higher self or higher power spirit, or Yeah. High frequency, energies, whatever it is. We're all kind of talking about the same thing. Yeah.

Speaker 2 (26:14):

Yeah.

Speaker 1 (26:14):

But I also think that's a very strong indication that we're following our soul's path mm-hmm <affirmative>. And our higher calling is, there's just these consistent downloads that happen that make this role feel more aligned mm-hmm <affirmative>. With who we are. Yeah. Absolutely. So, and, and you have this, I I know this from knowing you for a while, this incredible gift for active listening. And, but you, you know, I, I think one of the challenges with being a leader is, well, number one, making yourself a available to be a sounding board and an active listener. But the hardest part is, you know, not necessarily integrating other people's suggestions <laugh> in that moment.

Speaker 2 (27:14):

Yeah.

Speaker 1 (27:15):

Right. I mean, I, I see in the beginning, right. As a leader, naturally, we wanna good do a good job. Naturally. We want everyone to like us naturally. We wanna be as flexible and open-minded as possible. Mm-Hmm <affirmative>. But you know, you just completed year one. Is it now clear in your head the areas where you want to seek feedback, <laugh>, and sometimes areas where you need to make unilateral decisions, because again, it's more efficient.

Speaker 2 (27:53):

Yeah. And

Speaker 1 (27:55):

You are looking through a wider lens now that you're in a conductor role versus, you know, more of a, you know, worker be or musician.

Speaker 2 (28:07):

Yes.

Speaker 1 (28:08):

Is that clear in your head now through year one?

Speaker 2 (28:12):

Oh, yes. Absolutely. And yeah, you know, as you said, like I'm in a conductor role and there's so much of me that wants to, when I see something that needs to be done, like mm-hmm <affirmative>. You just want to do it. Even though I'm like, well, we have staff who, who can do that, or we have staff who are who are assigned to do mm-hmm <affirmative>. X, Y, and Z, and mm-hmm <affirmative>. I was like, I don't need to, like, I need back and, and allow those who are in place to do the things, to do them, you know? And so I think with more, we will be getting three new staff members, possibly four, which adds to which adds to the people that I will be conducting. Yeah. Yeah. So really just trusting that the people who are sent to me, they were sent to me for a purpose or for a reason mm-hmm <affirmative>.

Speaker 2 (29:16):

And trusting that they are going to fulfill their needs or their responsibilities and fulfill what needs to be done. And so that's that other part you have to get used to Yeah. Used to being in that role and Yeah. And and even as a mom, you know, if our kids don't do something the way we feel like it should be done, we just do it. Right. We just go in and Yeah. Completely and do it and, or, or fix it or, you know, and, and that's kind of how I operate as well as a, as a leader. Like if it's wasn't done in the way that should have been done, then let me just do it. Yeah. Let me just fix it. Well, when I know that I know that I have a million other things to do that Oh, completely. It can

Speaker 1 (30:08):

Be exhausting. Mm-Hmm <affirmative>. And it's also finding that balance too, because

Speaker 2 (30:12):

Oh, absolutely.

Speaker 1 (30:13):

I mean, just like when we, I think every parent can relate to this you know, our kid makes a mistake and we bend over backwards to fix it, but sometimes there's karmic lessons Yes. Involved in them fixing their own less enlightened choices. Yes. And, and it's a very, you know, it's like walking a tight rope in a leadership position because on one hand, you know, we've got you know, board members and other administrators who are especially year one or the first handful of years, really, really looking <laugh> and it feels like magnifying everything that happens under our roof. But how do we learn to stay calm and allow, you know, have faith allow things to kind of, and people to kind of self-Correct. Yeah. Because we're always fixing everything all the time. Right. Our tank is completely empty, and then we lose our position as conductor.

Speaker 2 (31:22):

Yes. Yes. And I think that is that has been a, a big lesson for me as learning how refill and don't just keep going on an empty tank. It will just create, you know, we, we just create more strife for ourselves. Yeah.

Speaker 1 (31:46):

Yeah. Completely. Well, and, and a couple things, and I, and I wanna put a pin on in that comment, because I know a lot of leaders, especially people who are more spiritually oriented, have their own personal practices for releasing stress mm-hmm <affirmative>. For engaging the creative mind for kind of resetting themselves energetically. So I'll, we'll talk about that in a minute, but one thing I really wanna focus on is, you know, in this big leadership role, and there's a lot of criteria and things that you're very intentionally infusing into this blue ocean model, this non-mainstream model. But how do you infuse more humanity into your role in terms of working one-to-one with students?

Speaker 2 (32:48):

Oh, yeah. And can you

Speaker 1 (32:49):

Share a success story about a non-traditional student or even an at-risk student who you were able to reach on a so deep level and Yeah. What did that look like?

Speaker 2 (33:03):

Oh gosh. One young woman that really stands out in my mind is I, I, a student that I really feel like she is, she's a light being that is still trying to figure out the gifts that she has and carries. She is so intuitive and she really can see, take a, take a situation and look at it deeply and see those things that need to be adjusted and fixed. And so she's very big on like her moral compass and her values. And she just wants, she just wants, well, she thinks of society, you know, a society needs to be thinking more humane. And, and then I try to, you know, I was talking to her and try to get her to bring it back down. Like, okay, so we can't control all of what society does mm-hmm <affirmative>. We can't control what we do and how we choose to move forward, how we choose to engage.

Speaker 2 (34:13):

And so as she would be thinking big in like society or the world, or even, you know, even the state of Washington, like, you know, we need to change policies, we need to change mm-hmm <affirmative>. How things operate, you know, and so she will get very, she would get very down sometimes mm-hmm <affirmative>. When she realizes like, so much bigger than me. I don't know what to do. And I feel like I'm just stuck in this world that has, that is just it, it's just a horrible place to be, you know? Yeah. 'cause So much hurt and pain and harm and so in, in talking with her, you know, it's like, what can you control in your life at this moment? Mm-Hmm. Yes. You see all of these big things happening on, you know, you turn, well, it's not even television for our young people anymore. It's like what they see in social media. Yeah. And I, so I'm telling her like, you know, let's focus on what you have right here in this moment, in your home, in your space, in your group of friends. Like, let's start there. I was like, you carry, carry on this pain and this grief, and this, if you just keep carrying that, that's all you're going to ever see, that's all you're going to connect to. Yeah. Therefore, you're going to continue to give energy to that part of the world that you don't want to see anymore. Yeah.

Speaker 2 (35:46):

I was like, if we start making those decisions that are going to change what you wanna see changed and start putting in that love the light, the, the good energy, that positive energy, and you start creating that in your world mm-hmm <affirmative>. Then you're going to see more of that and that love and that light. Therefore, now you are creating that energy around those things that you want to see mm-hmm <affirmative>. And now you're contributing to that, which then will grow out into society. Yeah. So, and she was just so just so profound in how she, everything in big picture and as a whole, but when I told her that she was like, I could really see her mind really taking it all in. And it's as if I almost see like her mind is starting to shift and readjust. You know, she did have to take some steps back from what she was doing.

Speaker 2 (36:45):

She was doing some things within, she was our student rep she was in student council and a rep, student rep representative for a school. And she would go to the board meetings at the district level and, and those kinds of things. And what she ended up having to do is kind of taking a step back mm-hmm <affirmative>. And really taking a look at her. She is. And yeah. And really, that's my, that's my message to all of our young people. Like, let's really, let's really focus on who it is that you are becoming. Yeah. And you are, and, and what is it that you want out into the world? Oh,

Speaker 1 (37:28):

That, that's so beautiful. I mean, you're teaching kids how to be present and, and how not to take on the weight of the world. Yeah. Yeah. 'cause It is a hard, it's a difficult period of time for kids to be young. And there's just so much, you know, doom scrolling and, you know even getting tied into intergenerational trauma. Right. But, but oftentimes as leaders or even parents we don't often inspire the kids to focus on what's, as you said, what's right in front of 'em. And focus on infusing your gifts your light more into the world in, in the here and now. So it's so beautiful. Yeah. Gina, what I would love to, for you to share as we wrap up this very interesting and engaging conversation is, you know, who is, who is Gina outside of this role, and how do you stay sane <laugh>? What are, what are some of the activities or hobbies you are involved in that keep you grounded emotionally, spiritually, cognitively, physically? Yeah.

Speaker 2 (38:58):

Yeah. How do you,

Speaker 1 (38:59):

How do you keep it together? Yeah. What do you do outside of your role?

Speaker 2 (39:04):

Yeah. I use so my husband and I we're, you know, we're, we attend many powwows, which are celebrations of there's celebrations with drumming and singing and visiting. You know, we have a whole, we call them our powwow family. So we have a whole powwow family out there that we reconnect with. It really does help me to disconnect all of that. I, all that I have going on with, with my job, with my profession, with my career. But, you know, it doesn't disconnect me in a way that I, you know, that 'cause I feel like I, I take myself wherever I go. Yeah. Right. I am a, I am I am a teacher and I am I'm a leader. Mm-Hmm. But I'm also a, a woman of, I'm a grandmother. I'm an, I'm a auntie, I am a sister, I'm all of these things, and I take myself wherever I go, but sometimes they need to put parts of who I am to the side and mm-hmm <affirmative>. Be more of a, so sometimes they're more of a, I'm a dancer, I'm a I'm a sister, I'm a friend. I'm a I'm a daughter. Mm-Hmm <affirmative>. And so sometimes those parts of myself are more prominent. And when I allow my profession to, I, when I set her aside mm-hmm <affirmative>. And let her rest.

Speaker 1 (40:39):

Yes.

Speaker 2 (40:40):

So letting her rest, Uhhuh <affirmative>. And I get to be, I get to be the mom, grandma, or the daughter. Yeah. And engage in that. And, and sometimes people ask me, well, how's your work going? You know, and sometimes I give them a whole explanation and sometimes they just say, it's fine, <laugh>. Yeah. Right.

Speaker 1 (41:01):

That's right. Depending on where you are mentally. Yeah. Yes. I don't wanna go there. Right. Yeah. Give more energy to that part of the role, because I'm on break now.

Speaker 2 (41:11):

I'm on break. I am, I am. You know, I am. I am. Sister Gina. I'm friend Gina, you know, and, and I just wanna be that sometimes. Yeah.

Speaker 1 (41:23):

Absolutely. Do you think having that, you know, allowing those other parts of you to be part of your life experience helps you, you know, walk in Monday morning feeling more refreshed? Mm,

Speaker 2 (41:42):

Absolutely. More

Speaker 1 (41:42):

Up to the task?

Speaker 2 (41:44):

Yes. Uhhuh, absolutely Uhhuh. And just even for today, you know, we, we came into school today, we don't have students here today mm-hmm. Work to do. Yeah. And so coming in and feeling like, okay, I'm ready to look at that pile of work now. Yeah. Completely. Let's, you know, jump in and, and, and began tackling that and coming in with just a just an energized kind of afresh. Yes. Because I would take a day, sometimes it takes me two days to really like, let things go. Yeah. Because it's so easy just to go, so easy to check email, so easy to go and write this letter or Right. And get, and get drawn back into work. But really with, I just let it be Yeah. And I can disconnect for a while. I come back fresh

Speaker 1 (42:39):

Ab Absolutely. Yeah. I I always feel like

Speaker 2 (42:42):

<Crosstalk> to do that. <Laugh>. Yeah.

Speaker 1 (42:43):

It is. And I always feel like year one or the first couple years in a challenging role is more about putting out fires, <laugh>, you know, that you didn't even know were, you know, yes. Happening around you. But then each and every year it gets, you know, there's a little bit of a better flow and you start to feel a little bit more seasoned or comfortable with millions of things that come up. Because, and by year five, I feel like you've almost seen everything <laugh>. Mm-Hmm. Everything that could possibly go south, or every conundrum a student has, or every challenge a teacher or a parent brings going in as you, as you've, you know, you're wrapping up year one. What are some pieces of wisdom now the higher self is wanting to remind you for year two, what are you going to do differently in the year ahead as a leader in this role?

Speaker 2 (43:53):

You know, that's, it's I'm glad you asked. That's one of the things I've been really contemplating on Yeah. Is like, what are those things that went well? Yeah. And, and what are things that need adjusting, and what are those things that we just need to get rid of altogether? Yeah. <laugh>. Yeah. So,

Speaker 1 (44:13):

So now you've got piles.

Speaker 2 (44:14):

Yes, yes, yes. Exactly.

Speaker 1 (44:16):

Right. The list of like, yes, more of this or Mm. Wow. We better attend to this. And this is like, yeah, this isn't working. Like this is not part of the education culture I'm trying to create. Yeah. So you've got more clarity.

Speaker 2 (44:35):

Clarity things.

Speaker 1 (44:36):

Any, anything else that you can say confidently will be a part of year two for you. What, whether it's tweaking, you know, the education tracks or bringing in more culture Yeah. Whatever it is. Like what do you think you're going to be focusing on year two?

Speaker 2 (45:05):

Really looking at how to integrate subject areas. Hmm. We do one really well. We do ELA and social studies, which mm-hmm. Creates our humanities class. Yeah. And that's one that we do really well. And part of that is the teachers, they, they have worked together really well. They call each other sisters, and they, they can do that. Well now thinking about that across other subject areas mm-hmm <affirmative>. Like science and math, and really integrating that mm-hmm <affirmative>. So we're not compartmentalized so much. Like we are now team teaching, you know, we're, we're team teaching different subject areas, and we're bringing in that support staff that's going to help, help bring the students along. And we're going to accelerate some areas of teaching and learning with staff's expertise. Yep. Really allowing staff to think about. Again, it goes back to, you know, who are you, who are you as a teacher? Yes. Who are you as a professional mm-hmm <affirmative>. And what gifts do you bring mm-hmm <affirmative>. And then using those gifts in the classroom as teachers. And I think we all have our own gifts, and if we are using our gifts, we're being more authentic, we're being our authentic selves. And that is I feel like is a part that is a piece that really connects us, you know, and Oh,

Speaker 1 (46:43):

I, I love that more focus on subject.

Speaker 2 (46:46):

Yeah.

Speaker 1 (46:47):

Because, and so if I'm a board member and I am interviewing somebody for a position in a choice school or a more of a blue ocean education model, as a board member, what are the top three qualities I should look for in a potential principal of a choice? I know, I know. Top three qualities you think are the most important.

Speaker 2 (47:23):

I think somebody who, for one, can be their authentic self. Okay. And, and then somebody who just has a range of experiences with mm-hmm <affirmative>. Well, you know, not just with education, but it just, you know, a range of experiences of and can, you know, can speak to speak to them, you know. Yeah.

Speaker 1 (47:49):

They've, they've seen, they've seen a lot mm-hmm <affirmative>. Yes.

Speaker 2 (47:52):

In,

Speaker 1 (47:52):

In their life experience. How about the most, one of the most important core values in somebody who's going to be taking on a project at this level? What's an important core value?

Speaker 2 (48:06):

Boy, I think I think reflection, you know, self-reflection. Yes. a, a a really good reflective practitioner.

Speaker 1 (48:18):

Oh gosh. That's creative. And that's brilliant. And I think that's spot on. And if I were going to interview for a position like yours and I, and, and I, I might have tons of teaching experience before I step into a role of this nature, give me your best piece of advice.

Speaker 2 (48:45):

Oh, gosh. Be open-minded. Okay. Be open-minded and don't take things personal and have a good self-care plan, <laugh>.

Speaker 1 (49:02):

Oh, I love it. I love it. Boy, I feel like that applies to anybody who's going to step into a leadership position, whether they're opening their own company or they're, you know, going to be moving into a leadership position, how important it is to have I call it an internal compass Yeah. And expected to the voice of the higher self or the intuitive mind, because there's always going to be a situation or a person out there who's going to challenge you

Speaker 2 (49:41):

Always,

Speaker 1 (49:42):

And, and threaten to, you know, subconsciously maybe Yeah. Throw you off kilter. Yeah.

Speaker 2 (49:48):

Yeah.

Speaker 1 (49:49):

Uhhuh <affirmative>.

Speaker 2 (49:50):

Yeah. And, you know, as I, I'm, I'm thinking about your question. You know, it's like one thing that that we also teach is like you being, you know, your, your whole self, your holistic self mm-hmm <affirmative>. And that's about your mental, your spiritual, and your physical, and really knowing yourself mm-hmm. Through that lens, you know, who are you as a mental, emotional, spiritual, and physical being? Yeah. Who are you and what does that mean? And can you, can you identify and speak to, to those, those aspects of yourself?

Speaker 1 (50:28):

The whole person? Yeah. The whole person. Gina, I have absolutely loved our time. This interview has been amazing. I'm really excited to air it because I've never had somebody with your particular background or your sole contract. <Laugh> Yeah. To work in a leadership position in a Native American Choice school in Washington. I appreciate you. Thank you so much for your time, Gina Blubird.

Speaker 3 (50:59):

Yes, thank you. Yay.

Speaker 1 (51:01):

Okay, great. Take care now. Okay, bye. Alright. Okay, bye.