ÈÕ±¾avÊÓƵ

Norris, South Dakota, is a tiny, unincorporated community in Mellette County. To get there, you have to take "Old" Highway 63 for 30 miles south of Interstate 90. While Norris isn't big enough to be officially tracked by the U.S. Census Bureau, an estimated 150 people live in the community. There are no gas stations or stoplights.

There is, however, an elementary school. And last March, Norris Elementary School — home to 54 students and part of the White River School District on the Rosebud Reservation — was the site of a "life-changing" experience for 10 future educators.

Carie Green, ÈÕ±¾avÊÓƵ's Profilet and DeJong Family Endowed Director of Early Childhood Education, had long been wanting to develop this type of transformative partnership for her students. Over the years, she had found many teacher candidates in ÈÕ±¾avÊÓƵ's College of Education and Human Sciences did not have much experience with Indigenous communities. South Dakota is also experiencing a teacher shortage, and the need for teachers is even more pronounced on South Dakota's reservations.

After visiting Norris on multiple occasions and working with Brian Brown, Norris Elementary School's principal, Green began designing a project to expand the experiences of early childhood and elementary education teacher candidates. After receiving funding through the Wokini Challenge Grant, the Norris Rural Practicum Experience was born.

Enhancing Oceti Sakowin understanding

The Lakota term "Oceti Sakowin" means "Seven Council Fires" and refers to the seven historically related tribes that make up the Great Sioux Nation. The Norris Rural Practicum Experience was aimed at enhancing future educators' understanding of Oceti Sakowin history and culture while increasing their cultural competency.

In March, the group of 10 future teachers traveled to Norris for the practicum. Each ÈÕ±¾avÊÓƵ teacher candidate was paired with a Norris mentor teacher and their students, learning how to implement Oceti Sakowin standards in an elementary curriculum. They also visited with Rosebud tribal leaders and elders, as well as Norris community members, over the course of the four-day practicum.

For Green, the feedback she received from the students was highly encouraging.

"It opened my mind more than I ever could have imagined," said Lillian Mockler, elementary education major. "This experienced also changed how I communicate with others outside of the classroom. I have noticed I'm a much better listener and observer now than before I left."

"The bonds I made with students at Norris Elementary will always have a place in my heart," said Ainsley Plack, elementary education major. "I was greeted with bright smiles, big hugs and energy for a week. Norris Elementary is a true community; the students and staff know each other well and continuously encourage others to improve and succeed."

"While at Norris, the biggest takeaway I gained was getting to implement the Oceti Sakowin standards," said Aubie Hartman, elementary education major. "I was very scared to do this, but incorporating them and teaching this lesson was not as scary as I thought. Gaining this experience was so beneficial to me, and I am very happy that I got to do that."

ÈÕ±¾avÊÓƵ President Barry Dunn also traveled to Norris during the practicum. The Norris staff and students held a ceremony in honor of Dunn's arrival — the first time a university president had visited the school — and the students sang a traditional Lakota honor song and presented Dunn with a star quilt. As Green notes, a genuine partnership between ÈÕ±¾avÊÓƵ and Norris Elementary had been cultivated.

"I could not have asked for a better group of teacher candidates for the first rural practicum experience," Green said. "They went above and beyond to make connections with the students and to develop and teach lessons incorporating the Oceti Sakowin Essential Understandings. I am so proud of their professionalism and the growth they experienced as a result of this experience."

Following the trip, many of the students noted they expressed growth in their cultural competency as teachers.

"It's hard to put it into words, but it changed the way I live my life," Mockler added.

Partnership will continue

This summer, Green received word the Wokini Initiative would be funding an additional collaborative project with the Norris Community through a 2026 Wokini Challenge Grant. Led by assistant professor Joshua Rudnik, this initial planning project engages in place-conscious educational inquiry through the planning, design and implementation of a larger "Naturescapes" project. Naturescapes are nature-based solutions designed to use the properties of nature to address sustainability challenges.

The project aims to sustainably design and develop a green landscape that enhances food sovereignty, cultivates traditional ecological knowledge and provides a healthy, fun and accessible learning playscape for young learners and their community.

Rudnik, a faculty member in the School of American and Global Studies, has partnered with Green and Jennifer Zavaleta Cheek, assistant professor in the Department of Natural Resource Management, on the project, which will listen to and document the voices and perspectives of Lakota elementary students, elders and culture bearers. The input will be used to develop skills and expertise to lead the STEM inquiry and engineering project through a Lakota lens and worldview.