Ignace “Iggy” Quequesah weaves storytelling with teaching as he shared his heartfelt personal experiences with culture and why it is important in his life.
RONAN — The annual Tribal PIR (Pupil-Instruction-Related) Day at Ronan Middle School was a resounding success, drawing nearly 460 teachers from across the region for a day of learning and cultural exchange. The event featured 43 sessions, with only one being canceled due to a presenter’s illness. Presenters of all ages and backgrounds shared culturally-relevant teachings and applicable classroom lessons teachers can implement throughout the school year. Presenters gave teachers an opportunity to ask questions and be students for the day.
A welcoming by Michelle Mitchell opened up the day followed by a flag song by Steven Smallsalmon, a speech from Tribal Chairman, Mike Dolson, and keynote speaker, Patricia Hibbeler.
Montana Code Annotated defines PIR day as “a day of teacher activities devoted to improving the quality of instruction. The activities may include but are not limited to inservice training, attending state meetings of teacher organizations, and conducting parent conferences.”
As Michelle Mitchell, Tribal Education Director, explained, “Tribal PIR day has been going on for over 30 years, and this is our first time of having it face-to-face since COVID.”
PIR days were offered online and although some teachers liked that format, many wanted to attend the in-person events the way they did in past years. The day was not without its challenges, as Mitchell noted, “We started way behind schedule, because it’s our first in-person, and we didn’t we didn’t know how slow it was going to go at the check-in stations.” However, the organizers quickly adapted, cutting short the opening speeches to get the teachers into their first sessions.
Despite the initial delay, the event proved to be a valuable experience for the educators in attendance. Jessica Bird is a teacher at K. William Harvey Elementary School in Ronan who works with kindergarten through fourth grade students. She liked the community involvement aspect of the event and enjoyed a presentation by high school students where she could hear “the student voice.” More importantly, she liked “how applicable everything is to our area and to the students we serve.”
Cassidy Johnson listens to sallybag weaving instructor, Myrna Dumontier, during one of the sessions at the PIR day. Teachers became students for the day and were able to learn different methods and activities to implement in the classroom.
The event featured student presentations, showcasing the talents and perspectives of the local youth. Students from every district, except for Hot Springs and Mission, presented. Students were able to choose what topic they wanted to present and discussed the importance of culture, significance of powwow to tribal identity, building community through social powwows and cultural celebrations, Native Education on the reservation, and the Flathead Youth Council.
Ignace “Iggy” Quequesah is 17-years-old and a senior at Two Eagle River School who jumped at the opportunity to speak to teachers about the importance of culture. “It’s really something that hits home and is important to me so that’s why I chose it,” said Quequesah.
He shared how his grandpa Alec Quequesah attended school at Ronan and was told to cut his hair. After that encounter, his grandpa never grew his hair long for the rest of his life. Knowing the impact teachers and schools had on his grandpa’s decision to cut his hair and keep it short, Quequesah is proud to wear braids to honor his grandpa.
After attending school in the Ronan school district until this year, he knows there are things schools can do to promote culture. As a student at Two Eagle River School, he is able to open and close each week with prayer, smudging, and singing as opposed to opening the week with the Pledge of Allegiance the way Ronan and Mission schools do. “Integrating something as little as that would make a difference,” he said. “Also trying to bring in more Native teachers and people that are tied to their culture and community.”
He transferred to TERS for his senior year because he heard how in tune the school is with culture. Being surrounded by his culture and other Native students makes a difference in how he looks at going to school.
The Tribal PIR Day not only provided professional development opportunities but also fostered a sense of community and cultural exchange. Teachers were able to share what they do in their classrooms, ask questions, and work on projects such as sally bag weaving, beading, applique, and making frybread. One teacher shared, “There’s so much that you can learn. I’m learning. I’ve been here for 20 years and I learn new stuff every year. I think it’s great.”
Overall, the Tribal PIR Day was a resounding success, offering educators a chance to learn, connect, and celebrate the rich cultural heritage of the reservation.
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