Staff Bios & Contact Information
Native American Education Staff
I am Nuu-chah-nulth FN, Ahousat Band. I started my career as the Title Vll Coordinator in the Edmonds School District #15 for six years and then taught 5th grade for my practicum. Working for the Muckleshoot Indian Tribe at the Muckleshoot Tribal School, I taught 4th grade for four years. Here, I was on the Leadership Team, Accreditation Team, PLC Leadership Team, and Culture and Language Leadership Team and was an Instructional Team Leader for grades 3-5, Since Time Immemorial Tribal Sovereignty Curriculum Trainer, and Middle School Co-ed Soccer Team Coach. I also worked at the Muckleshoot Tribal College as the Muckleshoot Occupational Skills Training (MOST) Instructor. I participate in Tribal Journeys and travel with my canoe family on Vancouver Island, BC. To reach me, please email me at gtmorris@seattleschools.org or call 206-252-0948.
I am proud to be a part of the Native American Education team at SPSSeattle Public Schools More. Not only do I descend primarily from the three tribes above, I am also descended from the Squaxin, Snoqualmie, and Stillaguamish tribes. I was born and raised on the Yakama Nation reservation, and I recently discovered from my Muckleshoot and Puyallup relatives that both my maternal grandparents descend from the House of tciaƚtsa. I am even prouder to be their granddaughter.
I finished my 30th year as a classroom teacher Spring, 2021. Writing curriculum that reflects my tribes, my culture, and my family has always been my passion. I began my journey in early 2005, writing curriculum for the Washington State Historical Society and continued into 2007 as the principal writer for Since Time Immemorial: Tribal Sovereignty in Washington State. I still am one of the principal writers, but with a much larger writing team these days! Some of my projects include curriculum for the State of Oregon, the University of Montana’s Regional Learning Project (Now a part of the STI curriculum), the National Park Service (Honoring Tribal Legacies) and the Smithsonian’s National Museum of the American Indian (Why Do the Foods We Eat Matter? and The Fish Wars). I also contributed a chapter to Narrowing the Achievement Gap for Native American Students.
Please feel free to reach out to me at balkanfoster@seattleschools.org if your student attends Denny or Chief Sealth. I am humbled to work in partnership with families and provide advocacy in a variety of forms whether it is navigating the school system, attending IEP meetings or just being a person in the building who, “gets your student’s back.” All Native students may take my class, focusing on identity safety and academic achievement. Students enrolled in šəqačib earn elective credit towards high school graduation.
Although I have been an educator in Seattle Schools for a quarter century, I was recruited for the šəqačib position in 2015. šəqačib is a Southern Lushootseed word meaning, “raising of hands.” My thanks to the Muckleshoot language department for this beautiful name. I decided when I began this work to use the name as a metaphor to guide my work and what I do to support students. Everything is done for/with students to “lift them up.” It is an honor to support students and lift them towards their goals and dreams as they claim their rightful places as leaders.
I attended the University of Washington and graduated with a Bachelor of Arts. While at UW, I was an athlete on the Women’s Varsity Crew Team. I also attended Seattle Pacific University and graduated with a Master of Arts in Teaching. I hold Washington State Teaching Endorsements in English, Visual Arts, Language Arts and Special Education. I believe in the transformative power of education and believe quality teaching is an art and an act of love. When I am not teaching, I enjoy time with my spouse and our two children.
Hello, my name is Khemarak Pom, known on campus as Mr. Kam. I am the Instructional Assistant in šəqačib at Chief Sealth International High School alongside Boo Balkan Foster.
My job is to help students navigate the rigors of school. The goal is to give academic support for Native youth. I assist in core subjects with emphasis on science and math.
I grew up in the Southwest Seattle neighborhood and it’s been a pleasure to go back to my roots at Sealth.
I’m an avid Seahawks fan and seriously wish the NBA comes back to Seattle.
Hello, my name is Victoria Hildebrand, I’m Koyukon, Athabascan from the interior region of Alaska. I come to you from the Muckleshoot Tribal School in Auburn, WA, where I have taught HS History since 2008. My work prior to Muckleshoot Tribal School included extensive teaching and coaching experience in many rural Alaskan villages, there I worked with Alaskan Native youth of all ages. While living in Fairbanks, Alaska, I’ve worked with the summer Head StartHead Start is a federally funded child development program for children and More program where I gained extensive knowledge of the educational challenges facing very young urban Native students. Additionally, I have worked as the summer coordinator for the Association of Interior Native Educators (AINE). AINE’s goal is to increase the cultural knowledge base of Native teachers who are employed in schools serving significant numbers of interior Alaska Native students. As Coordinator, (and eventually, Program Director), for this program, I spent numerous hours in planning, administering, and evaluating the Alaska Indigenous People’s Academy (AIPA) (a three-week workshop created under the auspices of AINE). AIPA’s purpose is to bring together Alaskan Native Elders and Native teachers to collaboratively develop a culturally relevant curriculum for classroom implementation. My additional duties concerned networking, conferencing and teacher training. I hope to be reaching out networking with parent and students within the Seattle Public Schools advocating for the success of their child(ren). I will also be supporting students and parents with Special Education plans, graduation challenges, and other academic challenges concerning parents and students. Do not hesitate to contact me with any questions or concerns you may have my email is vlhildebrand@seattleschools.org.
Hau Mitakuyepi,
My name is Levi Harter and I’m a first year teacher and a citizen of the Oglala Lakota
Oyate. I grew up in small town rural Illinois just north of St. Louis and after high
school began my collegiate journey at Lewis and Clark Community College. After obtaining my Associates degree I traveled around the country until I caught wind of the Water Protection occupation at Standing Rock, commonly known as the #NODAPL protests. I spent just under five months, through the winter, at the encampment which empowered and politicized me with the vigor and fervor of true Indigenous Resistance to colonialism.
I received my Masters in Teaching from The Evergreen College in the Spring of 2022, with an endorsement in the area of secondary social studies. While at TESC I also earned my Bachelors within the Native Pathways Program, an upper level undergraduate program that emphasizes and promotes Indigeneity and critical analysis of the western framework. Our motto was “we’re not here to study Indians, Indians are here to study.”
As a new teacher I couldn’t be more excited to be serving our Native youth, this program and opportunity is more than I could’ve expected and am excited to bring my own Indigenized interpretation of a liberatory pedagogy to our bright young next generation. I hope to pass on the empowerment and strength that was imbued in me by many brilliant Native scholars, artists, activists, culture keepers, organizers and caretakers. Alongside a powerhouse of strong Native women already present within the Native Education department, I’m looking forward to utilizing each other’s strengths to protect and uplift our precious urban Indian Youth.
Victoria Plumage is a member of the Fort Belknap Indian Community. Born and raised in Washington state they currently live in Seattle. Victoria attended the University of Washington and graduated from the American Indian Studies program with a Bachelor of Arts. They participated in programs supporting student mentorship and found an interest in organizing. Victoria became more involved in hosting community events and identifying learning resources. For over a decade, Victoria’s worked with public school districts to support Native Education. Since 2008, Victoria volunteered and worked with local organizations to learn about student and family’s needs so that they can attend school ready to learn. They are interested in exploring the intersections of education, environment, and health. Victoria enjoys learning about local plants and foods.