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Former School Administrator of the Indian Community School, now Executive Director of the National Indian Education Association:
Meet Jason Dropik
As we closed out November and celebrated Native American Heritage Month, we were honored to highlight leaders whose work uplifts culture, community, and the next generation. Among them is Jason Dropik, a citizen of the Bad River Band of Lake Superior Chippewa and Executive Director of the National Indian Education Association. With more than two decades of service as a teacher, school leader, and national advocate, Jason embodies the strength, wisdom, and vision that Native educators bring to the future of learning. His leadership reminds us that honoring Native heritage also means honoring those who protect languages, cultures, and the sacred responsibility of education.
Tell us about your personal journey.
My journey has always been grounded in community, culture, and education. As a citizen of the Bad River Band of Lake Superior Chippewa, my identity continues to shape how I lead and serve.
For over two decades, including my time as School Administrator of the Indian Community School in Wisconsin, I learned that education is not just academics—it is belonging, identity, and purpose. Working with committed staff, families, and communities reinforced the importance of creating spaces where Native students feel seen and valued.
In December 2024, I became Executive Director of the National Indian Education Association (NIEA), carrying forward the mission to elevate Native voices, strengthen policy, and protect our languages, cultures, and sovereignty. My own experiences navigating systems not built for us fuel my commitment to change them so Native children can thrive.
Through every chapter, one truth has guided me: education is sacred work that honors our ancestors, empowers our present, and prepares our future generations.
What pivotal experiences shaped your current path?
My path has been shaped by both the presence and absence of representation. Growing up without seeing my community reflected in school fueled my determination to ensure Native students experience an education that honors their identities and cultures. That commitment led me into teaching and eventually to serving as School Administrator of the Indian Community School, where I learned that education is far more than academics—it is belonging, healing, and purpose. Listening to parents, elders, and community members showed me that schools must be rooted in culture and relationships to truly serve our students.
Stepping into national leadership as Executive Director of the National Indian Education Association expanded that responsibility to Native students and educators across the country. It required courage, humility, and a deep belief that progress only happens in partnership with community. My journey has been shaped by challenge and growth, but one constant remains: the people—students, families, colleagues, and communities—who inspire and guide the work. They remind me every day that education is sacred, a way to honor our ancestors, strengthen our present, and prepare future generations.
What are the most valuable lessons you’ve learned through your work?
The most valuable lesson I’ve learned is that relationships are at the heart of everything. Programs and policies matter, but without trust and connection, they won’t endure. As a school leader, I saw students thrive when they felt seen, valued, and supported by their entire community. It was never just about academics—it was about creating a sense of belonging.
Working with families and communities taught me that listening is as essential as leading. True partnership means letting the voices of parents, elders, and students guide the work, whether in a classroom, a school, or at the national level. Strong relationships bring accountability, resilience, and clarity of purpose. More than anything, I’ve come to understand that education is a relationship across generations, between teachers and learners, and between culture and community. That understanding shapes how I lead and how I serve.
What drives your desire to contribute and make a difference?
What drives me is the responsibility I feel to those who came before us and those who will follow. As a Native person, my work is rooted in honoring my ancestors and creating opportunities for future generations. Having moved through educational spaces where our voices and cultures were invisible, I’m committed to ensuring Native children grow up knowing their identity is a source of strength.
I’m inspired by the relationships I’ve built with students, families, and communities—the spark in a student’s eyes when they see themselves reflected, the hopes parents share for their children. These moments are sacred and keep me focused on building systems that truly serve our people.
Ultimately, I believe education can heal, empower, and transform. If I can help create spaces where Native children belong and are celebrated, then I know I’m contributing to something far greater than myself.
What are your highest hopes for democracy to unite, uplift, and inspire?
My highest hopes for democracy are that it becomes a space where empathy and understanding guide us. True democracy is about people and the relationships we build, grounded in an honest acknowledgment of our full history, including its painful truths.
Democracy can unite us when we listen to those whose experiences differ from our own, and uplift us when every voice—Native, Black, Latino, Asian, immigrant, rural, urban, young, and old—is truly valued. Our differences are not barriers but the richness that strengthens our shared future.
At its best, democracy is a promise that no one is invisible and that every person has worth and a role in shaping our world. My hope is that we continue growing into that promise with empathy and a commitment to honoring all people.
How can GlobalMindED support leaders like yourself in achieving your goals and advancing your aspirations?
GlobalMindED plays a powerful role by creating the connections and opportunities leaders need to make real change. While vision may be clear, the pathways can be fragmented, and GlobalMindED helps bridge those gaps by bringing together diverse leaders to share ideas, strategies, and support.
Just as importantly, GlobalMindED amplifies voices too often overlooked. For Native leaders and others from underrepresented communities, visibility opens doors to partnerships and resources that expand our impact.
By championing equity in education and leadership, GlobalMindED equips leaders with the tools and platforms to grow—creating a ripple effect that strengthens students, families, and communities, and helps transform systems for the next generation.
What do you see as the most pressing challenges and opportunities for Native students today?
Native students face educational systems that often fail to reflect their histories, languages, and identities, deepening gaps in achievement and belonging. Yet their cultures and communities are powerful assets—when affirmed, they fuel learning, leadership, and resilience. Supporting Native students through culturally grounded education and leadership opportunities not only helps them thrive but transforms the broader system, giving them the chance to live, learn, and lead in a world that honors their brilliance.
How do you believe schools and educators can best support Native language preservation and culturally responsive practices?
Schools can best support Native language preservation and culturally responsive practices by treating language and culture as essential, not optional. Partnering with Native communities, involving elders and cultural leaders, and respecting tribal sovereignty are critical. Teachers need training led by Native voices to integrate culture authentically, and schools must secure funding for language programs and culturally grounded curricula. These steps empower Native students and enrich learning for all.
Contact Jason Dropik
My LinkedIn. www.linkedin.com/in/jason-dropik-351b836
NIEA LinkedIn https://www.linkedin.com/company/national-indian-education-association
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