By Wade Sheldon; Chelsea Craig photo courtesy of Chelsea Craig.
Tulalip Tribes celebrate a historic moment as two Indigenous women, Gina Bluebird and Dr. Chelsea Craig, step into leadership roles as principals at Heritage High School and Quil Ceda Tulalip Elementary, respectively. Their appointments represent not only personal achievements but a milestone for Indigenous representation and cultural revitalization within local schools.
Gina Bluebird, an Oglala Lakota from Pine Ridge, South Dakota, and the new principal of Heritage High School, shared her journey and vision for leading her school. “For me, being an Indigenous principal isn’t just a title—it’s about bringing our culture, teachings, and values into the day-to-day of education,” she said. “I think about how our students see themselves in school. Representation matters. When they see someone like me leading the school, it tells them, ‘You belong. You’re capable. You can lead too.’”
She credits her family and community for shaping her approach to leadership. “I grew up seeing the strength and resilience of our people. My parents always emphasized the importance of knowledge, respect, and giving back to others. That foundation is what I bring to the school, guiding my interactions with staff, students, and families. I want our students to know they are more than a grade or a test score—they are a story, a legacy, and part of a community that values them.”
Central to her leadership is the integration of Indigenous principles in learning. “At Heritage, we are working to weave our teachings into every aspect of school life, from classroom lessons to extracurricular activities. I focus on cultivating relationships, understanding students’ strengths, and celebrating their culture. Learning isn’t just about academics—it’s about building confidence, character, and a sense of identity.”
Bluebird also emphasizes collaboration and community engagement. “I believe an open-door policy is essential. Students, families, and community members should feel welcome and heard. We work together to ensure our goals align with the values and visions of our people. When the school reflects the community, everyone thrives.”
She hopes her leadership inspires future generations. “I want our students to see themselves as leaders, problem-solvers, and creators of change. If I can step into this role and bring my whole self, my culture, and my teachings into the school, I hope it motivates them to dream bigger and reach further. Leadership is about serving our community and preparing the next generation to take the reins.”
Dr. Chelsea Craig, a Tulalip tribal member and principal of Quil Ceda Tulalip Elementary, also spoke about her journey and philosophy. “I center the teachings of my grandfather, Bernie Kai Kai Gobin. He taught me a valuable lesson about truly being myself in the school setting. He helped guide me while he was on earth, and from heaven, he continues to guide me,” she said.
For Dr. Craig, serving as an Indigenous principal is profoundly personal and tied to the history of her family. “I feel like it’s a day of reckoning because when you think about how education was brought to our people and the violent, traumatic way through the boarding schools… my grandmother was a survivor, if it weren’t for her survivance, I wouldn’t be here to this day. But I can’t imagine that she would ever, in her wildest dreams, think that I would be the principal of a school in a place that only harmed. For me, I hope this gives inspiration to our young people for the next generation because I’m going to need someone to come and take my place.”
Traditional teachings remain central to her leadership. “My grandfather taught me, we already have a way, and we can already get started. There are also teachings from my grandmother, Dolores Gobin, who worked at the tribe for many years: you must treat every member like a king and queen, and you must love your people. Do it for the love of your people. So, I think about the balance of being a fierce warrior but also loving at the same time.”
She works to bring Indigenous principles into school policies, curriculum, and student engagement. “I think about everything that the air touches as colonized space, so everything needs to be reimagined. I try to center the ways that our people have shown us, which have sustained us since time immemorial, in this space. I filter everything through this lens of a resiliency framework. Even though the medicine wheel isn’t necessarily specific to our people, it’s universal. We need to attend to all aspects of ourselves: spiritual, emotional, physical, and mental. If we don’t, we’re maintaining the same colonized mindset. Interrupting that is an act of healing.”
Dr. Craig sees Indigenous leadership as a beacon for students. “I hoped that when I received my doctorate last year, little kids walking down the hall would say, ‘Hi, Doctor Craig.’ That sets an example. I didn’t even learn how to read until fifth grade. School didn’t come easily for me, but learning from elders, culture, and land helped me keep going. When I was in high school, they told me I didn’t have what it takes to go to college. That drove me not only to attend college but eventually to become a principal. I want to make the path easier for the next generation.”
Blending mainstream education with Indigenous ways presents challenges. “One of the biggest challenges is helping people understand that the systems we’ve had haven’t worked for our people—they’ve left a trail of pain and mistrust. Actively working toward healing is a focus of ours. We consider ourselves relatives because we spend more time together than with our own families. Building trusting relationships with each other and with our kids and families creates community. I hope to run an open-door policy where families can come in and do a walkthrough together, looking at the strengths we see.”
Dr. Craig envisions a learning experience that goes beyond the classroom. “My long-term hope is that kids are happy, feel safe, and can be their authentic selves. Learning should not just happen in classrooms; it should happen on the water, in the mountains, at home, in families, at ceremonies, and on canoe journeys. Schools should teach about sovereignty, treaty rights, and the connection between them. Language should be centered, even though there are limitations. Learning is meaningful when it connects to our people and our culture.”
Dr. Craig sees her role as part of a larger movement. “I operate not from hierarchy but standing hand in hand. There’s no difference between me and our staff. We stand in a circle, protecting our kids. Indigenous leadership is about collective responsibility and support.”
To non-Native educators, she urges: “Treat our students as if they are your own relatives. Treat them with care, respect, and love. Get to know our community, come to our events, and recognize that educators need to do the shifting, not rely on our kids to do it.”
Her hope for the next generation of Tulalip students is simple but powerful: “I hope our next generation is so strong in who they are that the outside world will notice what we’ve done here. Our people will be thriving, and they’ll see the results of intentional, culturally-centered education.”
Jessica Bustad, Executive Director of Education for Tulalip Tribes, said, “We are so excited to congratulate and welcome two strong Indigenous women as principals. This is an important moment in time as we advocate for visibility, cultural revitalization, and decolonization within the public school systems in which our children are learning. When systems shift to Indigenous ways of thinking, knowing, and being, it not only helps Indigenous students, but all students.”