Grandmother Cedar as Educator: Teacher Learning Through Native Knowledges and Sovereignty Curriculum.

This article examines how non-Native K–12 teachers learn to implement Washington state's Since Time Immemorial (STI) Native sovereignty curriculum, which mandates teaching tribal history, culture, and government to all students. Through a qualitative study codesigned with eight Native education leaders, the research identifies six themes of teacher learning that support meaningful curriculum implementation, highlighting "enacting responsibility to sovereignty" as a pivotal catalyst for broader teacher growth and instructional change. Findings reveal two distinct learning trajectories among teachers: those who develop reciprocal, relational stances with Native peoples and prioritize Indigenous knowledges tend to implement STI more effectively, while others maintain distant, transactional approaches that limit meaningful engagement. The study underscores the importance of sustained partnerships with Native communities, experiential and relational teacher education, and institutional support to foster teachers' ongoing responsibility to Native sovereignty within settler colonial contexts.