College of Menominee Nation
Dr. Lauren “Candy” Waukau-Villagomez,
Teacher Education Faculty
M.S. (2007) D’Youville College: Special Education Childhood
ED.D. (1989) Pennsylvania State University: Administration
Minor in Educational Theory & Policy
M.S. (1975) UW Stout: Guidance and Counseling
B.S. (1972) UW Madison: Preschool and Child Development
Dr. Kelli Chelberg, Teacher Education Faculty
Ed.D (2019) Edgewood College: Educational Leadership
Indigenous Research Methodology Certificate (2018): Sitting Bull College
Distance Teaching and Learning Certificate (2015): UW - Madison
M.S. (1999) Southern Illinois University: Special Education
B.S. (1994) Greenville College: Special Education
Cassandra Watson, Teacher Education Faculty
M.A. (2008) Saint Xavier University: Teaching and Leadership
B.S. (2005) University of Wisconsin-Madison: Secondary Education - Mathematics
B.S. (2005) University of Wisconsin-Madison: Secondary Education - Chemistry
Craig Pynenberg, Teacher Education Adjunct
M.A. (2011) Viterbo University: Education
B.S. (2004) University of Wisconsin Oshkosh: Music Education (K-12)
M.S. (1999) University of Wisconsin, Madison: Educational Administration
B.S. (1973) University of Wisconsin, LaCrosse: Physical Education
Description of Department Chair (CMN Policy TE 100) Policy Statement
The Dean of Letters and Science appoints an education faculty member as the Chair of the Education Department. This person has the responsibility for the evaluation of the performance and outcomes of College of Menominee Nation’s Teacher Education Program within the context of its mission and conceptual framework, policies affecting the teacher candidates, collaboration with employing schools and districts and program approval by the Higher Learning Commission and Wisconsin’s Department of Public Instruction (PI34.06).
The Dean of Letters and Science recruits/hires for this position. The College of Menominee Nation Teacher Education handbook outlines responsibilities:
• Collaborating with CMN recruitment personnel in student services for on-going recruitment,
• Collaborating with the Chief Academic Officer for the publication of admission deadlines,
• Accepting applications for admission into the teacher education program and student teaching,
• Convening the admissions committee to review program and student teaching applications, the corresponding student portfolios, academic credentials and other admission requirements,
• Retaining teacher candidate and student teacher program files (academic files will continue to be housed in student services admissions office),
• Directing of the teacher education department liaison to the WI Department of Public Instruction,
• Appointing faculty supervisors for student teaching in collaboration with the Dean of Letters and Science,
• Reporting to the Dean of Letters and Science of any educational situations that call for intervention,
• Convening the Teacher Education Advisory Board in collaboration with the Dean of Letters and Science,
• Recommending student teachers for licensure to the Dean of Letters and Science.
Position Description of Teacher Education Faculty
The position description of the faculty is presented in the August 2007 draft of CMN’s Faculty Handbook and the copy of the 2007 Faculty Contract. In addition to these descriptions, CMN Policy TE 103 indicated the following expectations of teacher education faculty:
Faculty for the College of Menominee Nation Teacher Education Program shall be recruited and hired by the Dean of Letters and Science in accordance with the qualifications stated in (PI34.11) regarding degree in assigned area of responsibility and knowledge of early childhood/ elementary curriculum and practices (Faculty Handbook). In addition to the faculty handbook description, their duties shall include:
• Participate as members of the Teacher Education Program Admissions Committee and/ or Advisory Board,
• Supervise teacher candidates and student teachers in field placements,
• Compose letters of recommendation for teacher candidates and student teachers at various stages of their preparation,
• Serve as program advisors for the teacher candidates and student teachers assigned by the Dean of Letters and Science,
• Evaluate the teacher candidate/student teacher dispositions in addition to academic achievement for each education course grading period,
• Issue academic or behavioral alerts as needed,
• Participation in these formational stages of the teacher candidates and student teachers will be considered as part of the faculty workload.
The College of Menominee Nation’s (CMN) Early Childhood/Elementary Education program prepares future teachers for licensure according to the Wisconsin Department of Public Instruction’s (DPI) program level 72 (ages birth to 11 years of age). One of the major features of those requirements -- demonstration of how preservice teachers substantiate competence in DPI’s teacher standards -- can be shown within a conceptual framework. A unique feature of CMN’s conceptual framework is how it incorporates DPI’s Ten Teacher Standards, subject matter standards for children (Common Core and Literacy), National Association for the Education of Young children (NAEYC), Association for Childhood Education International (ACEI) standards as well as responding to CMN’s General Education Objectives (GEOs), CMN Teacher Education Program Outcomes (POs), and the Menominee Language and Culture Code (MLCC), (Menominee Tribal Legislature Ordinance 96-22, 1996, 2006).
CMN’s conceptual framework employs a graphic design representing various elements that define how CMN’s Teacher Education incorporates DPI’s Ten Teacher Standards (knowledge, skills, and dispositions), subject matter (Common Core and Literacy), NAEYC and ACEI, CMN GEO/POs, and MLCC within its program. The conceptual framework elements or categories connect to course syllabi where all standards are addressed and artifacts are created to meet those standards. At various stages in the program within CMN’s progressive portfolio assessment system), students are assessed in their understanding all particular teacher and student standards.
The CMN teacher education program’s framework shows how the DPI’s teacher preparation standards regarding what a teacher should know (subject matter, instructional strategies/approaches, and importance of dispositions that mediate student success), what a teacher should be able to do (performance competencies -- planning effective approaches/assessment), and how a teacher should construct formal self-examination of dispositions that are conducive to a teacher candidate understanding themselves as a professional teacher. Within all course syllabi, particular assignments with assessments mark which standards are covered. At the same time, the preservice teacher shows progression in communication (speaking, writing, and using technology) and analytical skill, using these competencies to not only provide evidence of knowledge, skills, and dispositions but how to infuse aspects of culture.
The knowledge, skills, and dispositions of DPI’s teacher standards are situated within a tribal structure: organizing research from various subject matter fields, integrating skills or teacher competencies within that structure in terms of DPI’s ten teacher standards, and placing dispositions visibly as defined in CMN’s Teacher Education mission statement. The conceptual framework centers the preservice teacher as the decision-maker in planning subject matter knowledge, managing classroom environments, assessing student learning, evaluating one’s professional growth and monitoring one’s beliefs regarding social justice.
In 2006, the Teacher Education Advisory Board created the Early Childhood/ Elementary Education mission statement to guide the program’s conceptual framework:
The College of Menominee Nation’s teacher education program prepares teachers as decision makers who are reflective, collaborative, educational leaders committed to equity and social justice for families and community and dedicated to maximizing the potential of all children, especially American Indian children.
In addition to DPI state teacher standards, CMN’s teacher preparation program’s conceptual framework accentuates the dispositions stated in CMN’s mission statement and also incorporates other conceptions of excellence in education; namely, CMN General Education Objectives, DPI student standards set by disciplinary associations (Common Core and Literacy), NAEYC and ACEI that specifically address Early Childhood and Elementary standards and tribal imperatives– the Menominee Indian Language and Culture Code. Given that CMN is seeking program approval from DPI, those standards are front and center but elements of culture, central to tribal imperatives, provide structure to the conceptual framework as well as context within cognitive, metacognitive and affective domains of student standards expressed by NAEYC and ACEI, reinforced in CMN Teacher Education Program Outcomes.
In this fashion, CMN’s Teacher Education program’s mission statement positions the preservice teacher as a major decision maker (Peterson and Clark, 1986) who continuously decides not just what is taught but how it is taught, how it is situated, and how beliefs about teaching and learning provide equal opportunities for all children in the classroom.
To effectively build a model that meets DPI Teacher 10/Student Standards (Common Core and Literacy), NAEYC/ACEI/CMN TE standards as well as tribal imperatives, the CMN’s Early Childhood/Elementary Education conceptual framework focuses on the preservice teacher as a decision-maker. The CMN Teacher Education preservice teacher continuously makes decisions about planning learning experiences (what is taught) for children within various subject areas and in coursework and field placements that provide opportunities to see the importance of creating safe and effective physical/pedagogical and socio-cultural environments conducive to children learning from each other (how it is taught). Furthermore, CMN Teacher Education preservice teacher continuously makes decisions about how to assess children’s understanding within problem solving situations (how learning is situated), and considers children’s thinking and misconceptions to drive sequencing and scaffolding of subject matter. Then, the CMN Teacher Education preservice teacher, as a collaborative decision-maker, uses a professional voice for effective communications with administration, colleagues, school specialists and staff, parents and local agencies. Collaboration in another sense means staying current and informed of best practices. CMN’s preservice teacher learns about the importance of participating in professional associations that provide lifelong learning and current ways to augment and assess professional growth. How can a model represent the various elements derived from multiple sources for multiple purposes?
First of all, the preservice teacher must be at the heart of the model so decision-making became pivotal and reflective. How preservice teachers become aware of what is taught and how experiences can be situated in problem solving must be studied, experienced, and assessed. Within CMN’s structure, challenging and monitoring personal beliefs and dispositions regarding social justice issues can also be measured. Thus, preservice teachers begin to understand the process of continuously assessing their decision-making independently and within collaborative settings, when planning, creating, challenging, and reflecting on children’s learning and one’s own professional development decisions in a constructivist environment.
To provide a visual model of the conceptual framework, the knowledge base, performance skills and dispositions necessary for this endeavor are organized similarly to the tribal clan structure that portrays the early social organization of the Menominee. When the Menominee formed groups centuries ago, clans accepted responsibility for the security, construction, hunting/gathering, governance (law), and freedom and justice so the community could survive and thrive. Those clans (pictured in the CMN logo) are represented by the moose for security, the crane for construction, the wolf for hunting and gathering, the bear for governance, and the eagle for freedom and justice. (See graphic representation in DPI Submission for Licensure, p. 27).
Today, those clans still function in the community in various ways. Here, for educational purposes, those clan functions center professional knowledge, skills and dispositions necessary for surviving and thriving in an educational community. Clan responsibilities in educational terms are interpreted as:
security--teachers obtaining a strong knowledge base to plan teaching/learning experiences; construction--teachers building a safe environment honoring tribal ways of knowing and learning together; hunting and gathering--seeking problem solving situations and guiding learners in their search for information and reasoned arguments that explain life forces; governance-- developing a professional voice to communicate/collaborate;freedom and justice--challenging/monitoring teaching/learning beliefs that serve as barrier to social justice.
While guided by tribal values, each of the circles in the graphical representation envelops research studies/reports from various disciplinary fields that help to structure and articulate performance competencies for:
reflecting on subject knowledge in planning (Clark & Peterson, 1986): developmentally appropriate lessons (Carpenter et al, 1999; Carpenter, Fennema, Loef Franke, Levi & Empson, 1999; Carroll, 2004; Clay, 2001; Hiebert & Carpenter, 1996; Kamii, 2000; Martin, 2006; Schuerman, 1998; Sunal & Haas, 2008; Tadlock, 2004)culturally responsive experiences (Creapeau, 2005, Demmert & Towner, 2001; Menominee Tribal Legislature Ordinance 96-22, 1996, 2006; Stancavage & Mitchell, 2006) creating respectful learning spaces that are both physically and socially safe and effective environments for learning together (Carroll, 2004; Cazden, 2001; Phillips, 1983); risking control and situating experiences in a problem solving inquiry-based classroom (Carpenter et al, 1999, and Martin, 2003);collaborating (developing a professional voice) in learning communities (Villagomez, 1996);monitoring beliefs and dispositions to facilitate social justice for American Indian children and all children (Cross, 2003; Demmert, 2001; Figueira, 2006; Gutstein, 2005; Thompson, 2006).
For teachers to articulate knowledge, skills, and dispositions set by standard setting bodies, the Venn diagram (below), a relational model, shows how two or more knowledge bases from any major category can be considered together. Early Childhood/Elementary Education program’s model provides a base where different connections between categories can be made that inform a teacher’s decisions and also allow a teacher to create his/her own understanding of growth as a professional person. Preservice teachers cannot be expected to master all categories immediately so CMN’s model allows choice and focus in reflections of artifacts from coursework and field experiences. (See graphic representation in DPI Submission for Licensure, p. 29).
Since CMN’s Early Childhood/Elementary program reflects the DPI’s ideas about importance of dispositions and how children’s learning is mediated by affective elements, beliefs and dispositions regarding subject matter and how children learn also need to be tended to (Phillip, Ambrose, Lamb, Sowder, Schappelle, Sowder, Thanheisser & Chavot, 2007), preservice teachers need to understand those dynamics within themselves. In schools that service American Indian children because unchallenged and unmonitored beliefs mediate achievement regarding social justice issues– subject matter taught without relevance and classrooms with little opportunity to value children’s thinking.
In this sense, CMN’s conceptual framework offers teachers a platform to address how they:
challenge the usual way of teaching (teaching as telling, opposed to understanding that children construct their own knowledge),build an environment where children’s thinking guides planning creating socio-cultural environments conducive to learning together and from each other,situate collaborative experiences for children that foster inquiry,challenge one’s sense of social justice,continuously monitor one’s teaching and learning.
CMN’s Early Childhood/Elementary framework provides a platform for its preservice and program to articulate and provide evidence that it does meet the licensure requirements according to the Wisconsin Department of Public Instruction’s teacher/student (Common Core and Literacy) standards, NAEYC and ACEI standards while also responding to tribal mandates. In this way, CMN’s program builds a strong foundation for the preservice teacher to enter the teaching profession with a sound philosophical base and new ways of thinking about subject matter, how children learn, in what context, and how to monitor one’s own beliefs and one’s professional growth.
In summary, the College of Menominee Nation’s Early Childhood/Elementary Education conceptual framework shows how the program prepares future teachers for licensure according to the Wisconsin Department of Public Instruction’s program level 72 (ages birth to 11 years of age and ). The design and development demonstrates how preservice teachers substantiate competence in DPI’s teacher standards and how it incorporates DPI’s subject matter standards for children, NAEYC and ACEI standards as well as responding to CMN’s General Education Objectives, CMN’s Teacher Education Program Outcomes and the Menominee Language and Culture Code.