The Teacher Education Department’s Culturally Responsive Student Support Model nurtures students academically, socially, emotionally, and spiritually.

Over 20 years ago, Tanya graduated with her Associate of Arts degree from the College of Menominee Nation (CMN). When she returned to school, she brought with her not only years of experience as a mother, grandmother, and early childhood educator, but also a deep desire to inspire others. As the education manager at Oneida Nation Head Start, she spends her days supporting teachers and families, helping to guide young children to develop a love of learning while guiding and modeling practices grounded in culturally responsive early childhood education. Returning to CMN to earn her K-9th-grade teaching license was an extension of her daily work.

At CMN, Tanya found that she had become a part of something more than just a degree program. She found a model of support and education rooted in culture that reflected the values that she wanted to bring to her classrooms and her community, a model that honored her culture, helped guide her in balancing her responsibilities as a working professional and parent, and connected her to other like-minded future teachers and peers who under­stood her journey. The CMN Teacher Education Program’s philos­ophy of education and culturally responsive student support provided the framework she needed to thrive, offering mentoring from faculty, guidance through advising, connection through talking circles, and encouragement from elders and fellow students. These supports became more than academic scaffolds; they have become examples of the kind of community, mentoring, and care she now strives to model for the teachers she supervises.

Tanya’s story is just one of many that illustrate the transformative power of teacher education programs at tribal colleges and univer­sities (TCUs). These programs do more than prepare teachers to meet state licensure requirements; they strengthen sovereignty, sustain language, and renew Indigenous knowledge systems through education.

A FRAMEWORK FOR TEACHER PREPARATION

The College of Menominee Nation, located on the Menominee reservation in Keshena, Wisconsin, with a second campus in metro­politan Green Bay, is an accredited baccalaureate-level institution. As a Land Grant college chartered by the Menominee people, CMN emphasizes the infusion of American Indian culture throughout coursework, research, and community engagement. Guided by its vision to serve as “an American Indian center for lifelong learning,” CMN integrates academic excellence with the Menominee Nation’s long-standing commitment to self-determination. The college prepares students for leadership, meaningful careers, and advanced study in a multicultural world, while promoting and nurturing American Indian language, culture, and scholarship.

Within this framework, the Teacher Education Department serves as a bridge connecting the college to local schools and com­munities. It prepares future educators to be reflective, culturally responsive leaders committed to equity and social justice for all children. The conceptual framework positions the teacher as the primary decision maker; someone who plans meaningful learning experiences and fosters safe, inclusive environments where all children can grow, thrive, and learn.

The program is built upon a constructivist philosophy, empha­sizing that learners actively construct knowledge through prior learning, experiences, personal interests, and reflection. Further, teaching is viewed as a communal responsibility rooted in service, care, and accountability. To ground this philosophy in a cultural context, the program is guided by the Menominee clan system, a traditional model of governance and responsibility that reflects the interdependence essential to community life. Dr. Lauren “Candy” Waukau Villagomez, CMN teacher education faculty, explains, “The clan framework reminds us that every role in education carries responsibility and resolve.” Her words underscore the foundation of CMN’s approach: education should be grounded in cultural values that contribute to rebuilding the social fabric of the family and society, which in turn supports nation-building on the reservation.

Centuries ago, the Menominee clans accepted responsibility for security, construction, hunting and gathering, law and gover­nance, and freedom and justice so the community could survive and thrive. Each clan’s traditional role mirrors the professional qualities our Teacher Education Program seeks to cultivate in its teacher candidates. These clans, pictured in the CMN logo, are symbolized by the moose for security, the crane for construction, the wolf for hunting and gathering, the bear for law and gover­nance, and the eagle for freedom and justice. For CMN’s future teachers, these clan roles serve as a guide for effective teaching.

Charged with ensuring safety and security, the Moose Clan represents the teacher’s role in creating nurturing classrooms where children feel a sense of belonging and are safe. Like the Moose Clan’s protective nature, teachers cultivate environments of care and belonging as well as spaces where students can take risks, express themselves, and grow with confidence.

Responsible for construction and leadership, the Crane Clan symbolizes the teacher’s role as a builder of learning. Teachers design lessons, organize classroom routines, and construct mean­ingful learning experiences that lay the foundation for lifelong growth and learning. Through intentional planning and reflection, teachers embody the Crane Clan’s gift for structure and direction.

Tasked with hunting and gathering, the Wolf Clan reminds teachers to be resourceful and collaborative. Teachers continuously seek new ideas, adapt lessons to meet students’ needs, and bring back resources that strengthen their classroom and school commu­nities. Like wolves who thrive in cooperation, teachers model teamwork, communication, and adaptability.

As keepers of law and governance, members of the Bear Clan, embody fairness, integrity, and courage. Teachers reflect these values when they advocate for equity, maintain consistency in expectations, and act with honesty and compassion. The Bear Clan’s strength guides teachers to protect the dignity and rights of all learners.

Symbolizing freedom and justice, the Eagle Clan calls teachers to inspire vision and purpose in their students. Teachers lift learners to see beyond immediate challenges, helping them recognize their potential and responsibility to their communities. Teachers need to encourage students to see the broader understanding where education becomes a pathway to leadership and hope.

Together, these clan roles center CMN’s Teacher Education Program, intertwining traditional knowledge with contemporary teaching practices. By embodying these teachings, CMN’s future educators honor the wisdom of their ancestors while carrying forward the values of sovereignty and collective responsibility into every classroom they enter.

A CULTURALLY RESPONSIVE MODEL OF STUDENT SUPPORT

Just as the clan system provides guidance and responsibilities for future teachers, the Teacher Education Department’s Culturally Responsive Student Support Model ensures that pre-service students are supported holistically throughout their academic journey. Drawing from both research and lived experience, faculty members recognize that academic success for CMN students is inseparable from personal, cultural, and community well-being. Many teacher education students are non-traditional learners—parents, caregivers, and full-time employees—balancing responsi­bilities to their families, jobs, and communities. Recognizing this, the department intentionally built a network of support that mir­rors the interdependence and community-based responsibility found within the traditional clan structure.

Talking circles play an integral part in CMN’s Culturally Responsive Student Support Model. Here, students learn about locally grown and harvested teas and the cultural significance they hold.

The Culturally Responsive Student Support Model was inten­tionally designed to nurture the whole student, academically, socially, emotionally, and spiritually. Grounded in Menominee values of community care and collective responsibility, the model ensures that every student feels supported and connected throughout their journey. This culturally grounded approach has become a guiding philosophy of CMN’s Teacher Education Program, transforming the educational experience into a reflection of a community of learners united by shared purpose. As an elder, community member, and longtime educator who has worked in various educational environments from Head Start to tribal school to training teachers, Dr. Candy Waukau Villagomez envisions CMN teachers sharing and promoting a culturally traditional model of education for all Native children as part of their personal teaching philosophy.

Group and individual tutoring provide both academic reinforce­ment and social connection. Current pre-service students often become peer tutors for other students, offering not only guidance in coursework but also encouragement and a shared sense of purpose in pursuing their degrees. As students strengthen their study strategies, knowledge, and confidence, they also build rela­tionships that motivate them to persist in their degree programs.

Student-centered resources further reinforce success by meeting learners’ basic and academic needs. Whether through access to food, technology, or wellness opportunities, CMN creates an environment where students can focus on learning while their well-being is valued. Institutional and navigational supports, such as assistance with registration, field placements, or licensure requirements, help students, especially non-traditional learners, feel empowered to move confidently through their academic journey.

A deep respect for culture and identity is woven throughout the program. Monthly talking circles, cultural teachings, and elder mentoring bring students together to reflect, share experiences, and learn from traditional knowledge. These practices affirm the importance of Indigenous knowledge systems and provide safe spaces for dialogue and self-reflection, reaffirming the belief that education and culture are inseparable.

Mentoring is another vital element of student support. Faculty, peers, and elders each play distinct roles in helping students navigate challenges both inside and outside of the classroom. Faculty members provide academic and professional advising and guidance, peer mentors offer empathy and shared experiences, and elder mentors bring cultural grounding and spiritual support, offering wisdom on balancing the demands of home, work, and school.

Lastly, the Teacher Education Department honors and celebrates the power of belonging. Through advising relationships, personal connections, and end-of-semester celebrations, students experience visible acknowledgement of their accomplishments and growth. Graduation, talking circles, and informal gatherings foster a sense of community and remind students that their educational journey is a part of something larger—the collective progress of their communities in which they will be teaching.

This model of interconnected support becomes most powerful when seen through the lived experiences of CMN students. For Amber, a transfer student who came to CMN from a technical college, the Culturally Responsive Student Support Model has made all the difference. Now working toward her Bachelor of Science in elementary and middle school education, Amber juggles her roles as a wife and a mother of two, with one on the way, while pursuing her dream of becoming a teacher. “I began attending CMN two years ago. When I first started, I felt nervous, but that quickly changed as I soon realized I truly belonged here,” Amber shared. “From the very beginning, there was a strong sense of  community and family. Everyone in the education department genuinely wants to see you succeed and provides incredible support throughout your journey.”

She highlighted the talking circles as one of her favorite parts of the program. “I have never experienced anything like them at previous colleges. These circles provide a safe and supportive space to share experiences, release stress, and connect with others who are balancing school, work, and family life. We often begin with a prayer and share something we are grateful for, which reminds us that no matter how stressful life gets, there is always something to be thankful for.”

Amber’s story reflects the heart of CMN’s approach: creating a space for students to pursue their education, finding strength in community, gratitude, and belonging. “CMN is a truly inspiring place to earn your degree,” she said. “It not only helps you reach your goals but also leaves you wanting to continue learning and growing within its welcoming community.”

Together, these supports create a learning environment rooted in care, respect, and shared responsibility. Our Culturally Responsive Student Support Model is an expression of the Menominee value that education is a shared journey, one that thrives when students, faculty, and community walk together.

PATHWAYS FOR GROWTH

Ensuring that programming supports all levels of the educational workforce is central to CMN’s mission of preparing qualified, culturally responsive educators. The Teacher Education Department offers multiple pathways to meet students where they are and scaffold their success to the next level. These pathways begin with coursework for the Childhood Development Associate (CDA) credential, continue through the early childhood education certificate, and extend into associate’s and bachelor’s degree programs leading to state licensure. Recognizing that many students are already working at Head Start, childcare centers, and local schools, CMN has embedded supports throughout these programs to guide them through each stage of credentialing and licensure. Students receive assistance with the CDA portfolio process, prepa­ration for required assessments, and licensing support, ensuring they can meet the required professional standards. Through this layered approach, CMN provides a seamless, supportive continuum that helps students progress from entry-level credentials to licensed teaching positions, strengthening early learning and K-9 education across tribal and local communities.

The Honoring Indigenous Education Round Dance connects students, educators, and community members.

Many students exemplify the transformative power of these pathways and supports. Celine first enrolled at CMN in 2017 but had to withdraw when financial challenges made continuing her education difficult. Her journey began back when she was hired as an immersion teacher trainee and was required to complete her CDA, in addition to completing her Menominee language certifica­tion. Celine became an immersion teacher at Head Start, integrating her language knowledge and early childhood training into her daily teaching. After her semester back as a language teacher trainee, she discovered CMN’s Teacher Education Program and never left.

In May 2025, Celine graduated with her Associate of Arts in early childhood education. She returned for the fall 2025 semester to pur­sue her Bachelor of Science degree in elementary and middle school education. Her goal is to become a language teacher at the Kaehkēnawapahtāēq Charter School on the Menominee reserva­tion, where revitalizing language and nurturing community well-being guide their mission. When asked why she continued her edu­cational journey this time, Celine shared that she “appreciated the support from the teacher education faculty and her peers.” She also valued her participation in the monthly talking circles, which allowed her to connect, reflect, and be part of a shared purpose.

Celine’s journey reflects one of the most substantial commit­ments of CMN’s Teacher Education Department: to prepare educa­tors to return to their communities as culturally responsive teachers and advocates for future generations. Celine contributes to this col­lective movement through her studies and teaching. With these pathways and partnerships, CMN continues to nurture educators whose success strengthens not only schools but their communities.

BUILDING COMMUNITY AND SUSTAINING CONNECTION

Relationships are at the heart of CMN’s Teacher Education Program. By engaging in campus, community events, and partner­ships, students develop leadership skills, cultural understanding, and a sense of shared purpose that extends far beyond the classroom.

Cross-campus collaboration enhances these experiences. The Teacher Education Department collaborates across CMN to create holistic, culturally responsive learning opportunities. A key partnership with the Sustainable Development Institute (SDI)—the college’s center for research, education, and outreach rooted in Menominee principles of sustainability—supports and guides Indigenous education interns as they participate in cultural learning experiences that strengthen their understanding of sustainability, language, and identity. Through land-based education, participation in conferences and travel, and mentorship from knowledge holders, interns develop their appreciation for Indigenous ways of knowing and teaching.

Beyond SDI, the Teacher Education Department has partnered with the 4-H Nicianak Club (a Native youth development program) over the last several years to provide pre-service teachers with meaningful opportunities to plan and lead youth-centered events such as summer day camps, a Native arts camp, and an annual Halloween gathering. These experiences allow students to apply their learning in authentic community settings, fostering leader­ship, collaboration, and communication skills. Sofie Teller, the University of Wisconsin Extension youth development educator for Menominee County and the Menominee Nation, shared her appre­ciation for the collaboration, noting that “the partnership with CMN’s Teacher Education Department has been instrumental in our 4-H program offerings. The pre-service teachers bring energy, creativity, and leadership that strengthen opportunities for our youth, their families, and our club officers.”

This spirit of collaboration and cultural celebration extends to other department initiatives, such as the annual Honoring Indigenous Education Round Dance. Co-planned and led by pre-service teachers and community members, the round dance brings together students, educators, and community members to celebrate learning, connection, and culture. Through these experiences, students build leadership and planning skills while deepening their sense of identity and community responsibility.

These collaborations affirm that preparing teachers is not solely an academic process; it is a relational one. By engaging with SDI, other departments, and community organizations, pre-service teachers learn to integrate traditional knowledge and community engagement into their professional practice. Together, these part­nerships cultivate educators who understand that teaching is both a responsibility and a relationship, one that honors place, culture, and future generations.

CARRYING THE TEACHINGS FORWARD

As the College of Menominee Nation continues to strengthen its teacher education programs and partnerships, its greatest measure of success can be found in the stories of its students. Their journeys reflect the heart of CMN’s mission—education rooted in culture, guided by community, and committed to the perpetuation of lan­guage and Indigenous knowledge. Each student’s voice carries the echoes of sovereignty and language, weaving the collective vision of a thriving future for their families, students, and communities.

CMN Teacher Education students take a break during a nature walk focused on well-being and self-care.

For Tanya, returning to CMN was more than earning another degree; it was a way to overcome the challenges of the past and reaf­firm a connection to her community, classroom, and culture. “Every challenge became a lesson, every setback a step toward healing, earning my bachelor’s in education is not just my achievement, but a promise to help the next generation rise with hope and pride.”

Amber, who balances many roles and has experienced a sense of belonging and support at CMN, has been empowered to “reach my goals and to continue learning and growing within a welcoming community.”

For Celine, pursuing her bachelor’s degree is deeply tied to the tribe’s language revitalization efforts, as well as to her supportive partner and young son. She is proud to contribute to the preserva­tion and continuation of her language and culture while pursuing her educational goals.

Their words, rooted in experience and identity, illustrate the power of CMN’s approach to education through culturally responsive teaching, language renewal, and community connections. CMN’s Teacher Education Program continues to honor the teachings of our elders while preparing the next generation of leaders. Each graduate leaves with more than a degree; they carry the responsibility to uplift their communities, nurture the next generation, and ensure that their students thrive in their classrooms and beyond. Together, their voices affirm that growing our own is not just an initiative; it is an act of sovereignty, sustainability, and commitment.

Kelli Chelberg, EdD is the chair and an assistant professor in the Teacher Education Department at the College of Menominee Nation.