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Fond du Lac Tribal and Community College (MN)

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Fond du Lac Tribal and Community College (MN)

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Panelist: Govinda Budrow, MEd

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Panelists: Denise Bill, EdD & Madrienne White, MEd

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Fond du Lac Tribal and Community College

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FDLTCC's Bachelor of Science (B.S.) in Elementary Education is a four-year degree program that is state approved and qualifies you to become a licensed teacher in Minnesota. The Elementary Education program is looking for students who are passionate about working with young children in grades K-6.

The program provides the foundational training in education theory, practice, and assessment, while at the same time interweaving Anishinaabe knowledge, values, and traditions into the curriculum. Students have an opportunity to be placed in a variety of school settings that are culturally diverse and welcoming. For those students who enjoy working with younger children and would like to "test the waters", students can start off in the two-year associate degree program in Elementary Education, and if it is a fit continue into the bachelor's degree program. Join us and become a leader in the education field.

About

The Anishinaabeg and American Elementary Education program's associate of science degree references the Spider Framework developed by Dr. Lori Lambert. This framework uses a "two-eyed seeing" approach that allows for a dual perspective with Indigenous and western foci. It is a culturally based education approach that is blended and rooted in native language, family and community, content that is meaningful and culturally grounded, context that is structured in a cultural learning environment, and finally, assessment that is gathered and maintained in a culturally appropriate way. This approach is infused throughout the entire A.S. curriculum.

The Bachelor of Science in Elementary Education program combines culturally responsive pedagogy (CRP) and Indigenous teaching and knowledge into the curriculum in order to build a strong program that meets the needs of our teacher candidates, the students they will teach, and the community. Our practice is guided by the belief that a candidate's acquisition of Anishinaabe knowledge, skills, and dispositions are central to the preparation of culturally competent professional educators. Building on the "two-eyed seeing" approach, the program has successfully interwoven the required state standards required for teacher licensure with our cultural standards making this a very unique program offering.

Our Advantages

Coursework within the Elementary Education program offers opportunities in leadership, community innovation, and partnership development. Key components of the program include promoting an understanding of each student's individual cultural values and the cultural values of others while preparing students for the teacher licensure in Elementary Education (K-6).

Students will complete a sequence of courses and practical experiences in preparation for a teaching career. Program requirements include general education courses, teacher-education courses, and classroom experiences, including a long-term student teaching assignment in a number of local school environments. Establishing connections with other students in the program to share insights and experiences from the hands-on training is a key component of our program, and in becoming a successful teacher after graduation.

Cultural Relevance

Culturally responsive pedagogy (CRP) "recognizes students' differences, validates students' cultures, and asserts that cultural congruence of classroom practices increase student success in schools" (Ragoonaden, 2017, p. 24). It is an approach that that focuses classroom curricula and practice on students' cultural frames of reference (Gay 2010; 2013). While Indigenous teachings is focused specifically on Indigenous knowledge, it also compliments and reinforces CRP.

Indigenous knowledge provides that every student whether Aboriginal or not, is unique in his or her learning capacities, learning styles, and knowledge bases. Knowledge is not what some possess, and others do not; it is a resourceful capacity of being that creates the context and texture of life. Thus, knowledge is not a commodity that can be possessed or controlled by educational institutions but is a living process to be absorbed and understood (Battiste 2002, p. 15).

Because of the research conducted on CRP, the Elementary Education program will deliver culturally relevant pedagogy to aspiring teachers to enhance their understanding of the importance of cultural approaches to education and meeting the needs of all learners. The program aims to draw from a range of knowledge systems and worldviews, using techniques such as storytelling, talking circles, theatre arts, music and dance, hands-on activities, Ojibwe language, and sustainable environments.

Battiste, M. (2002). Indigenous knowledge and pedagogy in First Nations education: A literature review with recommendations. National Working Group on Education and the Minister of Indian Affairs. Ottawa, ON: Indian and Northern Affairs Canada.

Gay, G. (2010). Acting on beliefs in teacher education for cultural diversity. Journal of Teacher Education, 61(1-2), 143-152.

Gay, G. (2013). Teaching to and through cultural diversity. Curriculum Inquiry, 43(1), 48-70. doi: 10.1111/curi.12002.

Ragoonaden, K. (2017). Culturally responsive pedagogy: Indigenizing curriculum. Canadian Journal of Higher Education, 47(2), 2017, 22 - 46.

Conceptual Framework

The conceptual framework defines the mission, values, cultural standards, and professional standards of the FDLTCC Education Unit. By its very nature, the framework must be a document of stability and consistency while at the same time being dynamic and responsive to the changing priorities, research, new insights, and professional mandates.

The FDLTCC Education unit's conceptual framework flows from the mission, vision, and values of the college and is tightly woven and guided by Gidizhitwaawinaanin - "our cultural standards". Gidizhitwaawinaanin are recognized by the Anishinaabe communities that are served and provides the foundational principles that guides the unit in preparing our teacher candidates to work effectively in diverse K-12 schools.

Vision: The vision of the FDLTCC Education Unit is to be transformational leaders in culturally responsive pedagogy and Indigenous knowledge by embracing Niindaa'iwedaa o'o gikendaasowin, which means sending knowledge into the future by embedding Anishinaabe knowledge, culture, and traditions into the curriculum and instilling these teaching practices in our future educators.

Mission: The mission of the FDLTCC Education Unit is to work within our communities to prepare caring, competent educators by promoting equitable, inclusive, and transformative educational practices that are based on Anishinaabe knowledge, traditions, and culture.

Cultural Standards

GIKENDAASOWIN - Knowing Knowledge - To prepare our teacher candidates to be problem solvers who strive for continuous learning and growth.

GWAYAKWAADIZIWIN - Living a Balanced Way -- To provide teacher candidates the opportunity to recognize the importance of living in harmony with the community and are prepared to use a collective approach to understanding and deciding on a course of action.

ZOONGIDE'EWIN - Strong Hearted -- To provide a foundation on which we build and strengthen each teacher candidate's resilience, innovation, and passion.

AANGWAAMIZIWIN - Diligence and Caution -- To develop teacher candidates' capacity to proceed carefully, after identifying, discussing and reflecting on logical and ethical dimensions of political, cultural, social, and personal life.

DEBWEWIN - Honesty and Integrity - Encourage teacher candidates to develop a deeper appreciation of their own worldview and the worldview of others.

ZAAGI' IDIWIN - Loving and Caring - To encourage the teacher candidates' development of healthy, caring relationships built on respect for all.

ZHAWENINDIWIN - Compassion - To encourage teacher candidates to develop an empathetic appreciation of the arts and humanities as a way to understand the human experience.

Accreditation

Higher Learning Commission
Fond du Lac Tribal and Community College is fully accredited by the Higher Learning Commission, which is recognized by the U.S. Department of Education.

For additional information regarding accreditation, student success, and other areas related to academic accountability, contact the HLC at (800) 621-7440 or visit the website at www.hlcommission.org. For more information about FDLTCC's regional accreditation status, see https://www.hlcommission.org/component/directory/?Itemid=&Action=ShowBasic&instid=2141.

Minnesota Professional Educator Licensing and Standards Board
The Minnesota Professional Educator Licensing and Standards Board (PELSB) has approved the B.S. in Elementary Education program at FDLTCC leading to teacher licensure. PELSB, formerly the Minnesota Board of Teaching, provides leadership for improvements in teacher education programs in order to assure that the state has well-qualified, professional teachers. More information is available on the Minnesota PELSB Website.

PELSB provides a list of state approved teacher preparation programs, searchable by institution and content area. To view our PELSB-approved licensure program, enter "Fond du Lac Tribal and Community College" in the "Provider" field.

World Indigenous Higher Education Consortium (WINHEC)
Fond du Lac Tribal and Community College's Anishinaabeg Gikendaasowinan (all American Indian focused programs including American Indian Studies, Elementary Education, Early Childhood Development, Fine Arts, Ojibwe language, and community outreach and extension programs) are accredited by the World Indigenous Nations Higher Education Consortium (WINHEC). For a list of WINHEC Accredited Institutions, visit http://winhec.org/accreditation/.
Learn more about FDLTCC accreditations
Program Planners Applying to the Program

In addition to Fond du Lac Tribal and Community College admission requirements, students must complete the required general education courses for the Bachelor's in Science degree in Elementary Education program prior to applying for admittance into the Elementary Education program.

Declaring education as a major does not guarantee admission to the Elementary Education Program, nor does completion of the general college courses and pre-requisite courses. Acceptance into the program is competitive and based on the application criteria as outlined in the application process below.

Who? Education majors who meet the criteria listed below the semester "before" completing the application.

What? Application Instructions will be provided via email to students in the beginning of each semester.

How? Complete the online application when the link is emailed to you. The Elementary Education Major must align with the Degree Audit Report (DARS). Permission is required to change your major after acceptance into the program. Applications are reviewed after the "Priority Deadlines" listed above and then approximately every 2 weeks after. Students will be notified by email of their acceptance status. Note: Students who have applied but not accepted must submit a new application to be considered in future admission cycles.
Application Components
Multiple criteria have been developed and will be used as considerations into accepting potential candidates into the Elementary Education program. To be eligible for consideration into the Elementary Education Licensure program students must complete the following in either fall or spring semester of their sophomore year:

Submit a completed online application

Complete a disposition self-assessment in Student Learning and Licensure

Complete a background check/fingerprinting

Complete the Liability Insurance Form

Have a Cumulative GPA of 2.00 or higher in the following courses:

GPA of 2.00 in ENGL 1102

GPA of 2.00 in MATH 1050

GPA of 2.00 in EDU/AMIN 2300

Demonstrate 15 hours of K-6 experience working with a student or students in a classroom setting.

Complete an interview.

Important Program Information

1. Students will not be allowed to register for 3000 and 4000 level Education (EDU) courses until they have been formally admitted to the Elementary Education program.

2. Field experiences and student teaching require school district criminal background checks. If you think you may have an issue, you may want to initiate a background check yourself before you seek admission. Applicants with any prior conviction(s) may be unable to complete a program of study in Elementary Education.

3. Your disposition for the role of professional educator will be assessed throughout the program. This includes things such as attendance, reliability, and communication skills.

Student Transfer Information

1. FDLTCC's Elementary Education program may consider a transfer of course from other institutions if a syllabus is provided and the course is found to meet 100% of the required state standards assigned to the course being substituted. If field experience is a requirement of the Elementary Education course, the external course must contain an equivalent field experience and documentation must be provided for the review.

2. Please Note: All coursework required for licensure must be completed with a letter grade (not Pass/NC).

Faculty and Staff

Sara Montgomery
Sara Montgomery, Gwayakogaabawi ikwe, Dean of Education. I received my Bachelor of Arts from The College of St. Scholastica, Master of Education from the University of Minnesota, Duluth, along with the licenses to teach in MN within a K-12 setting (License include K-12 classroom, bilingual-bicultural, American Indian language and culture, and coaching). My professional career has been in education for the last 35+ years and has extended along the spectrum of education as a teacher in the K-6 classrooms, Principal at Fond du lac Ojibwe Tribal School, transitioning to the collegiate level as faculty at Fond du Lac Tribal and Community College in the Elementary Education Program. Serving the community locally, nationally, and internationally to prepare future teachers with indigenous knowledge and pedagogy for all students.

Tara Graves
Tara Graves has 29 years of educational experience. She began her career as a Head Start Teacher in 1993 and worked her way through college while working full-time. Tara graduated from Fond du lac Tribal & Community College in 1999 and continued to pursue her education. In 2003 she graduated with the Gekinoo'amaagejig (the ones who teach) cohort from University of Minnesota Duluth with her Bachelor of Applied Science, teaching license K-6, with a minor in Ojibwe Language. She was an elementary teacher for the Fond du Lac Reservation while continuing her Master's in Education Degree and graduating in 2006. From 2007-2010 she was the director of a grant funded program, Project Intersect with the University of Minnesota, and Fond du Lac Band. The Institute on Community Integration (ICI) teamed up with two northern Minnesota schools, American Indian artists, and the University's Department of Curriculum and Instruction to create an innovative project that's enhancing students' understanding, enthusiasm, and performance in standards-based art education, language arts, mathematics, and science. 2010-2015 Tara was hired as the American Indian Education Director for Cloquet Public Schools, ISD #94. Tara then took another opportunity that came to her fruition. Accepting a position at Fond du Lac Tribal & Community College, Director of Nandagikendan (Seek to Learn) Academy. Providing opportunities for American Indian High School students seeking College and Career readiness. In 2018, as the Associate of Science Degree program began its partnership with Winona State University, she became the Education Facilitator for the Elementary Education Program. Currently with this position, she facilitates field experience and placements along with recruiting for future teachers! Her circle has been fulfilled! She enjoys working with partnering districts, assisting students in their placements, and applying her background and knowledge to the education team!

Student Resources

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Elementary Education - Fond du Lac Tribal & Community College

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Our Elementary Education program prepares all students within a teacher-preparation pathway emphasizing cultural approaches to...

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Fond du Lac Tribal and Community College

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FDLTCC Hosting First Annual Ed Fest - Fond du Lac Tribal & Community College

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Read our article ‘FDLTCC Hosting First Annual Ed Fest’ on the Fond Du Lac Tribal & Community College site!

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Southwestern Indian Polytechnic Institute (NM)

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Southwestern Indian Polytechnic Institute (NM)

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Panelist: Danielle Lansing, EdD

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National Educator Initiative Project — National Indian Education Association

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Teacher shortages are pervasive in Native schools across the country. The National Indian Education Association (NIEA) and TNTP are working collaboratively to recruit and retain effective teachers and unleash the power of the seventh generation of Native students.

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NIEA wants to hear from you!

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Take this survey powered by surveymonkey.com. Create your own surveys for free.

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Doctoral Program (EdD) in Educational Leadership

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Doctoral Program (EdD) in Educational Leadership

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Muckleshoot Cohort | Educational Leadership | University of Washington Tacoma

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Muckleshoot Tribal College In 1995, the Muckleshoot Tribal Council made a significant commitment to higher education in the Muckleshoot community by creating the Muckleshoot Training Ce...

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Panelist: Kananinohea “Kanani” Mākaʻimoku

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Kahuawaiola Indigenous Teacher Education Program Website

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Kahuawaiola Indigenous Teacher Education Program Website

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University of Arizona - Indigenous Teacher Education Program (AZ)

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University of Arizona - Indigenous Teacher Education Program (AZ)

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Panelists: Valerie Shirley, Ph.D. & Jeremy Garcia, Ph.D.

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Indigenous Teacher Education Program Website

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Indigenous Teacher Education Program Website

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The Indigenous Teacher Education Program (ITEP) is a Bachelor's Degree granting program that was founded in 2016, through a grant from the US Department of Education. Our mission is to increase the number of Indigenous teachers serving Indigenous students, schools, and communities. Our students graduate with a Bachelor's Degree in Early Childhood or Elementary Education and a teaching certification.

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The Indigenous Teacher Education Program (ITEP) is a Bachelor's Degree granting program that was founded in 2016, through a grant from the US Department of Education. Our mission is to increase the number of Indigenous teachers serving Indigenous students, schools, and communities.

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Indigenous Pedagogies Speaker Series - Free Virtual Programming

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Indigenous Pedagogies Speaker Series - Free Virtual Programming

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We respectfully acknowledge the University of Arizona is on the land and territories of Indigenous peoples. Today, Arizona is home to 22 federally recognized tribes, with Tucson being home to the O’odham and the Yaqui. Committed to diversity and inclusion, the University strives to build sustainable relationships with sovereign Native Nations and Indigenous communities through education offerings, partnerships, and community service.

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Panelist: Lori Hasselman

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KU Office of Sovereign Partnerships Website

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KU Office of Sovereign Partnerships Website

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Established in 2024, the OSPII is an evolution of the Office of Native American Initiatives (NAI), first started in Academic Success and built on the historical work of Indigenous students, staff, and faculty who have walked Jayhawk Blvd. The OSPII works closely with our campus partners, the Haskell/KU Exchange Program, Haskell Indian Nations University, sovereign partners, and those who advance Indigenous initiatives.

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Office of Sovereign Partnerships & Indigenous Initiatives

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Established in 2024, the OSPII is an evolution of the Office of Native American Initiatives (NAI), first started in Academic Success and built on the historical work of Indigenous students, staff, and faculty who have walked Jayhawk Blvd. The OSPII works closely with our campus partners, the Haskell/KU Exchange Program, Haskell Indian Nations University, sovereign partners, and those who advance Indigenous initiatives.

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Panelist: Anthony B. Craig

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Leadership for Learning (L4L) | UW College of Education

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Leading education forwardThe Leadership for Learning (L4L) doctorate in education program (Ed.D.) at the University of Washington believes that through collective leadership action we can reimagine, redesign, and realize educational systems that truly lead to justice for communities across the State of Washington.

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Panelists: Darold Harmon Joseph & Denyse Candace Herder

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Institute for Native-serving Educators Website

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Institute for Native-serving Educators Website

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Institute for Native-serving Educators | Northern Arizona University

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The Institute for Native-serving Educators (INE) is a collaborative initiative to strengthen schools across Indian Country. Housed in NAU’s Office of Native American Initiatives…

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Culturally Responsive Assessment of Indigenous Schooling Tool

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Culturally Responsive Assessment of Indigenous Schooling Tool

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College of Education | Northern Arizona University | Northern Arizona University

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The College of Education offers undergraduate, graduate, and doctoral programs. Get a teaching certification or learn about Arizona’s top teacher’s college.

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Preparing Indigenous Teachers for Arizona Schools (PITAS) Website

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Preparing Indigenous Teachers for Arizona Schools (PITAS) Website

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Preparing Indigenous Teachers for Arizona Schools (PITAS)

Preparing Indigenous Teachers for Arizona Schools (PITAS) is designed for para-professionals, educational assistants, and others in Native-serving schools across Arizona who want to become certified K-8 teachers. You will earn either your bachelor's or master's degree in Elementary Education and teaching certification in two years, while you stay in your home community and continue working in your school. Classes will be delivered in a hybrid format that accommodates your work schedule; and you will participate in occasional weekend community residencies and a summer residency at Northern Arizona University in Flagstaff.

The program begins in October 2022, and ends in June 2024.

PITAS is designed to allow you to stay in your home community and school while also earning your degree to become a teacher! In partnership with the College of Education, INE staff will work with the PITAS cohort to ensure each person's successful journey through coursework, graduation, and into a teaching position.

PITAS cohort members will receive a small stipend and laptop. As an admitted student in the BSED/MED Elementary Education program, you are eligible to participate in the Arizona Teachers Academy (ATA) which will cover your tuition and mandatory fees after all other scholarships and gift aid are applied. To receive this funding, you will need to complete a FAFSA every year along with seeking ATA support, and remain in good academic standing at NAU. As a result of receiving this funding, you will commit to teaching at an Arizona public school for the number of years you receive the funding.

PITAS was developed because Indigenous leaders and educators requested a pathway for community members to become certified classroom teachers. Housed in NAU's Institute for Native-serving Educators (INE), PITAS centers Indigenous educational approaches and knowledge. Our goal is to prepare culturally responsive teachers for schools serving Arizona's 22 Native Nations.

Eligibility criteria

Individuals working as Para-Professionals, Educational Assistants, etc. in schools on or bordering any of Arizona's 22 Native Nations are eligible if they can provide a fingerprint clearance card and have the following:

For the master's degree pathway:

A completed bachelor's degree from an accredited institution.

GPA of 3.0 = full admittance

Below 3.0 undergraduate gpa must petition the College of Education Admissions Committee to achieve conditional admittance with allowance to achieve 3.0 in graduate-level work with first nine (9) graduate credit hours

College Algebra or equivalent with a minimum grade of C

ENG foundation composition course(s) with a minimum cumulative English GPA of 3.0
If the English composition GPA is not 3.0, the applicant can complete one of the following NAU courses (or an advisor approved writing course) with a minimum grade of B: ENG 105, ENG 205, 210, 211, 220, 270, 302W or 310W.

One lab science with a minimum grade of C

A copy of IVP fingerprint clearance card

For the full list of requirements, please refer to the "how to get started" tab.

How to get started

1. Gather your unofficial transcripts

2. Contact the Assistant Director of INE and Anchor Faculty for PITAS program Jimmy (James) Snyder: 505-860-6133, James.Snyder@nau.edu

3. Set up an appointment with Josh Perkins (NAU Coordinator) www.calendly.com/naujoshperkins

4. Jimmy and Josh will assist you through the application process

5. Click here to see the full list of prerequisites for the bachelor's program, and click here for the prerequisites for the master's program

For questions about program requirements and application, contact Josh Perkins: 602-298-4014, northvalley@nau.edu

PITAS schedule

The program begins in mid-October 2022, and ends in June 2024. Virtual classes will be held on Tuesdays and Thursdays from 5-8pm. The cohort will have occasional weekend in-person meetings and a summer residency at NAU in Flagstaff.

We encourage you to apply right away in order to ensure you are ready for Fall classes!

Benefits of program participation

The program is designed for para-professionals and others working in Native-serving schools

You will remain in your community while completing your courses synchronously online (via Zoom)

Cohort members are eligible to apply for ATA funding, which covers tuition and mandatory fees after all other scholarships and gift aid are applied

Cohort members will receive a laptop and an $800 stipend each semester

All education classes will be taken with the cohort, and classes will be designed for relevance to teaching in Arizona's Native-serving schools

Faculty and staff will provide mentorship and support

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PITAS | Institute for Native-serving Educators

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Preparing Indigenous Teachers for Arizona Schools (PITAS) is designed for para-professionals, educational assistants, and others in Native-serving schools across Arizona who want to become certified K-8 teachers. You will earn either your bachelor's or master's degree in Elementary Education and teaching certification in two years, while you stay in your home community and continue working in your school.

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TIIC | Institute for Native-serving Educators

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The TIIC was developed by faculty in the College of education, Applied Indigenous Studies, and the Institute for Native-serving Educators to provide a culturally responsive set of courses that will…

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Strong Tribal-State Partnerships Beyond the Every Student Succeeds Act

This webinar highlights the components of strong tribal-state partnerships that go beyond the Every Student Succeeds Act (ESSA). The Mohegan Tribe provides an in-depth understanding of state and federal special education law, an understanding of assessments that identify students as having a disability, and tips on building sustainable relationships with local public schools and state agencies.

Subsequently, the Montana Office of Public Instruction highlights strategies to successfully implement its "Indian Education for All" legislation. This includes ongoing collaboration with Montana's 12 tribal nations and tribal representatives and education directors on Montana's Advisory Council on Indian Education.

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Webinars - National Indian Education Association

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This webinar highlights the components of strong tribal-state partnerships that go beyond the Every Student Succeeds Act (ESSA). The Mohegan Tribe provides an in-depth understanding of state and federal special education law, an understanding of assessments that identify students as having a disability, and tips on building sustainable relationships with local public schools and state agencies.